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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	<urn:uuid:9b34f476-7ed8-420a-996b-4a45b5519a57>	CC-MAIN-2021-04	https://gbdrrrf.org/system/files/privatefiles/pre-2020_commitments_and_actions.pdf	2021-01-20T19:36:13+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00334.warc.gz	362,664,585	5,573	eng_Latn	eng_Latn	0.997215	eng_Latn	0.997236	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 4592, 8698 ]	[ 1.3359375 ]	4	6
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	<urn:uuid:9ee0b6b5-4cc7-4544-93d7-ed6a1e8794f7>	CC-MAIN-2017-13	http://d70schools.org/lib/dash/files/strategic_plan_update_2014.pdf	2017-03-30T02:42:17Z	crawl-data/CC-MAIN-2017-13/segments/1490218191984.96/warc/CC-MAIN-20170322212951-00649-ip-10-233-31-227.ec2.internal.warc.gz	85,212,012	10,483	eng_Latn	eng_Latn	0.983557	eng_Latn	0.988402	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2286, 5245, 7309, 9332, 11863, 13623, 15580 ]	[ 1.359375 ]	2	2
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	<urn:uuid:fdf39c8a-50c6-4718-b403-c96da1606ed3>	CC-MAIN-2017-13	http://parks.tas.gov.au/file.aspx?id=6575	2017-03-27T10:42:25Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00223-ip-10-233-31-227.ec2.internal.warc.gz	276,185,970	1,341	eng_Latn	eng_Latn	0.997522	eng_Latn	0.997738	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2791, 5841 ]	[ 3.265625 ]	2	39
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. ________________________________________________________________________________________________________ ATTARA C 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.). ________________________________________________________________________________________________________ ATTARA C ________________________________________________________________________________________________________ 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. 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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. 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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.	<urn:uuid:6f1ef795-88b5-4f26-a316-aab4fd78d34b>	CC-MAIN-2017-13	http://www.midlandisd.net/cms/lib01/TX01000898/Centricity/Domain/111/ChildHealthWebsites.pdf	2017-03-27T10:45:11Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00222-ip-10-233-31-227.ec2.internal.warc.gz	572,579,611	2,476	eng_Latn	eng_Latn	0.9787	eng_Latn	0.981578	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2528, 5035, 7284, 9883, 12514 ]	[ 1.71875 ]	1	3
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.	<urn:uuid:4ff9ad54-9533-4ec5-bb15-e2f82cbe63f4>	CC-MAIN-2017-13	http://radiogardensense.com/yahoo_site_admin/assets/docs/April_8_2012.99191355.pdf	2017-03-27T10:49:01Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00221-ip-10-233-31-227.ec2.internal.warc.gz	294,028,717	687	eng_Latn	eng_Latn	0.997102	eng_Latn	0.998172	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2472, 2994 ]	[ 2.03125 ]	1	4
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.	<urn:uuid:b08e42ee-6e3e-4811-a920-7e7a9811de0e>	CC-MAIN-2017-13	http://greenland-guide.gl/pdf/cites-uk.pdf	2017-03-27T10:33:56Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00222-ip-10-233-31-227.ec2.internal.warc.gz	151,031,571	1,314	eng_Latn	eng_Latn	0.989799	eng_Latn	0.991431	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3823, 5951 ]	[ 2.484375 ]	1	13
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.	<urn:uuid:d2c25069-bf3b-46d3-ab14-8cb183db4512>	CC-MAIN-2017-13	http://internationalcommunitydevelopment.org/sites/default/files/how_we_do_it/Kasese_District_Youth_Focus_on_AIDS.pdf	2017-03-27T10:48:24Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00222-ip-10-233-31-227.ec2.internal.warc.gz	168,449,591	1,250	eng_Latn	eng_Latn	0.995389	eng_Latn	0.995798	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2338, 6100 ]	[ 1.7734375 ]	2	2
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#	<urn:uuid:23a8cf33-2e04-483f-a390-4be20cdc4bd5>	CC-MAIN-2017-13	http://themosttraveled.com/Williamson%20MS%20article%20Part%201--Rotten%20Fruit.pdf	2017-03-27T10:39:28Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00222-ip-10-233-31-227.ec2.internal.warc.gz	330,798,653	1,704	eng_Latn	eng_Latn	0.998087	eng_Latn	0.998958	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2246, 5042, 6944, 7763 ]	[ 1.796875 ]	1	5
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.	<urn:uuid:58679d7c-bd7f-4cea-bb3b-197f27765b8a>	CC-MAIN-2017-13	http://cbs.sc/Downloads/publications/Money%20and%20the%20money%20supply_FINAL.pdf	2017-03-27T10:52:00Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00223-ip-10-233-31-227.ec2.internal.warc.gz	57,149,437	892	eng_Latn	eng_Latn	0.999411	eng_Latn	0.999437	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3202, 4455 ]	[ 3.515625 ]	1	5
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.	<urn:uuid:d913bdcb-22b8-4f74-b525-541ea9d31d29>	CC-MAIN-2017-13	https://www.colorado.gov/pacific/sites/default/files/EDRR%20Framework%20%26%20Strategic%20Plan%202016.pdf	2017-03-27T10:54:15Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00221-ip-10-233-31-227.ec2.internal.warc.gz	879,255,793	3,819	eng_Latn	eng_Latn	0.996807	eng_Latn	0.997417	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2102, 4661, 6397, 8977, 11607, 13365, 15478, 17529, 19558, 20441 ]	[ 1.5625, 0.87109375 ]	1	3
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.	<urn:uuid:4eadf1e7-f084-475f-9edc-a87fd5c806a7>	CC-MAIN-2017-13	http://www.sbesc.com/sites/default/files/WhatIsSBESC2017.pdf	2017-03-27T10:50:19Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00222-ip-10-233-31-227.ec2.internal.warc.gz	647,512,529	1,574	eng_Latn	eng_Latn	0.989352	eng_Latn	0.989491	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3719, 8001 ]	[ 1.4765625 ]	1	4
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…	<urn:uuid:ce2e53b4-4c59-46e1-a7ab-ab9c5f5bb25c>	CC-MAIN-2017-13	http://averyandavery.com/Corporate%20Picnic-Structural%20Failure.pdf	2017-03-27T10:37:57Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00222-ip-10-233-31-227.ec2.internal.warc.gz	28,001,206	580	eng_Latn	eng_Latn	0.999659	eng_Latn	0.999659	[ "eng_Latn" ]	false	docling	[ 2802 ]	[ 1.96875 ]	1	4
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	<urn:uuid:bb7390f6-0d7a-40e3-8663-c8008db45d2a>	CC-MAIN-2017-13	http://cityofnewbuffalo.org/downloads/fhctletterbicycle_safety.pdf	2017-03-27T10:40:29Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00223-ip-10-233-31-227.ec2.internal.warc.gz	64,059,418	541	eng_Latn	eng_Latn	0.998985	eng_Latn	0.998985	[ "eng_Latn" ]	false	docling	[ 2461 ]	[ 1.609375 ]	1	7
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.	<urn:uuid:53e79124-2644-48a0-bbde-5aa7a626bcb5>	CC-MAIN-2017-13	http://abbylu.com/pdfs/ART/dancingfromny.pdf	2017-03-27T10:37:29Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00222-ip-10-233-31-227.ec2.internal.warc.gz	4,905,967	948	eng_Latn	eng_Latn	0.998968	eng_Latn	0.999286	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1236, 3777, 4545 ]	[ 1.5859375 ]	2	3
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).	<urn:uuid:7b750dce-3619-491b-a58c-49435f54c39b>	CC-MAIN-2017-13	https://www.co.mchenry.il.us/home/showdocument?id=63287	2017-03-27T10:44:58Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00222-ip-10-233-31-227.ec2.internal.warc.gz	851,842,284	995	eng_Latn	eng_Latn	0.998098	eng_Latn	0.998806	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2098, 4307, 4696 ]	[ 1.9296875 ]	2	3
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.	<urn:uuid:b95cae08-04df-49e6-91ee-0ff0908eeaed>	CC-MAIN-2017-13	http://mereworth.kent.sch.uk/wp-content/uploads/2015/04/Calculation_Policy-2017-Mereworth-1.pdf	2017-03-27T10:46:42Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00222-ip-10-233-31-227.ec2.internal.warc.gz	218,528,378	2,227	eng_Latn	eng_Latn	0.954291	eng_Latn	0.993604	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2595, 3285, 3618, 4476, 5361, 6194, 8085, 8740, 9251, 9431 ]	[ 4.40625 ]	5	3
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)	<urn:uuid:587b4974-bba6-47b0-8eae-381cc3539c20>	CC-MAIN-2017-13	http://www.underthesamesun.com/sites/default/files/Pew%20Research%20study%20on%20religion%20and%20witchcraft%20in%20Tanzania.pdf	2017-03-27T10:44:52Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00222-ip-10-233-31-227.ec2.internal.warc.gz	704,877,165	698	eng_Latn	eng_Latn	0.989468	eng_Latn	0.994535	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 652, 3765 ]	[ 1.5703125 ]	1	10
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	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00221-ip-10-233-31-227.ec2.internal.warc.gz	403,450,284	670	eng_Latn	eng_Latn	0.997898	eng_Latn	0.997898	[ "eng_Latn" ]	false	docling	[ 3006 ]	[ 2.1875 ]	2	6
AMERICAN ELM DISTRICT Volume 3, Issue 10 Dec. 8, 2004 Welcome to American Elm District Cub Scout Roundtable Electronic edition Webelos activity badges Fitness and Readyman Theme: Holiday Word Puzzle PRE OPENING ACTIVITIES By Heart of America Council Cubs: connect the letters to spell CUB. How many Cubs are there? As you get ready for the Holidays and your Blue and Gold. Check all the scouts and their families for food allergies. They will thank you for thinking of their safety and you will enjoy your activities. Many more people are developing allergies and it only takes a moment to ask and work around them. Let's all have a Merry Christmas and a Safe New Year. WORDS FOR THE HOLIDAY PUZZLE CHRISTMAS CROSSWORD Across: 1. Color of Sant's suit 5. They celebrated the first Thanksgivings 6. It says "Gobble-Gobble" Down: 2. Springtime holiday 3. 12th month of the year 4. "Jingle _ _ _ _ _" 5. 1. 2. 2. 1. 3. R E D If you are looking for a New Year's Resolution JUST FOR TODAY Heart of America Council Just for today I will try to live though this day only, and not tackle my whole life's problems at once. I can do something for twelve hours that would appall me if I felt that I had to keep it up of a life time. Just for today I will be happy. This assumes to be true what Abraham Lincoln said, that "Most folks are as happy as they make up their minds to be." Just for today I will adjust myself to what is, and not try to adjust everything to my desires. I will take what every my portion is and fit myself to it. Just for today I will try to strengthen my mind. I will study. I will learn something useful. I will not be a mental loafer. I will read something that requires effort, thought, concentration. Just for today I will exercise my soul in three ways. I will do somebody a good turn and not get found out; if anybody knows it, it will not count. I will do at least two things I do not want to do– just for exercise. I will not show anyone that my feelings are hurt; they may be hurt; but today I will not show it! Just for today I will be agreeable. I will look as well as I can, dress becomingly, talk low, act courteously, criticize not one bit, not find fault, and not try to regulate anybody except myself. Just for today I will have a program. I may not follow it exactly, but I will have it. I will thus save myself from two posts--hurry and indecision. Just for today I will have a quiet half hour all by myself and relax. During this half hour I will try to get a better perspective on my life. Just for today I will not be afraid. Especially...I will not afraid to enjoy what is beautiful, and to believe that as I give to the world, so will the world give to me. Just for today I will calmly know that not half the things I fear will ever happen; and God, making all things work together for good to those that live him, will bear me and my crosses together as an Eagle's wings! As you get ready to celebrate the Holidays remember that your are not alone! There are many volunteers in your District, Council and all over that are there to teach you skills, answer questions, show you how to run a program, design a craft..the key is . YOU You need to go to Training, Roundtable, University of Scouting. Scouters' have their names, telephone numbers, e-mails listed on web sites, Council newspapers just to help you, but you must make the first step. Get to know your Scout Executive– they can point you to the right person who can solve that problem. Hope to see you at Training, Roundtable or University of Scouting in the new year. Introduce your self and become a familiar face. While at college, the Journalism dept. has a saying, With some of the antics I got into, they told me my Junior year that I was going overboard and it would be a few years before they forgot me. The Radio Station I was working for was even thinking of creating a series of my college escapes while at Indiana University-Bloomington, IN. "Come in, get to know us so we remember you when recruiters call with jobs." I ran 2 stations AM and FM on the weekends at WSCI in Columbus, IN and when I didn't have to be On the Air, I worked at the Media Center at the Main Library and once a month Club Latrec, a student Disco would run on Friday and Saturday till 2 AM. We took turns with the lights, sound and Coca-Cola bar. I had the opportunity to work the sound system for Kids in Action a 5th grade show choir at Wilson Vance the first 4 years and it brought back great memories of my radio days. Something from the early years: Emergency Broadcast system Last Frontier Council Narrator, as many boys as needed. Narrator stands up front with other boys in a group behind him. Characters: Scene: This is be a test of the Emergency Broadcast System. For the next 60 seconds. Remember, this is only a test. Narrator: (Hum in a monotone for approximately 60 seconds) All Boys: Narrator: This has been a test of the Emergency Broadcast System. Had this been an actual emergency, this is what you would have hear.... All boys: (run off in different directions, screaming and waving arms) The Magic List Last Frontier Council Copy the figures shown in the illustration. Ask your friend to pick out a number from 1 to 30, but not to tell what the number is. Then have him tell you what column or columns his number appears in. The Challenge: That you will tell him what number he selected. How to do it: Add the top figures at the head of the columns in which his selection appears. (Suppose his number appears in Columns A, D and E; you would hen add 2, 8 and 4. The anser would be 14. Sure enough, 14 appears in only those three columns. Now you try it! The Last Closing Ceremony of the Year Last Frontier Council Staging: House lights are dimmed. Four posters with the four Cub Scout ranks, eight candles (two by each poster). Cubmaster: This last ceremony of 2004 is a fine time to reconfirm our beliefs in ourselves and the Scouting program. (Lights two candles by the Bobcat poster) We will do our best. Will all Bobcat Cub Scouts and their parents please stand. Bobcat, so you promise in 2005 to do you best, to be true, to help other people, to obey the Law of the Pack, and to advance one rank? (They respond) (Follow the same procedure for Wolf and Bear Cub Scouts) Will all Webelos Scouts and their parent please stand. Webelos, do you promise i 2005 to do you best, to be true, to help other people, to obey the Law of the Pack, and to earn the Arrow of Light award? (They respond) We will do our best. All of these eight candles are part of the light, the Light of the Spirit of Cub Scouting. Assistant Cubmaster: The first four candles are the four parts of the Cub Scout Promise- Duty to God, Duty to Country, to help other people, and to obey the Law of the Pack. The second four candles are the four parts of the Law of the Pack the Cub Scouts follows, Akela, the Cub Scout helps the pack go, the pack helps the Cub Scout grow, the Cub Scout gives goodwill. Cubmaster: I know you will be loyal Cub Scouts in 2005 as the Spirit of Cub Scouting burns here it also burns in the hearts of Cub Scouts everywhere. May it continue to burn in your hearts during the coming year as we go upward and forward in Pack _____. Games By Heart of America Council LETTER LADDER Players: 2 to 4 The first player thinks of any word and names its first letter only - e.g., "P" for pump. The second player thinks of any word beginning with the named letter and names its second letter - e.g., "A" for pancake. Play continues thus in thus in turn until any player completes a word to which a following player cannot add another letter to change it or to make it longer. A player who at his turn fails to do so scores 1 point and begins another word as at first. That player wins, after each has had the same number of turns, who has the lowest score. It is best to keep the number of players small, especially with younger age groups. If many players wish to play the same game, divide them into groups of three or four. ANAGRAMS Players: 2 or more paper and pencil for each player Each player is required to think of a S letter noun( limited, if desired, to animals, place names, or any other category). He then writes down the letters of the word so that they are totally scrambled, and passes his to the next player to his right. The player wins who first unscrambles the letters and forms either the original word or any other word, using all the letters given him by his neighbor to the left. Of course, words of more than 5 letters my be used if the players so decide in advance. Equipment: Before he passes his paper to the next player, each player scrambles a list of 3 or more nouns, or a short sentence of 5 words in which each word, though scrambled, is written separately. Variation: BLACKBOARD RELAY Player: 2 of 6 or more players blackboard and chalk for each team. (a large sheet of wrapping paper, tacked to the wall, and a black marker will work great) Players are divided into two teams. A line is drawn down the middle of the blackboard. Or, if played elsewhere than in room. two sheets of large wrapping paper should be hung at shoulder height at an equal distance from both tams; one for each. All Players sit down. Each team decides on an order in which players are to run. At the command from the teaches or referee, the first member of each team races to the blackboard, picks up the chalk, and writes the first word of a sentence that he thinks of on the blackboard or paper. He then runs back to his own team and hands the chalk or pen to the next player, who writes a second word next to the first, and so on. Equipment: CUMULATIVE COUNTING - TWISTERS Cumulative counting - twister can be done by one person or played with a leader and group. There are two ways to use them as group play. In the first, the leader would give the new line and point to an individual who is to recite. In the second, the entire group responds together. The leader gives each new line to the group and they repeat the sets together. Either way it is played, the counting-twister is recited by accumulating verse and repeating them all from the beginning as each new one is added. Example: Line 1. Line 1+2. Line 1+2+3. Line 1+2=3=4. etc., until the entire set is included. Players may also wish to invent their own cumulative counting -twisters. EASY ANIMALS 1. One old owl. 2. Two tiny toads. 3. Three thriving thrushes. 4. Four frolicking fawns. 5. Five fine fish. 6. Six slinky snakes. 7. Seven slithering seals. 8. Eight eager eagles. 9. Nine nesting nightingales. 10. Ten terrible tigers. SKITS ROVING REPORTED Characters: 5 Cub Scouts Reporter: Good evening, ladies and gentlemen. Here's your roving reporter with another man - on -the-street interview. Tonight, we axe going to talk about mountains. Here's a man right here. How do you do, sir, can you tell me what is your impression of mountains? Man #1: "HIGH!" Reporter: Hi, yourself! Now tell me, what is your impression of mountains? Man #1: Just like I said, "High!" Reporter: Oh! Ha, ha, ha. My mistake. When you said "High," I thought you said "Hi!", get it? Oh well, lets talk to someone else. Here's a man. Tell me, sir, how do you feel about mountains? Man #2: Well, I've never been there of course, but if I had to feel about mountains, I'd do like always, feel with my fingers. Reporter: Ha, ha, ha, ha. Seems we have some jokesters about today. Well now, let's try our questions on this little boy here. Tell me, sonny, have you ever gone over the top of a mountain? Small boy: Yes, sir, lots of times. Reporter: My, I'm surprised to hear that, must have been a hard trip for a youngster, actually to go clear over the top of a mountain. Small Boy: Oh! No, sir, we were in an airplane. Reporter: (to himself) This is getting ridiculous, but I'll try one more time. How do you do, sir, may I ask you question? Man #3: Why sure, what's your problem? Reporter: Tell me sir, what’s your impression of life in the mountains? Man #3: Well, from what I hear, it’s a lot like an umbrella. Reporter: An umbrella? I don’t quite understand what you mean. Man #3: Yup, like an umbrella. Life in the mountains is either up or down. Reporter: Sorry, folks, some days you can't win! STUNTS AND TRICKS LINK THE CLIPS You will need a money and two ordinary paper clips. Ask your friends to join the two paper clips together with the money. Fold the money into three but do not crease the folds. Clip the folds with the two paper clips. Take the two top corners between the fingers and thumbs and sharply pull the money out-straight. The clips will fly off, but surprise, surprise, they will be mysteriously jointed together. RUN-ON Man picks up ringing telephone. a. You don't say .. you don't say... you don't say... b. Who was that? a. I don't know. He didn't say. BRAIN TEASER 2. State War State 3. From C To 4.Land if C If If N 8. 9. 7. GOD NATION Abe Lincoln Main St. Gettysburg, PA LAW = JUSTICE 10. A HOUSE REPRESENTATI VES HOUSE REPRESENTATIVES HOUSE REPRESENT HOUSE REPRESENTATIVE ATIVES HOUSE RE S HOUSE REPRESENTATIVES PRESENTATIVESHOUSE REPRESENTATIVES HOUSE REPRESENTATIVESHOUSE REPRESENTATI VESHOUSE REPRESENTATIVESHOUSE REPRESENTATIV ES HOUSE REPRESENTATIVESHOU SE REPRESENTATIVES HOUSE REPRESENTATIVES HOUSE REPRESENTATIVESHOUSE REPRESE NTATIVES HOUSE REPRESENTATIVESHO USE REPRESENTATIVES HOUSE REPRESENTATIVES HOUSE REPRESENT HOUSE REPRESENTATIVE ATIVES HOUSE RE S HOUSE REPRESENTATIVES PRESENTATIVESHOUSE REPRESENTATIVES HOUSE REPRESENTATIVESHOUSE REPRESENTATI VESHOUSE REPRESENTATIVESHOUSE REPRESENTATIV ES HOUSE REPRESENTATIVESHOU SE REPRESENTATIVES HOUSE REPRESENTATIVES HOUSE REPRESENTATIVESHOUSE REPRESE NTATIVES HOUSE REPRESENTATIVESHO USE REPRESENTATIVES HOUSE REPRESENTATIVES HOUSE REPRESE HO HOUSE REPRESENTATIVES HOUSE REPRESENTATIVES HOUSE REPRESENTATIVES USE REPRESENTATIVES HOUSE REPRESE USE REPRESENTATIVES HOUSE REPRESENTATIVES HOUSE REPRESE HOUSE REPRESENTATIVES HOUSE REPRESENTATIVES HOUSE REPRESENTATIVES HOUSE REPRESENTATIVE HO HOUSE REPRESENTATIVES HOU HOUSE REPRESENTATIVES HOUSE REPRESE HOUSE REPRESENTATIVES HO HOUSE REPRESE HOUSE REPRESENTATIVES HOUSE REPRESENTATIVES HOU HOUSE REPRESENTATIVES NTATIVE SE REPRESENTATIVES NTATIVES NTATIVES NTATIVES USE REPRESENTATIVES NTATIVES Answer: 1. Bunker Hill 2. War between the States 3. From sea to shining sea 4. One, if by land to if by sea 5. Washington crossing the Delaware 6. Valley Forge 7. One nation under God 8. Lincoln's Gettysburg address 9. Equal justice under the law 10. House of Representatives CHEERS AND APPLAUSE'S - Pretend to type, with fingers moving rapidly while saying, "Click, click, click, ding. Click, click, click, ding." Typewriter Cheer - Grab newspaper in hand, wave arm in the air and shout, "Read all about it - right here. Read all about it." Read All About It Cheer - Have group stand, move head back and forth from right to left. As they move it, have them say, "Copy cat, copy cat, copy cat." Interrupted Applause - Bring hands together like a clap, but stop before they touch. Repeat several times. Xerox Cheer JAZZY JOURNAL Supplies needed: decorative paper cardboard scrap paper scissors glue stapler Decide what size your book will be and cut out 2 pieces of cardboard. Follow the illustrations for Fig. 1 and 2 to make the outside of the book. FIG. 2 FIG. 3 For the pages, open up the book. Measure inside of book and subtract 1/4" all around. For example, if your book cover measures 4"x6", your pages should be 3-3/4"x5-3/4", Cut about 20 pages. Staple pages together at center. Glue front and back pages to inside covers. Fig 4. For end flaps, cut 2 pieces of decorative paper t fit inside covers. Glue one to inside front cover, over blank page. Repeat for back cover. Fig 5. INVISIBLE INKS One of the ways to send a secret message is to write it in invisible ink. A friend will know how to make the message become visible by heating the paper as we will explain. George Washington's spies sometimes used invisible ink. It is easy to prepare because it can be made from things you have in the house. Here are some: Lemon Juice Ink - Squeeze the juice of half a lemon into a small dish or grass. The lemon juice makes an excellent invisible ink. Orange juice and grapefruit juice ink can be made in the same way. Sugar Water Ink - Put half a teaspoonful of sugar into half a glass of water and stir until the sugar is completely Dissolved. Onion Juice Ink - Peel a Small onion, grate it into a pulp, and let the pulp Stand in a small dish or glass. At the end of several minutes you will see that part of the pulp has become liquid. This liquid is a good invisible ink. Soda Pop Ink - Put two teaspoonfuls of soda pop into a small dish or glass, add pulp stand in a small dish or glass. At the end of several minutes you will see that part of the pulp has become liquid. This liquid is a good invisible ink. The best way to a write with invisible ink is to use an ordinary pen point. Be sure it is clean before you dip it into your ink. A toothpick makes a good pen too, but you will have to dip it into the ink after each word you write as the toothpick will not hold very much ink. You can write on any kind of white paper good for regular ink. When you stop writing for a moment put a finger on the last word. Paper with lines help you keep writing straight. TO MAKE IT VISIBLE Heat the paper. Hold the paper against the hottest part -- that is -against the top of a lighted 60 - watt bulb. In less than half a minute your writing will begin to appear. The writing will be brown. Move the paper around Until every part of it has become warm and all the writing has become visible. Do no hold the paper against the bulb too long or hold the paper will turn brown, too. Or hold the paper near a fairly hot electric iron or the paper, a part at a time, over the slots of a pop-up toaster. You can also send Invisible messages by writing with invisible ink between the lines of an ordinary note. Try writing them in code so even if someone knows about invisible ink they will not know the code. Think Like a Computer Heart of America Council When we want to send someone a message, we use words, which are made up of letters of the alphabet. Instead of words, a computer uses bytes; instead of letters, bytes are made up of bits. It takes eight bits to make a byte. A byte is just like a string of eight electric lights. Each bit is a light, and each light is either on or off. A computer can turn every letter in the alphabet into a byte, and it can also turn numbers into bytes. Any kind of information can be turned into a byte (in the computer world, information is called data). To a computer, the first letter in Bialosky Bear's name, B would look like this: . How many bytes would a computer need to spell Bialosky Bear's first name? Bialosky = 8 letters = 8 bytes. Use a flashlight, to spell your own name in computer code. Find the letters of your name in the table, and flash the flashlight on for every " on" light you see, and off for every " off" light you see. Say the number out loud as you turn your flashlight on or off. That way you'll make sure to include all the " offs" and "ons." Pixel Puzzle A Computer Screen is made up of thousands of little dots called pixels. Each pixel can be turned on or off, or given a certain color. That's how computer graphics are made. Make your own computer graphics. Copy and enlarge the screen graphic. Use crayons or markers: red, brown, blue, and green, to color in the pixels. Each instruction below tells you to turn on that pixel and give it that color. Brown is "br" red is "re," blue is "bl," and green is "gr." Here is your program: N-14 gr Webelos Fitness Rubber Tube Gym Heart of America Council With the help of two bicycle-tire inner tubes, you can make yourself a home gymnasium that is simple and inexpensive (or free), yet a very effective and efficient muscle builder. Pick up a couple of discarded lightweight tubes (balloon type will do, too) from a bike repair shop. You can usually get them free. Then add a broom handle or a 1-inch dowel, and follow the exercises shown here. Take the complete rubbertube gym workout (all seven exercises) every day of this month. Do each exercise slowly and smoothly. Don't rush or jerk your way through any of the pulls, or you will miss the full muscle-building value of the exercise. Try to do each exercise at least 10 times, but if it is too hard at first, start with a lower number and work your way up to 10. If you find that you can do 10 right off easily, twist the tubes twice or more to make them harder to stretch. After a month of this work, you should see new, hard muscles on your body. The exercises shown here are just a sampling of the possibilities open to you with a rubber tube gym. For example, many of the traditional weightlifting routines may be done with the help of your rubber tubes. Simply substitute the broom handle and tubes for the weights and bars. Another way to use this equipment is for rowing exercise. By attaching the tubes to some immovable object, putting the stick through the tubes, and sitting yourself far enough away to get the best resistance, you can get all the benefits of a regular gymnasium rowing machine without spending the money that such equipment costs. Webelos Readyman The Activity Badge is one of the required badges for the Arrow of Light Award. A good way to begin working on this activity badge is with a field trip to the local Red Cross Service Center or to a Paramedic Station. There the boys can be shown the proper procedures for the hurry cases such as: stopped breathing, blood spurting from a wound, swallowed poison, and heart attack. Perhaps the boys will have the opportunity to practice rescue breathing into a practice mannequin. An absolute must as a den activity is to have each of the boys make a First Aid Kit for their family. Home First Aid Kit 3 Triangular Bandages (35 x 35 x 50) 25 Band aids (1 inch) 5 4 x 4 Gauze Pads 5 2 x 2 Gauze Pads 4 Closure Strips (Butterfly Clips) 1 2" Roller Bandage 2 Cling (Ace) Bandages 4 Eye Pads 1 1/2" Adhesive Tape 10 Q-tips 1/3 Bar of Fels Naphtha Soap (cuts oil of poison ivy) 1/3 Bar of Castile Soap, to wash wounds 1/3 Bar of Lava Soap, to wash hands 1 Scissors 1 Tweezers 4 Large Safety Pins Calamine Lotion Tylenol in a film can Cold Pack Matches in a film can Tongue Depressors, use as splints Bacitracin Ointment Eye Wash Kit Small tube of Vaseline Quarters taped to lid for phone Basic First Aid Rules: 1.ALWAYS have an emergency plan. 2.ALWAYS check for hazards. 3.NEVER go anywhere alone. 4.ALWAYS have a place to meet if separated. 5.NEVER leave a victim worse off than how you found them. WEB SITES These sites are current as of 12/6/04 Construction Plans Plans and Patterns for Bob Myer's knockdown plywood Camp Table and Patrol Box http://users.aol.com/lwjones/table.htm 5e Use a pattern or a plan to make a birdhouse, a set of bookends, or something else useful. A good source for free plans is: Tools for Fixing and Building Http://www.freewoodworkingplan.com Trace your family back through your grandparents or greatgrandparents; or talk to a grandparent about what it was like when he or she was younger. Use a genealogy search engine to find records about a family tree. A very comprehensive, free service is provided by the Mormon Church at: The Past is Exciting and Important Http://www.familysearch.org/Eng/Search/framese t_search.asp Under the supervision of a parent of adult, search the Internet and connect to five web sites that interest you. Exchange e-mail with a friend or relative. Use a good search engine (see below) to find sites that might pique the boy's interest. One good search engine is: Http://www.dogpile.com Show the types of forests growing in different parts of the country. Name some kinds of trees that grow in these forests. For each type of forest, give one or more examples of uses for the wood of its trees. Visit the Forest Service web site to learn more about Ecosystem Provinces, where they are, and the kinds of trees that grow in them: Make a map of the United States. http://www.fs.fed.us/colorimagemap/ecoreg1_pr ovinces.html Next month we should check on your plans for your Blue and Gold, Charter questions. Ideas you would like to discuss. Bring a friend and share the fun. Be the Spark Plug in your unit! Last 2 pages are Frames for You to have to recognize your Pack members.	<urn:uuid:6331ddf2-b0e8-4265-952e-c241992cc86c>	CC-MAIN-2017-13	http://www.cubroundtable.com/rt-newsletters/ae-dec-editon.pdf	2017-03-27T10:42:53Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00222-ip-10-233-31-227.ec2.internal.warc.gz	443,364,077	5,979	eng_Latn	eng_Latn	0.994091	eng_Latn	0.998743	[ "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 914, 944, 5148, 7929, 11968, 15710, 17704, 19862, 21484, 24677 ]	[ 2.0625, 3.6875 ]	3	8
Dear Luxton Community, Family and Friends, My name is Delina (also known as Miss D.) and I have lived in this amazing community for 14 years. My daughters, Sophie and Emma, have attended Luxton School since nursery and I have had the honour of being an Educational Assistant for the past two and a half years. Many in the community are aware that our youngest daughter, Emma, suffers from a rare disorder called Mastocytosis. Mastocytosis is caused by an excess of mast cells in various tissues and organs in the body. Mast cells are part of the immune system and play a key role in the inflammatory process. When activated, mast cells rapidly release a host of chemicals like histamine and heparin and are instrumental in mediating anaphylaxis. The following is a list of some of the triggers that can cause hives, blisters, low iron, angioedema, bone pain, cognitive difficulties and anaphylaxis for Emma: heat, cold, change in temperature, pressure, viral infections, humidity, foods high in histamine and many medications. When Emma was first diagnosed it looked like she would have to be home schooled as controlling the hives was nearly impossible. The constant change in temperature from recess to P.E. as well as hives from sitting or writing at the desk was causing extreme fatigue. Emma had already been attending Luxton for 5 years and the thought of not completing school with her friends was heartbreaking! With provincial funding for an educational assistant, Emma can continue going to school with her friends. Most Pediatric Mastocytosis patients are not so lucky. It is Emma's wish that All Canadian Children with Masto have the same opportunity to attend public school. On May 10 th , 2012 Luxton School will celebrate "The Year of Giving" with family and the community. The students will share their community service projects and we will host a fundraiser for Mastocytosis Society Canada. The main component will be a Silent Art Auction. The community will have an opportunity to win some amazing Art, music, food, jewelry, stained glass, quilts, etc. The raffle tickets will range in price from one to five dollars. There will be a bake sale and many of the students will be selling their creations as well. We will have musicians and "Street Theatre" busking throughout the school. It will be a magical evening. All of the money raised will fund the production of a video aimed to educate on the complex nature of Pediatric Mastocytosis. It will feature Luxton School and all that has been done to make Emma safe. This video will be available to caregivers of Pediatric patients with Mastocytosis. If you, or someone you know, would like to donate a piece of art for the auction please contact me, (Delina) through Luxton School. In closing, my family would like to publicly thank EVERY person (far too many to mention here) who have been instrumental in Emma's success at "the magical school" we call Luxton! Delina, Mike, Ben, Zeph, Sophie, and of course, Emma.	<urn:uuid:c016bdd7-865a-4c90-8eee-5059495c6a90>	CC-MAIN-2017-13	http://mastocytosis.ca/LuxtonSchoolFeb2012_Emma.pdf	2017-03-27T10:41:52Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00224-ip-10-233-31-227.ec2.internal.warc.gz	219,709,034	640	eng_Latn	eng_Latn	0.99934	eng_Latn	0.99934	[ "eng_Latn" ]	false	docling	[ 2996 ]	[ 1.6484375 ]	1	1
The International Ecotourism Society (TIES) Digital Traveler ~ Asia Pacific eNewsletter, December 2007 www.ecotourism.org Eco-Tour and Farm Visit to Help the Planet By Donna & Stuart Hamilton, Coast to Coast Tours Coast to Coast Tours, an Auckland-based tour company with the goal of giving visitors a blend of Nature, Culture, Conservation and Environmental aspects, started operating in 2002, and have been bringing people into their historic Homestead of Auckland, emphasizing the New Zealand lifestyle as well as the natural scenic attractions. The company focuses on the West Auckland region, where our family has lived and farmed since 1922. We know the area, its history, and its people, very well. We have always regarded our tour quite different from the usual sightseeing tours because of the uniquely local experiences we offer. We have noted with interest that there doesn't seem to be many organizations in New Zealand that follow the principles of ecotourism as TIES has set forth. When we took a holiday in Australia a couple of years ago and we discovered a tourist newspaper outlining the TIES descriptions of nature-based tourism and ecotourism. This gave us an indication that we were meeting these criteria, and we have been thrilled to contribute to TIES' international network as a member. We've felt that although there are a number of ecotours in New Zealand, many focus mainly on the nature aspects of our country, and include little cultural experience - be it Maori or Pakeha (European). Recently, however, Tourism New Zealand has begun emphasizing the importance of Manaakitanga (sharing exceptional and natural hospitality, knowledge and beliefs, on the basis of mutual respect between host and visitor), and Kaitiakitanga (the guardianship and sustainable management of natural, built and cultural resources for the collective benefit of current and future generations), so it is pleasing to see such statements starting to filter through into the New Zealand tourism industry. Stuart and Donna: Stuart has been a sheep farmer all of his working life, and Donna is part Ngai Tahu Maori. With the New Zealand Government signing the Kyoto Agreement regarding climate change, the country is beginning to approach sustainability and environmental issues in a large way, e.g. windpower generation and tree planting for carbon credits. Our tour company has decided do our own small contribution in regard to this, so along with our already eco-friendly operation, we are also offering our overseas visitors the opportunity to purchase their own New Zealand Native hardwood trees, which have been proven to be very effective in sequestering carbon. Tel: +1 202-506-5033 Fax: +1 202-789-7279 Web: www.ecotourism.org Email: email@example.com The International Ecotourism Society (TIES) Digital Traveler ~ Asia Pacific eNewsletter, December 2007 www.ecotourism.org We have established a nursery on our farm where visitors can select a tree and then plant it. They learn about global warming and how the tree will continue to grow and keep absorbing carbon for many years to come. This is a more personal and interactive way in which to 'buy' carbon credits compared to the usual over-the-counter method. (This particularly appeals to our cruise boat groups). Their tree is numbered with a UV tag, and a certificate is issued. Later when we can be certain that the tree will not be stressed (e.g. by summer drought), it is re-planted into our forest reserve where it will be protected by covenants for perpetuity. To date, we are the only tour company in the Auckland region that is doing this type of tree planting, and we are finding it becoming more and more popular with our tourist visitors. Native Tree certificate About Coast to Coast Tours We are based at our own sheep farm which has been in our family for 85 years. Today, it has been reduced to 100 acres and carries 500 sheep. During our travels as a family group, we thought how it would have been nice to interact more with "the locals" and experience their lifestyle. So, after we noted the absence of these types of tours (especially in the Auckland region!), we thought about starting an ECO-tour and formed 'Coast to Coast Tours'. We began operating in 2002, and today we have hosted people from (almost!) every part of the world; USA, Canada, Japan, Australia, New Caledonia, Hawaii, Tahiti, Papua New Guinea, China, Hong Kong, Malaysia, Thailand, Singapore, Philippines, Indonesia, India, Saudi Arabia, Dubai, Korea, Russia, Germany, France, Switzerland, Belgium, The Netherlands, Spain, Portugal, Italy, Denmark, Austria, Finland, Britain, Scotland, Wales, Ireland. (www.coast2coastnz.com) Part of forest reserve Tel: +1 202-506-5033 Fax: +1 202-789-7279 Web: www.ecotourism.org Email: firstname.lastname@example.org	<urn:uuid:c375d861-1c38-40a7-a223-695e5ad58535>	CC-MAIN-2017-13	http://coast2coastnz.com/wp-content/uploads/2009/12/2007_Dec_Hamilton_C2CTours-NZ-1.pdf	2017-03-27T10:39:49Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00224-ip-10-233-31-227.ec2.internal.warc.gz	70,768,164	1,048	eng_Latn	eng_Latn	0.994618	eng_Latn	0.994746	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2783, 4833 ]	[ 1.484375 ]	1	0
Stream Gages in the Schoharie Basin The United States Geological Survey (USGS) maintains two continuously recording stream gages on the Schoharie Creek near Lexington (established 1999, drainage area 96.8 mi 2 , USGS ID# 01349705) and Prattsville (established 1902, drainage area 237 mi 2 , USGS ID# 01350000). Prior to 1996, a crest stage gage was maintained at Lexington starting in 1929. All gage information is available online at the USGS website: http://waterdata.usgs.gov/ny/nwis/uv/?site_no=01349705 (Lexington) and http://waterdata.usgs.gov/ny/nwis/uv/?site_no=01350000 (Prattsville). You can also navigate to other gages in the Schoharie basin including on the West Kill, East Kill, Batavia Kill, Manor Kill and Bear Kill at: http://waterdata.usgs.gov/ny/nwis/current/?type=flow (Figure 1). These gages measure the stage, or height, of the water surface at a specific location, typically updating the measurement every 15 minutes. By knowing the stage we can calculate the magnitude of the discharge (flow), or volume of water flowing by that point, using a relationship developed by USGS called a rating curve . Using this rating curve, the magnitude of flow in the Schoharie at the gage location can be determined at any time just by knowing current stage. Flow can also be calculated for any other stage of interest. Additionally, we can use the historic record of constantly changing stage values to construct a picture of stream response to rain storms, snow melt or extended periods of drought, to analyze seasonal patterns or flood characteristics. The Schoharie gages have a long enough period of record to prepare a hydrograph covering several years for the stream (Figure 2). Each spike on the Prattsville gage graph represents a peak in stream flow (and stage) in response to rain storms. Stream level rises (called the "rising limb" of the hydrograph) and falls as the flood recedes (called the "falling (or receding) limb" of the hydrograph). We can analyze long time periods to see seasonal trends or long-term averages for the entire length (period) of gage record. We can see the hydrograph for the gage shows higher flows in fall (hurricane season) compared to winter (water held in ice and snow), and higher flows in spring (snow and ice melt, with rain-on-snow events) compared to summer (drought conditions with vegetation using a lot of water). The highest flows of the year are generally associated with the hurricane season in the fall, followed by winter and spring snowmelt or rain-on-snow events. Overland flow accounts for most of water that causes the sharp peaks in the hydrograph. Streamflow always rises and peaks following the height of a precipitation event because it takes time for water to hit the ground and run off to the stream (this is known as lag time). Knowing storm timing, we could also calculate lag time for Schoharie Creek at the gage location for particular storms or types of storms, and determine how the stream responds to storms both in timing and flood magnitude and recession. Through analysis of the long-term flow and flood records provided by the USGS, the town, its residents and resource managers can begin to better understand the cause/effect of various precipitation amounts on flooding. The hydrograph of April, 2005 illustrates the effects of a spring storm on top of snow (Figure 3). The Schoharie rose quickly from the precipitation from a daily average of 411 CFS to 2,290 CFS in 24-hours. The recession took longer than a large summer storm due to the vegetation still being dormant, or just emerging, and the snow pack. The unique hydrology of the Schoharie Creek has consequences for how the stream corridor should be managed. Flood history and dynamics play a large role in determining the shape, or morphology, of stream channels and the hazards associated with land uses on the banks and in the floodplain. For example, applications for stream disturbance permits (from NYS DEC) typically increase following floods as landowners and municipalities attempt to repair damage caused by flooding. If we want to minimize their impact on property, infrastructure and other damages or inconvenience, it is critical that we understand and plan for flooding behavior. These stream gages offer a glimpse into the historical flows and provide us with an idea of what we may see in coming years.	<urn:uuid:1a229c6f-84a8-46bf-b42b-82853fbc690a>	CC-MAIN-2017-13	http://catskillstreams.org/wp-content/uploads/2013/09/The-United-States-Geological-Survey.pdf	2017-03-27T10:45:19Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00224-ip-10-233-31-227.ec2.internal.warc.gz	60,825,269	964	eng_Latn	eng_Latn	0.995426	eng_Latn	0.996945	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1570, 3272, 3614, 4386 ]	[ 1.890625 ]	1	10
COMPASSION, CATASTROPHE, AND CHANGE John Cairns, Jr. Department of Biological Sciences, Virginia Polytechnic Institute and State University, Blacksburg, Virginia 24061, USA The world is plunging into an energy crisis unlike any before, while geopolitical alliances are shifting quickly and to a degree not seen since the end of the Soviet era, and perhaps not seen since the end of World War II. Richard Heinberg (2006) Background Modern society is based on energy, and its recent evolution has been rapid because of cheap, convenient, readily available energy. Energy availability enabled the small-group species of Homo sapiens to change from a few million, spread thinly over the planet, to over 6 billion individuals, mostly in large human artifacts or cities and their suburbs. The energy in an ecosystem available to its biota is one of the most important determiners of carrying capacity. Anthropological evidence shows that humans have been capable of living in a harmonious relationship with natural systems for most of the 160,000 years the species has been on the planet. This relationship does not mean that humans caused no damage; however, the damage has been small and isolated so that ecosystems could recover from it. However, as Catton (1980) remarks, humans diverted a substantial portion of Earth's life support capacity from supporting other life forms to supporting humans. Moreover, humans have continued to usurp energy since the Agricultural Revolution (which occurred abut 10,000 years ago) so that only a few truly wild systems remain and most of the planet shows some effects of anthropogenic activities. In addition, tools (e.g., bows and arrows, knives) enabled humans to extend their domination over nature, but the tools also changed humans. In an automobile culture, such as the one in the United States, the "tool" actually separates humans from natural systems. Domestication of wild plants and animals that supported the Agricultural Revolution also gave humans access to energy that was previously less available to them. For example, horses turned grass into transportation or work energy – cattle turned grass into food. However, climate change can result in a reduction in the energy available via these routes. The process that has enabled humans to produce a 24% ecological overshoot is called drawdown. This process can use either nonrenewable resources, such as fossil fuels, or renewable resources, such as old growth forest or top soil, for which regeneration rates are slow. However, this strategy is not sustainable. Humankind faces an unprecedented opportunity for both success and failure on a global scale. As Heinberg (2005), Diamond (2005), and Tainter (1988) note, many human societies have expanded their power and complexity to remarkable levels only to decline and revert to simpler forms of social organization. Humankind has used every means available to displace other life forms from the areas they once occupied, divert their resources to human use, and deplete natural capital that has taken many years to accumulate. Now the cheap, easily available, convenient energy that made this scenario possible is declining (Heinberg 2005). Alternative fossil sources of energy are available (e.g., coal), but come at a higher environmental cost. Wind and solar power are appealing, but are not yet widely available. Clearly, profligate energy use is rapidly becoming a relic of the past. Humans have not shown much compassion for other life forms during the process of dominating the planet. Will compassion for other life forms increase or decrease when the era of cheap energy is over? Some foodstuffs (e.g., corn) can be converted to fuel (e.g., ethanol). Will compassion for other members of the human species place food ahead of fuel while some humans are starving or malnourished? Some catastrophes now seem probable. How will compassion for the suffering be expressed in terms of resource allocation? In short, in an era of rapid change, will the manifestations of compassion from humans be appropriate? Resource Consumption Concern is mounting about global warming, peak oil, environmental pollution, species impoverishment, and other trends resulting mostly from human activities. The concerns and trends continue because implementation of strategies that would improve prospects for sustainable use of the planet is minimal. Tipping points cannot be precisely predicted until they have occurred, so scientific uncertainty is being cited extensively as a justification for inaction, just as it was cited for the harmful effects of cigarettes decades earlier. However, disequilibrium of the planet's life support system will almost certainly not be reversible. Unless major changes are made soon in humankind's relationship with the biospheric life support system, catastrophes will occur and hope for leaving a habitable planet for posterity will diminish. Beginning around 1980, evidence showed that the use of resources by the global economy has outgrown the capacity of natural systems to regenerate them. Almost daily examples of the conflict between demand and supply are in the news media. Worse yet, resources that have taken hundreds of thousands, even millions, of years to accumulate are being consumed in a few centuries. One lesson of history is that the primary indicators of societal decline were ecological, not economic. The ecological overshoot was about 20% in 2002 and appears to be increasing about 1% per year. This situation is not sustainable. Ecosystem Restoration Lowering resource consumption to equal the regenerative capacity of natural systems will require monumental management changes of resource extraction and use. Restoring damaged ecosystems will require even more sacrifice, but the health of the economy and the supply of natural capital and the ecosystem services it supplies are closely coupled. Moreover, restoring damaged ecosystems to their pre-damaged condition in an era of ecological disequilibrium will be extremely difficult (Cairns 2006). In fact, anthropogenic climate change and loss of species may make restoration to predisturbance ecological conditions an impossible task. Perhaps humankind should let nature take its course and see what happens. The major risk of this approach is that the new ecosystems will probably not be as beneficial to humans as the ones that were damaged. Worse yet, new ecosystems could be a threat to human society. Brown (2006) recommends an annual earth restoration budget of US$93 billion. This sum is tiny in view of the amount of restoration needed. At the very least, such a budget would indicate where and under what conditions ecological restoration might meet stated goals. However low the probability is of success, ecological restoration must be attempted, unless failure is virtually certain. Essential to any plan is the determination of which damaged ecosystems are irreversibly damaged, which should recover without restoration efforts, and those for which ecological restoration efforts will make a major difference. An ecological triage decision would differ from the human medical one in an important respect: ecosystems too damaged to restore to pre-disturbance condition or to recover naturally to that state could be replaced with constructed ecosystems (e.g., Atkinson and Cairns 1993) and created ecosystems (e.g., Atkinson et al. 1993). These naturalistic systems are designed to function under new conditions, and both help accumulate natural capital and provide ecosystem services. These constructed ecosystems will require subsidies and more intensive management, but should increase Earth's carrying capacity appreciably. Since humankind has typically ignored threats to the biospheric life support system, damaged ecosystems may also be ignored. This scenario is not a good idea since these damaged systems will be colonized by species resistant to human control (called pests). Many pests will emigrate to parts of the surrounding area and probably out-compete and displace many indigenous species, which is not conducive to achieving sustainable use of the planet. If humans have diminished natural capital and the ecosystem services it provides, both must be replaced to whatever degree possible. These ecological restoration activities are usually accomplished best in a local setting so that citizens can both be part of the effort and protect the improved ecosystem from future damage. This approach is also helpful in developing and demonstrating compassion for other life forms. What a pity that ecological catastrophes are necessary to catalyze these ecologically benign activities. Compassion for Other Humans Exponential increases in both human population size and level of affluence have resulted in a global water shortage. Since 1,000 cubic meters (approximately 1,000 tons) of water are necessary to produce a ton of grain, water shortages and food shortages are closely coupled. Populous countries, such as China and India, already have large water deficits, as do Algeria, Egypt, Iran, Mexico, and Pakistan. Their citizens are fellow crew members of Spaceship Earth; surely, political differences can be resolved so that humans can help each other. If human populations are not stabilized, any efforts will be wasted. However, unsustainable practices caused the problem and compassionate help should not allow these practices to continue. Should the United States be given more cheap oil with the hope that the US Congress will develop a comprehensive, sustainable energy policy or the that drivers of automobiles will use energy efficient vehicles? Since the beginning of my professional career in 1948, action has been postponed because "technology will save us," reason will prevail and the environmentally damaging practices will cease, politicians will fulfill their promises to protect the environment, and polluting industries will become environmentally sensitive. Instead of improving environmentally, the planet is in a precarious situation that may be irreversible. None of my hopes have been realized; many have been shattered. However, is inaction best? No; however, neither are statements such as "I respect the interdependent web of life if it is not accompanied by major environmental deeds." Even so, what can be done must be done to protect and restore the environment. Nation-States in Disequilibrium Schell (2003) notes that global warming cannot be stopped by B-52 bombers (but they contribute to it) or by nuclear proliferation (pp. 353-354). He notes that peace, social justice, and defense of the environment are a cooperative triad pitted against war, economic exploitation, and environmental degradation. Schell also adds that rejecting war is not enough; humankind must now secure survival by suppressing the menace of annihilation. Second, Schell believes in delimiting sovereignty — when power is cooperative, in the domestic sphere at least, it does not have to be indivisible but can be divided among branches of government and localities (or even eco-regions). Schell states that, if such divisions cannot occur in the international sphere, hope for sustainable use of the planet is doomed. The European Union is a good example of what might be accomplished with hybrid arrangements unimaginable if nation-states base their policies on war. Third, the old unity of state, people, and territory would be dissolved (p. 374). Gottlieb (1993) feels that the basic components of sovereignty (the state and the nation) might possibly be separated. Given the turbulent relationship between ethnic groups, religions, and other special interest groups worldwide, this separation is unlikely, although it has existed, temporarily, in some sovereign nations. The problem is that humans remain a small-group species and are unable to cope with complex, multivariate political structures. Perhaps human resource distribution issues might be resolved more fairly and equitably if political boundaries were replaced by ecological boundaries and the primary political goal was preservation of carrying capacity based on natural capital and the ecosystem services it provides. The people responsible for the diseconomies and catastrophes would then suffer when their ecological life support system is damaged. Developing Naturalistic Social Norms In the 21 st century, a rapid evolution of social norms is essential. For cultures such as the United States, in which social norms have been based on a cheap, convenient, readily available source of energy (i.e., petroleum), the rate and degree of change needed will be almost overwhelming. The American automobile culture has let public transportation languish, and urban sprawl has been possible because of the independence automobiles provide. Coal is a possible energy alternative, but it diminishes air quality as well as producing greenhouse gases. Ethanol is an alternative to petroleum products, but may have unattractive input/output energy ratios. Moreover, corn and other foodstuffs are serious contenders as sources of ethanol. Since most of the planet's arable land is already in use, an "eat or drive" situation could easily develop, especially if climate change (e.g., rainfall patterns, temperatures) diminishes present agricultural productivity. If climate change occurs more rapidly than predicted, as it is in some parts of the world, the consequences will probably be catastrophic. If foodstuffs, such as corn, are diverted to alcohol production for automobiles, the increased demand could force prices well beyond the means of poor and middle-class people. If climate change diminishes the production of corn and other foodstuffs that can be converted to alcohol, prices could soar even more. At present, over a billion people are not adequately nourished, and the additional 3 billion more people who are projected to be added in the 21 st century will exacerbate this troubling situation. If compassion for the poor exists, something should be done to improve their condition. Since most of the population growth is expected in third-world countries, population stabilization at a level compatible with regional carrying capacity is an obvious solution, which means intruding on individual freedom to have large numbers of children. This intrusion would be distasteful to many people. On the other hand, in natural systems, species that exceed the regional carrying capacity simply lose large numbers of individuals to death, starvation, and disease. If humankind is unable to develop social norms that protect the biospheric life support system, should disease, starvation, and death be permitted to limit human population size as they do for other species? In the Pacific arena of World War II, the very heavy casualties resulting from capturing Iwo Jima were considered justified because they saved the lives of so many B-29 bomber crews whose damaged aircrafts would otherwise have been lost at sea. Should the same reasoning be used to protect the biospheric life support system that is essential to a habitable planet for posterity? Should this reasoning be used when the long-term carrying capacity of the planet has been exceeded? Biospheric Life Support Systems One colleague correctly pointed out that there is yet no robust evidence that the biospheric life support system is in disequilibrium; however, no robust evidence indicates that its health and integrity have not been impaired. The consequences of the biospheric life support system ceasing to maintain conditions so favorable to humankind are so appalling that precautionary measures to avoid stressing the biospheric life support system beyond its tipping point are prudent. Paleontological evidence indicates that evolutionary processes eventually restored biological diversity in the past, but not the species that became extinct. Post-disequilibrium conditions may not be as favorable to humans as those at present. From a homocentric viewpoint, precautionary measures are justified even though the precise tipping point of the present biospheric life support system is not known. This tipping point can be determined by continuing present unsustainable practices; however, when the biospheric life support system is in disequilibrium, how will this new knowledge benefit humankind? Evolutionary processes will almost certainly persist (until the sun dies), but individual species, such as Homo sapiens, may well suffer major loss of life or even become extinct. Compassion for the other life forms that constitute the present biospheric life support system is a matter of enlightened self interest, as well as an indication of compassion for posterity. The Limits of Compassion The daily news is a constant reminder that catastrophes occur continuously, even though, fortunately, most are regional rather than global. Responding to each in a meaningful way would produce an emotional overload in most people. In fact, many people studiously avoid the bad news and only welcome the good news. Of course, denial of or avoidance of problems usually results in delaying the solution of the problem. However, so does taking on too many problems at once so that none gets the attention needed for solution. With an exponentially increasing human population, increasing ecological overshoot, global warming, and other types of climate change; peak oil; and inadequate supplies of fresh water, exceeding a number of ecological and societal tipping points in the 21 st century would not be astonishing. Since the exact location of these tipping points will not be known until they have been passed, each catastrophe will be a surprise. Of course, if an urgent, major global effort were made to first arrest and then reverse these unsustainable trends (remembering ecological overshoot), these thoughts could be dismissed as idle speculation. However, no credible signs indicate that this trend is happening at the global level. Worse yet, so little has been done that even inadequate measures may look good to the general public and, thus, delay effective remedial action. Some illustrative questions related to these issues follow. 1. Will compassion for the biospheric life support system be adequate to ensure its health and integrity so that conditions favor Homo sapiens? 2. Can humans adapt to rapidly changing social and ecological conditions so that species survival is likely? 3. Will humankind have sufficient compassion for posterity to withhold aid to populations that persist in having social norms that are unsustainable? 4. Will resource wars, both military and economic, be the primary determinant of allocation of finite resources on a finite planet? 5. Will resources be used sustainably? In natural systems, finite resource problems are "solved" in ways repugnant to most humans — mass deaths, starvation, disease, etc. Since humankind credits itself with intelligence, creativity, and compassion, one might reasonably expect more from this species than a 24% ecological overshoot, exponential population growth, excessive anthropogenic greenhouse gases, and resource wars. The basic question is not how to meet human "needs" and expectations, but how to live sustainably so that the biospheric life support system continues to maintain conditions that are so favorable to humans. Otherwise, humans will become a transient species like those that preceded it over billions of years. Acknowledgments. I am indebted to Karen Cairns for transcribing from the handwritten draft and to Darla Donald for editorial assistance. LITERATURE CITED Atkinson, R. B. and J. Cairns, Jr. 1993. Constructed wetlands and reclamation. Virginia Mining Journal 6(4):4-6. Atkinson, R. B., J. E. Perry, E. P. Smith and J. Cairns, Jr. 1993. Use of created wetland delineation and weighted averages as a component of assessment. Wetlands 13(3):185-193. Brown, L. R. 2006. Plan B 2.0: Restoring a Planet under Stress and a Civilization in Trouble. W. W. Norton, London, United Kingdom. Cairns, J., Jr. 2006. Ecological restoration in an era of ecological disequilibrium. Asian Journal of Experimental Science 20(1):1-6. Catton, W. 1980. Overshoot: The Ecological Basis of Revolutionary Change. University of Illinois Press, Urbana-Champaign, IL. Diamond, J. 2005. Collapse: How Societies Choose to Fail or Succeed. Viking Penguin, New York. Gottlieb, G. 1993. Nation Against State. Council on Foreign Relations, New York. Heinberg, R. 2005. The Party's Over: Oil War and the Fate of Industrial Societies, 2 nd ed. New Society Publishers, Gabriola Island, Canada. Heinberg, R. 2006. Energy geopolitics 2006. Energy Bulletin 25May http://www.energybulletin.net/16393.html Schell, J. 2003. The Unconquerable World. Metropolitan Books, Henry Holt & Co., New York. Tainter, J. 1988. The Collapse of Complex Societies. Cambridge University Press, Cambridge, UK.	<urn:uuid:6e387eea-32f4-4955-9989-c91b3b78cc9a>	CC-MAIN-2017-13	http://johncairns.net/Commentaries/Compassion.pdf	2017-03-27T10:48:47Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00224-ip-10-233-31-227.ec2.internal.warc.gz	181,577,874	4,179	eng_Latn	eng_Latn	0.909788	eng_Latn	0.996846	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 4096, 9521, 15327, 19719, 21037 ]	[ 2.296875, 1.2578125 ]	2	7
Mining for Gold A Bright Vision and Exploration into the Essential Nature and Purpose of the Bhikkhuni Sangha in the Ancient Texts and Lives of the Noble Ones and Brought to Life through Living the Pure and Perfected Holy Life in the Modern World by Ayya Tathaaloka Bhikkhuni Introduction When meditating on this paper before beginning it, I set my intentions for the fulfillment of the purpose of the Buddha's Sasana—our freedom from suffering and the welfare of all living beings. The nimitta, or image, that came to mind was of sara—the heartwood, or essence. I remembered my own inspiration to undertake bhikkhuni life came when reading this phrase in the Pali Text Society's translation of the Bhikkhuni Vibhanga: "A bhikkhuni is essential." 1 The Buddha's teaching analogies of heartwood 2 and refining gold 3 are lamps that illustrate the meaning and goal as well as the means of the practice. Consulting with an elder Mahathera mentor of mine in the Bhikkhu Sangha on what would be useful to present to the First Global Congress on Buddhist Women, he repeated three times: "mining for gold." 4 Thus, the title and theme of this paper appeared. In later reflection, I realized that "Sara" (aka Tessara or Devasara) was also the name of the Sri Lankan bhikkhuni venerable whose service to the Sangha in her fifth century CE trip to China with her peers, recorded both in China and Sri Lanka, has been somehow energetically key in bringing the whole issue of the viability of the original bhikkhuni lineage to life. This paper thus also serves as a tribute to Ayya Sara, to Sanghamitta, and to all the great beings back to the most noble, the Buddha himself, who have served as Dhammadutas, "Dhamma messengers" preserving the Dhamma and the Sangha to this day. Heartwood and Refining Gold The Ancient Analogies Like mining for gold, we begin with a look into passages of the Dhamma-Vinaya texts of the Pali Canon that have inspired a number of modern Western women to adopt the Bhikkhuni Vinaya and undertake the full and complete living of the holy life, contributing to the contemporary development of a Theravadan Bhikkhuni Sangha in North America. Purpose and Intention in Going Forth First, I would like to bring forth and affirm the essence of our inspiration, faith, and motivation in going forth into homelessness in this Teaching and Discipline. "Lord, if women were to go forth from the home life into homelessness in the Tathagata's Dhamma-Vinaya, would they be able to realize the fruit of stream-entry, once-returning, non-returning, or arahantship?" ``` "Yes, Ananda, they would. . . ." (Culavagga) ``` When questioned as to the fundamentals of his Teaching and his Sasana, the Blessed One is said to have answered that he taught only one thing: suffering and the end of suffering, for men and women, human and nonhuman beings. The teaching, divided into path and fruits, has but one taste, the taste of freedom, of liberation. The question here today, as in the time of the Buddha, is whether the going forth of women in the Blessed One's Dhamma-Vinaya, bhikkhuni ordination, will enable this noble purpose. The Buddha's answer is clearly affirmative. This is the basis of our intent. The entire Doctrine and Discipline, both Dhamma and Vinaya, revolve around and are rightly meant to be skillful means and a practical path to facilitate this one essential purpose. This has been described as the overarching operating principle of the Buddha's Sasana, of his Dhamma, and of his Sangha. We keep the Buddha's intention when we use Dhamma and Vinaya in this way: for facilitating, supporting, and empowering the liberation of women, of men, and of all living beings. I feel it is important, when coming together as Sangha, to remember and reflect upon this most basic and essential truth, and to affirmatively commit and dedicate our thoughts, words, and deeds to remaining true to this purpose. If we stray from this, we stray from the Path. Ordination Options In studying Buddhist history, Indian society appears to have been highly patriarchal in the Buddha's time. Nonetheless, although according to Brahmanical social conventions the Blessed One might have easily had the option to ordain his female disciples as white-robed laywomen devotees with eight precepts or as perpetual novices who lived and practiced by gaining merit in service to the Bhikkhu Sangha, he did not choose to do so. Nor did he, in the Theravadan texts, ever recommend that women seek rebirth as men. 5 , 6 Although the Pali texts do record instances of men being reborn as women and subsequently gaining enlightenment (one example being Mahapajapati Gotami), stories of women being reborn as men and gaining enlightenment do not appear. In fact, in both the Jataka tales and the Theri- and Thera-gathas of the Pali Canon, rebirth in a different gender seems to be quite rare and in several other non-Pali textual renditions, entirely absent. Tellingly, the Blessed One's direction to the aspiring women who had gone forth, as recorded in the Pali texts, was: "Gotami, as the bhikkhus train themselves, so should you train yourselves." 7 (Culavagga) Historians have placed the foundation of the Bhikkhuni Sangha, according to the story of the ordination of Mahapajapati Gotami excerpted above, at six years following the Buddha's first teaching. 8 The formation of the first precept of the Vinaya, the explication of which is excerpted directly below, is generally said in Theravadan Buddhist teaching to be dated twenty years after the Enlightenment. In the Pali Vinaya's Sutta Vibhanga, the very first precept's definition of a bhikkhuni (or a bhikkhu) lists the various constituent factors that make one a Buddhist monastic, beginning with the name, form, and livelihood of a mendicant, that is, "she is called a bhikkhuni because she is a samana who wears patchwork robes and lives dependent upon alms." Then, amongst the early types of ordination listed, we find the ehi bhikkhuni 9 , the bhikkhunis ordained by the "come bhikkhuni" ordination, and the tihi saranagamanehi bhikkhuni, the bhikkhunis ordained through going for the three refuges. Next we find the bhadra bhikkhunis and sara bhikkhunis, those bhikkhunis who are "excellent" and who are "essential" (who have realized the essence or the heartwood). There are those still in "training," the sekha bhikkhunis; and those "beyond training," the asekha bhikkhunis. At the end, we find the final form of ordination for bhikkhunis in the Buddha's lifetime: the bhikkhunis who are such by having been "ordained by both Sanghas in unison through the unshakable and fully valid act of a motion with three pronouncements." The Buddha himself affirmed that his Sasana of four assemblies became complete with the establishment of the Bhikkhuni Sangha, as it has also been for the Buddhas of the past. As affirmed by thousands of Buddhist monks around the world each day reciting the Ratana Sutta to empower their paritta blessing chants and inspire their meditations: Idam pi Sanghe ratanam panitam; etena saccena suvatthi hotu: "In the Sangha is this precious jewel; by this truth may there be well-being." The forms of ordination above are distinctive and important, showing that both the Buddha himself and the Sangha as guided by him, used flexibility in method under varying circumstances. 10 Ordained by whatever valid method, it is the sara bhikkhus and sara bhikkhunis that are these essential jewels above; this treasure, the unsurpassed field of merit for the world. For more than twenty-five centuries the monastic Sangha that has been the keeper of this essence— the practitioners, the knowers, and the teachers of the pith, the heart of the Buddha's teaching and enlightenment, Unborn and Undying. Although there are many elements, the gold is still radiant and discernable. The majority of the Western Buddhist monastics that I know, myself included, were in fact inspired to monastic life by the forth devaduta or "divine messenger," the vision of an inspiring monastic. With the spread of the lay women's liberation movement in our modern world, even if there had never been bhikkhuni Arahantas, nor verses of the Therigatha in which women sing their songs of freedom, nor any greatest woman disciples of the Buddha, nor affirmations from the Buddha himself of his Sasana being complete with bhikkhunis, still women of today might aspire to ordain, as in other faith traditions. But Buddhism, from its beginnings, is not such a bereft tradition 11 . It has been said that women do not become religious leaders in a vacuum, but rather in a cultural context that supports their achievement. Truly, as the Buddha taught, nothing happens without cause and supportive conditions. The present existence of great bhikkhunis and great bhikkhus, north and south, east and west, together with reflection upon the great enlightened ones of old, may be just such a context for bringing forth great faith, great resolve and enlightened Sangha members. The supreme and most fertile ground for cultivation has not yet disappeared from this earth, but remains in our human hearts and bodies—both men and women—awaiting good conditions, watering, nourishing, and cultivation. Sanghanussati: Receiving the Lineage In my time training with the Bhikkhuni Sangha in South Korea, as part of our thrice-daily chanting, we recollected and chanted our homage to the "Ten Great Disciples" 12 as Sanghanussati, the meditation known as "Recollection of the Sangha." In fact the Buddha himself recommended that his monastics practice such Sanghanussati daily. Research into the identity of the ten great disciples led me to discover that at one point in the Buddha's teaching career, when questioned as to the efficacy of his Sasana, he affirmed having more than five hundred Arahant bhikkhu disciples and five hundred Arahant bhikkhuni disciples. The stories of 102 enlightened bhikkhunis may still be found in twenty places in the Pali Canon, in the Bhikkhuni Samyutta, in the Apadana, in the Suttas themselves, and in the collection known as the Therigatha. Among these stories, as varied as the Buddha's expedient means, we find mention of anywhere from two to eighty great disciples, of ten great bhikkhus and ten great bhikkhunis, and of the Ten Great Disciples—five of them bhikkhus: Sariputta, Maha Moggallana, Maha Kassapa, Ananda, and Upali; and five of them bhikkhunis: Khema, Uppalavanna, Kisagotami, Dhammadinna, and Patacara—all of them praised for their exemplary cultivation and realization. Of these ten, Sariputta Thera and Khema Theri were known for their wisdom, Maha Moggalana Thera and Uppalavanna Theri for their supernormal powers, Maha Kassapa Thera and Kisagotami Theri for their asceticism, Ananda Thera and Dhammadinna Theri for their exposition of the Dhamma, and Upali Thera and Patacara Theri for their knowledge of the Vinaya. Arahanta Bhikkhuni Dhammadinna was one of the rare and special persons of whom the Buddha himself spoke of her words and teaching as buddhavacana; a "Buddha's words" or "speech of an Awakened One," equating her words with his own. The venerable ones Mahapajapati Gotami, Patacara and Anoja Theri are also recorded as each having followings of five hundred (the language of the suttas for a very large number) of their own enlightened disciples. The Buddha especially recommended two bhikkhunis as examples for all to look to and emulate, the standard by which a bhikkhuni may evaluate herself, the venerable ones Khema and Uppalavanna. In the early days, Ayyas Khema and Uppalavanna shared the leadership of the Bhikkhuni Sangha. While Khema was known for her great wisdom, Uppalavanna was known for her psychic powers. Uppalavanna is also remembered, along with Mahapajapati, Patacara, Dhammadinna, and Thullananda, as one of the first bhikkhunis authorized by the Buddha to confer bhikkhuni ordination. The good word of the revered Khema was that she was "wise, competent, intelligent, learned, a splendid speaker and ingenious," causing even the great King Pasenadi of Kosala to come to meet her and pay his homage to her. To end all doubts 13 , finally we find in the Mahaparinibbana Sutta that near the end of his life, the Buddha revealed that from the very beginning of his Dispensation, he had determined to not pass into Parinibbana until his Four-fold Sangha had been fully established— with not only bhikkhus, lay men and lay women, but with bhikkhunis as well: "And the Blessed Lord has said: 'I will not take Final Nibbana until I have bhikkhunis, female disciples, who are accomplished, trained, skilled, learned, knowers of the Dhamma, correctly trained and walking the Path of the Dhamma, who will pass on what they have gained from their teacher, teach it, declare it, establish it, expound it, analyze it, make it clear; till they shall be able by means of the Dhamma to refute false teachings that have arisen, and teach the Dhamma of wondrous effect.'" (Digha Nikaya 16) And in case any doubt remained, in Mahavagga III, amongst the allowances for a bhikkhu leaving his vassa boundary for up to seven days, we learn that the ordination is so important and urgent that, for the sake of ordaining a woman as a sikkhamana or even as a samaneri (novice), if no bhikkhuni is available to conduct the ordination a bhikkhu not only may but should, as his affirmative duty, leave his site of retreat to do so. 14 This required him to travel by foot through sodden territory during the monsoons. Contrary to the words of some popular modern teachers who say that being ordained (or not) for women just does not matter, 15 this passage speaks enormously to the great respect and great importance given to each level of ordination (being given as soon as possible!) and the living of the monastic life as the Buddha taught it, in its completeness and purity, in both essence and convention, for the complete ending of all suffering. It is said that virtuous thoughts arise rarely and transitorily in the world, like a flash of lightning in the dark of night. How important the above Vinaya injunction makes it seem to take full and expedient advantage of the precious opportunity we have in human birth and the still more precious aspiration to bodhi when it arises. As the Buddha said to Sundari Theri: "Then welcome to you, good lady; you are not unwelcome. For in this way the tamed come, to pay homage to the Master's feet. Free of desire, unfettered, their task done, without taints." (Therigatha) The Recollection of the Ten Great Bhikkhuni Disciples is as follows: Khema of Great Wisdom; Uppalavanna, Foremost in Psychic Power; Kisagotami, Foremost in Asceticism; Dhammadina, Foremost in Exposition of the Dhamma; Patacara, Preserver of the Vinaya; Bhadda Kundalakesu, First in Speed to Gain Nibbana; Sundari Nanda, Foremost in Meditation; Sakula, Foremost of those with the Divine Eye; Bhadda Kapilani, Foremost in Recollecting Past Lives; and Sona, Foremost in Valiant Effort. The Real Living of the Holy Life: Essence and Convention In Comparison 16 I have spent extended periods of time living as a monastic in South Korea, where there is a thriving, strong, and long-established Bhikkhuni Sangha, as well as with Thai Buddhists (both in America and Thailand) where the tradition of full ordination for women has lapsed (and is often mistakenly said to have never existed 17 ). In Thai Buddhism it has been replaced by an organic tradition of maechees, white-robed female ascetics with the eight precepts, and a very few bhikkhunis, mostly ordained abroad in recent years. Here I would like to compare my experience of these two traditions from the internal perspective of a woman living the holy life, giving consideration to the primary emphasis of the Buddhasasana—that is, to the conditions institutionalized within these Sanghas and whether they engender and perpetuate suffering and the unwholesome or perpetuate values spoken of as wholesome and liberating. When I was preparing to leave India in robes nearly two decades ago, tickets were offered to either Bangkok or Hong Kong. I was warned that the situation for women in Thailand was difficult, and although the men were well-supported in monastic life (there were many truly inspiring masters) the women were not ordained and had no structural support for the holy life within the Sangha. I was told that I would have to fend for myself and "good luck!" because I would need to support myself, both morally and materially. This was the rumor and the reputation—often experienced, well-known. On the other hand, I heard that in Northern Asia, the ancient Bhikkhuni Sangha still flourished and that there were opportunities for training and education, for ordination, and for meditation and teaching. The situation in South Korea was then praised as most genderequal and supportive, with full training and a strong and ancient mountain-forest meditation tradition. A traveler I met spoke of seeing a great bhikkhuni lecturing in the capital on the high seat at the main temple of the country's prevalent monastic order at Jogye-sa in Seoul. (Only a decade later did I learn that she was the very same woman who was to become my bhikkhuni teacher.) Considering rumors of the high casualty and disappointment rate for ordained but unsupported Western women in Buddhist traditions without Sanghas for women, and the call for research into the great and still-existing bhikkhuni lineages, I chose to go north. Korean Bhikkhuni Sangha I would like to emphasize that my northbound decision at that time had nothing to do with sectarian preference for any particular Dhamma lineage or tradition. Rather it was guided by practicality and fueled by a typically strong Western Buddhist faith in meditation, coupled with a strong energetic determination to seek out and realize the heart of the way. In South Korea, my inspiration was furthered to find ancient mountain-forest monasteries dedicated to meditation, Dhamma study, and monastic life training with strong, steady, cleareyed bhikkhunis, well-educated, trained, supported, and deeply dedicated to realization of the Buddha's Path. There was a sense of it being a very old tradition carried on from antiquity, with its heart still very much alive in the modern world, particularly in the meditation traditions. Many women entered the Sangha in their twenties, inspired to come into and be purified and dyed by the waters of the monastic community for life. Wise women, elder teachers in the Sangha, were revered and treasured. There was a deep love and appreciation for the treasure of monastic community, and for the great potential and preciousness of the rightly motivated beginning aspirant's mind. There was full support, in friendship and encouragement as well as in education and requisites. It was naturally assumed that after preparatory training, I and my fellow samaneris would go for full bhikkhuni ordination. After all, that is just the way of the Sangha. Protected by the greatness of the vehicle created by my elder bhikkhuni teacher, her peers, and the Bhikkhuni Sangha itself, I rarely felt a tinge of the shadow of Confucian ethics towards women in Chinese-influenced society (as in a story I was told: a husband might walk first down a path, her son second, the ox third, and then the woman behind). Rarely, I came across bhikkhunis whose main practice was repentance for the sin of their womanly birth and who dedicated the merit of their practice for the sake of being reborn as a man, finding ostensible justification for such attitudes in a very small number of the many Mahayana texts on either the Bodhisattva Path (one in which, contrary to other texts, a being must incarnate as male as a prerequisite for bodhisattva-hood) or the Pure Land (which recommend aspiring towards reincarnation in the woman-free Western paradise of Sukhavati). Occasionally, I encountered a sense of the bhikkhunis being more humble or having to try harder to earn the same respect afforded bhikkhus. Sometimes the sense of less popularity, glamour, or support (particularly for those who spent a great deal of retreat time in meditation monasteries) came together with a sense of relief and gladness (even pride!) in simplicity and renunciation, as it was well-known that great support and great fame can potentially be a corrupting influence or a downfall, destroying the purity of one's aspirations to relinquish all worldly snares for the freedom of bodhi. Reclamation of an Ancient Tradition When I began to learn more of the Korean and Sino-Korean languages and history, it was my great surprise to learn that my bhikkhuni teacher's 1,600-year-old Shilla Dynasty period monastery had, until fifty years prior, been all but destroyed during the Korean War. This was the case for the majority of monasteries; the ones turned over to the Bhikkhuni Sangha had often been the most devastated. The trees of our beautiful forest, cut down during the Korean War to prevent communists from hiding, had almost all been replanted. As there is a deep symbolic connection in the culture of the mountain-forest meditation traditions between the individual trees of the forest with the individual members of the Sangha and the monastic community, seeing the regrowth of the forest was an awakening to the reality of the situation and to the possibilities that exist. Although the fully ordained Sangha is now more than twenty-thousand strong (almost half bhikkhunis), I learned that less than 200 bhikkhunis and less than 100 bhikkhus had survived Japanese occupation and the following Korean War. The great history, great sense of tradition, faith, energy, and courage that sprang forth from the ashes and blossomed again, has all been reclaimed from charred and broken ruins with the incredible dedication, energy, and vision of a small number of monastics, male and female 18 . For this I deeply appreciate and bow down to my Korean Bhikkhuni Eun-sa, Myeong Seong Sunim, her peers, and her own ordination masters, especially the Venerable Bhikkhu Ja Un Sunim who traveled abroad to reordain in Sri Lanka in order to bring back and reestablish the ordination lineage as National Upajjhaya (Skt: Upadhyaya). I understand there will be more in other papers herein on this and related subjects. Coming Together: The Bridge After novice ordination, at my Korean bhikkhuni teacher's direction, I traveled to the Lotus Lantern International Buddhist Center in Seoul, then led by the late Won Myeong Sunim (Bhikkhu Asanga) and Bhiksuni Mujin Sunim. There my sense of appreciation for various traditions of Buddhism was reawakened and reaffirmed. An appreciation developed for the monastics of the Sri Lankan and Thai forest traditions. I was to encounter the monastics of this latter tradition upon my subsequent return to America, where the Abhayagiri Forest Monastery of northern California was just being founded. With a moral idealism common to Americans, I was greatly heartened to find Monastic Sangha practicing the Vinaya as well as the Dhamma fully. This tradition seemed to be very supportive and affirming of such integrity. These were the beginnings of the bridging of a gap, which I was warmly welcomed to cross, in the spirit of Sangha and harmonious openness and exchange. Such attitudes and behaviors were also encouraged by the multi-traditional Western Buddhist Monastic Conferences, 19 then held yearly in California. I was further encouraged by my late Bhikkhu Upajjhaya, Bhante Havanpola Ratanasara Sangha Nayaka Thero, who, for the two weeks preceding our full ordination, enjoined us regularly from his sickbed "to look upon one another as one global Sangha, live in harmony, and always return to the heart of the Buddha's teaching, for the welfare of gods and humans." In this spirit, meeting "the Ajahns" through our local area's multi-denominational Buddhist Council of Northern California, I also developed a close relationship with our neighboring ethnic Thai Buddhist monastic community. After finishing a three-year retreat, this led to my accepting their friendly invitation to travel to Thailand to visit the famed meditation monasteries and participate in a tudong 20 walk through the northeast, a longtime dream and life-changing experience. Thai Sangha and Maechees In my contact with the Thai Bhikkhu Sangha, I found many commonalities with the Koreans, in both the meditation and educational traditions. Thai Buddhism has many strong and beautiful aspects, which I greatly appreciate and have benefited tremendously from. The situation for women in monastic life, however, was radically (and for me shockingly) different than in Korea. As this is well-known and will be presented in detail in other papers, I will summarize my observations and considerations and focus on key points. Although history would indicate that there have been both bhikkhunis and samaneris in Thailand in the past, from the time of the Ashokan missions of Arahantas Sona and Uttara to Suvannabhumi, up until the Ayutthaya Period, and even into the twentieth century in the north, there is little or no public knowledge nor a sense of connectedness to this distant and more recent past. 21 For the sake of harmony, I have been told that even the Chinese Mahayana traditions in Thailand voluntarily gave up fully ordaining women after a law was passed making it illegal for the Theravadans to do so in 1928 (2472 BE). 22 Despite the interSangha connections with Sri Lanka between the Lanka-vamsa and Siam-Nikaya, there is no popular Thai history of the great and long-lasting Sri Lankan Bhikkhuni Sangha taught to school children in their classes on Buddhism. 23 Rather, students have been educated to believe that "the Bhikkhuni Sangha died out in India 500 years after its inception, just as the Lord Buddha predicted it would" without ever reaching beyond the bounds of India. 24 According to the Manu-dharma Shastra, tenants of the type of Brahmanism that is still deeply ingrained in Thai culture, birth as a woman may be seen as lowly, inferior, and defiled in many ways. Merit making for women is encouraged, so that a woman might be reborn as a man to be able then to leave home and practice the holy life in the Monastic Sangha. Sons are encouraged to ordain partly in order to gratuitously dedicate merit to their parents, particularly their mothers, as women may not ordain and be considered true fields of merit themselves. Still, with great faith in Buddhism and a strong renunciate vein in the culture, many women undertake temporary monastic-style retreats, donning white and receiving the eight precepts, particularly on the Lunar Quarter Holy Days. Others leave home, cut off their hair, and don the long white robe of the maechee, or "mother recluse," to live a simple and impoverished life of renunciation for some period of time, or even their entire lives. Because there is no women's Sangha to train and support them, maechees generally must be self-supporting and often live making merit in service to and dependent upon the Bhikkhu Sangha. Still, less than half of bhikkhu temples have lodgings for such nuns, as nun's co-lodging is somewhat mistrusted, and the number of independent samnaks or institutions for maechees is very few. The last records I have seen indicated more than 300,000 bhikkhus and samaneras and around 15,000 maechees. 25 The government offers no official recognition or support for maechees as monastics, as is offered for the Bhikkhu Sangha and male novices. 26 Although there are individual maechees who are honored and respected for their attainments in meditation, their teaching, and their saintly service, in general the social status of the maechee is ambiguous. It may even be considered lower than that of laypeople, since they give up the honor of their status in their lay roles in family, education, and work. The maechees have been publicly called the "white-shadow" by one popular Buddhist artist for their dark aspect in the culture. Again, since they are not ordained Phra (Pali: "vara") signifying "holiness" or "excellence," they are not considered sanctified in the same way that bhikkhus are from the very moment of their ordination. With little or no training, education, or social and community support, either moral or material, their situation is far different than that of their northern bhikkhuni sisters. Essence and Convention: Humility, Honor, and Tragedy Although modern Thai women are moving into all fields of a Westernized society with full education and career work, in Thai Buddhism nuns are taught to be humble and unassuming. They are not encouraged to raise, affirm, or assert themselves, but rather may even try to be invisible in order to not cause conflict and to have the precious opportunity of freedom to practice. When questioned, commonly recited Buddhist teachings such as the Karaniya Metta Sutta are cited to affirm that: "those who are skilled in goodness and wish to break through to the path of peace should be humble and not conceited (obedient, gentle and humble), contented and easily satisfied, modest and with no greed for supporters." Thus, for those women with deep sincerity in this practice of effacement, their spiritual path is righteous. Although affirming the truth of the virtue of the teaching above, in the Mangala Sutta we find its balancing aspect: "Puja ca pujaniyanam, etam mangalam uttamam," "honoring those worthy of honor" is taught by the Buddha as one of "the highest blessings." This is practiced both within the Bhikkhu Sangha and within the Buddhist lay community. It is here that I feel grave concern. We are taught to have hiri-ottapa, "moral shame and dread," for not respecting worthy ones, which in classical Buddhist teaching may be one of the causes of falling into hell or lower rebirths. This is the logic in Buddhist Thai society for taking sincere care in honoring the Bhikkhu Sangha. For those (we may not know whom) who have removed the triple hook of greed, hatred, and delusion and realized the Path and its fruits are considered to be most worthy of honor and "the Sangha, the most fertile ground for cultivation." Some of the greatest of contemporary male Thai masters have both publicly and privately affirmed that there are women amongst their maechee and even upasika disciples and contemporaries who have realized saintly attainments on the Path and its fruits. Despite the fact that Thai society is more than ninety percent Buddhist, the law requires the king to be Buddhist, and Buddhist establishments are well-supported by both royalty and government, there is no social system for honoring and supporting such holy women. Sattam sabyanjanam kevala-paripunnam parisuddham brahma-cariyam pakasesi: The Buddha spoke of "essence and convention uniquely coming together in the completeness and purity of the holy life he expounded" as one of the hallmarks of his Sasana. However, in the example of the Thai maechees, these two factors of essence and convention may radically diverge. This divergence and imbalance is felt by many, both in Thailand and around the world, as stressful, concerning, problematic, and fraught with suffering (i.e., dukkha), for which many in the world feel sadness. It mars our sense of the nobleness of Buddhism. It does not seem to be for the happiness and welfare of many. Like bodhi trees that grow up through the cracks on busy city streets with buses whizzing overhead, in modern Thai society, such noble women remain at risk. They are the rare exceptions, largely unrecognized and unhonored. And the risk is not so much their own, as a loss of opportunity for the whole society. It is the loss of opportunity for those with social power who may be karmically involved with making decisions that perpetuate this situation. A field of merit is easily missed due to lack of attention if it is unmarked or mismarked, unseen, and denied viability and sustenance. 27 Due to the harshness of the conditions, these eminent women spoken of by the great Masters are rarely encouraged or able to grow fully, to noble stature, like the "great trees" praised by the Blessed Lord Buddha himself in his early Sangha, 28 and those in the contemporary Bhikkhuni Sangha in other parts of the world. It is a great loss for those who love merit-making. Again I am reminded of the Buddha's words in the Dhammapada: "Whoever harms a harmless person, one pure and guiltless, upon that very fool the evil recoils like a fine dust thrown against the wind." When such harmful attitudes are socially institutionalized as "Buddhism," it is my compassionate concern that this may not only be a great loss, but a great tragedy. Bhikkhunis in Thailand There are a small number of brave women in Thailand ordained as bhikkhunis and samaneris. These monastics are both Thai and foreign-born, most ordained in the past five years either in Thailand or abroad (mostly in Sri Lanka). My experience with these bhikkhunis is of something that might be described as a "peace warrior." They have strong faith in the Buddha's teaching and the value of the ordained monastic life and strong determination to live it in the face of prevalent social winds to the contrary. Still, their sila may pervade, even against the wind. For this I must commend them. They are challenged regularly by both laity and monastic Sangha—mentally, verbally, and sometimes even physically. Many have stories of arrest, questioning, detention. They are determined to respond peaceably within their monastic vocation. I imagine their paramis becoming incredibly strong. Some of them have not been able to maintain their monastic life in bhikkhuni or samaneri form; but there are those, with the necessary mental skills and strength, who have. In my own experience as a bhikkhuni in Thailand, I found that in the capital city of Bangkok there was far more media-produced controversy and more extremely polar views, both positive and negative, than anywhere else. As there regularly are in cities, there were politics. To my relief, in the countryside people seemed more simple and natural in their responses, displaying curiosity and respect for the monastic livelihood and the robe. Everywhere I went in the countryside, lay women and maechees expressed an interest in the possibility of going forth in the monastic life. 29 Although the male monks around me assured me that I could grant them at least novice ordination if I wished, and that robes, almsfood, and lodgings were available and offered, I performed no ordinations. At that time, it seemed irresponsible, both socially and practically, as well as according to Vinaya, to give ordination without being able to also commit to offering ongoing training and moral support. Now, having studied the Dhamma and Vinaya more deeply, with contemplation of several of the points written above, 30 my thoughts have changed and evolved. Everywhere we went, prevalent social misunderstandings that have arisen in Thai society related to having only a one-sided Sangha were overturned. Many times, women would hand something to their menfolk to hand to me, believing that a woman might not even indirectly touch a bhikkhuni just as she might not with a bhikkhu. This was not understood as due to being the opposite gender (which it is), but enculturated as being due to inferior or unclean womanliness. As ideas proliferate, people then also connect this custom with ideas that women may not earn merit themselves, but that it must be done for them through their male relatives. It was heartening to see this misunderstanding righted, since in Thai culture it is men that a bhikkhuni should not have contact with. For most of the men and women I met, this was a new experience. 31 Again and again, this very simple matter proved a great opening, unbinding, and relief; a long-held false view righted by such a simple gesture and explanation. For the majority of the women, it was the first time that they had ever been able to make the direct, hand-to-hand offering so praised by the Buddha. A whole world of dogma is crushed in a moment, a whole world of possibility opened. This is but one example of many such beautiful and freeing occurrences. Communion Let us turn to a similar type of occurrence as above but in a different context—across the Mekong River, the East China Sea and into the wilderness, to the foot of the Leaping Tiger Mountain in a peaceful valley surrounded by mountain forest. For many of my bhikkhuni and samaneri friends from the Tibetan and Theravadan traditions who visited me during my time at Un Mun Sa, my bhikkhuni teacher's monastery in South Korea, there was a deep and profound impression made while being there; a sense of inheriting our lineage or birthright within the noble birth of the monastic Sangha. It is a great place, and offers a pure and beautiful vision of what we are capable of as women in the Buddha's Sasana when we are well-affirmed and nurtured with supportive conditions. Some female monastic friends said that they could feel that "this" also belonged to them as part of the greater Buddhist Community, and seeing it for themselves was tremendously heartening: an inspiration and great encouragement. I cannot overstate how important, supportive, and beneficial it is to have and make such opportunities available. As Buddhist women and human beings, this is our birthright. The gate to the Deathless is open and, as the Awakened One's daughters and sons "born of his mouth" we should all be welcomed to receive our full inheritance in the Dhamma and Vinaya the Buddha has left us. This spirit is not dead within the Bhikkhu Sangha. Both in Thailand and South Korea, I met many monastics who had, following the wandering pilgrim ways of the monks of old, traveled abroad to foreign lands to further their study and practice of the Buddha's Dhamma. Within the Bhikkhu Sangha, I observed a broad welcoming of such foreign inquirers and way-seekers, their sense of brotherhood and community transcending ethnic and cultural divisions. Sri Lankan monks in Korea study and meditate together, sharing the warm ondol floors side by side with their Korean brethren. Korean monks in Burma, Thailand, and Sri Lanka walk pindapat for alms barefoot sharing the path, together seeking out the heart of the Buddhist teaching in Southern Theravadan form. I have been deeply gladdened to see this spirit of Sangha alive in the hearts and lives of my monk brothers and elders. It is true, as the Buddha taught, that when inspired gladness and faith arises in the Sangha, it may easily tend toward concentration and energy, and that concentration towards insight. Insight then tends towards knowledge, vision and liberation, the freedom that is the hallmark of the Buddhist monk in this world. Certainly the wish has been for the women in Buddhist monastic life to be able to do this as well, as they used to, and modern lay society is now wide open with possibility. But bridges (or a common platform) must be built and opened within the Sangha itself. Commonality in type of ordination for Buddhist women would be a tremendously useful upaya; a skillful means in this regard. Its lack, and the concordant lack of common affirmative ground, is one of the main hindrances to the arising of the faith, delight, and joy in "the Sangha practicing the right way" that can so easily facilitate concentration, insight, and liberation— or not. As the Venerable Sujato Bhikkhu has written in his paper "Full Acceptance": [For] the bhikkhus, Upasampada (the Higher Ordination) is crucial to our sense of group identity, and we cannot help but see [nuns with other forms of ordination as a separate and] distinct group. Moreover, only the bhikkhuni form can claim authority from the Vinaya itself. The ten-precept novice or samaneri status was clearly intended as a stepping-stone to full ordination, not as an alternative career choice. Only bhikkhunis can perform Sanghakamma (Community Acts), and only bhikkhunis benefit from the complete and thorough training embodied in the Vinaya. The Buddha wanted female renunciates to live as bhikkhunis… Etymologically, upasampada suggests to 'come close, join together, enter into'. It is commonly used in context of 'entering' into an attainment of jhana or samadhi, where it refers to a coalescence or communion. It carries the nuance of finality or completion… In the context of ordination, it suggests 'full acceptance'. One is no longer on the fringes, in a twilight zone. There is a deep solemnity to this feeling of being totally embraced within such a sanctified community… We should keep our focus on the central meaning of upasampada, and should support to the utmost any human being, regardless of race, status, or gender, who aspires to enter into such a communion. For this reason, for years one of my mentors, the senior-most monastic in our Buddhist Council of Northern California (who has been a kalyanamitta to all of us of various Buddhist traditions), repeatedly suggested and encouraged me in the founding of a Bhikkhuni monastery. Western women in the Theravada in America had been encountering the same gap, with many bhikkhu monasteries and temples appearing: Thai, Sri Lankan, Burmese … Western bhikkhus of the Thai forest tradition have also founded or inherited monasteries: both Metta Forest Monastery in Southern California and Abhayagiri Monastery in Northern California. The teaching of these monks has spread widely in California and in America and inspired many women and men to monastic life. For the men, the present monasteries may be their refuge and there is the open opportunity to travel to Asia and be ordained and train in the heartland of the traditions. On the other hand, for the inspired Buddhist women here in America, there have been the traditional meritorious opportunities of supporting the Bhikkhu Sangha and temporary retreat in close proximity, or life abroad. Trips to Asia, with the disparity in the monks' and nuns' situations there, have generally been far from inspiring or supportive to the Western woman's mind and sensibilities. Rather these good women have regularly been disappointed, challenged, or even harmed in their faith, their experience sometimes even cutting off their budding confidence in Buddhism and the Sangha as an expression of and path to enlightenment. Many male friends, good men with developed hearts of compassion, have also expressed great sympathetic pain seeing this situation. Bridging the Gap Can the gap be bridged? There have been many considerations. Foremost among them: that all is led by the mind, ruled by the mind, created by the mind. Reflecting on the Buddha's injunction in his final teaching to be a lamp or an island unto ourselves, and to take the Dhamma and Vinaya as our refuge, we may realize that, fortunately, the Dhamma and Vinaya are still known and accessible; in fact, they are widely available to us these days, as native English speakers, in our first language. Many thanks to all those who have made it so! And the Sangha still exists. With the ordination from and the example of both the Asian and Western members of the Bhikkhu and Bhikkhuni Sanghas, north and south, the materials for the bridge are all present, only to be set down and the way walked across. So, many women aspiring to the full living of the holy life have gone for the full ordination in three waves: the first wave traveling to Asia and being ordained by the Chinese, Vietnamese or Korean Sanghas; the second wave, quite a number of international multiethnic mixed-Sangha ordinations in America, India at Sarnath and Bodhgaya, Australia, and Thailand; and the third wave (for the Theravadans at least), full ordination by Theravadan bhikkhus and bhikkhunis in Sri Lanka. From what I've heard, the third wave has not yet happened within the Tibetan Buddhist Communities, although the potential is certainly there. Perhaps this potential is even more ripe now than it was for the Theravadans, as there are already a good number of bhikshunis living and practicing in Tibetan tradition who have been fully ordained for more than twelve years. Four or more of them gathered together would seem to be fully within their Vinaya rights to harmoniously recite their Pratimoksa Karman of choice, be it Mulasarvastivada, Dharmagupta or other, thus determining their Vinaya lineage. To my thought, these bhikshunis who are the repositories of the treasures of Tibetan Buddhism seem the most obvious and ideal choice for conveying full dual bhikshuni ordination upon aspiring candidates together with Tibetan bhikshus. Other options also seem reasonable according to Dhamma-Vinaya. 32 For us, when the number of bhikkhunis in Theravadan robes in North America was rumored to have reached four, an important number for Sangha, with the advice of an elder kalyanamitta I proposed the foundation of what came to be known as the North American Bhikkhuni Association to my bhikkhuni friends and colleagues. Five of us: Ayya Sudarshana from Sri Lanka, Ayya Tathaaloka from the United States, Ayya Sucinta from Germany, Ayya Sudhamma from the United States, and Ayya Gunasari from Burma mutually affirmed our agreement in mid-2005/first month-2549 BE. A number of eminent mahatheras from both Sri Lankan and Thai traditions have blessed us by being senior advisors to our Association. With the impetus of the number of women interested in monastic life and the strong encouragement of teachers and friends, both monastic and lay, several months later on the full moon of August 2005, Ayya Sucinta and myself came together in founding Dhammadharini Vihara, the first Theravadan bhikkhuni establishment in the Western United States. There has been great interest and appreciation for our doing so. The vihara has been a gathering place and a refuge for women since its inception, blessed by the presence of a large number of the bhikkhunis in North America, Buddhist nuns of various kinds, many aspirants, and friends both male and female. Since the founding of the Vihara, the number of bhikkhunis in our Sangha in the USA has more than tripled 33 and this past year (2006), Ayya Sudarshana Bhikkhuni also opened the Samadhi Buddhist Meditation Center in Florida, becoming the first Sri Lankan bhikkhuni to found a vihara in the West. Living with the Bhikkhuni Vinaya One of the main concerns amongst Westerners with bhikkhuni ordination in the Theravada has revolved around the differences between the bhikkhu and bhikkhuni discipline, particularly related to precepts for women that appear overly restrictive or genderdiscriminatory. Thus other alternatives have been considered and developed, although none seems to have the same arama as the full bhikkhuni ordination, for reasons mentioned above. Despite the fact that the majority of Theravadan bhikkhus keep many precepts in an adapted manner, not dissimilar in some ways to their Mahayana brethren, the question has been raised of the worth in giving an ordination if all of the precepts may not be kept in their entirety. The majority of bhikkhunis that I know ordained either in Sri Lanka or North Asia keep the monastic discipline in very similar ways to their bhikkhu peers, that is, attempting to adapt appropriately to their time, culture, and circumstances. For myself and around one quarter of the Western women who have been fully ordained, there has been inspiration both from the Dhamma and Vinaya texts and a wish to fully live the training recommended therein, as well as from the example of the livelihood of the South Asian, Southeast Asian, and Western forest Sanghas. The wish to fully develop honesty and personal integrity has also contributed. Reflecting upon the qualities of the Dhamma that we chant daily: Sanditthiko akaliko ehipassiko, opanayiko paccattam veditabbo vinnuhi —"To be seen here and now, timeless, inviting all to come and see, leading inward, to be seen by the wise for themselves"— we have undertaken the experiment the Buddha welcomes and invites us to, putting the living of the Doctrine and Discipline to the test. The way the Thus Come One encouraged, the only way to truly see and know the actuality of something is to experience it for ourselves. This has not been easy, but in actuality is not nearly as difficult as the mountain that can be built up in the inexperienced proliferating and projecting mind. There is relief and an unburdening in the relinquishing. Many new and wholesome aspects of the training have been revealed. So far, it seems to be a tremendously worthy and valuable endeavor. Time, with further practice, will be the proof. Looking Upon One Another With Kindly Eyes T T he Incredible Value of Sangha The Buddha: "I hope, Anuruddha, that you are all living in concord, with mutual appreciation..." Anuruddha: "It is a gain for me, it is a great gain for me that I am living with such companions in the holy life.' I maintain bodily acts of loving-kindness towards these venerable ones both openly and privately; I maintain verbal acts of loving-kindness both openly and privately; I maintain mental acts of loving-kindness towards them both openly and privately… We are different in body, venerable sir, but one in mind." (Upakkilesa Sutta, Majjhima Nikaya 128) Relations with the Bhikkhu Sangha Since the founding of our Dhammadharini Vihara, we have received great moral and symbolic support from our local Theravadan Bhikkhu Sangha. The name of our vihara, our bodhi tree, and the Buddha image in our meeting hall were all gifted to us by Phra Vitesdhammakavi (Ajahn Maha Prasert), who has mentored and ordained local monks both Western and Thai and been a pillar of support to not only the Thai Buddhist Community, but also the multi-ethnic and multi-traditional Buddhist Community in our area. The coAbbots of the Abhayagiri Monastery, Ajahns Pasanno and Amaro, have also been a great inspiration and have provided moral support, gifting the Vihara with the Buddha image now sitting in our meditation hall, sharing in requisites and supplies, and blessing the first woman's "going forth" into homelessness at our Vihara. Ajahn Thanissaro of Metta Forest Monastery has gifted us with invaluable advice in Dhamma and Vinaya. Many of the younger dhammaduta (foreign missionary) monks have expressed their hope in and appreciation for our ordination, remarking upon and commending our incredible good fortune. Our local Sri Lankan Sangha led by Bhante Piyananda Sangha Nayaka Thera (my bhikkhu vice-upajjhaya) of Dhammavijaya in Los Angeles, Bhante Seelawimala of the American Buddhist Seminary, Bhante Amarabuddhi of Buddhi Vihara and Bhante Santa of the Dharmapala Institute have also been very warmly welcoming and supportive, offering invitations to lecture, participate in holidays such as Kathina and Vesaka, and come together cooperatively in mainstream Sangha events for the community. 34 Valuable advice and fellowship has been shared on so many occasions. We feel they are a refuge. Our local Burmese temple, Mettananda Vihara, has also been warmly and repeatedly welcoming. These virtuous Elder Brothers and Fathers of the Sangha have gladdened our hearts and continue to teach us by their example how wonderful it can be to have such good kalyanamittas. Shared Sanghakammas During this time, both our Bhikkhu Sangha and our bhikkhunis have all had much to learn about shared Sanghakamma Acts, both those that are regular, such as the fortnightly Ovada Request, those that are yearly, such as the Pavarana, and those that may be more or less frequent such as bhikkhuni upasampada ordinations. Having passed through several years of research on these subjects, although it has sometimes seemed like restarting a vehicle that has not been driven for a while, we have been able to find all the information necessary to go ahead. When questions have arisen, we have been very fortunate to have the blessing of such excellent and well-educated monastics in our American Sangha such as Bhante Henepola Gunaratana, Venerable Bhikkhu Bodhi, Ajahn Thanissaro Bhikkhu, and others to consult with regarding the Pali texts of the Tipitaka. Their merits are truly abundant and a blessing to us. The question of sikkhamana ordination has been a topic of investigation in the past year and, although initially it was thought to be outdated or unnecessary, Canonical research has seemed to show otherwise. In this process, our first generation of Theravadan Bhikkhuni Sangha in America is also gaining a good education through actively researching and studying the texts themselves as well as hearing and reading the commentary and explications of such knowledgeable elders. I can see the benefits that those bhikkhunis who have a strong mind for such study of the Dhamma and Vinaya bring to us and will bring to the next generation. It seems that this will be a great boon both for our Bhikkhuni Sangha here in the next decades and for our society. Bhikkhunis, Becoming Sangha to One Another: In America and Internationally Being a fledgling Sangha and living within the mutually-appreciative melting pot mentality of America, although all but three of us bhikkunis have been ordained in different places, by different teachers, and under different circumstances, we generally enjoy a sense of commonality, sisterhood, and community. This reminds me of one aspect of what the early Sangha may have been like before being divided by time and space, culture and language, and political and sectarian movements. I feel glad and rejoice in this small measure of peace and harmony and hope that it may develop and last. It is best if we use our strengths to elevate and support one another, not waste them in contending over trifles, for our Original Teacher repeatedly advised us to develop those qualities "that create love and respect and conduce to helpfulness, to non-dispute, to concord and to unity." It has been a treasure to both visit and correspond with Bhikkhuni Sangha internationally as well, in Thailand and Germany for myself particularly; and to hear from Bhikkhuni Sisters of their ordinations and of their inspiring experiences with the much larger Bhikkhuni Sangha in Sri Lanka. All of us would like to offer our congratulations to the April 2007/2550 opening of the new Bhikkhuni Training Monastery in Germany, Anenja Vihara. I remember gladly reading Ayya Sobhana's writing from Sri Lanka of the recitation of the Bhikkhuni Patimokkha in Dambulla with more than one hundred bhikkhuni participants, and of a great bhikkhuni meditation teacher dedicated to helping all her students realize sotāpatti, entry into the Noble Path. News of the inception of the Buddha Vision Bhikkhuni Training Center in India, and the beginnings of a hoped-for Bhikkhuni Sangha at Santi Forest Monastery and Sanghamittarama in Australia have also been a joy to read and hear of. Response from the Buddhist Lay Community Not only have these developments been gladdening and inspiring to the members of our Bhikkhuni Sangha in North America, but to the Western Theravadan Buddhist lay community as well. In the Asian-American lay community too, particularly amongst the second-generation youth who sometimes see Buddhism as old-fashioned and irrelevant, the sight of women in the monastic robe (particularly a Western woman!) is seen as a welcome and much needed modernization. Their interest in Buddhism is often instantly and immediately renewed. Although initially a good number of adult and elder Asian Buddhist community members were supportive, others were suspicious or doubtful. Over even such a short time as a few years, with frequent contact and a perception of the many benefits that we bring to the community (particularly for the women, children, and non-Asian partners), the number of those who are supportive has continuously and tremendously increased. For many Western friends, their first contact with Buddhism in the West has been in a lay context, through Dhamma books, meditation groups and classes, and images in the media, whether movies or television. Their Buddhism is idealistic, pragmatic, and egalitarian. The availability of practical means to realize ideals of peace and freedom reaffirms rather than disappoints these ideals. With concepts of gender equality and non-discrimination equated with enlightenment, it seems only natural that the Buddha would have had enlightened male and female disciples and that the Buddhist Sangha would be fair, just, and free of discriminations fraught with suffering. Contact with excellent Asian monastic teachers and with the Western nonastics of the Thai forest tradition has not lessened this idealism. However, in contact with the nonastic Sangha (and particularly in the Theravadan communities), the contemporary (non)ordination situation for women, with all of its human rights issues, has been seen by many as a stain on an otherwise bright picture. In fact, for Westerners and Westernized Asians, this picture seems to remarkably fit the situation that prompted the Buddha's formation of each and every precept. In the Vinaya's Sutta Vibhanga, the Buddha himself speaks out strongly and repeatedly against actions or practices of monastics or groups of monastics that are harmful to the development of the trust and confidence of the lay community in the Monastic Sangha, or to that trust within the monastic Community itself, saying: "It is not, foolish man, for the benefit of unbelievers, nor for the increase in the number of believers, but, foolish man, it is to the detriment of both unbelievers and believers, and it causes wavering in some." American pragmatism, combined with Buddhist teaching, says: if there is a problem, we should find the cause and fix it. Considering the Four Noble Truths as a fundamental teaching, leading Buddhist monastics (seen as enlightened beings) are imagined to have excellent motivation and capability for such "suffering-solving." This is in fact true, when the mind is freed from entanglements. We naturally want to end any suffering as soon as possible. For those whom ordination for women in Buddhism has been a concern, the appearance of bhikkhunis practicing and teaching in America has been very well received. Response from the Non-Buddhist Community in America Our fully ordained female monastics have also been amazingly well met by the nonBuddhists in our community. Many people have expressed that seeing women fully ordained in Buddhism affirms their faith that the Buddha was truly and rightly enlightened (just the opposite of the detrimental effects caused by non-ordination in the quotation above). It has truly been a case of: "the arousing of faith in the faithless and the increase of the faithful" as well as good for "the establishment of the true Dhamma and the fostering of the Discipline." We have been welcomed as a presence of peace. The media and local leaders have been very affirmative. This is the good reputation of the Buddha, his Teaching, and his Monastics. In interfaith dialogue and events, as well, our bhikkhunis' presence has particularly been sought after as a bright example of excellence and rightness in religious life. There is profound appreciation for the greatness of Buddhism and its history in this regard: from the outset having a fully ordained Women's Monastic Community, its great numbers of enlightened women disciples praised and affirmed by the founder himself, and the longlasting tradition and integrity of its Sangha. Sangha Harmony and Preservation of the Dhamma-Vinaya In my view, one of the reasons for the strength and long-lasting viability of the Sangha is similar to that of the Dhamma: the Dhamma has its key points, its heartwood which is timeless; but also practically infinite possible variations or permutations, which accord with time, place, and person. The Sangha as well, as dhammadhara, has adapted continuously to various climates both physical and mental, while striving to remain true to its unchanging ground and essential means for liberation. The Buddha himself is recorded in the suttas of the Fundamental Vehicle as saying that minor differences in Vinaya 35 are not of great concern, rather that commonality and trueness to the heart essence of the Dhamma is of utmost importance. He affirms his middle way position that there may be both adaptation in the minor aspects of monastic discipline and elements of monastic livelihood and that we should keep true to our ancestral grounds, our ancestral ways. "A dispute about livelihood or about the Patimokkha would be trifling, Ananda. But should a dispute arise in the Sangha about the Path or Way, such a dispute would be for the harm and unhappiness of many, for the loss, harm and suffering of heavenly and human beings." (Samagama Sutta) Respected modern Dhamma teachers and Vinaya scholars and commentators of great repute such as the Venerable Thanissaro Bhikkhu, author of The Buddhist Monastic Code I and II, have noted the tendency towards the opposite, to "be very intolerant of different interpretations of the Vinaya and get into heated arguments over minor issues having very little to do with the training of the mind." Throughout his BMC books, now widely referred to by English-speaking Buddhist monastics, he repeatedly makes the point "that any interpretation based on a sound reading of the Canon should be respected." He recommends that: A bhikkhu [or bhikkhuni] should also show respect for the differing interpretations of other Communities where they too do not conflict with the Canon, so as to avoid the pitfalls of pride and narrow-mindedness. This is especially true now that monasteries of different nationalities are taking root in close proximity to one another in the West. In the past, Thais, Burmese, and Sri Lankans could look down on one another's traditions without danger of causing friction, as they lived in separate countries and spoke different languages. Now, however, we have become neighbors and have begun to speak common languages, so it is best that we take to heart the writings of the Chinese pilgrims who visited India centuries ago. They reported that . . . bhikkhus belonging to different schools could be found living together in the same monastery, practicing and conducting communal business in peace and harmony. Theirs is a worthy example. We should not let our minor differences become stumbling blocks on our Way. In my readings from the Essence of Refined Gold, I have also discovered that His Holiness the Fourth Dalai Lama defined the Lamrim as "the essence of all the teachings of the Buddha, uniting both the method and wisdom aspects of the Path," both essential and conventional dhammas. Although I am hardly in any position to comment on the Lamrim—in reading His Holiness's Refined Gold text, in the Four Excellent Qualities section, several key points appear which would seem to offer directly applicable advice to our current situation: (1) seeing the non-contradictory nature of the Buddha's various teachings, (2) seeing these teachings as personal advice to be related to our present situation in order to overcome the negative tendencies of the mind, (3) the intention to easily realize and manifest the intent of the Buddha rather than being overwhelmed by complexity, and (4) to be protected by spontaneously arresting the great negativity of "abandoning a lineage of the Dharma" which is likened to the "cliff of the greatest evil." According to the Buddha himself, as spoken in the Bahuvedaniya Sutta of the Pali texts: "When the Dhamma has thus been shown by me in [different] presentations, it may be expected of those who will not concede, allow, and accept what is well stated and well spoken by others that they will take to quarreling, brawling, and disputing, stabbing each other with verbal daggers. "However, it may be expected of those who concede, allow, and accept what is well stated and well spoken by others that they will live in concord, with mutual appreciation, without disputing, blending like milk and water, viewing each other with kindly eyes." Evam. 1 According to eminent scholars such as Ven. Bhikkhu Bodhi and Ven. Thanissaro Bhikkhu, "A bhikkhuni is essential" is a mis-translation here which should read "the essential bhikkhuni" or "the bhikkhuni who has realized the heartwood or the essence"—that is the bhikkhuni Arahantas. Despite the mistranslation, this phrase, handcopied and carried with me in my monastic bag for years, served as a great inspiration. 2 The analogy or "simile of the heartwood" is one of the main teachings in the Theravadan texts in which the Buddha relates his advice to the Monastic Sangha on the rightful aims and rightful goal of the monastic life. We may see for ourselves where attachment to the lesser gains and the hindrances related here may have bound or hindered the issue of women's ordination. In the first simile, monastics with sincere intentions are enjoined not to get caught up in the "(1) leaves and branches, (2) outer bark, (3) inner bark and (4) sapwood of the holy life" which are equated with "growing negligent and living in suffering because of lauding oneself and disparaging others on account of (1) one's own gain, honor and renown in the monastic life; (2) one's own attainment of virtue (precepts, sila); (3) one's own attainment of concentration (samadhi, meditative attainments); or (4) knowledge and vision (nyanadasana). The heartwood by which one is freed from suffering is here spoken of as "perpetual" or "unshakable deliverance of mind that is the goal of the holy life, its heartwood, and its end" (MN.29). In the second analogy, attachment to the former gains are revealed as causing "hanging back" or "slackening" within the Sangha (MN.30). Other similes are related to blindly clinging to wrong identity views that are empty of self and of the goal as a palm tree is empty of heartwood (MN.35), and attachment to the five lower fetters of a mind obsessed and thus enslaved by: (1) doubt, (2) adherence to rules and observances, (3) sensual desire, (4) ill will, and (5) personality views which are related to the various above-mentioned tree parts other than the heartwood. Non-attachment to these hindrances; that is, "cutting through," them leads to "confidence, steadiness and resolution" (MN 64). Again, I believe it would do well to look into where these hindrances may have acted as such in the issue of women's full ordination, and then by clearly cutting through them, attain confidence and resolution. In the first and final "Similes of the Heartwood" in the Majjhima Nikaya, the Elder Maha Kaccana, praised by the Buddha himself as a master of doctrinal exposition, enjoins inquirers not to listen to and rely upon he himself, but rather to rely upon "he who is vision, he who is knowledge, he who is the Dhamma, he who is the Holy One, he who is the sayer, the proclaimer, the elucidator of the meaning, the giver of the Deathless, the lord of the Dhamma, the Tathāgata"; that is, the Buddha himself who is the Heartwood (MN 18 & MN 133). Thus there is an attempt here in the early sections of this paper to rely upon the consistent words and deeds of the Buddha himself to represent his expressed intention related to the Bhikkhuni Sangha he founded. 3 In MN 140, the Dhatuvibhanga Sutta or "Exposition of the Elements," "refining gold" is related to the pure, bright and malleable equanimity of mind that arises with the abandoning and cessation of clinging to what is coarse and lower, bringing about the ability to achieve one's higher goal and purpose. 4 Here, "mining for gold" or "seeking hidden treasure" is the phrase expressed by the teacher. In MN 52, this is associated with a person in a burning house seeking and (through eradicating the five lower fetters and destruction of the taints) coming upon a "door to the Deathless." 5 Women are currently regularly encouraged to aspire to rebirth as men in Southeast Asian Theravadan Buddhist countries. Although the Buddha makes no such statement in the Pali text Suttas that I have ever seen, Commentarial literature which illustrates women's birth as karmically inferior, combined with strong belief in the merit of the full ordination together with the current non-ordination status of women, perpetuates this trend. See the end of footnote 15 for an example. 6 Regarding the subject of rebirth, other Commentarial sources would tend towards the drawing of a highly different conclusion on this subject. For example, in the Commentary to MN 141 as paraphrased by Hellmuth Hecker in Great Disciples of the Buddha (p 19): "…Moggallana, when training pupils in the same way [as Sariputta] did not give up concern for them until they had attained arahantship. This was because he felt, as was said by the Master, 'As even a little excrement is of evil smell, I do not praise even the shortest spell of existence, be it no longer than the snap of the fingers.'" And in the Questions of King Milenda (Pali-Miln 142), Ven. Nagasena says: "For it has been said, O King, by the Blessed One: 'Just, O Bhikkhus, as a very small quantity of excrement is of evil smell, so do I find no beauty in the very smallest degree of future life, not even for the time of the snapping of the fingers.'" 7 Here, Mahapajapati Gotami has asked the Buddha how the bhikkhunis should train themselves with regard to the precepts held in common with the Bhikkhu Sangha, to which this reply is given. 8 There are other time-frame theories for the foundation of the Bhikkhuni Sangha, including one year after the first teaching and twenty years after. This is a subject worthy of further research and investigation, as there are so many discrepancies and inconsistencies in the "eight garudhammas" foundation story as to make it utterly untenable. Logical dating lies at the crux of this matter, particularly but not exclusively related to Vibangha histories of the formation and development of each of the garudhamma-like pacittiya precepts which lead to the conclusion that the story in its present form must be at least largely either a later construction or reconstruction. This leaves many open questions, but the certain knowledge that, at present if Mahapajapati Gotami was actually ordained with eight dhammas of respect, we do not currently know what they originally were. When and how the related bhikkhuni pacittiyas which developed over time came to be backdated to the foundation of the Bhikkhuni Sangha, we also do not know; we only know with certainty that this has happened. When it came to be required that the eight garudhammas should be the subject of the Bhikkhuni Ovada or fortnightly exhortation is also not clear, as the majority of Ovada examples that appear in the Canon do not mention them, but include other Dhamma subject matter. 9 Looking at the Pali texts alone, we find reference to the ehi bhikkhuni ordination in both the Vinaya and the Therigatha. According to Ven. Analayo, the ehi bhikkhuni ordination is also recorded in four of the other schools' Vinaya's texts as well as linked to seven specific bhikkhunis in the Avadanasataka as recorded in Chinese. Skilling has also noted the Avadana references to ehi bhikkhuni ordination. Bhante Sujato claims to have found even further references to bhikkhunis ordained by this method. The use of both the ehi bhikkhuni ordination and the ordination by going for the three refuges would tend to place the foundations of the Bhikkhuni Sasana in the earlier period of the development of the Sangha. 10 The ehi ordination may be significant in that here we find the Buddha himself proactively calling forth quickly enlightened women to lead the Holy Life in his Sangha, without their even asking. We know that early on in the Bhikkhuni Sasana he instructed his Bhikkhu Sangha to give ordination and training to the majority of the women seeking it, and then compassionately adjusted and readjusted the ordination methods, according to the bhikkhunis' and candidates' own wishes and sensibilities. 11 Sitting the bhikkhus on his left hand and the bhikkhunis on his right, the Buddha recommended that all might righly look to those foremost disciples of his Community composed of two halves, the Ubhoto Sangha, and reflect upon their memorable qualities as objects of meditation. 12 The daily recollection of the "Ten Great Disciples" appears to, at present, be a northern Buddhist practice, a still living remnant of the livelihood and teachings of the Theravadan (Sthaviravadan or Hinayana) Schools that flowed northwards into Korea, China, Japan and Vietnam, and in earlier periods throughout much of South and Southeast Asia. The Pali texts contain reference to the Thirteen Foremost Bhikkhuni Disciples—the Etadagga Bhikkhuni Savakas. In Thailand we find a number of monuments, temple artworks and images dedicated to these thirteen bhikkhuni arahanta theris as well as the ten great laywomen (upasika) disciples enshrined. Locations include the Queen's Chedi at Doi Inthanon in Chiang Mai, the Foremost Bhikkhuni Disciples wall paintings within the Temple of the Reclining Buddha at Wat Po in Bangkok, and the statuary images of these thirteen foremost bhikkhunis at Wat Songdhammakalyani in Nakhon Pathom. According to Skilling, blessing verses chanted in praise of the thirteen foremost bhikkhuni disciples were composed and recited regularly in the Lanna Thai period. The Pali recollection verse from the Anguttara Nikaya's Ekaka Nipaata Paa.li, Etadagga Vagga, Pa~ncama Vagga follows: "Etadagga.m, bhikkhave, mama saavikaana.m bhikkhuniina.m ratta~n~nuuna.m yadida.m mahaapajaapatigotamii (Bhikkhus, among my bhikkhuni disciples, Mahapajapati Gotami is foremost for her seniority). Mahaapa~n~naana.m yadida.m khemaa (Khema is [foremost] in great wisdom). Iddhimantiina.m yadida.m uppalava.n.naa (Uppalavanna is [foremost] in attainment of extra-ordinary psychic powers). Vinayadhraana.m yadida.m pa.taacaaraa (Patacara is [foremost] of Masters of Vinaya). Dhammakathikaana.m yadida.m dhammadinnaa (Dhammadinna is [foremost] in explaining the Dhamma). Jhaaniina.m yadida.m nandaa (Nanda is [foremost] in meditative absorbtion). Aaraddhaviiriyaana.m yadida.m so.naa (Sona is [foremost] in ardent effort). Dibbacakkhukaana.m yadida.m so.naa (Sona is [foremost] in the Divine Eye). Khippaabhi~n~naana.m yadida.m bhaddaa ku.n.dalakesaa (Bhadda is [foremost] in quick penetrative attainment). Pubbenivaasa.m anussarantiina.m yadida.m bhaddaa kaapilaanii (Bhadda Kapilani is [foremost] in fully recollecting past lives). Mahaabhi~n~nappattaana.m yadida.m bhaddakaccaanaa (Bhadda Kaccana is [foremost] in the bases of great supernormal power & higher knowledge). Luukhaciivaradharaana.m yadida.m kisaagotamii (Kisagotami is [foremost] in wearing coarse rag robes). Saddhaadhimmuttaana.m yadida.m sigaalamaataa ti. (Sigalamata is [foremost] in release through trust)." 13 I see no evidence that the Buddha was suspicious about having bhikkhunis, that he tried to limit their numbers, or that he treated women's ordination as unimportant. Rather, throughout the Vinaya, we find the Buddha working to protect the Bhikkhuni Sangha from abuse by either deviant monks or laypeople, acting to ensure the bhikkhunis would receive both the material and the Dhamma requisites of the teaching and training that would facilitate their enlightenment. 14 In the absence of access to bhikkhus when there are obstacles, the bhikkhunis are also directed to ordain women alone, with only a message to and from the Bhikkhu Sangha. 15 In addition to the leading masters who have spoken of there being really no wish or need for the bhikkhuni ordination for women, a number of scholars have also brought forth similar reports related to the Thai nuns and the Thai laywomen who have been the subjects of their research. I would like to state here clearly that this has not been my experience. Perhaps this difference in experience comes from the difference in meeting with a fully-ordained female monastic compared to meeting with a lay researcher who might be expected to report what they say, bringing on fear. I will report on the response that arises in meeting the forth devadhuta—the vision of a bhikkhuni, a female samana. Both in the United States and in Thailand, everywhere I have been I have met Thai women who have confessed to me their aspiration to ordain. They speak of approaching family members or elder monks, voicing the wish in their hearts. I have witnessed this personally, both with Western and Asian women, dear friends inspired by the Buddha's teaching and Sangha. They are regularly answered that as women, they may not. Often the possibility is suggested that, if they make merit well and dedicate their hearts to it, they may be reborn in another life as a man, or be reborn in the Sasana of the future Buddha Maitreya, and then be able to ordain, fulfill the Buddha's teaching and the Path and thus find liberation. Many women live with this wish, giving up their aspiration in this lifetime. It is a very common story. 16 The following is the critical comparison between women's monastic traditions that I was asked to make in the year 2003 when in meeting with monastic and lay administrators at Rajavidyalaya Mahachulalongkornrajavidyalaya Royal Sangha University in Bangkok. At that time, to the disappointment of the table, I was not able to give a balanced, well-informed critical response. This was due to my hesitancy to speak critically (particularly without full information) as well as my newness in Thailand and my then lack of complete comparative knowledge of the Thai nuns' situation related to that of the Korean bhikkhunis. This section hopes to remedy that, informed by the first-hand knowledge and understanding that developed in the time following. 17 See Appendix herein. I have been told by Thai researchers and Buddhist academics that the statement "Thailand has never had a Bhikkhuni Sangha" or "Thailand has never had bhikkhunis" to current knowledge may be accurately and correctly stated as: "Since the foundation of the current dynasty of Kings, that is since the beginning of the Ayutthaya Period in the 14 th century CE, Thailand has never had a Royally sanctioned and supported Bhikkhuni Sangha with dual ordination." 18 It is a common, shared history. Most of the living Buddhist traditions around the world, at one time or another, have been decimated, or nearly so, and have re-arisen. I know of no tradition that has been exempt. The Southern Theravadan Bhikkhu and Bhikkhuni Sanghas have both been eradicated due to political upheavals, and the Bhikkhu Sanghas of Sri Lanka, Thailand and Burma have been revived with foreign assistance on numerous occasions. 19 Being in the presence of great Buddhist women and men who are ordained, who have faith and confidence, who have developed knowledge and vision, and who have skill in teaching is beneficial no matter what their tradition or lineage. These beneficent qualities transcend race, ethnicity, national boundaries and sectarianism—this transcendence being a hallmark of the Buddhadhamma Sangha. 20 Thai: tudong, Pali: dhutanga—the austerities or ascetic practices allowed by the Buddha, popularized by the Venerable Maha Kassapa. In Thailand, monastics may undertake a period of time when they take upon themselves one or any number of the thirteen dhutanga practices. In modern-day Thailand, tudong often refers to a monastic undertaking a radically simple and unfettered way of life, walking from place to place, sleeping in the forest, living only off of whatever is received during early morning almsround in whatever locale they happen to be passing through. 21 See Appendix herein. 22 Currently, there are several temples established by foreign Mahayana traditions with resident bhikkhunis in Thailand, including a branch temple from Fo Guang Shan in Taiwan and a Korean bhikkhuni temple. Neither these temples nor their monastics are afforded legal "temple" or "monastic" status by the Thai government. 23 Looking at the walls of Wat Po in Bangkok in the Vihara of the Reclining Buddha at the great painting depicting Ashokan daughter Sanghamitta Theri's arrival with the Bodhi tree sapling in Sri Lanka, Queen Anula's request for ordination, and her going forth; one might be inclined to believe that in the early Bangkok era in Thailand the Sri Lankan Bhikkhuni Sangha history might have been more well known than it is today. 24 I have heard this affirmed repeatedly by ostensibly well-educated Thai friends. The quote here is from a Thai layman friend reading and translating directly from a Thai children's primer on Buddhist history, while avidly denying that there had ever been bhikkhunis anywhere outside of India. 25 According to the Thai National Bureau of Religious Affairs statistics for 2550 BE/2007 CE. However, without a formal monastic community or system of ordination, training and support providing documentation, it is very difficult to accurately ascertain the actual number of maechees in the country. So far, only a small percentage of nuns have registered with the Thai Nun's Association. 26 The "Nun's Bill" attempted to introduce legislation that would give official status and support to the maechees in 2004, but failed to pass and was followed by an official letter sent to every temple in the country notifying both the monks and nuns that the nuns had the official status of "upasika" – that is, laywomen. Still, like bhikkhus, nuns are not allowed by law to vote. Again in 2007, a second attempt is being made contemporary to this writing to include provision for official status and support for the maechees in the new Thai constitution. 27 Here I am referring to the wearing of the kasaya-colored civara, the saffron patchwork monastic robe, also known as "the Banner of the Arahants" to Southern Buddhist traditions and the "Field of Merit" to the Northern traditions. 28 Such potential becoming ripe and that fruit coming forth largely depends upon conditions. Where the conditions are good there may be great fruit. Where the conditions are not good there may be only a very few people with truly exceptional paramis who are able to grow and develop. Under harsh conditions, like a tree growing out of a crack in a rock, it may be beautiful like a bonsai but stunted, the fruits few and the benefits limited, not widespread. The Blessed One himself eulogized Mahapajapati Gotami as one such "Great Tree." Some say that the ancient bhikkhunis had such paramis and the blessings of the Buddha's presence, but doubt that women today can possibly have such quality of merit. I have seen this quality manifest in the contemporary Bhikkhuni Sanghas of Korea and China, where there are certainly still saintly women, excellent examples and teachers, bringing great benefit to our human society and world. 29 Men also inquired on behalf of female relatives. 30 Here, I am particularly referring to firstly the Vinaya imperative or affirmative responsibility that the Sangha has to give ordination to qualified applicants; secondly, to the time imperative that appears in the Vinaya; and thirdly, to the vision of the field, knowing that if no seeds are planted there will be no harvest, however if seeds are planted even in very untilled and minimally moist soil (minimal training or support) still a few of the very strong may grow and in doing so break the earth and attract and hold moisture. 31 Most everywhere I traveled, both in the cities and countryside towns and villages in the north and northeast of Bangkok, for the majority of the male monks, maechees and laypeople, it was the first time they had ever met a woman wearing the civara, the monastic robe. They were greatly respectful of the robe and the monastic livelihood which is normal for Thai people, when not confused by issues and politics. 32 Among other options proposed – single ordination from the Tibetan Bhiksu Sangha alone would affirm the cultural solidarity of the lineage while dual ordination together with the Chinese Bhiksuni Sangha (or their Vinaya descendants) would be a tremendous gesture of harmony, peace and forgiveness, affirming our common heritage and Dhamma-Vinaya ancestry as Sakyan sons and daughters. 33 As of this endnoting, August 2007, our known numbers have quadrupled, reaching twenty (Mahasangha) with this Vassa. There are eight bhikkhuni wayplaces in the United States: four on the East Coast, three in the West. Plans are underway for the first national Bhikkhuni Sangha gathering for Patimokkha recitation and Vinaya Seminar in November 2007. 34 In fact, there is such an exponential growth of interest in Buddhism in America that we really need more monastics, both male and female, particularly those skilled and practiced in the Dhamma and capable of teaching, to fill the need. 35 Vinaya literally means "to abandon" or "remove" hindrances, not to create them. When understood and used rightly, it is meant to support the best opportunity for enlightenment in monastic life, not to prevent or prohibit it. The Vinaya does not recognize sects, nor consider nationalities or robe colors as an obstacle to ordination. Appendix Glimmers of a Thai Bhikkhuni Sangha History "Although history would indicate that in the past there have been both bhikkhunis and samaneris in [the lands now known as] Thailand, from the time of the Ashokan missions of Arahantas Sona and Uttara to Suvannabhumi, up until the Ayutthaya Period, and even into the twentieth century [in the northern regions], there is little or no public knowledge nor a sense of connectedness to this distant and more recent past." This sentence within "Mining for Gold" has elicited significant surprise, interest and curiosity amongst both friends and eminent fellow monastic Sangha members who have read it, particularly those who have lived in Thailand for many years, but "never had a clue." The information that I've come upon in the past years has largely been brought forth by the simple merit of the interest stimulated by the rare appearance of a female form clothed in the patchwork saffron robe, both during my time in Thailand and elsewhere amongst the Thai people, scholars and Sangha members. For those mentioned above who have requested sharing knowledge of the details, they are laid forth here for reflection and consideration. As the information is substantial and deviates from the main theme and flow of "Mining for Gold" it is set forth separately in this appendix. Recognizing that the work shown here with this important subject is barely a beginning and highly inadequate, it is my hope that, as a beginning, it might at least encourage an opening of ideas and views, as well as further research and publication. A Weaving of Threads Like weaving threads together, the lines of a sketch or beginning to lay out pieces of a puzzle, I will lay out what I have come across for consideration. The clues span a vast period of time, from roughly the 3 rd century BCE through to the 20 th century, a period of perhaps 2,300 years, nearly as long as Buddhist history itself. I will divide it roughly into three sections as mentioned in the "Mining for Gold" text: (1) the Ancient period or time of the Ashokan missions of Sona and Uttara to Suvannabhumi, (2) the middle period of various "Thai" kingdoms up until the founding of the Kingdom of Ayutthaya, and (3) the period of more recent history reaching into the twentieth century and modern times. Ancient Period The first references to bhikkhunis in the lands now known as Thailand come from the records of the Ashokan missions of the Arahanta Theras Sona and Uttara to Suvannabhumi, the ancient and famed "Land of Gold." Although the exact boundaries of the ancient Land of Gold are unknown, the Thai people have strong emotional ties to the history of this land that may be seen in many facets of their culture, in the ancient name of one of their provinces, Suphanbhuri, and the modern, new Suvarnabhumi International Airport. Historians say the Land of Gold roughly covered the territories now known as Burma, Thailand and Laos, as well as parts of Southern China, Cambodia and Northern Malaysia. The journey of Sona and Uttara Thera to Suvannabhumi is recorded in the important Pali text the Samantapasadika, in the ancient Sri Lankan chronicles the Dipavamsa and Mahavamsa as well as in the Vinaya commentary Sudassanavinayavibhasa. a According to the Samantapasadika, the Theras "ordained 3,500 men and 1,500 women, establishing the Buddhadhamma." In Thai Buddhist historical texts, this record appears in the Thai Ruan Song Pra Thera Bye Prakat Pra Sasana Ni Thang Prathet—About Theras Going to Teach Buddhism Abroad where we find that: "Youths in the group of royal males of the number of 3,500 ordained. The royal female youths in the number of 1,500 ordained. Thus, the Theras firmly established Buddhism in the area of Suvannabhumi. Thereafter, the young people of the royal heritage received the Dhamma lineage of Sona and Uttara." b The exact location of the ordinations is disputed. I have no intent to propose which site might have actually been the real and true location of the Suvannabhumi bhikkhus' and bhikkhunis' ordination or whether the Ashokan Missions really happened as recorded, but rather to show that the Thai people themselves lay both historical and emotional claim to the site that their own Buddhist textual records indicate was the place where 1,500 women were ordained as bhikkhunis from the very beginning of the recorded establishment of Buddhism in their land. The Thai people regularly speak of the location of this great happening, the foundation of the Buddhism in their land, as having occurred at the "First Chedi" Nakhon Pathom, thousands of people coming to pay their reverence to the site daily for this reason. The Burmese people locate the site in Burma at Thaton where there is also a shrine devoted to this most famous and venerable of occurrences. However, according to research done by Ven. Ratanavali Bhikkhuni, contemporary Thai Buddhist historians locate the site of the first ordinations at the ancient Thai city of Nakonsi Thammarat (Nagara Sri Dharmarajasima). According to interviews conducted with local Nakonsi Thammarat historians, it is well known that Buddhism first entered Suvannabhumi in what is now known as Nakonsi Thammarat, not Nakhon Pathom. The Thai Tipitaka reference above is anthropologically linked to the Nakonsi Thammarat Yak Chedi (Yaksa Chaitya) through the accompanying Tipitaka story of the Theras displaying their power over the supernatural forces the people had feared and worshipped by subduing the Yaksas (ogres, cannibals, flesh-eating giants) before teaching the Dhamma and giving ordination. The main Nakonsi Thammarat Chedi, built in Sri Lankan style, is also linked by local history directly to the Tipitaka history and the arrival of the Theras Sona and Uttara. It is recorded to have been built in conjuct with the Sri Lankans to commemorate the site where Indian Prince Kumar and Indian Princess Hemachala (whose statuary images remain there) came with a tooth relic of the Buddha, now enshrined there in memory of it being the site of the establishment of the Buddha Sasana. This is confirmed by Phra Raj Suwan Maytee in Pan Din Ton: Nakon Pathom dan gert Prabuddhasasana. Neither the Samantapasadika Pali nor the Thai account say what the noblemen and women were "ordained" (Thai: buat) as. However, by the famed statement that "Buddhism has only been established in a land when both sons and daughters of that land have been ordained [as bhikkhus and bhikkhunis,]" c it may be inferred that it was upon such ordination that the pronouncement "the Buddhadhamma has been established" was made in the end of the Samantapasadika account. This is confirmed by the less well-known Sudassanavinayavibhasa which does specify that the men and women were in fact ordained as bhikkhus and bhikkhunis. Another point of interest is that according to the Thai Vinaya Pitaka version of the Samantapasadika, as related by former Thai Senator Rabiaprat Pongpanit in her 2002 report to the Thai Senate, both men and women appear to have been ordained by the Bhikkhu Sangha alone, as there is no mention of bhikkhunis among the "five bhikkhus, samaneras, upasakas, brahmans, high ranking government officials and members of royalty totaling thirty-eight persons" d who comprised the Ashokan mission. In fact, all of the Ashokan mission records in which both men and women are recorded as ordained in various countries surrounding India by the Arahanta missionaries following their teaching, other than the Sri Lankan record, follow this same pattern. This does not mean that the calling upon of bhikkhunis to perform the dual ordination did not happen, as this part of the historical records could certainly have been lost in many cases. However, the history in its current form could also be seen as giving precedent, in the behavior of numerous Arahanta Dhamma teachers of great renown, to the ordination of both women and men as bhikkhus and bhikkhunis by the Bhikkhu Sangha in the absence of a Bhikkhuni Sangha. The Middle Period: the Kingdoms of Pattani, Sukhothai, Lanna-thai and Ayutthaya According to the general Buddhist history of this area in the middle period, there were bhikkhus and bhikkhunis of various Buddhist schools and traditions—Theravada (Sthaviravada or Hinayana), Mahayana and Vajrayana—throughout the lands of South and Southeast Asia. Middle period references specifically to bhikkhunis in the area that is now named Thailand come from the Pattani, Lanna-thai and Sukhothai periods as well as the Ayutthaya period. Pattani (3 rd —17th Century CE) Moving through time, we come to the Kingdom of Pan Pan, not far removed from modern Nakonsi Thammarat. Pan Pan was later know by the Thais as Pattani and is considered by them to be one of their ancient historic kingdoms. Earlier historical records of Pan Pan span the 3 rd through the 7 th centuries of the Common Era; later records of Pattani extend through the 17 th century, up until the absorption of the kingdom in the modern Bangkok period. In his work Nuns of Southeast Asia (3.6), Peter Skilling relates this finding: "[In] Ma Tuan-lin's description of the Kingdom of P'an P'an in his Wen-hsien Tungk'ao: 'There are ten monasteries where Buddhist monks and nuns study their canon. They eat all types of meat, but restrain from wine.' Wheatley and others have concluded that P'an-p'an was located in the vicinity of the Bay of Bandon in peninsular Siam." The record is estimated to be related to the 7 th century CE. The word "nun" in the record is the Chinese character ni commonly used as an abbreviation of the three Chinese characters bi-ku-ni. Although the record is Chinese, the description of the food consumed by the monks and nuns does not bear the marks of the discipline of the Chinese Mahayana schools, thus it seems that these female Buddhist monastics would have belonged to one of the Sthaviravadan or Theravadan schools. th Sukhothai (13 —15 th Century CE) According to Thai records as related by the Research Department of Rajavidyalaya Mahachulalongkornrajavidyalaya Royal Thai University (hereafter abbreviated as "Mahachula") there are Sukhothai records of bhikkhunis ordained by the Bhikkhu Sangha alone. The question has been raised by scholars whether the (perhaps) original practice of ordaining bhikkhunis by the Bhikkhu Sangha alone may have continued in Thailand from the Ashokan period, rather than being replaced shortly after the original ordinations by the dual-ordination practice. Since these bhikkhunis did not have dual ordination, modern monastic and lay Thai Buddhist scholars have affirmed they may not be considered to have constituted a legitimate historical Bhikkhuni Sangha, having not met the full criteria for ordination as bhikkhunis. However, it may be noted that according to Vinaya, in the time of the Buddha, neither early bhikkhunis ordained by the Bhikkhu Sangha alone nor even those ordained by the "bhikkhu rite," rather than the "bhikkhuni rite," were to be considered not ordained. Lanna-thai (13 th —16 th Century CE) In Nuns of Southeast Asia at 3.6, Skilling further relates that: "in Lanna Thai literature (Catalogue of Palm Leaf Texts on Microfilm at the Social Research Institute, Chiang Mai) there are two texts entitled Tamnan Bhikkhuni Dona and Tamnan Sindu Bhikkhuni, which from their titles are the biographies of bhikkhunis. These bhikkhunis do not seem to be listed in the Tipitaka—at least they are not listed in Malasekara's DPPN, thus there is the speculation that they might be later bhikkhunis' histories." e As these bhikkhunis' names appear to not be among those dating from the earliest days of the Indian Sangha, there is the expectation that rare and precious records of later bhikkhunis, whether from Thailand or from other locales may have been discovered. It was also in the Lanna-thai period that Sanghanusati chants including the recollection of the virtues of the Thirteen Foremost Bhikkhuni Disciples were composed and their recitation called for by the royalty for the blessings of the populace and nation. Considering the formal veneration payed to the Arahant bhikkhunis by even the great kings of the Buddha's time, it might be seen as ironic that in 2007 CE, bhikkhuni Arahanta statuary images from the Lanna-thai period were removed to Wat Songdhammakalyani (a bhikkhuni temple) from the Lanna-thai monastery where they were long enshrined, as modern local monks felt it inappropriate for men to show veneration to their female forms. Ayutthaya Period (14 th —18 th Century CE) Further bhikkhuni records were spoken of at Mahachula, recovered incidentally while conducting research related to the exchange of the upasampada ordination between Thailand and Sri Lanka, in particular the ordinations which facilitated the (re)establishment of the Thai Sangha upon the founding of the Kingdom of Ayutthaya. These records indicate the existence of pre-Lankavamsa Bhikkhu and Bhikkhuni Sanghas in Thailand, up to the entry into the Ayutthaya period, at which time these Sanghas were ended and a new Bhikkhu-only Sangha established with royal patronage and support from the Bhikkhu Sangha lineage of Sri Lanka. By way of explanation, it is recorded that the Kingdom of Ayutthaya was named after the Indian Kingdom of Ayodhya, famed birthplace of the Hindu God Rama and the "first man" Manu. In its ruling secular and religious leadership structure, the Kingdom of Ayutthaya showed a great harmonizing of the religious teachings and practices of its time: Brahmanistic or Hindu, and both Mahayana and Theravadan Buddhist. The king was thus availed of both the divine right to rule via the Brahman priests as well as the Buddhist messianic right as a "wheel turning monarch" and an incarnation of the Bodhisattva Phra Ariya Maitreya—the future Buddha. These hardly seem to have been unique ideas; in the centuries both preceding and following, history records many Asian rulers, both Thai and non-Thai, adopting similar means in various combinations of these same prevailing teachings. The records relate the causal reasoning behind the ending of the Bhikkhuni Sangha as "inappropriate relationship" with men and the Bhikkhu Sangha. This is interpreted by some scholars to mean that there were allegations of sexual misconduct. Indeed, this seems to have been a topic of literally mortal concern during the Ayutthaya period, as Skilling has found records of Buddhist monks being regularly punished to death by public roasting over fire for allegations made of sexual misconduct. For this reason, foreign documenters observed and noted that only women past their childbearing years were allowed to respectably don even white robes in the Kingdom of Ayutthaya. f Other scholars understand this statement regarding "inappropriateness of the bhikkhunis" to mean that it was considered inappropriate for women to have the status of Brahman priests g within the social/religious/ideological framework of the Ayodhyan Brahmanical tenants of the Manudharmashastra, a system of philosophy and social order which had spread at that time from India to Thailand. This system by law subordinates women first to their fathers, then husbands and finally sons, and does not allow for the possibility of women's salvation other than through the "sacrifices" or the merit offered by their sons. Finally, there has been the further speculation that the cessation of the previous Sangha was simply, if nothing else, an oft-repeated political move to ensure the loyalty of the clergy to the sovereign, and thus the solidarity of the kingdom. As apparent in the Kingdom of Siam exhibit shown in 2004 CE in the United States at the Asian Art Museum in San Francisco, the writings and meticulous drawings of at least one foreign Jesuit missionary in Ayutthaya nonetheless still record the presence of undoubtedly feminine, h saffron-robed, shaven-headed monastics sitting on raised-platform seats in distinctly Thai-temple environs during that period. i Skilling finds records of robed Buddhist renunciate women in those times still addressed as bhagini—"sisters," the Pali/Sanskrit form of respectful address used by both the Buddha and Theras, as well as called nang-chee—"lady renunciates," a melding of Thai and Brahmanical terms and the precursor of the modern, white-robed mae-chee. According to scholars, it may be reasonably assumed that some numbers of both bhikkhus and bhikkhunis of lineages and traditions from the pre-Ayutthaya period would have continued to survive in areas of what is now known as Thailand outside of the Kingdom of Ayutthaya. This may be confirmed by later records of Bhikkhuni Sangha in the regions that are now known as the surrounding countries of Burma, China and Cambodia. Pre-modern and Modern Period Looking for evidence of the continuation of kasaya-robed Buddhist monastic women beyond the Kingdom of Ayutthaya, such evidence may be found in nearly all directions. In the northwest of what is now Thailand, Mon records include bhikkhunis into the 14 th century CE. In the northeast, records from Lao territories show yellow-robed female monastics into the 20 th century. In the north, Thai-Yuan records of the Yuan Special Autonomous District in Southern China show bhikkhunis contemporarily. The Thai peoples of at least one locale in India also preserve the last remnants of a yellow-robed women's monastic tradition. To the west in neighboring Myanmar, the Burmese Chronicles of the King's Proclamations, as translated by Dr. Tan Tun in Ideas and Views, shows royal permission granted as late as 1788 CE to women over age nineteen to ordain as bhikkhunis. Additional laws prevented the king's slaves from becoming bhikkhunis and, as late as 1810 CE, required both the bhikkhus' and bhikkhunis' discipline to be royally monitored. It may be noted here that, rather than the "thousand year gap" regularly spoken of, these records leave a gap of less than 200 years j in the tradition of full ordination for women in Southeast Asia. To the east there are more recent Thai-Lao records as well. Most well-known is the travel diary of Hermann Norden, as published by Kamala Tiyavanich in the chapter "Sisterhood of the Yellow Robe" in her book Buddha in the Jungle. Norden writes in his 1920s travel diary for the Royal Geographical Society of Great Britian of his visit to the isolated Muang You people: "At the bonzerie (monastery or nunnery), I was astonished to see young women in yellow robes and with shaven heads; a Buddhist Sisterhood. They were busily sweeping an already tidy yard; an older woman superintending the work." To the north, the records are not only recent, but contemporary. Dr. Hua Che Min, a Chinese scholar of Sinhalese language affiliated with the language department at the University of Kelaniya, Sri Lanka, has authored a book in Sinhalese about the Thai-lue people's religious lives and practices in the Sip Song Panna Special Autonomous Region in Yunnan Province, Southern China. This book, Theravada Buddhism in China (in Singhalese), records, as of the year 1991 CE, the number of temples and bhikkhus and bhikkhunis of both Mahayana and Theravada traditions, reporting that they have been largely untouched by the Chinese government. Phra Vutthichai Bhikkhu, in his 2006 visit to the area to support the renovation of the Thai people's Theravadan temples, confirmed the reports of the book and reported that the temples look remarkably Thai. Not only in China and in the regions surrounding modern Thailand, but in the homeland of Buddhism as well, the ethnic Thai peoples seem to have been among the last to devotedly preserve the remnants of their yellow-robed monastic traditions for women. In Yasodhara Magazine, Venerable Dhammananda Bhikkhuni reports her recent discovery of the presence of a tradition of saffron-robed female monastics in at least one ethnic Thai people's community in India. k Once again returning to within the heart of the Thai Kingdom, images of saffron-robed women in Buddhist monastic life do not entirely disappear in the Ratanakosin Era, but may be found in the arts and histories related to the Royal Family. Many Thais might be surprised to learn that the heritage of the early Arahanta bhikkhunis and the later bhikkhunis' missions were both affirmed and royally honored in Thailand. In 1836 CE, King Nang Klao—Rama III, established Wat Thepthidarom (Pali: Devadhita-arama) in Bangkok, the Monastery of the Heavenly Daughter, named for his beloved eldest daughter who served efficiently as his personal secretary, Crown Princess Apsonsudathep. The monastery's bhikkhuni Vihara houses statuary images of the Founding Mother of the Bhikkhuni Sangha Mahapajapati Gotami and fifty-two bhikkhuni Arahantas, the images dedicated to his daughter (whose health was ailing) and his fifty-two children. The princess also contributed from her personal fortune to the construction. King Rama III also undertook the 16 year 7 month restoration of the Ayutthayan period monastery Wat Bodharam (commonly known as Wat Pho), initially begun by King Rama I when he established it as a first grade royal monastery in 1788 CE. King Rama III's son Prince Laddawan led in the restoration of the Western Vihara, the famed Temple of the Reclining Buddha, on whose walls may still be found the Mahavamsa mural paintings of the arrival of Ashokan daughter Sanghamitta with the Bodhi tree to Sri Lanka, her meeting with King Devanampiyatissa and her ordination of Queen Anula with her company of 500 women, establishing the Buddhasasana. Other walls in the sanctuary of the Reclining Buddha are covered by extensive and elaborate mural paintings of the thirteen foremost bhikkhuni disciples of the Buddha and their stories, as well as paintings of the ten foremost laymen and laywomen disciples. This great restoration was undertaken by the king to maintain Wat Pho as "a center of both arts and knowledge for the Thai people, where descendants could look indefinitely." In the years that followed however, few have even known to look. The doors of the Bhikkhuni Vihara in the Monastery of the Heavenly Daughter generally remain locked. As robed, shaven-headed images of bhikkhus and bhikkhunis may look similar without close examination, even well-educated monks living for years at Wat Pho may never know of the content and meaning of its full-wall mural paintings, not to mention the throngs of tourists that pass through its halls each day. The majority of modern records that are often seen related to ordained women in the saffron robes and the Thai royalty might be considered tragic. Perhaps the most famous is the diary of Anna Leonowens and the Western movies The King and I and Anna and the King based upon it. Anna Owens was the British governess to the Royal court of Siam from 1862-1865 CE, during the reign of King Mongkut—Rama IV, who was a highly-disciplined Buddhist monk himself for many years and founder of the Dhammayuta Nikaya (a reformed monastic order) before ascending to the throne. In her book Romance of the Harem, she relates the pitiful story of the favorite consort-wife of the king, Lady Tuptim, who was engaged to be married when she was chosen for the royal harem. Her fiancé, Pilat, ordained as a Buddhist monk after her leaving, and when Lady Tuptim felt trapped by the confines of her palace life she escaped and secretly ordained as a novice at Phra Pilat's temple. Upon her discovery there, although affirming purity, the two were tried and sentenced to death by fire. We can only guess the impact that such an event may have had upon the thoughts and views of the royal princes and their heirs, amongst them, Prince Chulalongkorn, the son of King Mongkut who was later to become Rama V, the king to follow, and Prince Wachirayan, the son who was to become Sangharaja. Under the reign of the beloved and revered King Chulalongkorn—Rama V (the son of King Mongkut tutored by Anna Leonowens while a prince)—Siam lost border territories to colonial powers, to France for Laos and Cambodia, to Britain for Burma. However the King was able to maintain independence, declaring Siam an independent kingdom in 1886. A son of King Chulalongkorn's, Rama VI—King Vajiravudh—reigned from 1910 to 1925, during which time he increased the westernization begun by his father and grandfather, including mandatory primary school education and a system of standardized basic education for the Buddhist monastic Sangha. Prince Wachirayan (Vajirananavarovasa) was appointed and empowered by King Vajiravudh as Sangharaja—"Sangha King" or "Supreme Patriarch" of Siam. Texts authored by Prince Patriarch Vajirananavarorasa for the progress and knowledge of Buddhism and education of the Sangha in the monastic discipline of the Vinaya included the Vinaya Mukha and its English-language translation Entrance to the Vinaya. As these texts are often studied in place of the Vinaya itself, they have led (and still continue to lead) the vast majority of Thai-educated Buddhist monks to hold beliefs expressed therein, such as: a "person who wishes for upasampada (full bhikkhu or bhikkhuni ordination) must be male" and "if one has committed serious offences or one is a woman, then such persons cannot receive the upasampada and their ordination would be known as vatthu-vipatti, literally, defect[ive]." l Later, in Volume III of the Vinaya Mukha we find two personal speculative theories propounded by its author: the first, that the Bhikkhuni Sangha "existed temporarily, for no great length of time… [and] probably disappeared in Lord Buddha's own days;" m and the second, that from the time of Sanghamitta Theri, daughter of Emperor Ashoka, "it is agreed that the bhikkhunis disappeared." n In this case, the "agreement" would seem to have become the self-fulfilling prophecy for a nation. With a concerted effort made to spread and establish a statewide system of secular and monastic education, lay children, samaneras, and bhikkhus, from the early 1900s until the present, all came to be educated that the Bhikkhuni Sasana had died out in India not long after the Buddha's time, the last bhikkhuni being Sanghamitta Theri. Additionally, according to both Buddhist monastic scholars and Buddhist historians such as Tiyavanich, in the twentieth century, diverse, local, ethnic traditions of Buddhism in Thailand were legally replaced by State Buddhism for the sake of a Unified Thai Nation and Sangha. Empowered by the Sangha Acts of 1903 and 1928, both secular and religious laws were made forbidding the ordination of women due to a perceived political threat. o For the sake of a centralized Thai State and uniformity of Sangha standards, although a divergence from the Vinaya, from that time it became illegal for local Elder Buddhist monks to give ordination within their local Sangha traditions and lineages to even men, unless they were approved, trained and certified as Upajjhayas (preceptors) by State Authority. As a final note, scholar Peter Koret is currently working on the histories of several Thai women ordained as bhikkhunis and disrobed by law during the early 1900s in the Sangha Acts period above. These include the two daughters of outspoken political critic Narin Klung (one of the political threats mentioned above) who were ordained as bhikkhuni and samaneri along with a number of other women. Due to their father's political conflicts, the daughters, Sara and Jongdi, were arrested and most of their Sangha disrobed, while the two sisters were taken to prison where the elder sister was disrobed by force. When released from prison the daughters maintained their monastic life but changed the color of their robes. Their Sangha ended one day when the elder sister, Phra Bhikkhuni Sara, was kidnapped by a rider on horseback while she was walking on almsround. Due to the negative reaction to that event within the Sangha, the then Sangharaja of Thailand passed a law forbidding any and all Thai bhikkhus from acting as preceptors in ordaining women as either samaneris, sikkhamanas, or bhikkhunis. Nonetheless, twenty-eight years later, in 1956 CE, Thai lady Voramai Kabilsingh received ordination as a samaneri from Phra Prommuni of Wat Bawanniwet, the King's own ordination master. Although she wore light yellow robes of a different color than Thai bhikkhus, in the 1960s she was charged with the illegal act of impersonating a bhikkhu. After learning of the continuation of Sanghamitta Theri's line in the Chinese Dharmagupta bhikkhuni lineage of Taiwan, in 1971 she traveled for the full bhikkhuni ordination there, receiving the ordained name of Shih Ta-Tao Fa-Shr—Venerable Mahabodhi Dhammacarya. In the year 2001, thirty years after her full ordination, Venerable Mother Mahabodhi's daughter Dr. Chatsumarn Kabilsingh, herself a respected Buddhist scholar and teacher, traveled to Sri Lanka to receive samaneri ordination and two years later the bhikkhuni ordination upon the revival of the tradition of the bhikkhuni upasampada there. Given the ordained name Bhikkhuni Dhammananda, her ordination together with the beneficent works of others, has paved the way for a gradually but steadily increasing number of Thai women, both Theravadan and Mahayana, to be ordained as samaneris and bhikkhunis both in Sri Lanka, in Taiwan, and once again in Thailand. As their stories are many, they will not be told here. p Fortunately, it is the very spirit of further research into the Buddhist texts coupled with dedication to the higher purpose of the Buddhasasana and the welfare of the Monastic Sangha, so championed by Kings Mongkut and his sons King Chulalongkorn and Prince Patriarch Vajirananavarorasa, which has brought this about. In the year 2003 CE, after extensive research and review by the Thai Senate, the secular law banning women's ordination in Thailand was found unconstitutional and revoked as contrary to freedom of religion. In Conclusion: A Different Definition Thus, as I have been told by knowledgeable Thai researchers and Buddhist academics, the common statement "Thailand has never had a Bhikkhuni Sangha" or "Thailand has never had bhikkhunis," to current knowledge, might be more accurately and correctly stated as: Within the domains of the current Chakri dynasty of Rama kings, since its foundation; that is, in the Ratanakosin Era from the Ayutthaya Period through the Bangkok period (1782 CE -present), Thailand has not yet had a royally- or Statesanctioned and supported Bhikkhuni Sangha with dual ordination. This is not to say that there have never been bhikkhunis amongst the ethnic Thai peoples, nor that the lands, now known as Thailand, have never been host to the Bhikkhuni Sangha. In fact, the pattern that appears within the historical threads, when woven together, does seem to tell quite a different story. Endnotes to Appendix a A text of Sri Lankan origin taken to China and translated by Sanghabhadra about the time of Buddhagosa. The Chinese translation of the title of this Singhalese Vinaya commentary has been retranslated into Pali as the Sudassanavinayavibhasa. c Although this statement has been attributed to Ashokan son Mahinda Thera in his words to Sri Lankan King Devanampiyatissa regarding his reason for calling for his bhikkhuni sister Sanghamitta Theri and her peers to establish the Bhikkhuni Sangha, it is based upon various quotations from the Tipitaka. As amalgamated and paraphrased briefly from Analayo's Women's Renunciation in Early Buddhism: b Ruan Song Pra Thera Bye Prakat Pra Sasana Ni Thang Prathet—p 119: "Puak dek ni tragoon praman 3,500 buat laew. Khuntida praman 1,500 nang gan buat laew. Pra thera nan dye pradit tan prasasana hye damrong man yu ni kwan suvanabum nan laew doy prakan cha ni. Jam derm ther nan ma chon [p 120] chow suvanabum gau dye thang cheu pauk dek ti gert ni ratchathragoon wa Sonuttara serp ma." Numerous early canonical passages concur with the clear statement given in the Mahaparinibbana Sutta that the Bhikkhuni Sangha is an integral part of Buddhist community, particularly the Lakkhana Sutta and the Pasadika Sutta of the Digha Nikaya. Even those outside the Buddhist order apparently perceived the existence of proficient female Buddhist monastics [bhikkhunis] as indispensable for the completeness of the Buddha's Sasana, as in the Mahavaccagotta Sutta of the Majjhima Nikaya, were we find the wanderer Vaccagotta, soon to enter the Buddhist Sangha and become an Arahanta, proclaiming that: "If, in this teaching, only the Reverend Gotama and the bhikkhus were accomplished, but there would not be accomplished bhikkhunis, then this Holy Life, would be deficient in that respect"—(sace ... imam dhammam bhavañc' eva Gotamo aradhako abhavissa bhikkhu ca ... no ca kho bhikkhuniyo aradhika abhavimsu, evam idam brahmacariyam aparipuram abhavissa ten' angena.) The degree to which the existence of the bhikkhunis is integral to the welfare of the Buddha Sasana is highlighted in Samyutta Nikaya 16.13: "bhikkhu bhikkhuniyo upasaka upasikayo satthari ... dhamme ... sanghe ... sikkhaya ...samadhismim sagarava viharanti sappatissa. Ime kho ... pañca dhamma saddhammassa hitiya asammosaya anantaradhanaya samvattanti." The conditions that lead to the duration of the Dhamma after the Buddha has passed away are treated in the Anguttara Nikaya which states these requisite conditions to be that "the four assemblies be respectful towards the Teacher, the Teaching, the Community, the training and towards each other"—(bhikkhu bhikkhuniyo upasaka upasikayo satthari ... dhamme ... sanghe ... sikkhaya... aññamaññam sagarava viharanti sappa issa. Ayam kho ... paccayo yena Tathagate parinibbute saddhammo cira hitiko hoti.) According to the Dakkhinavibhanga Sutta, from the perspective of merit, a gift given to the Ubhoto Sangha comprised of both bhikkhus and bhikkhus is superior to that given to the Bhikkhu Sangha alone, thus the absence of the Bhikkhuni Sangha would result in a deficiency of the Order as a recipient of gifts. Finally, in Samyutta Nikaya 42.7 we find that, in addition to being treated as superior recipients of offerings, the bhikkhus and bhikkhunis are reckoned together when it comes to receiving teachings, as they constitute the superior field for the Buddha's instructions—("seyyathapi ... khettam aggam evam eva mayham bhikkhu-bhikkhuniyo.") e The translation of these texts into Thai was commissioned by Ven. Dhammananda Bhikkhuni in July 2007. d Samantapasadika 62-63. f Skilling—Nuns of Southeast Asia g In the Buddha's teaching, a person rightly becomes a Brahman (holy) neither by birth-caste nor by gender, but rather by their own virtuous and noble deeds. h Due to the distinctive double circle breast motif j The eminent teacher of Burmese Master Mahasi Sayadaw, Mingun Jetavan Sayadaw's 1949 CE reasoned proposal for the reestablishment of the Bhikkhuni Sasana in Burma (although not accepted at that time) thus seems to have followed upon no more than 139 years lapse of the Southeast Asian Bhikkhuni Sangha. i The author here wonders whether this may have been a drawing of the fabled royal Ayutthayan princess who secretly fled the palace life to be ordained as a bhikkhuni and live the monastic life against the wishes of her father the King. k See www.thaibhikkhunis.org – Yasodhara Magazine, "back issues." n Entrance to the Vinaya III, pg 269. "" l Entrance to the Vinaya I, pgs 4-5 on fulfilling conditions (sampatti) for ordination. Thai version published in 1903. m Entrance to the Vinaya III, pg 268. Thai version published in 1921, English in 1983. o According to Mahachula, until that time Chinese Mahayana traditions in Thailand still had both Bhikkhu and Bhikkhuni Sanghas in Thailand, but with the establishment of these laws, they voluntarily gave up their practice of ordaining women. p Many of these women have been awarded as "Outstanding Women in Buddhism" in observance of the United Nation's International Women's Day at the United Nations in Bangkok. Their information may be available through Outstanding Women in Buddhism Awards Secretary General Dr. Tavivat Puntarigvivat or Founder Venerable Rattanavali Bhikkhuni.	<urn:uuid:b4e1a2ee-05a3-4d0f-a002-ad14402c7d58>	CC-MAIN-2017-13	http://congress-on-buddhist-women.org/fileadmin/user_upload/MiningforGold_01.pdf	2017-03-27T10:47:27Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00225-ip-10-233-31-227.ec2.internal.warc.gz	73,939,591	28,032	eng_Latn	eng_Latn	0.994381	eng_Latn	0.997422	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2168, 5087, 7570, 11400, 14008, 16514, 20593, 22635, 25773, 29139, 32727, 36021, 39682, 42583, 45485, 48539, 50746, 53638, 57030, 59867, 62810, 64495, 69208, 74233, 79079, 83346, 85671, 88698, 91881, 94539, 97288, 100400, 103424, 106531, 109954, 113473, 116321, 120491, 121989 ]	[ 1.171875, 1.359375 ]	7	8
Restoration workers Mike Jeffery (left) and David Randt use soil and plywood to dam one of the drainage ditches in Burns Bog. Courtesy Corporation of Delta Surrey North Delta Leader Human beavers bring bog back to life By Christine Lyon - Surrey North Delta Leader Published: August 19, 2008 10:00 AM Updated: August 22, 2008 1:58 PM Mike Jeffery and David Randt meet at Delta Municipal Hall every morning at 7:15 a.m. They toss their orange coveralls, wading boots, shovels and plywood into a pickup truck and head to Burns Bog. Jeffery and Randt spend their days damming the drainage ditches that carry water away from the bog. They dig a notch on either side of the ditch embankment, then slot in 4x8 pieces of plywood. The men salvage sticks and branches which they use as stakes to secure the dam. Finally, they fill the layers of plywood with soil for added strength. Since they started May 12, Jeffery and Randt have built seven new dams and upgraded 10 old ones in the raised peat bog, which occupies a quarter of Delta. Small dams take a day to construct, while larger structures can take up to a week. Ditch-blocking has been going on since 2001 in an effort to restore the bog to its natural state. Steel barriers and wooden dams from previous years are still in tact. http://www.printthis.clickability.com/pt/cpt?action=cpt&title=Surrey+Leader+-+Your+B... 28/08/2008 Until the '80s, drainage ditches were dug throughout the bog to facilitate large-scale peat mining and cranberry farming. The ditches drained nearly 40 per cent of the original bog – a danger since precipitation is the dome-shaped area's only source of water. Burns Bog is about half the size it once was because of agricultural and industrial land use. In 2004, the province, Metro Vancouver and the Corporation of Delta purchased 5,000 acres of the bog and created a plan to protect its unique ecosystem and the rare plants and animals living there. Jeffery and Randt are two of the few people permitted on the bog. They lug their equipment to the dam sites on foot, since there are no roads and driving is a fire hazard. Jeffery, 25, is studying forestry at BCIT and loves being able to work outside. Randt is studying geological engineering at UBC. The 19-year-old Delta resident is happy to lend an environmental hand in his own community. This is the second year Delta has employed summer students to restore the bog. The pair runs into deer, owls, herons, hawks and eagles on a daily basis. They were pleased to discover the resident beavers are quick to patch up their faulty dams. Project manager Sarah Howie explains beavers are attracted to the sound of running water. "If one of the dams is leaking and water is going around or bypassing it, they'll hear that and they'll start adding onto the bypass until it stops flowing," she says. Howie is an urban environmental designer for the Corporation of Delta and has been overseeing the hydrology aspect of the restoration project for almost four years. "It's an engineering feat, what we're doing," she says, explaining the dams must be strategically placed and strongly built to hold back the water pressure. Water levels can rise two feet in winter. Keeping water in the bog is the most important part of the restoration process because without water, a bog becomes a forest. Peat, also known as sphagnum moss, is integral to maintaining the bog ecosystem since it releases acid and absorbs water. But peat regenerates very slowly compared to the rate it was harvested for horticulture in the 20th century. Howie measures water and ground levels year round to determine whether or not the ditch-blocking efforts are worthwhile. Data over the last three years has shown sphagnum moss is indeed expanding. That means the bog is starting to recover, thanks to a hard-working restoration crew and a few eager beavers. Links referenced within this article Find this article at: http://www.bclocalnews.com/surrey_area/surreyleader/news/Human_beavers_bring_bog_back_to_life.html http://www.printthis.clickability.com/pt/cpt?action=cpt&title=Surrey+Leader+-+Your+B... 28/08/2008 Uncheck the box to remove the list of links referenced in the article. © Copyright Black Press. All rights reserved. http://www.printthis.clickability.com/pt/cpt?action=cpt&title=Surrey+Leader+-+Your+B... 28/08/2008	<urn:uuid:b0378a3c-0d9b-4cfc-80a0-2601faaab9a9>	CC-MAIN-2017-13	http://sunburyneighbourhood.ca/PDF/SurreyLeaderAug192008.pdf	2017-03-27T10:39:41Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00225-ip-10-233-31-227.ec2.internal.warc.gz	333,278,282	989	eng_Latn	eng_Latn	0.991567	eng_Latn	0.998637	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1388, 4138, 4357 ]	[ 2 ]	2	4
Small Wind Energy System Model Ordinance — An Overview Written by: Sherrie Gruder Small wind turbines are being installed to supply power to a variety of sites -- including farms, businesses and schools. A small-scale wind energy system can help make a home or business energy-independent. A gridconnected wind system provides the benefits of wind energy and the consistency of the utility. An off-grid system has no connection to utility lines, so it is very useful in isolated locations. Installing a wind turbine is a productive way of offsetting high utility costs while making a commitment to the community and the environment. The most significant barrier to small wind turbine installation can be local zoning. This has been an incidental result of uncertainty about large wind farms by some communities. To help educate local officials, Focus on Energy and UW-Extension have developed a small wind energy system model ordinance for local towns and counties. The ordinance complies with the relevant state statute, WI s.s. 66.0401, governing a municipality's ability to regulate wind systems. There are several ways a town or county can use the small wind energy system model ordinance. It can be adopted as-is, or it can be used as the basis for a conditional-use permit. For example, the Town of Ahnapee in Kewaunee County took out the standards, abandonment, and permit requirements sections and put them into a conditionaluse permit. The Town of Merton in Waukesha County is doing the same thing. Alternatively, Calumet County adopted many of the recommendations in the small wind energy model ordinance and placed it into the overall county wind ordinance that also includes large wind. For further assistance with small scale wind energy systems and issues, go to the Focus on Energy Web site at www. focusonenergy.com/renewableenergy or call 800 762-7077. With specific questions on zoning issues related to wind, contact Mick Sagrillo through Focus on Energy or directly at (920) 837-7523, email@example.com. With staff in Green Bay, Madison, Milwaukee and Stevens Point, SHWEC has been providing quality environmental education and technical assistance throughout Wisconsin since 1990. To contact a SHWEC Specialist go to www.shwec.uwm.edu SHWEC - UW-Extension 610 Langdon Street, Room 528 Madison WI 53703 608.262.0385 tel 608.262.6250 fax recycled paperT	<urn:uuid:5229caab-1563-410c-aa93-00125b129cba>	CC-MAIN-2017-13	http://www.renewwisconsin.org/wind/Toolbox-Zoning/UW-EX%20letter%20about%20the%20Small%20Wind%20Turbine%20Model%20Zoning%20Ordinance.pdf	2017-03-27T10:40:52Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00224-ip-10-233-31-227.ec2.internal.warc.gz	651,909,159	526	eng_Latn	eng_Latn	0.996054	eng_Latn	0.996054	[ "eng_Latn" ]	false	docling	[ 2411 ]	[ 1.8671875 ]	2	2
CAPITOL LIMITEDROUTE GUIDE CHICAGO • TOLEDO • CLEVELAND • PITTSBURGH • WASHINGTON, DC We hope you enjoy reading this guide and learning about points of interest along our route. It is written starting from the western terminus of the train in Chicago and proceeds to points east, ending in Washington, D.C. If you boarded in Washington, just read the guide in reverse, remembering to look in the opposite direction referenced. AMTRAK STATIONS are shown in all capital letters, as opposed to upper and lower case for towns and geographical areas through which the train travels but does not stop. The Amtrak System Timetable or the Capitol Limited ® panel card should be consulted for actual station times. While all service presented in this guide was accurate at the time of publication, routes and services are subject to change. Please contact Amtrak at 1-800-USA-RAIL, visit Amtrak.com or call your travel agent for the most current information. Combining impressive geologic formations, man-made wonders and rich American history, this route is rife with feature attractions between the "City of Broad Shoulders" and its terminus in the nation's capital and city of magnificent monuments, Washington, D.C. From orderly farms in the heartland to spectacular views of the mountains above Pennsylvania and West Virginia valleys, the scenes are unforgettable. Today, their quiet beauty belies the ferocity of the many Civil War battles fought in and around the area. From striking rock formations to national historic landmarks, the Capitol Limited presents a journey upon which you will continue to reflect for some time to come. So relax and enjoy this unique view of Americana from your picture window! [Amtrak Capitol Limited was named after the former Baltimore & Ohio Railroad's flagship passenger trains -- for many years the choice of travel between Chicago and Washington. In keeping with "B&O" tradition, you can choose from freshly prepared meals in the dining car, a full lounge/observation car and extra-fare sleeping car accommodations.] WELCOME ABOARD Chicago, IL Welcome aboard the Capitol Limited, ® an all-American journey between America's heartland and the nation's capital – from the scenic farmlands of Ohio and Indiana through the Allegheny Mountains and the beautiful Potomac Valley. On board, you will experience the comfort and relaxation of train travel while witnessing some attractive scenery. We are happy to have you aboard today and want to ensure your trip is everything you want it to be. If there is anything that can be done to make your trip more enjoyable, please do not hesitate to call on any Amtrak employee. THE TRAIN STAFF The staff of the Capitol Limited is here to make your trip a special and enjoyable experience. Conductor is responsible for the entire On-Board Services staff as well as ticket collection, the safety of passengers and the safe operation of the train. Lead Service Attendant is responsible for the operation of the Dining car and Dining car staff. Lounge Car Attendant is responsible for the operation of the Café/Lounge car Sleeping Car Attendant is responsible for providing all service for passengers ticketed in Sleeping car accommodations, including room preparation, luggage service and any assistance necessary to ensure a comfortable journey. They can also assist with meal reservations or arrange for your meal to be served in the privacy and comfort of your accommodation. Coach Attendant is responsible for providing service for passengers ticketed in coach. This includes seat assignment, pillow service, luggage service and other assistance to ensure a comfortable journey. ACCOMMODATIONS Superliner Sleeping accommodations provide a range of private rooms with amenities for day and night use. From roomettes to bedrooms featuring a private lavatory and shower, Sleeping car accommodations will suit any need and can be described in more detail by any member of the crew. Please ask to speak to the Conductor regarding the availability of rooms. Amtrak Metropolitan Lounge/ ClubAcela ® are available in Chicago and Washington for Sleeping car service passengers. Coach seating provides a wide reclining seat with leg rest, folding tray table and overhead reading light. Free pillows and at-seat meal service are also available. Dining service offers a wide range of full hot meals featuring regional cuisine prepared by Amtrak chefs with specialties unique to the Capitol Limited. The Dining car provides the perfect venue to meet your fellow passengers and enjoy a delicious meal while the scenery glides by your window. Sleeping car accommodation charges include meals in the Dining car while passengers ticketed in Coach may purchase Dining car meals at reasonable prices. Striking scenery and a great staff make dining on the Capitol Limited a memorable experience. Sightseer Lounge/Café is the perfect location for scenic viewing and lighter fare. Large panoramic windows provide the perfect vantage point for sightseeing and making new friends. The Café is located on the lower level of the car offering sandwiches, snacks and beverages. HOST RAILROADS are the freight and commuter railroads that Amtrak contracts with to operate Amtrak passenger trains. The Capitol Limited travels ChicagoPittsburgh –- Norfolk Southern (NS); Pittsburgh-Washington --- CSX. Information contained in this route guide as well as described amenities and other on-board features are subject to changes without notice. While gratuities are not required for services provided, it is an appreciated way to convey to an employee that he or she has made your trip more enjoyable. Continues on next page IN-OH State Line Kendallville Central/Eastern Time Roby Huron Amherst Vermillion Davis-Bessie Nuclear Plant Maumee River Bryan La Porte Gary Pine Junction and Indiana Harbor SANDUSKY, OH TOLEDO, OH WATERLOO, IN ELKHART, IN SOUTH BEND, IN Hammond-Whiting, IN Chicago CHICAGO As we pull out of the covered platforms in the station, look left for an impressive view of the city skyline. Among its magnificent structures are the Sears Tower, Daley Center and John Hancock Building. Soon, again on the left, is Cellular Field, home of the Chicago White Sox. We now cross the South Branch of the Chicago River, famous for its backwards flow, and where ships ply Great Lakes ports along the Illinois and Michigan Canals. Sanitary engineers reversed its flow in the early 1900s to prevent epidemics. As we cross the Rock Island Railroad at Englewood, imagine the intense rivalry between the Twentieth Century and Broadway Limited trains as they raced one another to New York decades ago. Of note is the New Regal Theater, originally an "atmospheric" motion picture palace where the audience sat in an imaginary courtyard under the stars. Today, it is a showcase for live entertainment. The cemetery on the left is where Harold Washington, the city's first African American mayor, is buried. Vibrant and energetic, Chicago is the industrial core of the Midwest and a major transportation hub. In the heart of America's agriculture belt, it is a leading distributor of farm products. Its many regional food specialties reflect the city's ethnic and working class roots. Its spirit is also exemplified in its unique architecture; here is where the word "skyscraper" originated in 1885. The arts and sciences are also alive here, with an abundance of world-renowned theaters and museums. Most Amtrak long-distance trains originate or terminate here. Soon we cross the Illinois/Indiana state line. Roby Just east, power lines and grain elevators dominate the skyline of this area. The Indiana "Skyway" Toll Road, I-90, is on the right. Hammond-Whiting As we pass through town, consider one of its early residents, Alvah Curtis Roebuck, a farm boy. Moving to Chicago, he started a mail order company with Richard Sears -- and thus began Sears, Roebuck and Co. The town is home to Purdue University. It boasts of one of the country's first professional football teams in the 1920s. Notable natives include the original "Doublemint Twins ® " of the famous chewing gum advertisements. A Pullman-Standard plant here produced railroad passenger cars between 1929 and 1981, many of them for Amtrak in the 1970s. In 1911, the "Betzmobile" was introduced here to great fanfare; unable to meet demand, the firm quickly succumbed. Gary was planned by U.S. Steel in 1906. Many famous personalities grew up in the shadow of its furnaces, including the entertainers of the famous Jackson family, actor Karl Malden and astronaut Frank Borman. LaPorte Here, between 1896 and 1897, French engineer Octave Chanute launched the Age of Flight with manned glider excursions on the high dunes that ring the shores of Lake Michigan. His designs were the basis for aviation projects around the world – including a motorized version built by the Wright Brothers in 1903. SOUTH BEND To many, this city is synonymous with Notre Dame, both the university and the football team. Its famous golden dome arises in the distance on the left. To others, it is virtually defined by the Studebaker Corporation, which started making wagons here in 1852, came to prominence, and finally ceased auto making here in 1963. Its museum is a collection of vehicles from its 150-year history of production. Note: The time change occurs here during the fall. When traveling eastbound between October and April, set your watch one hour ahead before arrival. When traveling westbound, set your watch one hour back departing South Bend. ELKHART When Seventy-Six Trombones Come a Marchin' In -- it has to be Elkhart, which townspeople say was the inspiration for Broadway's hit, "The Music Man." For many years, it was known as the Brass Musical Instrument Capitol. Charles Conn made the first U.S. produced cornet here. Miles Laboratories, original maker of AlkaSeltzer, ® was founded in Elkhart. Today, it is known as the "Mobile Home Capital" due to its large RV manufacturing base, and it hosts one of the country's premier jazz events each June. WATERLOO is our last stop in the Hoosier State. Founded in 1856, the town was named for its co-founder, Miles Waterman. Some wanted the town to be named Waterman, but he declined this honor and supported Waterloo, a popular name not only in this area but across the U.S.; there are 30 such towns in 26 states currently in existence. The American version of Waterloo is most likely derived from the town of the same name in Belgium where Napoleon's army was defeated. The phrase "met his waterloo" originated from this event, meaning a defeat, ruin, collapse or downfall. Indiana/Ohio State Line Note: The change to daylight savings time occurs here in the spring. When traveling eastbound between April and October, set your watch one hour ahead after departing Waterloo. When traveling westbound, set your watch back one hour before arriving in Waterloo. Bryan Did you ever play with an "Etch-a-Sketch ® " toy as a child? If so, you've got a connection to this, the home of its maker, the Ohio Art ® Company. Also delighting children is the world's largest maker of candy canes and lollipops, the Spangler ® Company. Some of the town's many artesian wells still flow today, giving rise to its nickname, "The Fountain City." WNBO radio here is the nation's first to be solar powered. From here to Toledo, the 68.5-mile straight track is known as one of the "Air Line" routes due to its lack of even a single curve. Point of Rocks Harpers Ferry Tunnel Hancock-WV, MD, & PA Viaduct Junction Wills Creek WV-MD State Line MD-WV State Line PA-MD State Line Salem Garfield OH-PA State Line Ravenna Falls Cut Tunnel Salisbury Junction Saddle Rock Curve Kaufmann’s Run Layton Versailles Braddock Ambridge Beaver Falls Lovers Leap The C&O Aqueduct Kesslers Bridge/Graham Tunnel ROCKVILLE, MD HARPERS FERRY, WV MARTINSBURG, WV CUMBERLAND, MD CONNELLSVILLE, MD ALLIANCE, OH Pittsburgh TOLEDO was founded in 1833 where the Maumee River enters Lake Erie. Fort Miami to the south is where General "Mad" Anthony Wayne defeated the Indians in 1794, clearing the settlement of Northwestern Ohio and Northern Indiana. Congress had to intervene to prevent Ohio and Michigan from warring over ownership of Toledo in 1835. Today, Toledo is the Glass Capitol of the World, being home to OwensCorning. ® During daylight hours, watch for some of the world's largest grain elevators. Its largest employer for most of the last century was Jeep's ® original manufacturer, Willys/Overland. Although the town's well-known industrial base has contracted in recent years, it remains headquarters for the Big Three automakers' factories and parts suppliers. However, health care now leads the economy. Satirist P.J. O'Rourke, actor Jamie Farr and actress/model Katie Holmes all hail from Toledo. from Spider Man TM 3, as well as the TV sitcom The Drew Carey Show. The city lies on the southern shore of Lake Erie, at the mouth of the Cuyahoga River; the half-mile-wide river valley divides the city into an east and west side. The city has been home to famous political and business leaders, including President James A. Garfield; John Hay, Secretary of State under President McKinley; and self-made millionaire John D. Rockefeller. The Man of Steel, Defender of Truth, Justice and the American Way, Superman, was the 1932 brainchild of two Clevelanders, Jerry Siegel and Joe Shuster. During the night, we pass a huge nuclear power facility identifiable by massive plumes of steam. We cross the Portage River at Clinton, known as the "Walleye Capital of the World" due to an abundance of the fish caught here every year. SANDUSKY To the left in the distance is the top of Cedar Point's roller coaster, one of the world's largest ride parks. Oliver Hazard Perry defeated the British fleet in 1813; a monument here stands testament. Possessed of an excellent natural harbor surrounded by islands, this is the second largest Great Lakes coal-shipping port. A network of abolitionists used its station on the "Underground Railroad" to help slaves escape to freedom before the Civil War. The city was the setting for the 1995 film, Tommy Boy. Huron Thomas Alva Edison was born in the hamlet of Milan eight miles inland from here in 1847. Equipped with three months of formal schooling, he went on to own more patents than any other inventor. On the way into town, we cross the Huron River; on the way out of town, the Vermillion River, a tributary of Lake Erie. ELYRIA was the birthplace in 1919 of the International Society for Crippled Children; the Easter Seal Society followed in 1934. Elyria became a notable whistlestop in American political history during the 2008 Presidential campaign when then-candidate John McCain and "folkhero" Joe the Plumber met at a rally and posed for photographs that were transmitted around the world. To the southwest is Oberlin College, one of the first to have coeducational classes. The city was named after its founder, Herman Ely, in 1817. CLEVELAND is the largest city in the state, a leading manufacturing, trading and cultural center in the Midwest, and home to the Rock and Roll Hall of Fame Museum. Playhouse Square Center is the second largest performing arts center in the U.S. One Playhouse Square was the original studio where disc jockey Alan Freed popularized the term "rock and roll." Many films have been shot here, including scenes ALLIANCE is, like many Ohio towns, built around the campus of a small college, Mount Union. Notable native Len Dawson, playing for the Dallas Texans (later becoming the Kansas City Chiefs), completed a 10-year run as the former AFL's highest rated career passer. Although he participated in a losing effort against Green Bay in Super Bowl I, he earned MVP accolades for his victory over the Vikings in Super Bowl IV. Nearby is Canton, long-time home of President William McKinley. Garfield is named after President James A. Garfield, elected in 1880 and assassinated the following year. Salem is one of many Ohio towns named by New England settlers for their Northeast homes. Ohio/Pennsylvania State Line Beaver Falls The great "Broadway" Joe Namath was born in this Pennsylvania town. PITTSBURGH is sited between the Allegheny and Monongahela Rivers, which join here to form the Ohio River. George Washington first surveyed the site in 1753 after being sent to report on its military potential. Pittsburgh has 446 bridges, besting Venice Italy, and its steeply sloped topography can be traversed by 712 sets of stairs comprising more than 24,000 vertical ft. – greater than San Francisco, Portland and Cincinnati combined. Long known as the "Steel City," a more appropriate name today might be the Renaissance City. The first such renaissance occurred following World War II when a $550 million program to cut pollution was put into effect. The 1970s and 1980s offered yet a second renaissance, shifting from a manufacturing economy to one based upon service and technology, and an urban transformation bringing about new office and shopping complexes. Today, not a single ton of steel is produced here or anywhere nearby. Several "firsts" are attributable to Pittsburgh: synthetic insulin, the polio vaccine, the commercial nuclear power reactor and the allaluminum skyscraper. The University of Pittsburgh was first to use numbers on its athletic jerseys, and the Pittsburgh Steelers were the first to win four Super Bowls. Western Pennsylvania has produced many sports stars. Braddock is a suburb of Pittsburgh named for General Edward Braddock, a British Army officer who died trying to wrest the area from the French in 1755. The battle was a key event beginning the French and Indian War. After Braddock's death, a young colonel named George Washington took command and led the retreat of British and Colonial forces west from this site to Fort Necessity. Washington ordered Braddock's body to be buried in the middle of the road to keep the enemy from knowing of his death. We now pass the J. Edgar Thompson Works, built by steel magnate Andrew Carnegie. Next we see the former giant Duquesne Works steel mill, named after an early French fort. Legend has it that a fortune in gold and silver is buried here, the payroll of British soldiers, hidden during the French and Indian War. CONNELLSVILLE If you are traveling eastbound, dawn may be breaking as we pass through this city. A former coal mining town, its newspaper, The Daily Courier, has been in continuous publication for over a century. Founded in 1793 by Zachariah Connell, the location made a natural stopping place for travelers to build rafts and float down the river. Kaufmann's Run marks a small stream flowing down from the famous home, "Fallingwater," designed by Frank Lloyd Wright and commissioned by the Edgar Kaufmann Sr., owner of the famous department store in Pittsburgh. Saddle Rock Curve Shortly after leaving Markleton, the train veers left and a large boulder, shaped like a western saddle, becomes visible on the right. Atlantic Look left to see several square, cave-like holes cut into the rock face of the mountain – all that remains of an 18 th -century millstone quarry. The most recent census indicates that the town is home to 43 persons in 12 households containing nine families. Garrett was named after a president of the B&O Railroad. When steam locomotives ruled the rails, this town was a "helper" station that dispatched engines to help trains up the steep grade. Meyersdale To the right side of the train, look for Mount Davis, the highest point in Pennsylvania at 3,213 ft. Sand Patch marks the summit of the Alleghenies and the Eastern Continental Divide. Rain falling on the west end of the tunnel flows to the Gulf of Mexico and rain falling at the east end of the tunnel flows to the Atlantic Ocean. This is a prime railfan location because of the 1.94% grade. Pennsylvania/Maryland State Line The state line doubles here as the famous Mason/Dixon Line. Known by most people as the dividing line between free and slave states before the Civil War, the line was actually surveyed between 1763 and 1767 to settle another dispute – which state owned which land. English astronomers Charles Mason and Jeremiah Dixon undertook the task to divide Pennsylvania, Maryland, Virginia and West Virginia (then a part of Virginia). It wasn't until 1863, during the early stages of the Civil War, that West Virginia joined the Union, at which point the line separated slavery from freedom. Railroad engineers who built this section of track followed the path of least resistance regardless of which state it led them through. Cumberland Gap This natural gap in the mountains has provided people with East/West passage for centuries. On the east end is famous Lover's Leap. Legend holds than an Indian princess fell in love with a federal soldier; the couple wished to wed but the princess' father forbade it. In despair, they climbed to the top of a 1,000-ft. cliff of Wills Mountain (to the right) and leapt to their death. Viaduct Junction This is the beginning of the most historic main-line track in America. The B&O was chartered in 1827 as the nation's first common carrier railroad. Finished in 1852, the line stretched from Baltimore to Wheeling, West Virginia. CUMBERLAND was once known as the "Queen City of the Alleghenies" with its rolling hills, winding waterways and mountain views. Note street signs on the left marked "Queen City" precinct. Situated 655 ft. above sea level, it was once the second largest city in Maryland. Buildings with impressive spires create a unique skyline, and quaint houses dot the hillsides. The oldest existing building, the George Washington Headquarters, was built in the 1750s. Numerous early coal, canal and railroad barons lived on Washington Street in ornate mansions, several of which have been restored. Today, Cumberland is the commercial and railroad center of Western Maryland and a focal point of the region's growing tourist industry. Notable residents include actor William H. Macy, who was junior and senior class president at Allegheny High School. Maryland/West Virginia State Line Kesslers Bridge/Graham Tunnel When entering and exiting the 1,592foot tunnel, we are in West Virginia – but while traveling through it, we are in Maryland. West Virginians are prone to joke that you see the best part of Maryland inside the tunnel. Hancock is a small community straddling the Potomac River, its south bank in West Virginia, its north bank in Maryland and its extreme northern edge in Pennsylvania. MARTINSBURG station on the right, the red brick four-story building with two wooden porches, is the oldest working train station in the U.S., having been in continuous use for over 160 years. Built in 1847, it is the only structure in Martinsburg to survive the destruction of the Civil War, and is a designated a National Historic Landmark. The town and the railroad complex on the left changed hands many times during the conflict. From here on into Washington, these gently rolling hills and peaceful farmland were the haunts of both Confederate and Union armies. Campaigns into the Northern states often crossed the tracks – notably, the Confederate movements to Gettysburg, Antietam and Monocacy. At one point, the Confederates even stole the railroad itself. General Stonewall Jackson hijacked 14 engines and numerous cars loaded with supplies. Officers of the B&O Railroad were so impressed by the feat that they made the raid's commanding officer its master of transportation after the war. The B&O shops and roundhouse comprise another National Historic Landmark, significant for its architecture, the aforementioned theft and the role it played in the Great Railroad Strike of 1877 -- the first of its kind in the U.S. Today, the Internal Revenue Service facility here processes a large percentage of electronically-filed tax returns. HARPERS FERRY, where Virginia, West Virginia and Maryland meet, as do the Potomac and Shenandoah Rivers, was called by Thomas Jefferson "perhaps one of the most stupendous scenes in nature." Originally a trading post, George Washington located a federal arsenal here in 1798, a decision that proved pivotal to events some 60 years later. The town became famous when, in 1859, abolitionist John Brown and his small band tried to seize the facility and touch off a slave revolt in the southern states. Colonel Robert E. Lee rushed federal troops to the scene on trains, the first time in history that a railroad was used for military purposes. The raid was soon ended and Brown hanged. Its strategic location and the arsenal caused it to change hands 13 times during the Civil War. A small Union force destroyed the facility to prevent it from falling into Confederate hands. The arsenal had pioneered the use of interchangeable parts in firearms, invented by Captain John H. Hall. In 1944 most of the town became part of the Harpers Ferry National Park Service and is maintained as a National Historic Park; many of its old homes are on the National Register of Historic Places. We now cross the Potomac River over a V-shaped bridge plunging into a tunnel on the Maryland side riverbank. The C&O Canal on the right is 186 miles long, running between Georgetown in Washington, D.C. and Cumberland, MD, and is the longest national park in the U.S. The Appalachian Trail Look for a white lock tender's house on the right and the ruins of a canal to mark the crossing of the longest continuous footpath in the world, the 2,050-mile-long Appalachian Trail. Garrett Park was named for John B. Garrett, then-president of the B&O Railroad, settled in 1890 as a summer retreat for railroad executives. Note the many beautiful Victorian homes nestled in the wooded area to the right of the tracks. The town made headlines when, in 1890, The Washington Post reported that a local resident had installed indoor plumbing and a toilet in her home. Local outrage over this danger to health and decency standards forced the removal of these contraptions. Point of Rocks A quaint old Victorian depot designed by Francis E. Baldwin, architect for the B&O Railroad, marks the spot where the rail line from Washington joins the original B&O main line from Baltimore. Commuter trains from Martinsburg serve this stop and Harpers Ferry to Washington, D.C., as these communities are home to federal and other workers in the city. Germantown marks the unofficial beginning of Washington, D.C. suburbia. Once rolling farmlands, it is now full of homes. ROCKVILLE is the second largest city in Maryland. After we pull out of the station, note a small white church on a hill, St. Mary's, final resting place of F. Scott Fitzgerald. The author had expressed his desire to be buried in the country! WASHINGTON, D.C. On approach, look to your right for a glimpse of the blue and gold dome and bell tower of the largest Roman Catholic Church in the U.S., the Shrine of the Immaculate Conception. It is also the site of Catholic University. Besides the White House and the U.S. Capitol, the city boasts monuments, museums and cultural attractions aplenty, including the Smithsonian Institution, Lincoln and Jefferson Memorials, Washington Monument, WWII Memorial, Vietnam Veterans Memorial, National Zoo, Kennedy Center and U.S. Botanic Garden. Washington Union Station was opened in 1907. Designed by Daniel Burnham, it was restored in 1988 and is today one of the biggest tourist attractions in the city, housing shops, restaurants, theatres, Washington Metro light rail and Amtrak. Welcome to Washington! We hope that you have enjoyed this guide and your trip! Welcome to Washington! We hope that you have enjoyed this guide and your trip! Amtrak Guest Rewards ® . Free travel fast. When you're a member of Amtrak Guest Rewards ® , you're on the fast track to good things. You're taking part in exclusive promotions. You're earning points with any of our 170+ program partners, including 2 points for every dollar you spend on Amtrak ® travel — a 100-point minimum no matter the price. Free Amtrak travel starts at just 1,000 points, or choose from a variety of other rewards like free hotel stays, car rentals and more. So join the program that is your express route to free travel, and earn 500 bonus points after your ﬁrst Amtrak trip taken within 90-days. Join today at AmtrakGuestRewards.com or by calling 1-800-307-5000. Amtrak Vacations ® With Amtrak Vacations, you can travel to a wide variety of exciting destinations. Just one call will take care of all the details, from reservations and tickets to hotels, sightseeing, car rentals and more. Select one of our popular vacation packages or create your own itinerary. For reservations, information and to request your free Amtrak Vacations brochure, call 1-800-AMTRAK-2. Amtrak Children's Activity Book The Children's Activity Book is an exclusively designed, 24-page fun-ﬁlled Amtrak activity book for our young travelers. The book is available for sale in the Lounge Car. The activities, games and stories are for children ages 6-11. Amtrak Gift Certiﬁcates Give the gift of travel. Amtrak gift certiﬁcates are available in denominations of $50 to $1,000 and are instantly redeemable for Amtrak travel. Purchasing online is easy. Just visit Amtrak.com. Amtrak Store Amtrak has an online store ﬁlled with branded merchandise! You'll ﬁnd everything from bears, hats, jackets, shirts and much more. Visit Amtrak.com and click the Amtrak Store icon at the bottom of the page. Amtrak, Amtrak Guest Rewards, Amtrak Vacations and Capitol Limited are registered service marks of the National Railroad Passenger Corporation. © National Railroad Passenger Corporation 2010	<urn:uuid:4ec23dee-bcab-4b4f-9543-22f8f9433ca1>	CC-MAIN-2017-13	https://www.amtrak.com/ccurl/280/507/Amtrak-Capitol-Limited-Train-Route-Guide.pdf	2017-03-27T10:40:55Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00223-ip-10-233-31-227.ec2.internal.warc.gz	856,002,764	6,457	eng_Latn	eng_Latn	0.997041	eng_Latn	0.997987	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2058, 5664, 11508, 17540, 24998, 27795, 29793 ]	[ 1.1640625, 1.9375 ]	3	5
Miss Collins' 1 st Grade Classroom News Important Dates: Specials for the week: . - Late Start Mondays: school begins at 9:05am Dismissal remains the same. o September 28 o October 5, 12, 19, 26 - 9/30: Community Luncheon: See back for details. There will be over 100 community members at Mason to talk with our superintendent about our wonderful school district. If you and your child can walk or bike to school that day it will help our parking lot significantly. Thank you! - Monday: Music - Tuesday: Gym (bring shoes) - Wednesday: Art - Thursday: Library (bring book) - Friday: Music Weekly Words: - 10/2: Volunteer Tea (in library) @ 8:30am - 10/7: Student Count Day - 10/16: Fun Run (time TBD) - 10/25: Haunted Garage (10/30 rain date) - 10/30: Halloween Parade/Party (11:30 Dismissal) Each week students will focus on a word family or spelling pattern that will help them during their reading and writing. The word family and word wall words will be listed in this section of the newsletter each week. We will be giving five word spelling tests each Friday morning on word wall words (sight words) beginning in October. Classroom Info: Reading: We have focused on some phonics and blends that students may see during reading. You may have heard students talk about Spy Y: Wanted for stealing the sounds of A, E and I (day, funny, fly),The Rude Team "TH": makes us stick out our tongue when we say it (think, not fink ), Two Vowels Walking: the first one does the talking (boat, team, rain) and the KN Blend: knee, know, knot. With the help of these reading tricks, students will have more useful strategies to solve unfamiliar words. We will be reviewing short and long vowel sounds as well. Writing: We continue to work on handwriting skills including finger spaces. We wrote a small moment about a special summer time. Students all shared such fun stories! We will begin the Small Moment writing unit this month and continue to develop skills as the year progresses. Math: Students have been working in math journals and becoming familiar with the Everyday Math units. They have enjoyed playing Bunny Hop, Rolling for 50 and the Penny Dice Game. We also worked on telling time to the hour by identifying the hands of the clock and where they are pointing. Social Studies/Science: We reviewed rules and why they are important this week. We also spent time understanding the difference between tattling and reporting. The state of Michigan has provided teachers with Do Unto Otters, a book about manners as a social studies lesson. Students enjoyed listening to the ways otters would like to be treated and learned the valuable lesson of treating others the way you would like to be treated. Collins' Comments: - Please send in $5.00 for classroom parties. Thanks for your generosity! - Raz-Kids: Students were introduced to logging on to Raz-Kids this week. Their log-in and passwords were sent home in the Back to School Night folder. If prompted, my information: Teacher Username: acollins17 - Don't forget to check out my website for any other information you may need: www.misscollinsroom206.weebly.com - Community Luncheon: September 30 th , Mason is honored to join Beaumont Community Health Coalition and Superintendent Dr. Gary Niehaus., in hosting The Fifth Annual Community Luncheon. Over 100 community leaders from the five Grosse Pointes have been invited to this luncheon. The location of the luncheon is rotated among all of our schools, and Mason is proud to chosen this year! The luncheon is set from 1-3 p.m. On Wednesday, our students will be eating in their classrooms. Sodexo will have a "grab and go bag lunch" and milk will also be available for purchase. Parking will be limited to our guests until 3 p.m. We appreciate your support in helping us shine a light on Mason. Halloween AM Schedule: 8:45-9:15 School Parade 9:15-10:15 Classroom Party 10:15-11:00 Assembly 11:00-11:30 Classroom Movie 11:30 Dismissal Halloween Boos and Don'ts! - No weapons of any kind allowed at school. - Please no scary masks. Your child needs to be able to see clearly through the eye holes to prevent accidents at school. Have a great weekend! Miss Collins	<urn:uuid:5d0b1197-84b0-4626-b47d-c06cd50db9e2>	CC-MAIN-2017-13	http://misscollinsroom206.weebly.com/uploads/4/3/7/4/43746289/9-28-15.pdf	2017-03-27T10:39:21Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00224-ip-10-233-31-227.ec2.internal.warc.gz	230,700,141	987	eng_Latn	eng_Latn	0.99846	eng_Latn	0.998609	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1998, 4210 ]	[ 1.953125 ]	2	3
Annual boat arrivals in Australian waters 1997 total arrivals on 11 vessels: 339 departures: 274 (80.8%) Visas: 64 PVs, 1 BV 65 (19.2%) \| number \| date \| location \| nickname \| number \| nationality \| \|---\|---\|---\|---\|---\|---\| \| 1 / 63 \| 15 Jan \| Saibai Island/Torres Strait \| Oleria \| 4 adults \| Iraq \| \| 2 / 64 \| 10 Febr \| Ashmore Islands \| Pilliga \| 7 adults \| 2 Iraq 1 Iran 4 Algeria \| \| 3 / 65 \| 6 Mar \| Darwin \| Quercus \| 54 adults 16 children \| China \| \| 4 / 66 \| 23 Mar \| Christmas Island \| Red Gum \| 9 adults \| Iraq \| \| 5 / 67 \| 30 Apr \| Darwin \| She Oak \| 36 adults 8 children \| China \| \| 6 / 68 \| 13 Jun \| Torres Strait \| Telopea \| 134 adults 5 children \| China \| \| 7 / 69 \| 30 Jun \| Coral Bay Western Australia \| Urtica \| 15 adults \| Sri Lankan \| \| 8 / 70 \| 25 Jul \| Christmas Island \| Viola \| 15 adults \| 8 Iraq 1 Afghanistan 4 Algeria 1 Sudan 1 Bangladesh \| \| 9 / 71 \| 4 Sept \| Christmas Island \| Waratah \| 17 adults 8 children 1 baby* \| 3 Iraq 17 Afghanistan 4 Algeria 1 Sudan \| \| 10 / 72 \| 11 Sept \| Darwin \| Xyris \| 3 adults \| 2 Algeria 1 Morocco \| \| 11 / 73 \| 14 Nov \| Ashmore Islands \| Yulbah \| 6 adults 2 children \| Afghanistan \| Project SafeCom Inc. – 2010 – Reconstructed from official sources Sources: DIMIA (2004). Fact Sheet 74a: Boat Arrivals. Last updated October 6, 2004. Accessed online at http://sievx.com/articles/psdp/DIMIA74a_boatarrivals.pdf Note: the boat name used is the code name used by DIMA to identify each boat. The real name of any boat, if included, is shown in brackets following the code name. Symbols Used baby* = born after arrival; children = under 18, at boat's arrival; PV, BV = entry through refugee status (protection visa); detention = in detention/custody (that is, under investigation/awaiting repatriation to safe third country/having been refused refugee status/with application, appeal or litigation pending. departures = departures from Australia;	<urn:uuid:55980586-77ec-4ac9-8ff0-6b0723d81369>	CC-MAIN-2017-13	http://safecom.org.au/pdfs/1997-boat-arrivals.pdf	2017-03-27T10:41:47Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00224-ip-10-233-31-227.ec2.internal.warc.gz	303,209,636	597	eng_Latn	eng_Latn	0.975996	eng_Latn	0.975996	[ "eng_Latn" ]	false	docling	[ 1919 ]	[ 1.484375 ]	1	4
Written by Staff Writer Thursday, 29 November 2012 10:51 - As part of the City of Columbia and Historic Columbia Foundation's African American Heritage Project, the Modjeska Simkins Archaeology Project is holding Public Archaeology Days Friday, November 30 and Saturday, December 1. This hands-on, FREE, family-friendly event is designed to introduce people to archaeology and the history of this important site located at 2025 Marion Street, Columbia, SC commemorating the achievements of Modjeska Monteith Simkins, South Carolina's matriarch of Civil Rights activists. Participants will have the opportunity to work with archaeologists while getting their hands dirty screening for artifacts from an active excavation, washing recovered artifacts, learning how to survey a site with a transit and create archaeological maps. For younger visitors, the South Carolina Archaeology Outreach Division (SCAPOD) will be at the site on Saturday. Children will learn how to refit broken pottery, what stratigraphy is by making sand art they can take home, and more. Also on Saturday, Kieth Brown, known as Little Bear, noted potter and member of the Catawba Nation, will demonstrate pottery manufacture, firing and use, as well as talk about the history and culture of his tribe. Little Bear will have many pieces of pottery for sale. 1 / 2 Public Archaeology Days at the Modjeska Monteith Simkins Site Written by Staff Writer Thursday, 29 November 2012 10:51 - Participants will also have the opportunity to take free, guided tours of the Mann-Simons and Modjeska Simkins Sites! We are pleased to announce two lecturers. On Friday, November 30, from 11:30 am - 12:30 pm, anthropology professor Dr. Kimberly Simmons will talk about representations of African Americans during the past century through print and film. Dr. Simmons is author of the recently published book, Reconstructing Racial Identity and the African Past in the Dominican Republic. On Saturday, December 1, from 11:30 am -12:30 pm, Chris Judge – Assistant Director of the Native American Studies Center and Co-Director of the Johannes Kolb Archaeology and Education Project – will talk about recent findings at the Kolb Site, encompassing the past 12,000 years of history in South Carolina. Since space is limited for hands-on activites, registration is requested for morning and afternoon shifts. This includes screening for and washing artifacts, surveying and creating maps. The public is welcome to observe or attend the lunch lectures WITHOUT registering. Register for morning and afternoon activity shifts online here: http://digwithhcf.eventbrite.com/. For more information about Public Archaeology Days, please contact Dr. Jakob Crockett at email@example.com or (803) 238-7452.	<urn:uuid:b09d29f6-62e8-4c21-8f48-15e342f462a7>	CC-MAIN-2017-13	http://www.scblacknews.com/advertising/1618-public-archaeology-days-at-the-modjeska-monteith-simkins-site?format=pdf	2017-03-27T10:33:43Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00227-ip-10-233-31-227.ec2.internal.warc.gz	672,771,465	585	eng_Latn	eng_Latn	0.994792	eng_Latn	0.994937	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1339, 2773 ]	[ 1.7890625 ]	2	203
College Readiness Indicators 1,2 Beginning fall 2012, all public postsecondary institutions in Kentucky will use the following benchmarks as college readiness indicators. Upon admission to a public postsecondary institution, students scoring at or above the scores indicated will not be required to complete developmental, supplemental, or transitional coursework and will be allowed entry into college creditbearing coursework that counts toward degree credit requirements. \| Readiness Score Area \| ACT Score \| SAT Score \| COMPASS \| \|---\|---\|---\|---\| \| English (Writing) \| English 18 or higher \| Writing 430 or higher \| Writing 74 or higher 3,4 \| \| Reading \| Reading 20 or higher \| Critical Reading 470 or higher \| Reading 85 or higher6 \| \| Mathematics (General Education, Liberal Arts Courses) \| Mathematics 19 or higher \| Mathematics 460 or higher \| Algebra Domain 36 or higher7 \| \| Mathematics (College Algebra) \| Mathematics 22 or higher \| Mathematics 510 or higher \| Algebra Domain 50 or higher8 \| \| Mathematics (Calculus) \| Mathematics 27 or higher \| Mathematics 610 or higher \| NA10 \| 1. Institutional admission policies are comprised of many factors including, but not limited to high school completion or a general education equivalency diploma (GED), high school coursework, ACT or SAT scores, high school GPA, class rank, an admission essay or interview, submission of an academic and/or civic activity portfolio, etc. Placement exam results are used for course placement after a student is admitted to a postsecondary institution. 2. A COMPASS or KYOTE placement test score will be guaranteed as an indicator of college readiness for 12 months from the date the placement exam is administered. 3. An Asset writing score of 43 or higher indicates readiness. Asset is the paper-pencil version of COMPASS. 4. COMPASS E-Write scores of 9 on a 12 point scale or 6 on an 8 point scale indicate readiness. 5. A common rubric will be used to score the KYOTE Writing Essay. The rubric has an eight point scale. A score of 6 is needed to demonstrate readiness. 6. An Asset reading score of 44 or higher indicates readiness. Asset is the paper-pencil version of COMPASS. 7. An Asset Elementary Algebra Score of 41 or an Intermediate Algebra score of 39 indicates readiness for a general education course, typically in the social sciences. 8. An Asset elementary algebra score of 46 or an intermediate algebra score of 43 indicates readiness for college algebra. 9. For the 2011-12 school year a KYOTE College Readiness Mathematics Placement score of 27 or higher will be used to indicate readiness for College Algebra. For the 2012-13 and beyond, only the KYOTE College Algebra placement test score of 14 or higher will be used to indicate readiness for College Algebra. 10. There is not a COMPASS or Asset indicator for Calculus readiness. By fall 2012, the following learning outcomes will be included in developmental, transitional, and supplemental coursework and intervention programming supporting college readiness. WRITING Transitional, developmental, and supplemental education writing courses objectives: 1. Generate essays using a variety of modes to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 2. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 3. Produce clear, grammatically correct, and coherent writing in which the development, organization, style, usage, and diction are appropriate to task, purpose, and audience. 4. Develop and strengthen writing through the recursive processes of planning, drafting, revising, editing, or trying a new approach. 5. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. 6. Conduct a short inquiry-based research project, demonstrating understanding of the subject under investigation. 7. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 8. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (on demand or single sitting) for a range of tasks, purposes, and audiences. Courses from public postsecondary institutions that meet the writing readiness learning outcomes: KCTCS—ENC 091 Eastern Kentucky University—ENG 095 Kentucky State University—ENG 099 Morehead State University—ENG 099 Murray State University—ENG 100 Northern Kentucky University—ENGD 090 Western Kentucky University—DENG 055 University of Kentucky University of Louisville READING Transitional, developmental, and supplemental education reading courses objectives: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why ideas develop over the course of a text. 4. Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to compare the approaches the authors take or to build knowledge. 10. Read and comprehend texts independently and proficiently. Courses from public postsecondary institutions that meet the reading readiness learning outcomes: KCTCS—RDG 030 or CMS 185 or RDG 041 Eastern Kentucky University—ENR 095 or ENR 116 Kentucky State University—ENG 103 Morehead State University—EDEL 097 Murray State University—REA 100 Northern Kentucky University—RDG 091 or RDG 110 Western Kentucky University—DRDG 080 or LTCY 199 University of Kentucky University of Louisville—GEN 105 MATHEMATICS FOR THE LIBERAL ARTS Transitional, developmental, and supplemental education mathematics courses objectives for a liberal arts mathematics course: 1. Perform exact arithmetic calculations involving fractions, decimals and percents. 2. Simplify and evaluate algebraic expressions using the order of operations. 3. Use the properties of integer exponents and rational exponents of the form 1/n. 4. Calculate and solve applied problems of the perimeter, circumference, area, volume, and surface area. 5. Solve proportions. 6. Determine the slope of a line given two points, its graph, or its equation; determine an equation of a line given two points or a point and slope. 7. Solve and graph linear equations and inequalities in one and two variables. 8. Simplify square roots of algebraic and numerical expressions. 9. Solve systems of two linear equations in two variables. 10. Graph parabolas on the rectangular coordinate system. 11. Solve quadratic equations. 12. Factor the greatest common factor from a quadratic; factor simple trinomial of the form ax 2 + bx + c. 13. Add, subtract, and multiply polynomials with one or more variables. 14. Solve applied problems using the above competencies. 15. Recommendation for inclusion: Apply the concepts in the course to model and solve applications based on linear and quadratic functions. Students successfully completing the liberal arts mathematics course may need to complete an additional transitional course to prepare for college algebra. Courses from public postsecondary institutions that meet the mathematics readiness learning outcomes for a liberal arts mathematics course: KCTCS—MAT 120 or MAT 085 Eastern Kentucky University—MAT 095 Kentucky State University—MAT 096 Morehead State University—MATH 091 Murray State University—MAT 100 Northern Kentucky University—MAHD 095 Western Kentucky University—DMA 096 University of Kentucky University of Louisville COLLEGE ALGEBRA Transitional, developmental, and supplemental education mathematics courses objectives for college algebra: 1. Add, subtract, multiply, and divide polynomials. 2. Factor polynomials including finding the greatest common factor, using grouping, recognizing special products, and factoring general trinomials. 3. Use the properties of rational exponents. 4. Add, subtract, multiply, and divide rational expressions. 5. Solve quadratic equations using factoring, completing the square, and the quadratic formula. 6. Solve polynomial and rational equations. 7. Solve systems of linear equations in two unknowns. 8. Solve absolute value equations and solve and graph absolute value inequalities. 9. Solve and graph linear equations and inequalities in one or two variables. 10. Solve equations with radicals. 11. Introduce complex numbers. 12. Evaluate real numbers raised to rational exponents and simplify expressions containing rational exponents. 13. Convert expressions with rational exponents to radical form and vice versa. 14. Understand the concept of slope, how it relates to graphs, and its relation to parallel and perpendicular lines. 15. Determine an equation of a line given two points, a point, and slope, a point and a parallel or perpendicular line. 16. Determine whether a given correspondence or graph represents a function. 17. Evaluate functions and find the domains of polynomial, rational, and square root functions. 18. Graph parabolas by finding the vertex and axis of symmetry and plotting points. 19. Apply the concepts in the course to model and solve applications based on linear, quadratic, and exponential functions. Courses from public postsecondary institutions that meet the mathematics readiness learning outcomes for college algebra: KCTCS—MAT 120 or MAT 085 Eastern Kentucky University—MAT 097 or MAT 098 Kentucky State University—MAT 097 Morehead State University—MATH 093 Murray State University—MAT 105 Northern Kentucky University—MAHD 099 Western Kentucky University—DMA 096 University of Kentucky University of Louisville College Readiness Writing Rubric	<urn:uuid:0cbbe1cb-fc97-4078-926d-7909de089e9e>	CC-MAIN-2017-13	http://cpe.ky.gov/policies/academicaffairs/collegereadinessindicators2012.pdf	2017-03-27T10:32:32Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00227-ip-10-233-31-227.ec2.internal.warc.gz	83,461,759	2,123	eng_Latn	eng_Latn	0.983309	eng_Latn	0.986989	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 2851, 4754, 6527, 8464, 10546, 10580 ]	[ 2.21875 ]	2	10
Coastal livelihoods and post-tsunami resettlement in Sri Lanka Post-disaster reconstruction, resettlement, livelihoods 2008/9 Hambantota and Ampara District, Sri Lanka Dr. Jennifer Duyne Barenstein (email@example.com), World Habitat Research Centre (www.worldhabitat.supsi.ch), University of Applied Sciences of Southern Switzerland Following the Indian Ocean tsunami of 2004 all affected countries expressed their determination to reduce the vulnerability of affected populations by relocating them to a safe distance from the sea. In particular in the case of Sri Lanka this resulted in the resettlement of thousands of people. With the aim of gaining a better understanding of spatial, ecological and social factors affecting the relocation outcome the project addressed the following research question: - What is the influence of age, gender and occupation on relocation outcomes? - What impact did relocation have on people's livelihoods? There is a growing recognition that resettlement often has negative social impacts and accordingly should be avoided as much as possible. However, due to the increased frequency and intensity of natural disasters resettlement is often unavoidable. This calls for the need to better understand how the potential negative impacts of resettlement can be minimized or mitigated. A graduate student from Peradeniya University conducting a household survey Prof. P. Wickramagamage (firstname.lastname@example.org) Centre for Environmental Studies, Department of Geography, Peradeniya University, Kandy, Sri Lanka - How do spatial factors such as distance of the relocation site from the place of origin, services and markets affect people's coping capacity? The research aimed at seeking answers to these questions through empirical research in a sample of twenty relocated villages in Hambantota and Ampara district. It was found that in most cases people enjoyed better housing conditions than prior to relocation. The research findings confirmed, however, that resettlement in most cases had a negative impact on livelihoods, access to food, education and on social cohesion. - How did relocation affect communities' social capital and cohesion? The research aimed at contributing to enhance knowledge on the factors that determine positive or negative outcomes of relocation. Such knowledge is of crucial importance for an informed management of resettlement and for preventing avoidable human sufferance. A signboard advertising a resettlement site in Hambantota district Main features of the project Research findings After the 2004 Indian Ocean tsunami, the government of Sri Lanka announced that no reconstruction would be allowed within a 200-meter buffer zone along the water. As a result, thousands of households had to be resettled. Our research conducted in 2008 in twenty relocation sites in Hambantota and Ampara district found that, while 96% of the households considered their new houses similar or superior in quality to their pre-tsunami houses, resettlement generally had had a severely negative impact on their livelihoods. This was due to several factors. First, in their pre-tsunami homes, many of the families had goats, cattle, and poultry; homestead gardens; and coconut trees (a staple food in Sri Lanka). They also enjoyed access to free fish. Livestock and poultry provided food security and constituted critical assets in case of financial emergencies. This changed dramatically in the relocation sites, where people were not allowed to keep animals. The number of animals owned by a random sample of 211 households decreased from more than 6,400 before the tsunami to only 107 after the tsunami. People reported that they were consuming less fish, vegetables, and fruits than before the tsunami. Second, relocation led to a dramatic reduction in earning opportunities, in particular for women and the poor. The lack of markets in the relocation sites meant that the small incomes generated from micro-businesses in their homes such as food processing, were now not sufficient to cover the transport expenses from their new homes to the market. As a result, there was a 59% decrease in the number of family members who were earning anything among the 211 households in the sample. Because most people had not relinquished their pre-tsunami property to government, especially after the buffer zone was later reduced, it is not surprising that many people have moved back to their original housing sites. Houses that were built outside the buffer zone by international nongovernmental organizations for tsunami-affected communities have ended up being given to non-affected households. In Hambantota, for example, resettlement sites have been used to house people who have been displaced by the construction of a new port. As of mid-2009, only 63% of houses in the 17 resettlement sites analyzed were occupied by tsunami victims. Policy implications Sri Lanka's post-tsunami resettlement experience provided empirical evidence that allowed us to make the following The findings of this research project had a strong influence on the World Bank Handbook for reconstruction after natural disasters (Jha, A, J. Duyne Barenstein, P. Phelps, D. Pittet, S. Sena (2010). Safer Homes, Stronger Communities. A Handbook for Reconstructing after Natural Disasters. Washington DC: the World Bank [www.housingreconstruction.com]). recommendations: 2. If relocation is being considered, carry out a detailed participatory assessment of the environmental, social, and economic risks of relocation and of the cost of risk mitigation strategies for alternative sites. 1. Avoid relocation if at all possible. Especially avoid relocation to distant sites. Work hard to keep communities together. 3. Governments should not only avoid relocation in their own housing programs but should also regulate relocation in the reconstruction projects of nongovernmental agencies (private corporations and nongovernmental organizations [NGOs]), which often opt for relocation to gain visibility and for managerial convenience. 5. The technical, financial, and institutional feasibility of providing basic services such as water, electricity, health services, schools, markets, policing, and public transport in the relocation site must be demonstrated during project planning, and all arrangements put in place in advance of the relocation. 4. If relocation is unavoidable, involve the community in the decision-making processes by creating a community relocation committee, among other means. 6. Plan for the relocation of individual or collective cultural properties. 7. Assess and mitigate the impact of relocation on the hosting community, and be prepared to prevent social conflicts and problems of crime, delinquency, and secondary displacement. An abandoned relocation site in Hambantota district. Due to lack of services and distance from employment opportunities tsunami-affected communities refused to relocate	<urn:uuid:041ee776-ab2b-4e0d-a829-d95e36b6cda0>	CC-MAIN-2017-13	https://www.swissuniversities.ch/fileadmin/swissuniversities/Dokumente/Internationales/DC_office/P_0710_09_SriLanka_Duyne.pdf	2017-03-27T10:45:17Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00226-ip-10-233-31-227.ec2.internal.warc.gz	974,698,482	1,334	eng_Latn	eng_Latn	0.995393	eng_Latn	0.996481	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2524, 6975 ]	[ 1.359375 ]	3	4
Intertwining Perspectives and Negotiation ABSTRACT Cooperative work typically involves both individual and group activities. Computer support for perspectives allows people to view and work in a central information repository within personal contexts. However, work in personal perspectives encourages divergent thinking. Negotiation in group perspectives is needed to converge on consensus, shared understanding, and cooperation. Negotiation processes on their own can delay progress. By intertwining perspective and negotiation mechanisms, individual results can be systematically merged into a group product while work continues. Personal perspectives on shared information are thereby intertwined and merged into a shared group understanding. WebGuide is a prototype system that integrates perspective and negotiation mechanisms; its user interface has been mocked up in detail to work out the many issues involved. We have begun to use partial implementations of WebGuide to support cooperative intellectual work in small research groups. SUPPORT FOR INDIVIDUAL AND GROUP PERSPECTIVES The World Wide Web (the Web) provides an obvious medium for cooperative work. However, it provides no support for the interplay of individual and group understanding that drives collaboration. First, we need ways to find and work with information that matches our needs, interests, and capabilities. Then we need means for bringing our individual knowledge together to build a shared understanding and cooperative products. In this paper, we explore the possibility of providing computer support for intertwining perspectives in cooperative work by means of an integrated system of perspective and negotiation mechanisms. Our approach combines previous research we conducted individually on computer support for perspectives [23] and for negotiation [10, 11]. The term perspective means that a particular, restricted segment of an information repository is being considered, stored, categorized, and annotated. Computer support for perspectives allows people in a group to interact with a shared, global information source; everyone views and maintains their own perspective on the information without interfering with content displayed in the perspectives of other group members. The problem is that perspectives of group members tend to diverge instead of converging as work proceeds. Computer support for negotiation provides a solution to the divergence of ideas in different perspectives by allowing members of a group to communicate about what information to include as mutually acceptable. The problem with negotiation is that it delays work on information while potentially lengthy negotiations are underway. Here, perspectives provide a solution, allowing work to continue within personal perspectives while the contents of shared perspectives are being negotiated. We believe that perspectives and negotiation are each important CSCW concepts in their own right, but that when combined they can offset each other's major weaknesses and provide powerful support for using shared information sources. We propose an approach to intertwining the mechanisms of perspectives and negotiation to help cooperative groups intertwine the personal perspectives of their members into an effective shared network of perspectives on taskrelevant information. Our proposal is based on the normative standpoint that even in the case of distant and asynchronous cooperation people should have a chance to contribute to the convergence of their ideas. The first section of this paper characterizes perspective and negotiation mechanisms that the authors developed independently in the past, followed by a section on related work to differentiate our approach from others. CSCW approaches often deal with the problem of joint editing of a shared document by several users and the subsequent merging of different versions. By contrast, in our approach many short segments (from selected and inherited individual perspectives) are dynamically extracted from a shared information source and intertwined to construct personal and team perspectives. The paper's third section describes a student research project that helped us to define the requirements for computer support of this kind of cooperative work. This motivated the design of WebGuide, a prototype system that is then described in some detail. The paper concludes with current work – introducing our software into classrooms and small research groups for testing its use – and future work to evaluate its effectiveness. PREVIOUS WORK ON PERSPECTIVES AND NEGOTIATION This paper integrates twio previously independent approaches: collaboration using perspectives and negotiation of shared information. Perspectives The most important characteristics of Stahl's [23] perspective mechanism are: * Individual team members have access to what appears to be their own information source. This is called their personal perspective. It consists of items from a shared central information repository that are tagged as being visible within that particular perspective (or in any perspective inherited by that perspective). * Team member A can integrate an item from B's perspective into her personal perspective by creating a virtual copy of the item. If B modifies the original item, then it changes in A's perspective as well. However, if A modifies the item, a new item is actually created for A, so that B's perspective is not changed. This arrangement generally makes sense because A wants to view (or inherit) B's item, even if it evolves. However, B should not be affected by the actions of someone who copied one of B's items. * Alternatively, team member A can physically copy the contents of an item from B's perspective. In this case, the copies are not linked to each other in any way. Since A and B are viewing physically distinct items now, either can make changes without affecting the other's perspective. * When A creates a virtual copy of an item from B's perspective, A can decide if she will also get virtual copies of items related to that one, or if she will create her own subnetwork for her copy of that item. Arbitrarily large subnetworks of information can be inherited with no overhead in time or memory using the virtual copy mechanism. * Items of information can be created, edited, or deleted by users within their own personal perspective without affecting the work of others. * New perspectives can be created by users. Perspectives can inherit from existing perspectives. Thus, a team perspective can be created that includes virtual copies of all contents of the inherited perspectives of the team members. There is an inheritance tree of perspectives; descendants inherit the contents of their ancestor perspectives. Changes (additions, edits, deletions) in the ancestor are seen in descendent perspectives, but not vice versa. A hierarchy of team, subteam, and individual perspectives can be built to match the needs of a particular application. This model of perspectives has the important advantage of letting team members copy the content of their team's perspective and other information sources without having to generate it from scratch. They can then experiment with this content on their own without worrying about affecting what others see. This is advantageous as long as one only wants to use someone else's information to develop one's own perspective. It has frequently been noted in computer science literature [5, 8] that different stakeholders engaged in the development and use of a system (e.g., designers, testers, marketing, management, end-users) always think about and judge issues from different perspectives and that these differences must be taken into account. However, if one wants to influence the content of other team members' perspectives, then this approach is limited because one cannot change someone else's content directly. It is of course important for supporting cooperative work that the perspectives maintain at least a partial overlap of their contents in order to reach successful mutual understanding and coordination. The underlying subjective opinions must be intertwined to establish intersubjective understanding [9, 25]. Negotiation The concept of computer-mediated negotiation addresses the problem of making changes to a system design or an information repository when the changes may conflict with the interests of others. Such a change must first be proposed by someone. The same software that is used to prepare and propose the change should also inform the people affected and help them to respond to the proposal. According to Herrmann [10], the following options for voting and discussion should be offered: Accept, reject or modify the proposal. Furthermore, the proposal can be accepted until revoked or the computer-supported negotiation process can be interrupted in order to discuss the matter face-to-face, through telephone inquiry or in other ways of more direct communication. Each of the above options can be accompanied by commenting on the choice. This concept of negotiation was originally developed within the context of software design for situations in which two users of a computer system discuss whether a system feature should be implemented or not. The approach was intended to support "controllability" and "suitability for individualization" (cf. ISO 9234, Part 10) for groupware. Such negotiation can take place in multiple cycles of a proposer and a responder reacting to each other. Negotiation rules must be established to define how many negotiation cycles can take place, how much time is allowed to pass before a decision must be reached, what happens when a time limit is reached, etc. The goal of this negotiation mechanism is to get through routine cases of agreement, abstention, or simple modifications of proposals as quickly as possible in order to determine efficiently which proposals require a more intensive communication process. This provides a common starting point from which cooperation can proceed. A disadvantage of this negotiation mechanism is that it was designed for just two people. If applied to several participants, the time period for arriving at a common starting point stretches out too much. The original negotiation concept assumed that a modified item would not be worked on further until the negotiation process was complete. This might make sense in the case of a change of software system functionality, but it seems unduly restrictive for modifications of information and analysis. By contrast, the approach of intertwining multiple perspectives into a common one has the advantage that participants can continue to work in their own perspective while awaiting the results of negotiations. This allows the negotiation mechanism to be extended from pairs of participants to small groups. RELATED WORK This work builds on ideas from a variety of CSCW approaches. Hypertext and Hypermedia. Hypertext and hypermedia structures provide an important mechanism for supporting cooperative work with shared materials. To some extent, this is now provided by the Web itself, although many hypertext mechanisms have been explored that go beyond the Web's simple model [2]. The perspectives mechanism of Stahl [23] is a hypermedia implementation, based on a node and link structure; relationships among contents in different perspectives are defined by links. Internal manipulation of nodes and links allows multiple perspectives to share large information sources without unnecessary duplication. The use of "virtual copying" or "delta storage" is well-known in system software [7], but was not previously used in CSCW hypermedia systems. We have chosen to implement our own hypermedia substrate – rather then use something like Lotus Notes – for reasons of granularity, control, and speed. Context Mechanisms The importance of perspectives in cooperative work has been recognized at a theoretical level by Boland [5] and others, primarily based on the hermeneutic tradition in philosophy: Heidegger and Gadamer (see [23]). The application of virtual copying to perspectives on data was explored at Xerox PARC [4], but abandoned as too complicated for users at that time. A related mechanism of transclusion was proposed by Nelson [16] for hypertext. McCall applied a similar approach for organizing hypertext information by domain and version in Phidias [15]. Stahl [23] extended McCall's approach in Hermes, implementing a hypertext version of virtual copying in a productivity tool for professional design teams. He subsequently adapted this mechanism in CIE, a cooperative information environment for supporting peer group management of ISO 9000 documentation [22]. Computer Supported Collaborative Learning A number of software systems have been developed to support collaboration of research teams in schools; CSCL [13] has become an important new research direction within CSCW. CSILE [19], for instance, is a threaded discussion system customized to scaffold classroom research. Systems like CoVis [17] and CaMILLE [21] also provide a shared workspace or notebook area for collecting research results. Rather than supporting negotiation through the system, they rely on face-to-face interactions to make choices about what materials get entered into the team repository. The prototypes of WebGuide are intended to demonstrate how current CSCL systems – which lack explicit representations of perspectives – can be enhanced. Organizational Memories By organizational memories we mean an approach to building a structured digital library of various forms of information that can be shared by community members through computer supported collaboration and communication mechanisms [1, 14]. Intertwined perspectives can help to structure an organizational memory. For instance, when a group of community members undertakes a new project they can create a new perspective on the memory and negotiate which items from existing perspectives should be included for use in the new project. Collaborative Filtering Collaborative filtering (e.g. GroupLens, [18]) is typical of approaches that try to automate the construction of perspectives. It displays available information in accordance with individual or team preferences. Statistical analyses are used to automatically determine which members of a group are interested in similar topics. Items of information that are of interest to one member are then sent to other group members with similar interests. Rather than relying entirely on automated mechanisms, WebGuide allows active selection or modification of information by users. Conflict Management The above approaches lack any computer supported negotiation mechanisms. Wulf [27] proposed the support of negotiation and developed it for conflict management in groupware. Wulf focuses on negotiation between two persons and he distinguishes various ways in which a groupware user can avoid or reduce the effects of another user's actions. However, we believe that it should always be possible for users to react to each other, at least by commenting. Ideally, these reactions back and forth should take place with support from the same system that presents the content under discussion. Decision and Meeting Support The clearest parallels to computer-supported negotiation are decision support and meeting support systems. In these systems, one can respond to proposals from others by extending them with one's own proposals or amendments. One can also annotate the proposals. In more elaborate systems, such as those derived from Argnoter [24], annotations can be classified as pro or con the argument. Several systems keep track of votes for or against a proposal [6]. Sen, et al. [20] describe an application of this for meeting scheduling. Our negotiation mechanism emphasizes the possibility of continuing the work on a perspective before the decision process is completed. Due to space limitations, we cannot compare our work with approaches which are focussed on synchronous collaboration and WYSIWIS problems or deal with merging and access mechanisms in the field of joint editing. As pointed out above, these approaches are related to another type of problem where the shared information is relatively limited and can be described by a small set of document versions. THE WEBGUIDE DESIGN This section recounts the motivation and history of the design of our integration of perspective and negotiation CSCW mechanisms. It discusses a context in which future researchers are being taught how to engage in cooperative work and how to use computer technologies to support their work. Supporting Cooperative Student Web Research In summer 1997 we decided to apply our vision of intertwining perspectives and negotiation to a situation in middle school (6 th grade, 12 year olds) classrooms we work with. The immediate presenting problem was that students could not keep track of Web site URLs they found during their Web research. The larger issue was how to support team projects. The more we discussed computer support for cooperative student Web research, the more complicated and detailed the issues became. To facilitate our own collaboration we adopted two representations: (1) the design of a detailed user interface using HTML and (2) a formal model of the software procedures, data elements, and context of use. You will see both representations below. The result of our collaboration is (1) an interface design for WebGuide, a Web-based prototype that integrates perspective and negotiation mechanisms to support collaborative learning, and (2) a model of such a system in use. To make our design concrete, we focused on a project-based curriculum [3] on ancient civilizations of Latin America used at the school. The example of this student research project is well suited to illustrate the level of complexity that our approach can and must handle. WebGuide was first conceived of as a glorified Web bookmark manager [12] and electronic notebook application [26], enhanced with perspective and negotiation mechanisms as described below. Students can conduct Web searches, collect, annotate, categorize, and organize bookmarks for sites they like. They can summarize or excerpt the Web page contents (there is no need to copy the full contents because it is already available through the active bookmarks). Students are encouraged to use the facilities of WebGuide to make the results of their research more self-explanatory for themselves and their team mates by defining a hierarchy of headings or categories, arranging bookmarks under these, and adding concise summaries of the content or importance of the bookmarked sites. Figure 1 shows a view of a student's personal perspective in WebGuide. There are three topics visible in this view. Within each topic are short subheadings or comments, as well as Web bookmarks and search queries. At the bottom is access to search engines. Varieties of Information In compiling a list of requirements for WebGuide, we focused on how computer support can help structure the merging of individual results. Such support should begin early and continue throughout the research process. It should scaffold and facilitate the decision-making process so that students can learn how to build consensus. WebGuide combines displays of individual work with the emerging group view. Note that the topic on Aztec Religion in Figure 1 has been proposed by another student to be part of the team perspective. Kay has made a virtual copy of Que's topic so she can keep track of his work related to her topic. The third topic is an idea that Kay is preparing to work on herself. Within her electronic workspace she inherits information from other perspectives along with her own work. Each student should be able to view the work of other team members as they work on it, not just when it is submitted to the team. Students should be able to adopt individual items from the work of other students into their own perspective, in order to start the collaboration and integration process. This can be done with the comparison perspective (see Figure 2). From early on, they should be able to make proposals for moving specific items from their personal perspective (or from the perspective of another) into the team perspective, which will eventually represent their team product, the integration of all their work. The Web pages of a student's personal perspective should not only contain live link bookmarks and search queries, but also categories, comments, notes, and summaries authored by the student. All these elements are representations of what we have abstractly called "items" of information. Comments can optionally be attached to any information item. Every item is tagged with the name of the person who created or last modified it. Items are also labeled with perspective information and time stamps. The requirement that items of information can be copied, modified, and rearranged presupposes that information can be collected and presented in small pieces. This is also necessary for negotiating which pieces should be accepted, modified, or deleted. In addition to bookmarks, the WebGuide page can contain Web search queries for finding current sites on a given topic. WebGuide is designed to help students learn to do Web research, and the sharing of successful query formulations is important for that. WebGuide pages are structured by topic headings or categories for organizing the bookmarks and queries. These categories can initially be created without any bookmarks or queries as preparation for looking for relevant information, as Kay has done for the topics of Mexico City and Live Sacrifice (in Figure 1) that she intends to research. The categories are structured hierarchically to create a tree of information. Because of the hierarchical nature of items, something that appears as a unit of information that can be proposed for negotiation may actually consist of many parts, some of which appear differently in Figure 2. Model of the task performance and perspectives. discussion proposing collecting data of others Investigating the sources negotiating class per- spective information source negotiation perspective team perspective cooperation individual work ... performing the task N State:{accepted, rejected, to discuss} perspective adding own data & editing personal perspective let us talk abstain accept / reject modify comment Preparing a task Preparing a follow-up task teacher student www-page book ... Comparison perspective accepted item proposed item ... bookmark category comment ... history Explanation of symbols entity activity role ... indicates incompleteness indicates an option different students' perspectives. The possibility of information items having a complex but hidden internal structure is required for the intertwining of perspectives and negotiation. Types of Perspectives WebGuide provides six types of perspectives to help students compile their individual and joint research (Figure 2 shows how they are related to each other and to the activities): 1. The student's personal perspective is their private work space. It inherits a view of everything in the team perspective. Thus, it displays the owner's own work within the context of items proposed or negotiated by the team and class – as modified by the student. Students can each modify (add, edit, delete, rearrange, link) their virtual copies of team items in their personal perspectives. They can also create completely new material there. 2. The team perspective contains both items that have already been accepted by the team and items that are currently proposed for negotiation (like the Aztec religion topic in Figure 1). This perspective is pivotal. It includes accepted and proposed items. It gradually collects the products of the team efforts. 3. The class perspective is created by the teacher to start each team off with some initial bookmarks and suggested topics. It typically presents a structure for classroom activities and provides the space used to instantiate the goal of collecting the products of cooperative intellectual work. It has the organizational function of structuring the team perspective. 4. The comparison perspective combines all the personal perspectives of team members and the team perspective, so that anyone can compare all the work that is going on. It inherits from the personal, team, and class perspectives. Students can go here to get ideas and copy items into their own personal perspective or propose items for the team perspective. 5. The negotiation perspective contains all the information related to the current status of negotiation on the items proposed for the team perspective. It inherits proposed items from the team perspective. When they are approved or rejected at the end of negotiation, their status in the team perspective changes. It has the organizational function of making the process of negotiation more comprehensible. 6. The history perspective is an archive of all information that has been entered in WebGuide. It is primarily for the teacher (or researchers), but can also be used by students to retrieve previous versions of items. It inherits from the comparison perspective, that contains information from all the other perspectives. Of course, there is not really such a multiplicity of information in the central database. The perspectives mechanism merely displays the information differently in the different perspectival Web pages, in accordance with the relations of inheritance. Organizational information as well as content are represented in a consistent way by using the perspectives mechanism. Practices and Perspectives To design software for collaborative learning in schools means to design curriculum and classroom process as well. Computer support has to be matched with appropriate content on the Web and with a constructivist pedagogy [19]. The design of the WebGuide interface and the perspective and negotiation mechanisms is accompanied by the design of informative Web pages and of a use scenario. Figure 2 shows a model of the process involving the teacher, the students, and tasks using WebGuide. It shows the relation of individual to cooperative work and the mediating roles of the perspective and negotiation processes. The model in Figure 2 represents the process flows. Students research using sources available to them: the Web, books, encyclopedia, CD-ROM, discussions, or other sources. Students can review the contents of the class perspective, their team perspective, and the personal perspectives of their team mates. All of these contents are collected in the comparison perspective, where they are labeled by their perspective of origin. Students extract from the research those items which are of interest to them. Then they organize and develop the data they have collected by categorizing, summarizing, labeling, and annotating. The three stages of investigating, collecting, and editing can be repeated as many times as necessary. To support these steps of the work, WebGuide provides a menu of functionality for each information item. The following menu options are included: show/hide detail, Add a new item, Move this item, Edit this item's text, Delete item , Copy to my perspective, Propose to team, and Negotiate this item. The class project ends with each team producing an organized Web site about one of the civilizations. These Web sites can be used by members of the other teams to learn about the civilizations that they did not personally research. The sites can also provide a basis for additional class projects, like narrative reports and physical displays. Finally, this year's research products can be used to create next year's class perspective starting point, so new researchers can pick up where the previous generation left off – within a World Wide Web that will have evolved substantially in the meantime. Negotiation Procedures A student can make proposals for the team perspective from the Propose to team option within his or her personal perspective. This is how new items get introduced into the team perspective. A student can also propose an item from someone else's perspective by locating it in the comparison perspective. If she wishes to modify it, she can first copy it into her own perspective. If someone wishes to modify an item that is already in the team perspective, she must copy it into her own perspective, make the modifications there, and then propose the modified item. It should be possible when proposing – just as with copying – to treat a set of related items in one step. It is important to be able to treat a set of proposed changes together. For example, if a student deletes a bookmark at one spot in order to replace it with a better, richer bookmark elsewhere, then the deletion and the replacement should both be proposed and negotiated together. Of course, students should be discouraged from grouping too many items together. When a student selects the Propose to team menu option for an item, a dialog box opens (see Figure 3). The student can decide whether the new proposal item should be combined with a previous or future proposal. The proposer also sees a list of all the other students who will be involved in the negotiation of the item. The determination of who should be involved is a matter for installation settings that define a local negotiation policy. These settings are system parameters of WebGuide, so they can be easily varied by teachers or research user communities. For example, one might want to establish a rule that all new items must be negotiated by all team members – or alternatively that they do not require negotiation at all – while modified items require just those people to participate who either originally created the item or subsequently modified it. Another plausible rule would be to accept all annotations without negotiation. As soon as an item is proposed, it appears in the negotiation perspective. Through perspective inheritance, it also appears in the team perspective and in the personal perspective of all team members, labeled as Proposed by name-of-proposer. A student can select the Negotiate this item menu option for the item to switch to the negotiation perspective for that item. There are three windows (see Figure 4). The top window includes buttons corresponding to the negotiation options: Accept, Reject, Abstain, and Let's talk. The second window displays the proposed item or items within the context they would have in the team perspective once accepted. The bottom window contains the results of negotiation decisions already made about the proposal and the commentary of team members concerning these decisions. No editing of the proposal is allowed in the negotiation or team perspective. Several negotiation responses to the proposal are possible at this point. A negotiator can indicate that she abstains, that she does not care to participate in the negotiation. Alternatively, she could indicate with Let's talk that she would like to discuss the proposal face-to-face in the team. In the later case, the label on the proposed item changes to Proposed by name-of-proposer, Let's talk. In addition, an automatically maintained agenda of points for group discussion is extended to include this proposal. Of course, the primary options are to Accept or Reject the proposal. It should be noted that a proposal can have been modified by other group members so that there may be several versions of the same proposal. If Accept is selected for one alternative, then all the others are assigned Reject and the negotiation is over for that student. If Reject is selected, then the next version of the proposal is displayed. When several versions are available, a student can either accept precisely one or reject them all. After making a negotiation decision, a student should comment on the reasoning behind her response. All students who view the negotiation perspective after that can see her response with her comment. Although it may not be sensible in a negotiation situation involving several participants to allow cycles of responses to responses because the negotiation process would quickly become too confusing, WebGuide does allow students (and teachers) to comment on all actions, including comments on comments. This allows a simple kind of threaded discussion. Even after a student has completed her voting on a proposal she can comment on other people's choices or change her vote. The procedure for amending a proposal is a bit involved. Once a student has rejected all the existing versions of a proposal, she can modify (see Figure 2) the proposal in her personal perspective and propose her amended version. This is how more than one version of a single proposal can become part of the negotiation perspective. Then the new version will be automatically integrated into the negotiation process of the original proposal. The label of the proposed item will be altered to read, Proposed by name-of-first-proposer amended by name-of-second-proposer. Students who have already voted will see this new label and can decide if they want to return to the negotiation perspective and reconsider their vote on this proposal. It might also make sense to have a more intrusive mechanism to alert people to newly proposed versions. The design decision to restrict modifications this way in the negotiation process results in a simplification of the process. To avoid confusion, it is only possible to edit the original proposal, not proposals that already have the label amended. While a proposal can be rejected by its original proposer when she prefers an alternative version, it cannot be recalled because that would create an asymmetry between the proposer and other participants. The negotiation process for a proposal cannot exceed a time limit, determined by the negotiation policy parameters. At the end of the time period, the system determines whether the proposal or a modified version is accepted or rejected. Again, installation parameters determine what kind of majority is required: 2/3 of those voting, majority of those eligible, simple majority, etc. If the results are indecisive, the proposal will be labeled proposed for talk and added to the discussion agenda. Then students will have to get together in the classroom and decide what to do about the proposal. When matters are decided in group meetings, someone with a special password can enter changes directly in the team perspective, shortcutting the computer-supported negotiation process. WEBGUIDE IN PRACTICE Cooperative Definition of Keywords for a Bibliographic Database The concept of intertwining perspectives and negotiation is a general one which can be tailored to fit many cooperative work domains. For instance, we have experimented with the negotiation procedures described above in a system for use by academic researchers who share a collaborative on-line bibliography. This system was implemented and used in our research center at the University of Dortmund. The system is based on WebGuide mechanisms and functions. We started with a literature database that was created in 1988 for our research group. It originally contained about 500 entries. The literary references were classified according to their content using a set of about 50 keywords. The database quickly grew to about 3,000 entries indexed by 200 keywords. The quality of the system deteriorated with this growth: it accumulated duplicate and outdated entries, many entries were inadequately indexed, and the keywords became overlapping and outdated as well. A clear need for convergence could be empirically observed. To address these problems, we created an experimental new system. Each member of the research group was given their own perspective on the database of entries and keywords; they are now responsible for maintaining the information they are interested in. Information they are interested in but do not want to maintain themselves they can access by virtual links to other perspectives. All literary references and keywords that one considers important for the team can be proposed for the team perspective and negotiated. Consider the following use scenario: Andy browses the comparison perspective and finds an interesting keyword, K1, from Barbara. He makes a virtual copy of it in his personal perspective. Andy can now use the keyword to retrieve all entries that are classified with it. However, before Andy can use K1 himself to classify a new entry, he must make a physical copy of it (K1 K2). This will protect Barbara from being affected by Andy's classification activities. If Andy had continued to use a virtual copy of K1 then he would retrieve not only his own but also Barbara's classifications of K1 when he did a search for K1. Andy can also introduce a new keyword, K3, and propose it to his team if he thinks it is an important keyword. Even while his team is negotiating the acceptance of this keyword, Andy can already begin to classify references using K3. If and when K3 is accepted by the team, all the references that had been classified with K3 will be automatically proposed for acceptance in the team perspective for negotiation, one at a time. This prototype system has been explored by a team of six researchers working cooperatively on various projects. Based on these trials, the following principles were proposed as preconditions for regular use of such a system: * In order to reduce the complexity and the burden of excessive negotiation processes, negotiation should only take place when a new entry is proposed to the team, when the classification of an entry by a keyword is to be changed, or when a keyword itself is being altered. All other changes should simply be accepted automatically without negotiation. * There should be system functionality to notify team members when a new keyword is introduced (even in a personal perspectives), when someone creates a virtual link to a keyword, and when someone makes a new proposal. * Proposals make sense not only at the team perspective level; it is also useful for one team member to propose a new item to another team member. * It should be possible to define sub-team perspectives to represent the interests of small research units and projects. Negotiating Environmental Perspectives We are now using an early implementation of WebGuide in a middle school classroom in Denver. (See Figure 5 for a screen image of this Java applet running on the Web). For the past five years, this class of students researched the environmental damage done to mountain streams by "acid mine drainage" from deserted gold mines in the Rocky Mountains above Denver. They actually solved the problem at the source of a stream coming into Boulder from the Gamble Gulch mine site. In 1998/99 they investigated the broader ramifications of their past successes, looking at the issue of acid mine drainage from various alternative perspectives. They interviewed adult mentors to get opinions from specific perspectives: environmental, governmental, mine owners, local residents, scientists, etc. WebGuide serves as the medium through which the students cooperatively research these issues with their mentors and with each other. Each student and mentor has their personal perspective, and these perspectives inherit from the content-based perspectives (environmental protection, governmental regulation, etc.) depending upon which intellectual perspective they are working on constructing. Even email interactions happen through WebGuide and are retained as notes in its perspectives. The goal of the year-long course is not only to negotiate within teams to construct the various positions, but also to negotiate among the positions to reach consensus or clarify differences. As an initial field testing of the WebGuide system, this trial has resulted in valuable experience in the practicalities of deploying such a sophisticated program to young students over the Web. The students are enthusiastic users of the system and offer many ideas for improvements to the interface and the functionality. Consequently, WebGuide is benefiting from rapid cycles of participatory design. One main result is that the possibilities of achieving convergence of the contributions have to be improved. It proved to be a serious lack that this early version of WebGuide did not provide support for negotiation. The ideas of the students diverged within WebGuide and the teacher had to bring them together and build a consensus during face-to-face class discussions. Constructing Perspectives on CSCL An interdisciplinary graduate seminar on computer mediation of collaborative learning is also using WebGuide in several ways during 1999: * As a communication medium for their internal cooperation. * As an example CSCL system to analyze. * As an electronic workspace for them to construct their individual and shared ideas. This version of WebGuide stresses the use of perspectives for structuring collaborative efforts to construct shared knowledge. Students in the class can form sub-groups either within or across their different disciplines. They develop ideas in their personal perspectives and then debate these ideas in the various comparison perspectives of their sub-groups. Here, it is an important result that the comparison perspectives are directly used to conduct a kind of prenegotiation process. This helps to determine which notes are promoted to the class or team perspective. A major hypothesis being explored by the course is that the use of a shared persistent information space can support more complex discussions than ephemeral face-to-face conversations. FUTURE WORK WebGuide is currently under intensive development and testing. Now that we have initial demos of our concept, we are engaging in participatory design with teachers, students, and research groups to refine the approach. Initial evaluation of some of its concepts will be conducted in middle school, high school, college and graduate classrooms in Boulder, Colorado. We will investigate how different features are used in practice. For instance: Do students move fluidly and effectively among the different perspectives? To what extent do students group related proposals together? How much do students comment on their negotiation decisions or on those of others? Can students handle the process of modifying proposals? We will also explore different negotiation policy parameters: What happens to proposals that just one or two students slate for group discussion? What time limits, voting methods, negotiation participation rules are meaningful and effective? In parallel with the testing of WebGuide in Colorado, the system will be used in courses at the University of Dortmund. In these courses, future teachers in various disciplines will be trained in the fundamentals of computer technology and its use in the classroom. These teachers-in-training will gain both theoretical knowledge and practical experience through their work with WebGuide. The system for cooperative use of the bibliographic database described above will be developed further and used on a more regular basis. Thereby, we will explore whether the concepts there can also be applied to support organizational memories. As more of the WebGuide functionality is implemented and deployed in a variety of CSCW and CSCL applications, we will see how effective the intertwining of perspectives and negotiation can be. ACKNOWLEDGEMENTS The research reported here was begun during a six month visit by Herrmann to Boulder in 1997. It is being continued by Herrmann and his students at Dortmund, Stahl and his students, Ted Habermann and his group at NOAA, Dan Kowal and his middle school students, and the researchers, teachers, and students in the "Articulate Learners" project. The work reported here is supported in part by grants from NSF IRI-9711951, the McDonnell Foundation, and NSF EAR9870934. REFERENCES 1. Ackerman, M. S. (1994) Augmenting the organizational memory: A field study of Answer Garden. In: Proceedings of CSCW '94, ACM Press, 243-252. 2. Bieber, M., Vitali, F., Ashman, H., Balasubramanian, V., OinasKukkonen, H. (1997) Fourth generation hypermedia: Some missing links for the World Wide Web. International Journal of HumanComputer Studies. Special issue on HCI & the Web. 3. Blumenfeld, P., Soloway, E., Marx, R., Krajcik, J., Guzdial, M., Palincsar, A. (1991) Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist. 26, 369-398. 4. Bobrow, D. & Goldstein, I. (1980) An experimental descriptionbased programming environment: Four reports. Technical Report CSL-81-3. Palo Alto, CA: Xerox Palo Alto Research Center. 5. Boland, R. J. & Tenkasi, R. V. (1995) Perspective making and perspective taking in communities of knowing. Organization Science. 6, 4, 350-372. 6. Ephrati, E., Zlotkin, G., Rosenschein, J. (1994) Meet your destiny: A non-manipulable meeting scheduler. In: Proceedings of CSCW '94. ACM Press. 359-371. 7. Fitzgerald F., Rashid R. (1986) The integration of virtual memory management and interprocess communication in accent. ACM Transactions on Computer Systems, 4, 2, 147-166. 8. Floyd, C. (1992) Software development and reality construction. In: Floyd, C., Züllinghoven, H., Budde, R., Keil-Slawik, R.. Software Development and Reality Construction Springer-Verlag. 86-100. 9. Habermas, J. (1981) Theorie des kommunikativen Handelns. Band 1. Handlungsrationalität und gesellschaftliche Rationalisierung. Suhrkamp Verlag. 10. Herrmann, T. (1995) Workflow management systems: Ensuring organizational flexibility by possibilities of adaptation and negotiation. In: Proceedings of COOCS´95. Conference on Organizational Computing Systems. ACM Press, 83 - 95. 11. Herrmann, Th., Wulf,V., Hartmann, A. (1996) Requirements for a Human-centered Design of Groupware; in: Shapiro, D.; Tauber, M.; Traunmüller, R. (eds):Design of Computer Supported Cooperative Work and Groupware Systems, Elsevier, Amsterdam, S. 77 – 100. 12. Keller, R., Wolfe, S., Chen, J., Rabinowitz, J., Mathe, N. (1997) A bookmarking service for organizing and sharing URLs. In: Computer Networks and ISDN Systems. 29, 1103-1114. 13. Koschmann, T. (ed.) (1996) CSCL: Theory and Practice. Lawrence Erlbaum Associates. 14. Lindstaedt, S., Schneider, K. (1997) Bridging the gap between faceto-face communication and long-term collaboration. In: Proceedings of the International ACM SigGroup Conference on Supporting Group Work. The Integration Challenge. ACM Press. 331-340. 15. McCall, R., Bennett, P., d'Oronzio, P., Ostwald, J., Shipman, F., Wallace, N. (1990) Phidias: Integrating CAD graphics into dynamic hypertext. In: Proceedings of ECHT '90. 152-165. 16. Nelson, T. H. (1981) Literary Machines. Mindful Press. 17. Pea, R. (1993) The collaborative visualization project. Comm. ACM. 36, 5, 60-63. 18. Resnick, P., Iacovou, N., Suchak, M., Bergstrom, P. (1996) GroupLens: An open architecture for collaborative filtering of netnews. In: Proceedings of CSCW '94. ACM Press. 175 -186. 19. Scardemalia, M. & Bereiter, C. (1991) Higher levels of agency for children in knowledge building: A challenge for the design of new knowledge media. Journal of the Learning Sciences, 1, 37-68. 20. Sen, S., Haynes, T., Arora, N. (1997) Satisfying user preferences while negotiating meetings. Int. J. Human-Computer Studies. 407427. 21. Soloway, E., Guzdial, M., Hay, K. (1994) Learner-centered design: The next challenge for HCI. ACM Interactions. 1, 2, 36-48. 22. Stahl, G. (1996) Personalizing the Web. Available at http://www.cs.colorado.edu/~gerry/publications //techreports/www6/PAPER82.html. 23. Stahl, G. (1993) Interpretation in Design: The Problem of Tacit and Explicit Understanding in Computer Support of Cooperative Design, Chapter 9. Unpublished Ph.D. Dissertation. available at http://www.cs.colorado.edu/~gerry/publications/ dissertations/Ch09.html. 24. Stefik, M., Foster, D., Bobrow, D.G., Kahn, K., Lanning, S., Suchman, L. (1988) Beyond the chalkboard: Computer support for collaboration and problem solving in meetings. In: Greif, I. (Ed.) Computer-Supported Cooperative Work. 335-366. 25. Tomasello, M., Kruger, A.C., Ratner, H. (1993) Cultural learning. Behavioral and Brain Sciences. 495-552. 26. Torrance, M. (1995) Active notebook: A personal and group productivity tool for managing information. In: Proc. AAAI Fall Symposium on Artificial Intelligence in Knowledge Navigation and Retrieval. 131-135. 27. 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1: This image, from the Adirondack Mountains in New York, is the only photo in this presentation that was taken outside of Wisconsin. The obvious deforestation resulted when areas harvested with questionable forestry practices were ravaged by the torrential rains of hurricane Irene in 2011. 2: Aspen clear cut: At first glance, this practice appears to be deforestation. However, this technique can benefit tree regeneration and wildlife, and will talk about why coppice harvests like this are an important part of sound forest management. Not all heavy cutting is deforestation, and our goal today is to talk about the complexity of this using a range of examples. 3: Aspen regeneration: The first photo should, optimistically, develop into a young aspen stand like the one shown here. Aspen is a shade-intolerant, early succession species that regenerates after a disturbance like fire, growing thousands of sucker sprouts per acre from the roots and stumps. Young aspen stands are declining as a forest type in Wisconsin, but are important wildlife habitat for many birds, small mammals, deer and moose. If the clearcut from the first photo develops into this, it is not an instance of deforestation but a transitioning habitat. However, unquestionable 'deforestation' looks like some of the following examples from our area. In forest conservation terms we refer to this more permanent loss of forests as 'forest conversion.' 5: Burnett County Conservation officer, Dave Ferris, told me in 2013 that processed frac sand brings $210 per ton loaded on the Mississippi River barges. He was very concerned about the long term consequences from the changes to the landscape. Thousands of acres of shallow surface water replace forest and farm areas after sand has been extracted. According to Mr. Ferris, farmers "who have frac sand on their land become millionaires over night while those who do not suffer the consequences", including air-borne silica dust. He also stated that most Wisconsin sand goes to Saudi Arabia to be used in hydraulic fracturing for crude oil extraction. And we think we only pay for our fuel at the pump! 6: Closer to home in the Northwoods, subdivisions like these are an all too familiar view. They are often named after the habitats they destroy. Prior to the most recent recession, these were very common and have destroyed many thousands of acres of forest land in this area. Even today, this trend continues at a time when there is an oversupply of existing houses flooding the market here. In my opinion, this oversupply in the Northwoods is now becoming a burden. Cost of Community Services studies often find that developments in rural areas consume more money over time than they generate, largely due to cost of services in these areas. One could certainly also argue that other forestry-related economic opportunities are lost in this trend of forest conversion. 7: A dramatic example of unnecessary deforestation is this view from Highway 45 north of Conover. This demonstrates the destruction that disposable money can buy. These folks created a cattle farm from the jack pine habitat, and a concern could be raised about this change possibly threatening the Hay Meadow creek just prior to its confluence with the Wisconsin River. Only 40 miles north in the UP, much better grass lands and abandoned cattle farms are for sale at a fraction of the land value in Vilas County. The future of the next photo still unknown, but it appears to be yet another example of deforestation in our area. 9: 'Sustainable Forestry' is a relative term and is often abused and interpreted widely. On public and private lands in this area, proper forestry will be dependent on management of present species, site conditions and age of the stand. Local species such as aspen, jack pine and balsam fir are short lived and managed in a 50-60 year age class. The harvest of these species while they are still healthy goes a long way to assuring they will regenerate. This is called "even-aged" management, as shown in the aspen stand at the beginning of the talk. Aspen and jack pine require full sunlight to grow, and clear cutting is essential for proper regeneration. However, other species we enjoy here are very long lived. Red pine, white pine, oak, sugar maple, hemlock and yellow birch are all examples of long lived trees that should be managed in a multi-aged class, with stands including both young regenerating trees and also mid-size and large trees and even some old legacy trees. These are the managed forests we never tire of seeing and make management enjoyable for many forest owners. 'In between aged' species like white birch, red maple and white spruce can be a component in either even aged or multi age forestry. 10: Threats to our forests: Some threats often seem out of our reach to remedy. Climate change (see http://www.nrs.fs.fed.us/pubs/38255), excess deer numbers (see http://na.fs.fed.us/fhp/special_interests/white_tailed_deer.pdf), drought, insects and of course fire are always on the minds of forest managers. But perhaps our biggest threat is people and the poor management decisions leading up to several of the earlier photos. On private lands, financial pressures often lead to poor management and misinformation. 'High grading' and premature harvests can look enticing for short term financial gain but severely jeopardize the long term economic return of the forest and cause immense harm aesthetically as well. For the long lived tree species, there can be decades of difference between 'economic maturity and biological maturity'. For example, our red pine slows down in growth at about 70 years of age, leading some to suggest a total harvest at that time, but red pine can live for hundreds of years. On public lands, we as citizens have a voice, and of course elections do matter. The forestry practices we see on public lands are science-based but they are influenced by politics. Examples of this influence include the size of areas not harvested, the pressure to fulfill allowable harvests, and of course deciding when to harvest. Vilas County will receive about $7890, or $657 per acre for this sale. The red pine saw timber brought $98 per MBF, the white pine brought $89 MBF. Markets are a bit suppressed this year compared to the past few years. If this management strategy on our public lands does not suit you, please be more involved in the process. 14: Forest certification: Most of our Managed Forest Law lands, as well as our state and county forests are third party certified under the Forest Stewardship Council (FSC) or the Sustainable Forest Initiative (SFI). These certification programs are designed to make us feel comfortable with management on enrolled lands. While many of us feel these certificates are a big step in the right direction, we must remain diligent. The range of acceptable practices allowed is very broad, as we have demonstrated above. Often the economic desires, the wish to manage for one species over another, or to manage for wildlife for example, can complicate things. Certification has, however, helped mitigate some of the horrendous forestry practices of the past, as many industry processing companies have embraced certification as the standard. Forest certification follows a chain of custody in protecting ecological and social concerns, from the management of the forest through the processing of wood products all the way to the consumer. Look for this symbol on wood products you purchase. 15: Forest conservation: Long-term protection of forest lands requires a staunch commitment to conservation. I often say that 'sustainable forestry with out conservation is not long sustainable'. At the local level, land trusts and conservation groups like Partners in Forestry, can be very helpful in working with landowners interested in protecting forests and proper management. But the larger landscape is another challenge. The former industrial forests, covering much of the north, are now owned by investment organizations seeking the highest return on their investment. This can be in direct conflict with nature's time frame of growing trees and our wishes for careful management. To protect some portion of these vast important forest lands requires a strong commitment to conservation at the state and federal level. A program designed to do just that is 'Forest Legacy', which essentially is a partnership between the USFS State and Private Forestry, participating states and enrolled landowners. Commonly, a FS grant to the state will fund part of the acquisition cost of a forest conservation easement, assisting participating states to work with eligible landowners. In Wisconsin our Knowles-Nelson Stewardship Program is essential to match federal funds in acquiring these easements, as well as other forest protection acquisitions. In recent years Stewardship has been cut, and the state was even forced by the legislature to dispose of 10,000 acres of land. The forest easements and acquisition assistance for county forests however, has fared better than state land acquisition. 16: The Forest Legacy program is designed to protect forests with high conservation and public values in perpetuity. The funding source is the Land and Water Conservation Fund (LWCF), a program started in 1965, designed to use a portion of the revenue from off shore oil and gas leases to conserve land and water on shore. This 51 year old program was renewed just last year, but only for a three year period. The LWCF Coalition shows that throughout the 50 year history of the LWCF, in only three years was the full amount used to fund conservation and not drawn off for other federal budget matters. In Wisconsin we barely survived a battle last year to keep the Stewardship Program viable, as the governors budget called for a moratorium on Stewardship. State Senator Tiffany said at that time that we "can no longer afford nature lands". About the same time last year, Vilas County board member and local realtor Jerry Burkett proposed the county begin the sale of County Forest lands. In all these instances it was only public outcry that maintained our invaluable public lands. 17: Most of our public forests and parks are possible because of programs like these. Our appreciation of the benefits of these great programs will help to keep them alive when we converse with elected leaders. It is very important to let them know how important these conservation programs are to our Northwoods way of life. Increasing our knowledge of forest management will help us identify deforestation from a proper timber harvest, and assist us in promoting sound forestry practices. Partners in Forestry was founded on the belief that our forests should be cared for with the best long term benefits to society. We recognize these benefits to be not only economic, but intrinsic and social as well.	<urn:uuid:13b54aad-a83e-4172-b5b6-f6cb83f2fd59>	CC-MAIN-2017-13	http://www.partnersinforestry.com/Documents/DeforestationPresentation.pdf	2017-03-27T10:46:38Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00226-ip-10-233-31-227.ec2.internal.warc.gz	641,953,752	2,160	eng_Latn	eng_Latn	0.998164	eng_Latn	0.998605	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 292, 669, 1436, 2139, 2910, 3540, 4766, 5485, 6113, 6440, 7528, 9129, 10215, 10924 ]	[ 1.8359375 ]	2	4
STUDY SHEET March 22, 2015 The Resurrection Matthew 28:2-7 The Christian ________ rests on the resurrection of Jesus from the dead. We’re going to examine the _____________ for that resurrection. Whether Jesus arose matters __________. If Jesus arose, there is ______ after death. If Jesus arose, then He fulfilled His prophecies and has __________ Himself to be the Son of God. If Jesus arose, then His promises and teaching are ______. If Jesus arose and is the Son of God, He is Lord of all and has _____________ over your life and mine. If the Lord Jesus arose, then He will one day _______ again and ________ you and me according to His Word. Since what we’re studying has _________ consequences for our souls, we need to pay ________ attention. If Jesus arose from the dead, we can’t _________ Him or live as if that was a meaningless act. Read Hebrews 4:12-13. The Lord Jesus ____________ His death and resurrection (Matthew 20:18-19). This is an amazing and a ___________ prediction. Jesus not only predicted He would be scourged and crucified at the ________ of the chief priests and the Gentiles but also that He would _______ from the dead the third day. Only the Son of God could ________ such a prediction about His death and resurrection and ______ its fulfillment just as He predicted. Before we can speak of a resurrection, we have to _______ examine the evidence that Jesus actually died upon the cross. That Jesus was beaten by the soldiers and then scourged is _________ dispute. All four __________ accounts speak of His scourging. A Roman scourging was not __________ a beating. Many men ______ from scourging. The whip they used lacerated the skin with _______ objects and caused the ______ of much blood. The Romans did not _______ their stripes to 39 as the Jews did. The purpose of the cross was to kill a person _________ and very ___________. While the nails that went through the hands and feet were not of themselves _______, the physical position of a crucified person hung upon a cross created tremendous ____________ on the heart and lungs. A person had to pull himself up to ___________ in and out. The cross gradually ______ a person down to where he couldn’t breathe. In the case of Jesus, ________ surrounded his heart until it failed. The reason soldiers would ________ the legs of a crucified person was to ________ their death. A person with broken legs couldn’t _______ himself up to breathe and would die quickly. They broke the legs of the _____ thieves; but these experienced soldiers found Jesus was ________ dead, so they didn’t break His bones in fulfillment of Psalm 34:20 that “not a bone of Him should be broken.” Instead, a soldier __________ His side with a spear, “and immediately there came out blood and water” (John 19:34). This flowing of water and blood is a sure ____ that Jesus was _______ dead. If Jesus had not died from the crucifixion, He could not have survived this _______. Joseph of Arimathea and Nicodemus asked Pilate for the ______ of STUDY SHEET March 22, 2015 Jesus, but Pilate would not release the body until it was determined _______ positive that he was dead. The two prepared his body for ________ in a new tomb a short distance from where he was crucified. John reveals that they _______ the body in linen wrappings with myrrh and aloes, about a hundred pound weight. This burial process would have ________ Jesus in a mummy-like wrapping with spices sealing the cloth together. Bound up like this, Jesus—even if He by some remote _________ survived the crucifixion and the spear— couldn’t have breathed and lived. Jesus was _______ in the tomb. The Pharisees and the priests went to Pilate and they requested a _______ for the tomb. Read Matthew 27:62-66. They were determined not to let ___________ happen to that tomb. They didn’t merely ______ a couple of guards at the tomb. They made it as _______ as they could. Some scholars suggest that there were as many as 28 guards at the tomb, and they would have been particularly _____________ on the third day, when the threat was the very greatest. The governor’s _______ meant that it would be criminal to mess with the tomb. The Scriptures tell us that the women came very _______ on the first day of the week to the tomb, and they came to ________ the body of Jesus. This was their first opportunity since the Sabbath had passed; and they wondered, “Who will _____ _______ the stone for us from the entrance of the tomb?” They realized the stone was “extremely large” (Mark 16:4). Scholars again ___________ that this stone weighed between one and a half and two tons, three to four thousand pounds. They knew that moving this stone was far beyond their _________ and that it would take a number of strong men to move it. When they arrived they saw that an ________ had rolled the stone away. When the women __________ to the apostles the tomb was empty, many of the apostles laughed and they __________ the women; but two apostles wanted to find out for themselves if the tomb was empty. Peter and John ______ to the tomb. John 20:5-7 says they looked in the tomb and saw the linen wrappings ________ there. They saw “the face-cloth which had been on His _______, not lying with the linen wrappings, but ________ ____ in a place by itself.” Why would the disciples, if they ______ the body, take the ______ to loosen the linen wrappings and ________ them in the tomb, knowing that the guards were just outside? Whatever understanding you have of this event, you must __________ who moved the stone, how the tomb became empty, and who took the linen wrappings from the body of Jesus. The people who examined these events _______ without hesitance that Jesus _____ from the dead. The soldiers ___________ all these events to the chief priests, who paid the soldiers a large sum of money to _____ and promised to keep them out of trouble with the governor (Matthew 28:11-15). But down deep these soldiers and the chief priests knew the ________. STUDY SHEET March 22, 2015 We now ask whether the testimony we have about the empty tomb is ______. Is there some way that we can _______ the credibility of the report that we have of the resurrection? First, let’s remember that Jesus believed and taught His people to be _________. The Lord ______ hypocrisy and deceit. Jesus praised Nathanael for being a person in whom there was no ________ (John 1:47). Jesus spoke of the devil as a ______ and He condemned ______ (John 8:44). How could His disciples abandon everything they had been _________ and spread a _____ throughout Jerusalem? All the Jews had to do to ________ Jesus had not been resurrected from the dead was to ___________ the body of Jesus. If the Jews produced the body of Jesus, they could _____ Christianity. They never _______, because they knew they couldn’t. All they could do was _______ the soldiers to lie and __________ the disciples. Look at the _________ in the disciples. The disciples did not know for ______ that Jesus had been raised on that third day; they ___________ it; and so they _____ in the upper room with the door locked for fear of the Jews. They _________ and they __________ when the women came and told them that Jesus had risen. Their hard _______ kept them from believing until Jesus ___________ Himself to them. One apostle, Thomas, persisted in his disbelief ______ when the others insisted they had seen the Lord (John 20:25-29). Jesus appeared to the disciples and He ________ Himself to them in a variety of ways. Read Luke 24:36-39. Acts 1:3 tells how Jesus “presented Himself _______ after His suffering, by many convincing ________, appearing to them over a period of forty days and speaking of the things concerning the kingdom of God.” So strong did He convince them that we see a very ___________ group of men at Pentecost than we do on the day that Jesus arose. After they disbelieved, hiding themselves as cowards, and doubting the prophecy of Jesus; Jesus then ________ Himself alive with many convincing proofs. So at Pentecost they were ______ and unrelenting in their ___________ of the gospel. They told everyone they were ________________ of the resurrection. They called the people to _________ of their sins, because they had ____________ Jesus whom God for certain had made both Lord and Christ (Acts 2:36). In Acts 3-8 the early disciples endured beatings and imprisonment, but they wouldn’t ______ preaching Jesus as the Christ resurrected from the dead. When the Sanhedrin, that is the Jewish Council, commanded them not to speak or teach at all in the _____ of Jesus, Peter and John were convinced that they must ______ God and continue preaching the gospel (Acts 4:19-20). The Council arrested the apostles, flogged them, commanded them to ______ preaching in the name of Jesus, and released them. But the apostles __________ “that they had been considered worthy to _______ shame for His name. And every day, in the temple and from house to house, they kept right on teaching and preaching Jesus as the Christ” (Acts 5:41-42). They later suffered imprisonment, beatings and STUDY SHEET March 22, 2015 even death for their _______, but nothing kept them from continuing to preach Jesus as the Christ, ________ from the dead. The disciples didn’t become ______ from their preaching; they suffered _______ to tell the story of Jesus. They (the enemies of Christ) stoned __________ (Acts 7) and they beheaded _______ the son of Zebedee (Acts 12). Not one of the disciples _______ denied the resurrection. They died for ___________ it. The only __________ they spoke out so boldly about their faith was they believed Jesus was truly the Christ, the _______ Son of God. And their bold faith __________ us that we too can place our faith in Jesus as Lord. Saul of Tarsus was originally __________ to Judaism and a violent persecutor of the church, but He ______ Christ on the road to Damascus. His conversion is especially important in view of his earlier ______ against Christianity. He gave up everything to __________ a Christian. What he wrote about the resurrection in 1 Corinthians 15 is really the ___________ documentary evidence that we have. No one can satisfactorily __________ the conversion and the later life of the apostle Paul except in the way that he himself explained it. He had seen the ________ Christ. Some say Jesus __________ on the cross and revived in the cool of the tomb; but this doesn’t ___________ how Jesus survived the linen wrappings, how He moved the stone, or how He frightened the guards to get away. Others say the apostles only ____________ they saw Jesus after His resurrection, but this doesn’t explain why there were linen wrappings in the empty tomb, how the stone was moved before the women arrived, or how the guards were frightened. Nor does it explain how they were able to ________ Jesus. Though we have barely discussed the _____________ surrounding the resurrection, we have seen __________ to say confidently with Peter and the apostles that God raised Jesus from the dead. And if He is risen, He is the ______ of God and the _______ of all. He will one day ________ you and me according to His Word (John 12:48; Acts 17:31). To become a Christian __________ with all your heart that Jesus is the Christ, _______ from your sins in repentance, ________ Jesus as the Christ and the Son of God, and be __________ for the forgiveness of your sins as the Bible teaches in Acts 2:38.	<urn:uuid:f9d10618-dfbf-46a1-8f65-4a50db36ad26>	CC-MAIN-2017-13	http://searchtv.org/printmaterial/sg/2015/SG-12-15-TheResurrection.pdf	2017-03-27T10:44:16Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00227-ip-10-233-31-227.ec2.internal.warc.gz	322,406,873	2,635	eng_Latn	eng_Latn	0.997962	eng_Latn	0.998317	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3038, 6034, 9163, 11533 ]	[ 1.4453125 ]	1	3
UTSS POSITION PAPER ON INCLUSIVE EDUCATION: OUR POSITION: We Dream of Global Inclusion - People with albinism (PWA) worldwide seek a day when what we contribute is not limited because of how we are perceived. We dream of a day when PWA will take their rightful place in every level of every society, everywhere, at all times. Under The Same Sun (UTSS) will always place the students with albinism in our Education Program (EP) into safe, socially inclusive schools with above average academic standards, insisting they be educated, socialized and included in mainstream society where they belong. PWA only "fail to succeed" in societies where families and communities neglect the responsibility of inclusive living. OUR REASONING: Inclusion will accelerate understanding and reduce stigma - The students in our Education Program are future models within their own society of what PWA can be when given an opportunity. They are the strongest voice against discrimination and the most powerful message educating their culture towards social change. Worldwide PWA suffer from exclusion and social isolation due to stigma within their own families, communities, schools, workplaces, the social media and society at large. This tragic misfortune is due to the historic fact that very few people in the general population have a healthy and accurate understanding of albinism and thus operate from erroneous and often harmful beliefs and myths (see "What Is Albinism" - http://www.underthesamesun.com/resources ). An integrated society will normalize interactions between PWA and non-PWA, enhancing understanding while dispelling myths and stigma. We do not support segregation of PWA - UTSS has frequently received suggestions by wellintended but tragically misinformed people which, if implemented, would reinforce and institutionalize social isolation for PWA. Examples: * Put PWA into schools for the blind or disabled to accommodate their low vision needs. * Build PWA schools in order to accommodate understanding, safety and low vision needs. * Buy an island and send all Tanzanian PWA there to protect them from attacks. * Build a village for PWA children who are at risk of attacks. Segregation does not guarantee safety and advancement - Specialized segregated environments will only serve to isolate PWA further from the very society they know, love, depend on and belong in. While safety is a vital consideration for PWA in countries where they are being hunted for their body parts, there is no certainty that they will be safer in a segregated community or school. Although PWA may feel safer there, ironically they may become easier to locate. Segregation also inadvertently contributes to stigma since society tends to view these segregated settings as confirmation that PWA are not normal people. Many children with albinism (CWA) in Tanzania have been confined to government boarding schools for blind or disabled children in the name of providing a safer environment that can also address their low vision needs. All of these schools have sub-standard conditions, and in some the CWA are forced to learn braille. This is highly unfortunate since CWA are partially sighted and able to read and write and participate as full functioning members of mainstream schools. Such settings obstruct academic development as well as normal social skills development, stunting their integrative capacities. CWA require these developmental experiences in order to be high functioning participants in mainstream society when they leave school. In the name of "help", their academic and social development is decreased and social isolation is increased. PWA are just like everyone else except for 2 simple differences - PWA suffer from (1) low vision and (2) little or no pigment or colour in their skin, hair and eyes. This means that their skin is very sensitive to the sun and vulnerable to skin cancer. It also means that their eyes are highly sensitive to bright light, making it difficult to see on sunny days and in brightly lit rooms. As well, PWA need to be very close to an object to see what fully sighted people can see at a distance. In every other way, we are all the same. Equal opportunity means equal success for PWA - Just like anyone else, PWA can achieve almost any goal they set their mind to. They can succeed in life, education, employment and love. They are perfectly able to make meaningful contributions to their society providing they are empowered with the same resources offered to their fellow citizens without albinism. Since low vision and sun sensitivity are the only 2 differences and can be easily accommodated, there is no need to exclude PWA by sending them to special needs centers or schools. In many cases, PWA who experience social inclusion and equal opportunity thrive and often surpass the performance of non-PWA in academic and employment settings. ---------------------------------------------------------------------------------------------------- "Sometimes equality means treating people the same, despite their differences, and sometimes it means treating them as equals by accommodating their differences." (Judge Rosalie Abella, Report of the Commission on Equality in Employment, Canada). "The worst kind of loneliness in the world is the isolation that comes from being misunderstood." (Dan Brown – Inferno)	<urn:uuid:6850d44e-a3d9-4e86-adc8-a721ce1607cc>	CC-MAIN-2017-13	http://www.underthesamesun.com/sites/default/files/Inclusive%20Education%20-%20UTSS%20Position%20Paper_0.pdf	2017-03-27T10:46:29Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00226-ip-10-233-31-227.ec2.internal.warc.gz	732,490,741	1,025	eng_Latn	eng_Latn	0.998001	eng_Latn	0.998143	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2559, 5373 ]	[ 1.7734375 ]	3	0
7 FOWL CHOLERA This disease is known to occur in Afghanistan. 1. Definition Fowl cholera is a systemic bacterial disease affecting all poultry species, characterized by systemic illness, diarrhea, arthritis, and poor production. 2. Etiology The causative agent is Pasteurella multocida. This organism is abundan tly present within feces of infected birds and in carcasses of animals that have died of the disease and it can persist in the environment for months. Feces from infected birds may contaminate water supplies. In addition, other animals such as dogs, cats, and rodents, may harbor Pasteurella multocida and spread it to new locations. Also, humans may take it to new locations by contaminated clothing or shoes. 3. Transmission The organism enters a susceptible bird through the oropharynx, i.e., the mouth or the respiratory tract. 4. Species affected Many species of birds can suffer from fowl cholera. Both wild and domestic birds are affected by the disease. 5. Clinical signs Incubation period is 210 days. Morbidity is often high. Disease is most common in adult birds. It may be peracute in which case the first sign of the disease is death. In animals that survive longer, there is systemic illness, including inappetence, poor production, dyspnea, watery diarrhea, swollen joints. The comb and wattles may be swollen and cyanotic. Mortality is 530%. 6. Pathologic findings In animals that die in the very acute stage, there may be no lesions. Those that survive longer can have evidence of systemic inflammation. Spleen is large and reactive, with numerous white (lymphoid) nodules visible on cut surface. There may be petechial hemorrhages scattered over mucosal and serosal surfaces. Liver is pale throughout. The cranial portion of the intestine (duodenum and jejunum) is reddened with fibrinocatarrhal contents. Joints cavities can contain caseous exudates. Similar caseous material may be found in the sinuses of the head, including the inner ear. 7. Diagnosis The typical picture at the flock level adult birds, systemic illness, pathologic lesions, can lead to a suspicion of fowl cholera. Confirmation of the diagnosis requires isolating the organism in the laboratory. Differential diagnoses include: fowl typhoid, highly pathogenic avian influenza, colibacillosis. 8. Treatment Pasteurella multocida is susceptible to a variety of antibiotics and these will cure the infection temporarily. Unfortunately treatment with anti biotics can promote a carrier state and leave additional birds at risk. Also, birds can break out with the disease again at the end of the antibiotic treatment period. So, although antibiotics will work, if other measures are available, such as vaccination, this is preferable to using antibiotics to control the disease. 9. Prevention and Control Bacterins are available but do not completely prevent infection. They should be used in combination with a strong program of sanitation that would include cleaning and disinfection after an outbreak, rodent control, provision of clean drinking water, and adequate disposal of dead birds.	<urn:uuid:12178126-fa2c-497b-8752-a36953a7c2f7>	CC-MAIN-2017-13	http://eafghanag.ucdavis.edu/c_livestock/fact-sheets/poultry-diseases/FS_Live_Poultry_Fowl_cholera_FVSU.pdf	2017-03-27T10:42:33Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00226-ip-10-233-31-227.ec2.internal.warc.gz	110,180,490	850	eng_Latn	eng_Latn	0.99704	eng_Latn	0.997353	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1411, 2862, 3185 ]	[ 1.9453125 ]	1	5
Lesson: Two Carpets Essential Questions: Why are carpets important in Islamic cultures? What are the basic characteristics of West Asian carpet design? What are the similarities and differences between the Ottoman Turkish and Iranian carpets discussed in this lesson? Learning experience: Students will become familiar with two roughly contemporaneous carpets, one from Ottoman Anatolia and one from Iran. They will analyze their design and learn about some of the aesthetic priorities of the people who created them. Anticipatory set: In your house, your apartment, or your room: what kind of objects do you surround yourself with? Which are useful? Which are decorative? Which are both? Context: Carpets have been made for thousands of years throughout Central and West Asia. Flat-woven textiles (kilims—carpets without pile) were made in Turkey at least as early as 7000 BCE. The oldest surviving woolen pile carpet dates from the fifth century BCE, found in a burial site in the Altai mountains of southern Siberia. For pastoral nomadic inhabitants of the Eurasian steppe, carpets served as "floor coverings, prayer mats, tent decorations, canopies, as symbols of power, privilege and riches" (Abas 2004: 11). In the sedentary world of cities, towns, and farming villages, carpets were also more than floor covering. They were "an integral part of one's living arrangements, one which took the place of chairs, beds, and sometimes tables" (www: Erdmann). Carpets, in short were necessities, not merely decorations, and so were worth the great care that was lavished on them. Those belonging to the wealthy never remained in one place all the time. At the Seraglio in Constantinople, for instance, they were changed every three months. The ones removed were first expertly cleaned and then sent to a treasure chamber for safekeeping. In Persia there were special "carpet houses" where the valuable carpets that needed a rest were stored. They were looked after by the house's own permanent staff and the director (custodian) also decided which carpets should be used, where and on which occasion (www: Erdmann). An account of the visit of Byzantine ambassadors to the Abbasid dynasty's (750-1258) capital at Baghdad shows how carpets contributed to the display of royal wealth and power: The number of the carpets and mats. . .was twenty-two thousand pieces; these were laid in the corridors and courts, being spread under the feet of the nobles, and the Greek Envoys walked over such carpets all the way from the limit of the new Official Gate, right to the presence of the Caliph—but this number did not include the fine rugs in the chambers and halls of assembly. . .spread over the other carpets, and these were not to be trodden with the feet (Grabar 1978: 168). All three of the early modern Islamic empires—the Ottomans (1281-1924), the Safavids (1501-1739), and the Mughals (1526-1858)—developed thriving carpet industries. Carpet weaving was transformed from a minor craft based on patterns passed down from generation to generation into a statewide industry with patterns created in court workshops. In this period [1600-1800], carpets were fabricated in greater quantity than ever before. They were traded to Europe and the Far East where, too precious to be placed on the ground, they were used to cover furniture or hung on walls. Within the Islamic world, especially fine specimens were collected in royal households (www: Sardar 2003). Trade with Europe is reflected in the hundreds of paintings, both sacred and secular, where carpets appear. Such paintings are important to scholars, so much so that some carpet styles are labeled with the names of Western painters. Carpets such as the Ushak design (1) in this lesson "were being imported into Europe as early as the beginning of the sixteenth century" (Rogers 1995: 198). Although individual domestic weavers and nomad households simplified the process, workshop production required considerable division of labor. One source lists the products of seven crafts—spinning thread and dyeing fabric, for instance—that were necessary before weaving could begin (Wulff 1966: 195). Weaving itself was a complex process involving either a preparatory drawing or an actual knotted sampler. These indicated the sequence and density of knots. Sometimes a professional design caller was used to call out the knotting sequence (www: Ittig 1990). Women played a central role in carpet-making: In Anatolia and Iran, many women were employed as spinners, dyers, and knotters in a craft that tended to adhere to a strict gendered division of labor. While the precise assignment of tasks might differ from one locale to another. . .carpet making in general was a heavily feminized craft (Tucker 2006: 398). Carpet-making shared the same visual vocabulary as the rest of Islamic art: vegetal design ("arabesque") and geometric patterning. Moreover, one writer suggests that carpets were central to the development of this aesthetic: Carpets represented the most ancient and the most meaningful art form in the population that first embraced Islam. . .Long experience of carpet weaving gave tent dwellers skill and passion fortessellations [patterns made of interlocking parts fitting together with no gaps between them], interlaced patterns and the all-over covering of surfaces (Adapted from Abas 2004: 11). Carpet patterns, with their wealth of vegetal decoration, have been compared to gardens. Some carpets were even made to look like stylized gardens. The ruler of the last pre-Islamic dynasty to control Iran, the Sassanians (224-651), had a carpet called "The Spring Garden." It measured almost ninety feet to a side and was embroidered with precious stones and gold. Victorious Arab soldiers found it too heavy to carry away, so it was cut up and the pieces awarded as booty (www: Morony). The two carpets discussed here are different in style and visual impact. The Ottoman "Star Ushak" carpet is based on repetitions of an eight-pointed star design. The Safavid carpet has a central medallion surrounded by four lions and a calligraphic inscription. Both, however, encourage students to think critically about the importance of color and pattern in the arts of Islam. Rationale: Carpets embody important aspects of Islamic visual culture. Also, since they are an art form admired for centuries in both East and West, they introduce students to a world of beauty that, on one hand, is specific to Islam and, on the other, transcends cultural boundaries. Instructional resources: Two carpets, one from Turkey and one from Iran; four other carpets for comparison (1A, 1B; 2A, 2B); "Parts of a Carpet" (diagram); "Teacher's Background Sheet: Basic Carpet Terms." (A) "Star Ushak" Carpet Ushak, Anatolia 1450-1500 (B) "Star Ushak" Carpet Ushak, Anatolia 16 th -17 th century * Ushak was a carpet-producing center in northwestern Anatolia. * These designs are believed to have been royal commissions. * The multiple medallion design of (1) consists of an eight-pointed star repeating across the carpet's field. (1A) and (1B) are variations of this style. * The eight-pointed star of (1) is simple: two superimposed squares. * All three carpets are dominated by the deep blue of the star motifs and the red of the main field. The stars on all three are outlined in white. * "Surprisingly, few Ushak carpets survive in Turkey compared with the numbers found in Western Europe, particularly in Italy" (Rogers 1995: 198). * The stars of (1) and (1A) are filled with palmettes. * Encourage students to look closely. Notice the subtle touches of color—tiny areas of white, pale blue, and yellow on the flowers in (1), for instance. These are probably translations in knotted wool yarn of a painted master design. 2. Safavid Medallion Carpet Iran, Kashan, Safavid 16 th century (KHAL.2006.0048) Medallion Rug with a Field of Flowers (A) (Details) Iran, Safavid Probably Kirman 17 th century (B) The Sely Carpet Iran, Safavid Late 16 th century * The Safavid dynasty was an important era in the arts of Islam: The high point in Persian carpet design and manufacture was attained under the Safavid dynasty (1501-1739). It was the result of a unique conjunction of historical factors—royal patronage, the influence of court designers at all levels of artistic production, the wide availability of locally produced and imported materials and dyes. . .and commercial acceptance, particularly in foreign markets. . . Although there is no direct evidence that royal weaving workshops had yet been established [during the first century of Safavid rule], the influence of court designers on carpet weaving is clear. The two key design features of rugs in this period, the medallion design and figural elements, were borrowed directly from the arts of the book as practiced in the royal atelier (www: Walker). * The carpet has a central medallion surrounded by four lions. The lions symbolize Ali (c. 600-661), the first Shi'ite caliph. Called the "Lion of God," he was a son-inlaw of Muhammad and the person Shi'ites believe is the Prophet's true successor. Shi'ism was established as Iran's state religion under the Safavids. * Notice the pale blue stems of the vegetal scrolls in the main field and the use of gray in the border. * A calligraphic inscription surrounds the carpet's medallion and central field. * Carpet (2A) is a directional design. The medallion is couched in a garden-like spray of flowers. * Carpet (2B) is dominated by the medallion and the four spandrels. Notice the prominent use of white in the border and inner stripe. Procedure: Students will analyze and compare three Ottoman "Star Ushak" carpets (1), (1A), and (1B); and three Safavid medallion carpets (2), (2A), and (2B). * Internet homework assignment: The class will (1) read about the two basic features of Islamic design that inform carpet-making: "Plant Motifs in Islamic Art" (Victoria and Albert Museum) and "Geometric Decoration"(Museum With No Frontiers); and (2) read the brief thematic essay on "Carpets from the Islamic World, 1600-1800" from the Heilbrunn Timeline of Art History. Students will be assigned to give brief reports on each of these readings. * The class is divided into four groups. Groups can be assigned in advance of the homework assignment. * In class, students give their reports on the homework readings. The teacher goes over some of the basics of carpet history and design. * The teacher leads a whole class discussion about design formats and important motifs. * The whole class then compares and contrasts (1) The "Star Ushak" carpet with (2) the Safavid medallion carpet. * Each group reports. They compare and contrast carpets (1) and (2) with their respective related carpets. \| Group 1 \| Group 2 \| Group 3 \| Group 4 \| \|---\|---\|---\|---\| \| (1) Ottoman “Star Ushak” Carpet \| \| (2) Safavid Medallion Carpet \| \| \| Carpet (1A) \| Carpet (1B) \| Carpet (2A) \| Carpet (2B) \| Whole group reflection: Islamic carpets share decorative styles with architecture, the arts of the book, painting, ceramics, and metalwork. What special characteristics do carpets have that distinguish them from these other arts? Instructional modification: These activities may take more than one class session. Application: Using the internet, students assemble "collections" of carpets. They create PowerPoints discussing the background of their chosen carpets and the reasons for their choices. This can also be done in groups. Bibliography Abas, S. Jan. Islamic Geometrical Patterns for theTeaching of Mathematics of Symmetry. Ethnomathematics Digital Library, 2004. <http://www.ethnomath.org/resources/abas2001.pdf> Erdmann, Kurt. "Carpets East Carpets West." Saudi Aramco World. March/April 1965. <http://www.saudiaramcoworld.com/issue/196502/carpets.east.carpets.west.htm> Grabar, Oleg. The Formation of Islamic Art. Yale University Press, 1978. Ittig, Annette. "CARPETS iv. Knotted-pile carpets: Designs, motifs, and patterns." Encyclopedia Iranica, 1990. <http://www.iranicaonline.org/articles/carpets-iv> Morony, M.G. "Bahar-e Kesra." Encyclopedia Iranica, 2011. <http://www.iranicaonline.org/articles/bahar-e-kesra-the-spring-of-kosrow-tabari-fars-ezamestani-winter-carpet-balami-or-baharestan-spring-gar> Rogers, J.M. Empire of the Sultans—Ottoman Art from the Collection of Nasser D. Khalili.Muséed'Artetd'Histoire, Geneva/The Nour Foundation, 1995. Sardar, Marika. "Carpets from the Islamic World, 1600-1800." Heilbrunn Timeline of Art History. The Metropolitan Museum of Art. <http://www.metmuseum.org/toah/hd/crpt/hd_crpt.htm> Tucker, Judith. "Rescued from Obscurity: Contributions and Challenges in Writing the History of Gender in the Middle East and North Africa." In Teresa A. Meade and Merry E. Weisner-Hanks (eds.). A Companion to Gender History. Wiley- Blackwell, 2006. Verde, Tom. "Threads on Canvas."Saudi Aramco World. January/February 2010. <http://www.saudiaramcoworld.com/issue/201001/threads.on.canvas.htm#sbbeginner> Walker, Daniel. "CARPETS ix. Safavid Period." Encyclopedia Iranica. <http://www.iranicaonline.org/articles/carpets-ix> Wulff, Hans E. The Traditional Crafts of Persia. The M.I.T. Press, 1966. Acknowledgements This lesson was created by Eve Eisenstadt, its academic content approved by Kristina Richardson, and the final lesson edited by Martin Amster.	<urn:uuid:c5a49c90-9755-43ef-8467-22daaf68dab1>	CC-MAIN-2017-13	http://artsoftheislamicworld.qc.cuny.edu/Lesson%20Plans/Two%20Carpets.pdf	2017-03-27T10:35:07Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00226-ip-10-233-31-227.ec2.internal.warc.gz	27,884,665	3,149	eng_Latn	eng_Latn	0.931211	eng_Latn	0.995885	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2779, 5704, 7556, 9624, 11859, 13392 ]	[ 4.1875 ]	1	3
The Inﬂuence of Parental Socialization Factors on Family Farming Plans of Preadolescent Children: An Exploratory Analysis Angela R. Wiley, Timothy Bogg, and Moon-Ho Ringo Ho University of Illinois Citation: Wiley, A. R., Bogg, T., & Ho, M. R. (2005, December 1). The inﬂuence of parental socialization factors on family farming plans of preadolescent children: An exploratory analysis. Journal of Research in Rural Education, 20(11). Retrieved [date] from http://www.umaine.edu/jrre/20-11.pdf Previous scholarship on farm families emphasizes the importance of socializing children to become farmers. This study is the ﬁrst to focus on the parental socialization factors that are associated with preadolescent children's attachment to, and plans to take over, the family farm. Forty-seven 7- to 12-year-old children and their farming parents responded to a survey regarding the child's involvement in farm work, the father's wishes concerning the child's future in farming, the children's perceptions of their relationship with parents, and the children's perceptions of parents' worry about the farm. Three of these four factors were associated with the children's plans to farm. Recommendations are provided to rural educators for supporting farm children and their families. In every culture and time, adults must prepare children for adult functioning. This preparation occurs formally and informally in an ecologically interdependent system that includes schools and parents (Seidman, 1988; Vincent & Trickett, 1984). Like other parents, farm parents are responsible for launching their offspring, although often with a twist that is uncommon in our modern world. Because most farmers grow up on family farms, farming parents must prepare at least one child to take over the family business in adulthood. In their extensive study of Iowa farm families, Elder and Conger (2000) found that many farm children's strong family orientation is constructed within the context of frequent and meaningful work activities on the farm, most often performed jointly with parents. We argue that children's plans to farm (and by extension, their eventual decisions regarding taking over the farm as adults) are rooted in the activities and familial relationships of childhood. Rural educators, as partners in the success of rural communities, must understand the roots of farm children's decisions for the future. Farmers typically inherit their land or marry a person who brings land to the marriage, so farm families often depend on at least one child to take over the family business when the older generation retires (Elder & Conger, 2000; Salamon, 1992; Salamon, Gengenbacher, & Penas, 1986). The ﬁrst phase in the intergenerational succession cycle of farm families is the "socialization of all children to become farmers" (Salamon & O'Reilly, 1979, p. 531). This socialization occurs in the interaction of work and family contexts on the farm and creates a unique dynamic where family activities and parent-child relationships may affect the future of the family enterprise. Although intensive economic, social, and demographic ﬂuctuations have occurred over the past 25 years (Hobbs, 1994), farming and rural life in general does not appeal to youth as much as it did in previous generations (Strange, 1988). Many rural educational systems are experiencing crises (Beeson & Strange, 2003), and youth retention has become a pressing problem for rural communities, schools, and farm families in particular (Beale, 2000; D'Amico, Matthes, Sankar, Merchant, & Zurtia, 1996; Gibbs, 1994). It is a complex problem that inspires mixed feelings for both parents and children. The Illinois Rural Families Project at the University of Illinois Urbana-Champaign, which is funded by the Illinois Council on Food and Agricultural Research and the U.S. Department of Agriculture, provided support for this study. Correspondence concerning this article should be addressed to Angela Wiley, Department of Human and Community Development, University of Illinois, 237 Bevier Hall, Urbana, IL 61801. (firstname.lastname@example.org) In the context of modern agricultural markets and trends toward farm corporatization, many farmers do not want their children to suffer the loss and stress they have seen in their communities. Others are eager to have a child take over a business that is as much an intergenerational heirloom as a source of revenue (Salamon, 1980). Many farm parents feel torn between these conﬂicting desires. For youth, the dilemma often is seen as family, community, and tradition versus higher education, good-paying jobs, and modernity (Esterman & Hedlund, 1995; Gibbs, 1994; Hektner, 1995; Hobbs, 1994). The youth retention literature has paid particular attention to outcomes related to postsecondary education and community attachment, usually through the assessment of the attitudes and predispositions of adolescents and young adults (Gibbs, 1994; McGrath, Swisher, & Elder, 2001; Smith, Beaulieu, & Seraphine, 1995). However, we were unable to locate research assessing preadolescent youths— children who are in the process of developing social ties, community attachments, and academic goals. While adolescence is a crucial phase, both with respect to decisions about future plans and in terms of parent-child relationships, some researchers have called on the academic community to examine younger farm children (e.g., Van Hook, 1990). This seems important in a time of upheaval in rural communities, especially given that preadolescent children are often more vulnerable to family distress than are adolescents (Smets & Hartup, 1988). Beyond the developmental arguments, it is likely that eventual decisions (which may come after high-school graduation because most farms are not completely "passed on" until the operating generation reaches retirement) are based on a gradual process with deep roots in childhood. In descriptions of the developmental cycle of land transfer, Salamon and colleagues have written about the importance of the socialization of children to become farmers (Salamon & O'Reilly, 1979) and the "process begun in early childhood that develops a farm commitment in the heir and his nonfarm siblings" (Salamon et al., 1986, p. 24). The Decision to Farm: Context, Process, and Inﬂuences It is likely that eventual retention decisions emerge from the context of a youth's activities, education, and parent-child relationships, and that these "are less matters of individual choice than the product of the family socialization process" (Salamon & O'Reilly, 1979). Those decisions are likely to be made, abandoned, remade, and altered at various times throughout the course of childhood, adolescence, and young adulthood, but always in the context of current activities and relationships. The perspective of Lev Vygotsky is useful for understanding how thinking about future decisions is embedded in activities and relationships. Vygotsky argued that "[s]ocial relationships or relationships among people genetically underlie all higher functions and their relationships" (Vygotsky, 1981, p. 163). Farm children's plans and decisions are examples of higher functions that are based on social relationships and activities. The process of "guided participation" (Rogoff, 1990) may provide a connection between everyday activities or practices, social relationships, and children's decision mak- ing. In guided participation, children (novices) take part in various culturally valued activities with the guidance of parents or more skilled others (experts such as teachers). These activities usually involve shared focus, problem solving, and mutual understanding. "Children come to share the world view of their community through the arrangements and interactions in which they are involved, whether or not such arrangements are intended to instruct them" (Rogoff, 1990, p. 98). "Mutual understanding" is a core component of Rogoff's conception of guided participation. The "mutual understanding [that] is achieved between people in communication . . . has been termed 'intersubjectivity,' emphasizing that understanding happens between people" and not within the mind of one or the other (Rogoff, 1990, p. 67). Intersubjectivity or mutual understanding provides the conceptual link of activities and relationships to planning and decision making. Within activities and relationships, children and their parents create the intersubjectivity that serves as a backdrop for children's planning and decision making. Examples of guided participation in the life of any child might occur many times throughout a typical day. An example from another culture highlights the process of guided participation. Many Mayan children learn to use large, sharp machetes at a young age through a process of watching their parents and others use the knives and then having closely supervised sessions where the children practice the skills they have observed (Rogoff, 1990). In an example closer to home, young American children often learn to cook simple foods for themselves by helping their parents in larger and larger increments until they are able to do it alone. While these are simple examples, Rogoff argues that guided participation facilitates the development of advanced understanding and management of the intellectual and practical problems of a child's community. The Present Study We are unaware of other studies that have examined precursors of intergenerational farm succession in preadolescent children's lives. We are interested in how children's plans to farm may be formed in the context of their lives outside of school, speciﬁcally through apprenticeship in work activities and the interpersonal context of parent-child relationships. Children who participate in labor may have deeper familiarity with and understanding of the work of the farm. An example of this process might include caring for an animal: ﬁrst, under the supervision of parents; then, in partnership with the parent; and ﬁnally under the child's direct supervision. Activities such as these may lead to a deeper attachment to the farm as well as a concrete decision to farm in the future. Children who report more positive relationships with their parents are more likely to experience frequent episodes of intersubjectivity or mutual understanding. Such experiences might inﬂuence how children think about the family business and subsequently might affect plans to farm in the future. Children's relationships with fathers and mothers may be related in distinct ways to their plans to farm in the future. This study examined two aspects of guided participation hypothesized to affect preadolescent farm children's plans about farming: (a) children's participation in farm and household labor activities, and (b) perceived quality of parent-child relationships. Additionally, we explored two other factors that may affect children's plans: (a) children's perceptions of their parents' worry about the farm and (b) fathers' desire for their children to take over the farm. Children's Work Active participation in work is associated with positive developmental outcomes (Goodnow, 1988; Rachman, 1979), particularly when it is embedded in a supportive family context (McHale, Bartko, Crouter, & Perry-Jenkins, 1990). Work is particularly important in the socialization of farm children (Elder & Conger, 2000; Garkovich, Bokemeier, & Foote, 1995) and is a source of pride for many of them (Esterman & Hedlund, 1995). Family-embedded work may be important in the lives of farm youth in part because farm youth tend to be less involved in extracurricular activities outside the home compared to nonfarm adolescents (Esterman & Hedlund, 1995). On the farm, even young children are often assigned some work (Esterman & Hedlund, 1995). Farm children's work matters; it is important for the functioning of the enterprise and is often a collective effort with the father and other family members (Elder & Conger, 2000; Esterman & Hedlund, 1995; Salamon, 1992). One adolescent boy talked about how working on his family farm "is a lot of hard work" that has helped him feel more responsible (Esterman & Hedlund, 1995, p. 87). Paid work (on and off the farm) may be more signiﬁcant to adolescents than the everyday drudgery of unpaid chores because it demands maturity, responsibility, and some independent decision making (Elder & Conger, 2000). We propose that independent paid labor is less common for preadolescent children than unpaid work. Further, we propose that unpaid work represents a signiﬁcant maturity demand in the context of parents' dependence on children's contributions. That is, because their unpaid labor matters (parents need them to pitch in), unpaid work is important in the life of these children. In this sense, preadolescent children's work on the farm and around the house (paid or unpaid) is a signiﬁcant part of their development and may inﬂuence their plans. We expect that children's plans will be associated with the number of hours they spend in farm and housework such that those who work more hours will be more likely to aspire to farming. Parent-Child Relationships As Vygotskian scholars have argued, "[i]n order to understand the individual, it is necessary to understand the social relations in which the individual exists" (Wertsch, 1991, pp. 25-26). We propose that eventual decisions to farm are associated with the quality of children's relationships with their parents. Although a prominent developmental task for American children in middle childhood is the attainment of independence and self-regulation, parents are one of the most important inﬂuences in their lives (Furman & Buhrmester, 1992). Especially for children coping with normative and non-normative stress (such as the social and economic effects of the farm crisis), parents are an important source of social support (Collins, Harris, & Susman, 1995; Esterman & Hedlund, 1995). Being able to talk with someone about problems helps children cope successfully (Dubow & Tisak, 1989; Hirsch & Rapkin, 1987); in one study, 68% of farm youths reported conﬁding in their parents more than in their peers. Authors of this study concluded that "farm adolescents are more parent-oriented than peer-oriented" (Esterman & Hedlund, 1995, p. 85) compared to nonfarm rural adolescents. Some have argued that farm mothers have a central role in socializing their children to farm or not farm (Elder & Conger, 2000; Salamon & Keim, 1979). In the past, consideration of maternal inﬂuence has primarily been studied in regard to adolescent and adult children. It remains to be seen whether or not younger children report this inﬂuence from their own perspective. Mothers may act as a bridge to the outside, nonfarm world for their preadolescent children; thus, maternal inﬂuence on farming aspirations, as well as retention more generally, may have its roots in these early relationships. While mothers may have some special inﬂuence on farm children's decisions, fathers are also likely to inﬂuence their children's lives in important ways. A growing body of recent research indicates that the behaviors and characteristics of fathers matter for children in areas as diverse as better life skills, higher social and cognitive functioning, and lower levels of delinquency and behavior problems at school (Pleck, 1997). Longitudinal studies (Elder, Conger, Foster, & Ardelt, 1992) and large-sample panel studies (Yeung, Duncan, & Hill, 1999) support a relationship between aspects of father-child interactions and children's later success in adulthood. In general, children's aspirations are inﬂuenced by the support and encouragement they experience from their parents (Hossler, Schmit, & Vesper, 1999). Among farm children who work closely with their parents, positive parent-child relationships are likely to foster positive attitudes about a future in farming (Elder & Conger, 2000). In the present study, we examined three indices of the quality of parent-child relationships from the preadolescent child's perspective: (a) global "getting along," (b) talking about topics important to the child, and (c) mutual participation in activities that the child enjoys. We expected that children's plans to farm would be associated with the quality of their parentchild relationships, so that those who report more positive relationships would be more likely to plan to farm. Perceived Parental Worry and Enjoyment Many farm parents try to protect their children from knowledge about family farm economic distress (Lempers, Clark-Lempers, & Simons, 1989). Most are likely to have limited success in this charade because family economic stress (as reported by parents) does not go unnoticed (Esterman & Hedlund, 1995) and is associated with adolescent depression (Clark-Lempers, Lempers, & Netusil, 1990). Children who believe that their parents are worried often respond by trying to help. Some rural adolescents manifest their distress through more responsible behavior as they try to help their families (Van Hook, 1990). In fact, 71% of the children in Van Hook's sample said they tried to help their families as a way to cope with the farm crisis. We expected that children who perceive their parents as more worried would be more likely to plan to farm in the future. Fathers' Desires for Children to Farm It is important to gauge the impact of parental desire on children's plans to farm because, as Salamon (1992, p. 51) wrote, "[f]amilies that want their children to carry on the family business consciously go about inculcating them in farm lore and practices." Fathers are especially inﬂuential in midwestern farm families, particularly with respect to farm transmission (Salamon, 1992) and aspects of adolescents' well-being (Elder & Conger, 2000). We expected that children's plans would be associated with their fathers' wishes in that fathers who desire their children to farm are more likely to have children who plan to do so. Method Participants Participating families were members of a marketing research panel maintained by the Farm Research Institute (FRI). Founded in 1946, FRI is a private for-proﬁt consulting company that provides agricultural survey research services to universities, nonproﬁt organizations, and governmental agencies. The panel includes approximately 1,700 farm families in Indiana, Illinois, Iowa, and Wisconsin. Members are recruited through agricultural publication mailing lists and referrals, and many have been panel members for many years. In a typical year, panel members are mailed ﬁve two- to four-page surveys. Demographic information is collected each year (e.g., value of products sold, number of acres operated, crop and livestock operations, type of ownership structure, age of primary operator, children at home, future plans). Panel members are compensated through a system of points that can be redeemed for tools or items from a gift catalog. While the panel serves as the population of interest, the present study focuses on a subset with children between age 7 and age 12 ( n = 47). These participants were recruited by a random call procedure to eligible panel members (those with children between 7 and 12). Fifty of the ﬁrst 65 panel members contacted agreed to participate (77% participation rate). The 15 who refused cited reasons such as recent divorce and lack of time (due to unexpected problems on the farm or off-farm jobs). Of those 50, 47 returned the survey (a 95% return rate); 44 provided complete data. The 3 who did not return the survey cited unexpected time demands as the reason they did not participate. Instruments This study is part of a larger research project on operator characteristics, parenting, parent-child relationships, future plans, and stresses (Wiley, Bogg, & Ho, 2001). A subset of data was analyzed and, in the interest of brevity, the larger project is not described here. Relevant questions from two measures, the farm operator survey and the youth survey, will be described below. An expert panel of three university researchers and three farm couples reviewed all measures for content and face validity. The edited farm operator survey was piloted with a focus group of six farmers; three farm preadolescents served in a focus group to review the youth survey. Their feedback was used to further reﬁne the constructs and questions for the population. The two-page farm operator survey asked about farm demographics and operator characteristics, plans, and stresses. Families were instructed to have the primary operator, the person most responsible for running the farm and making operational decisions, ﬁll out this survey. In all cases, the father/husband chose to respond. The focal preadolescent child in the family was asked to complete the youth survey. A separate envelope was provided for the youth survey. Parents were asked to allow their children to ﬁll out the youth survey privately and seal it in the return envelope without parental inspection. The study questions were organized by the variables of interest. Preadolescent plans to farm. Youth were asked "What do you think you would like to do after high school?" Respondents could check all that applied from a list that included "farm," "college," and "I don't know yet." They could also write in their own responses in a blank line beside "other." Children's work. Reported work around the house and the farm was assessed using a 9-point scale ranging from "less than 1 hour per day" to "more than 7 hours per day." House and farm work were assessed separately so that analyses could determine if there is any relevant difference between the effects of house and farm work. Two separate items assessed in-season and off-season farm work because there may be a cyclic difference in the need for such labor. We did not ask about off-farm paid labor given that most children under the age of 13 are unlikely to be engaged in paid employment outside the home or farm. Parent-child relationship. Perceived quality of parent-child relationships was assessed by asking children to indicate the frequency of three indicators: "How often do you get along with X?," "How often do you talk about things that are important to you with X?," and "How often do you do things together with X that you enjoy?" Questions were asked separately for father and mother, and items for each relationship were rated on a 3-point scale (with 1 being never, 2 a little, and 3 a lot). Perceived parental worry and enjoyment. Children were asked to provide their impressions of parental farm stress by answering yes or no to "Are your parents stressed about the farm?" Fathers' desires for children to farm. Operators (all fathers) were asked, "How important is it for you that your child [the focal one answering our youth survey] take over the farm later?" Response options were "not important at all," "somewhat important," and "very important." Additional data gathered. Demographic information was also gathered such as the gender, age, and grade of the focal child. Operators were asked to indicate the average number of hours per week they worked off-farm, if any, and the number of hours worked on- and off-farm by their spouse. As a proxy for family income (a sensitive question that farming families are often reluctant to answer), we used FRI records about the value of products sold from the farm in the previous year. FRI provided the number of acres operated as a proxy for the size of the farming operation. The company also collects some limited information related to farm type by asking members to indicate the source of their major income from the following choices: ﬁeld crops, livestock, dairy, poultry, fruits and vegetables, custom farm work, nonfarm work, and other farm operations. While respondents could only choose one category and these categories are not mutually exclusive, the data do give some sense of the primary activities that are necessary for farm functioning. We combined livestock, dairy, and poultry into one variable to allow general comparison of these farms with their potentially greater needs for children's labor with operations that were primarily ﬁeld-crop farms. Procedure A database query performed by FRI generated a list of panel members with children in the desired age range. FRI contacted these members by phone or e-mail, and assured conﬁdentiality of information with a letter. Upon consent, they were mailed the two surveys described above. If there was more than one preadolescent child in the family, parents were asked to choose one as the "focal child" for purposes of this study and to answer all questions about that child only. Instructions were that the primary operator of the farm should ﬁll out the farm operator survey instrument. In all cases, the father chose to answer this portion of the survey. Two postage-paid return envelopes were provided. Parents were asked to allow their children to ﬁll out the youth survey privately and seal it in one return envelope without parental inspection. Reminder cards were mailed if surveys were not returned in 3 weeks; if a response was still not forthcoming, FRI called to remind the panel member. Data Analysis Preliminary analyses were planned to look at descriptive characteristics and the interrelationships of child gender, farm type, mother and father hours worked off the farm, parentchild relationships, children's work hours, and children's plans to farm. These variables are described below. An overall logistic regression analysis was used to look at all factors simultaneously and determine the best predictors of children's plans to farm. Preadolescent plans to farm. This variable was converted to a dichotomy for the purpose of analysis. If youth checked "farming" in answer to "What do you think you would like to do after high school?," they were credited with "yes." If they did not, they were assigned "no." They could check more than one of several choices, and if farming was one of the checked responses, children were assigned "yes." Children's work. Percentages for reported work-hour categories were computed to describe children's reports of their weekly work patterns on and off the farm during the in- and off-seasons and around the house. Chi-square tests were utilized to test for gender differences in response distributions. Point-biserial correlations were used to examine the association between the dichotomous plans-to-farm variable and the quantitative hours-worked variable. Parent-child relationships. The response scale for the parent-child relationship variables is ordinal. There were three possible categories; however, respondents only used two of those categories, so the variable is effectively dichotomous for purpose of analysis. To see if parent gender was associated with children's perceptions of their parent-child relationships, we tested the difference in response category proportions for each relationship variable using Z-tests. We used the same analytic strategy to see if gender of child mattered in children's perceptions of their parent-child relationships. The relationships between the parent-child relationship binary variables and children's plans to farm (also binary) were evaluated using chi-square tests. Pointbiserial correlations were used to examine the association between the dichotomous parent-child relationship variables and the quantitative hours-worked variable. Perceived parental worry and enjoyment. The association between perceived parental worry and children's plans to farm, both dichotomous variables, was evaluated by the chi-square test. Fathers' desires for children to farm. Although this variable had three response categories, only 6.4% of fathers responded that it was "very important" for their child to farm later. Consequently, so these responses were combined with "somewhat important," creating a dichotomous variable. The association between these two dichotomous variables (fathers' desires and children's plans to farm) was evaluated using a chi-square test. Best predictor of plans to farm. A logistic regression procedure was used because the outcome variable, "plans to farm," is binary. Results For the youth survey, there were 43% (n = 20) female and 57% male respondents (n = 27). Nearly 27% of the children indicated that they planned to farm after high school. There were no differences between boys and girls on this response, and type of farm was not associated with children's plans to farm. On the farm operator survey, fathers reported an average of 50.2 hours per week of on-farm work (SD = 24.4, range 4-120), compared to an average of 15.17 offfarm work hours (SD = 18.34, range 0-50). Fathers reported that mothers worked on the farm 12.9 hours per week (SD = 16.9, range 0-70) and off the farm 29.11 hours per week (SD = 17.71, range 0-60). Of the farm families in this sample, 49% reported that the majority of their income came from ﬁeld crops, whereas 40% claimed livestock as their primary source of income. Children's Work There were no signiﬁcant correlations between children's hours working around the house and on the farm (during or not during the farm season) and their parents' hours working on and off the farm. Farm type did not make a signiﬁcant difference in the amount of children's farm work or housework either during or not during the farm season. Sixty-eight percent of the children reported working on the farm at least 2 hours per day during the farm season. Nearly three quarters reported working 1 or fewer hours per day on the farm during the off-season. When asked about working around the house, only 21% of children reported doing less than 1 hour per day, 40% reported regularly spending at least 1 hour per day, and another 23% said they work around the house on average of 3 hours per day. While boys estimated their hours slightly higher in all categories, there were no signiﬁcant differences in girls' and boys' estimation of how much they work. Those children who worked more on the farm off-season were more likely to plan to farm after high school ( r = .28, p < .05). Those who worked around the house more also were more likely to plan to farm ( r = .36, p < .01). Finally, there was a tendency for those who worked more on the farm in season to plan to farm when they were older ( r = .27, p < .06). Parent-Child Relationships For each parent-child relationship variable, the response scale was 0 ("never"), 1 ("a little"), and 2 ("a lot"). Over 90% of the surveyed children reported they get along "a lot" with their parents. There was no difference between relationship with mother and relationship with father. No correlation between a parent-child relationship variable and children's hours worked per week was statistically signiﬁcant. Three correlations between a parent-child relationship variable and parents' hours worked per week were signiﬁcant. Youth reports of getting along with their fathers correlated negatively with fathers' off-farm work hours (r = -0.33, p < .03) and positively with fathers' off-farm work hours (r = 0.32, p < .03). Youth reports of doing enjoyable things with their mothers were correlated with mothers' off-farm work hours (r = 0.35, p < .03). Half of the children reported spending "a lot" of time talking with their parents about important things. About 57% of children reported talking about important things with their mom "a lot," which was not signiﬁcantly greater than the 47% who reported such talking "a lot" with their dad. Children also were asked how much time they spent doing things with their parents that they enjoy. About 73% of them reported doing enjoyable things "a lot" with their mom, which is not signiﬁcantly different from the 66% who reported doing enjoyable things "a lot" with their dad. Nor were signiﬁcant differences obtained between girls' and boys' reports of their relationships with parents. Tests of association revealed signiﬁcant relationships between children's plans to farm after high school and reports of doing things that they enjoy with their fathers (χ 2 = 6.59, p < .01), and for talking about things that are important to them with their mothers (χ 2 = 3.38, p < .06). Perceived Parental Worry and Enjoyment While over 95% of the children thought their parents enjoy farming, about 26% (n = 12 of total 47) reported that their parents were worried about the farm. Of children who reported that their parents were not worried about the farm, only 20% planned to farm. In contrast, when children reported their parents were worried about the farm, 50% planned to farm. Youth who perceived their parents to be worried about the farm were more likely to plan to farm later (χ 2 = 4.02, p < .05). Table 1 Best Predictors of Children's Plans to Farm Cox & SnellR 2 = .29 NagelkerkeR 2 = .42 * p< .05. Fathers' Desires for Children to Farm About half of the fathers (49%) thought it was important (42.6% for "somewhat important" and 6.4% for "very important") that the child who responded to the youth survey go into farming when he or she is older. Fathers' responses were not associated with the gender of the child (χ 2 = 2.71, p = .10). When fathers desired their children to farm, 54% of children planned to farm later; the ﬁgure was 46% where fathers felt it was not important for children to farm (a difference that was not statistically signiﬁcantly). Youths' plans to farm were not associated with their fathers' wishes for them to farm (χ 2 = 0.06, p = .81). Best Predictors of Children's Plans to Farm Stepwise logistic regression was employed to predict children's intention to farm after high school using the variables that were signiﬁcantly associated with plans to farm: talking with mother, doing things with father, hours worked on the farm in-season, hours worked on the farm off-season, hours worked around the house, and perceived parental worry about the farm. In the ﬁnal model, talking with mother, hours worked around the house, and the child's perception of parental worry about the farm emerged as signiﬁcant predictors (see Table 1). Discussion We found that a minority of farm preadolescents plan to farm after high school and, further, we identiﬁed a set of factors within the home context that inﬂuences those early plans. Many farm families are highly conﬂicted about their children's involvement in the uncertain agriculture business, so concern about the future of the family farm as a way of life is warranted. Without a strong commitment to land succession on the part of the future generation, most family farms will not survive. We have argued, based on developmental principles, that such a commitment is rooted earlier in childhood than most past studies have considered. The sociocultural notion of guided participation provides a process for how members of the younger generation decide whether or not to farm (Rogoff, 1990). The genesis of such an important life decision is in the early activities, education, and relationships of farm children. Rural educators may consider ways to support farm children and parents during the critical foundational time for these decisions. Children's Work While there was a great deal of variation, a sizable proportion of preadolescent children in this study estimated their involvement in the work of the family farm to be quite extensive. For example, during the farm planting or harvest season, more than two thirds of the youth reported working on the farm at least 2 hours per day, and nearly as many reported at least 1 hour of housework per day. These estimates are higher than those of the older adolescents in the Elder and Conger (2000) study, where the youngest averaged less than 1.5 hours of work per day. While it may seem counterintuitive that younger children work more than older adolescents, perhaps it should not be surprising. Elder and Conger (2000) also noted that younger adolescents in their study reported more work around the farm than older adolescents, a ﬁnding they attributed to the latter having off-farm jobs and more extensive school and community activities. While it is possible that younger children cannot provide precise accounts of their working time, it is not necessary for their estimates to be completely accurate given the circumspection of our present interpretations. It may be that the ﬁndings are really more about children's perceived work involvement rather than the precise number of hours they actually work. In this sample, those children who report working more are more likely to plan to farm later; however, the ﬁndings also reveal a somewhat more complicated story. There was a marginal association of farm work in-season with plans to farm and a signiﬁcant association of farm work off-season with plans to farm. However, the strongest association was with "work around the house." Somewhat surprisingly, hours worked around the house was one of the three best predictors of children's plans to farm using the logistic regression procedure. And this was true regardless of gender. Housework is generally characterized as drudgery and is not associated with as many positive outcomes as other types of work (Elder & Conger, 2000). This type of labor is likely to occur year round and is performed in addition to any work associated with the agricultural activity of the farm. Most children reported between 1 and 3 hours per day, making this work a stable part of the way they spent their nonschool hours each day. The common activities are likely to include laundry, vacuuming, cooking, cleaning up, and so forth. The ubiquitous nature of such work (relative to the more sporadic nature of seasonal work) might contribute to its importance for children's later plans, even though these plans may be more intensive. It also may be that most able family members are pressed into contributing during the busy season, so farm work in-season (and, to a lesser extent, off-season) may be a less sensitive barometer of children's interest and commitment than work around the house. Elder and Conger (2000) suggest that older children who do more work around the house and not as much paid off-farm labor are more likely to continue in farming, but they are less mature, and more dependent on their parents. It is possible that housework has a different, more positive function with these younger children. It may promote maturity at this early age when there are fewer opportunities for off-farm paid work. Although we found no relationship between children's work around the house and how much they talk with their mothers about important things, there may be a link between work around the house and children's relationships with their mothers that we were not able to capture in the present study. Working around the house may provide children with opportunities to develop deep relationships with their mothers wherein they may not talk more about important things; instead, perhaps the nature of the conversations differ. The conversations may not be as important as other imperceptible qualities of the relationships, such as improved intersubjectivity or mutual understanding as a result of shared housework. In any case, the amount of work, on the farm and in the home, reported by these children appears to have some implications for their future plans in farming. Parent-Child Relationships As reported in past research (Esterman & Hedlund, 1995), these farm children seem to have good relationships with their parents. Almost all reported high levels of "getting along" with their parents. This positive perception is encouraging, given the current difﬁculties in many agricul- tural communities. It may indicate that parents are, for the most part, handling farm-related stress without allowing the relationships with their children to dissolve into negativity. There was a positive correlation between youth's reports of getting along with fathers and fathers' on-farm work hours, and a negative correlation between getting along with fathers and fathers' off-farm work hours. This pattern suggests that fathers who are on the farm more have children who appraise the general quality of their relationships more positively. Fathers who work a signiﬁcant number of hours off the farm may be more stressed and less able to "get along" with their preadolescent children. Somewhat fewer children reported doing things that they enjoy "a lot" with parents. This is likely related to the extremely busy lives that many farm families have, especially those with off-farm jobs, when hours in the evenings and on weekends are ﬁlled with farm work. In one interesting counterexample, a positive association surfaced between youth doing fun things with their mothers and the number of hours mothers work off the farm. This is somewhat counterintuitive, particularly given the negative association between global getting along and fathers' off-farm work hours discussed above. Mothers who work off the farm appear to devote time to doing things with their children, perhaps because they have more money for activities given their off-farm income. The number of maternal hours of off-farm work was not associated with youth's report's of global "getting along," suggesting that the overall relationship between children and their working mothers was not affected by off-farm work. Future studies should include qualitative components to map the content and quality of experiences between farm mothers and youth. Even fewer (but still about one-half) of the children claim they talk with parents "a lot" about things that are important to them. This ﬁnding is likely a developmental artifact as many preadolescent children may not talk with their parents about many issues that are important to them. These data did not measure children's satisfaction with these aspects of their relationships with parents, so we cannot address this issue beyond speculation. The ﬁndings of Elder and Conger (2000) led to the expectation that those children who have a better relationship with parents are more likely to plan to farm later. In spite of the general positive nature of the relationships in this study (and therefore lack of impressive variation), the data give some support to this expectation. Children's reports of doing things they enjoy with their fathers and talking about important things with their mothers were positively and signiﬁcantly associated with plans to farm later. These findings provide further support for the argument that parental support and encouragement inﬂuence children's future aspirations (Hossler et al., 1999). In spite of the tremendously busy lives they lead, farm fathers appear to be doing fun things with their children reasonably often. These data cannot reveal the frequency or nature of these activities (which may be as simple as "hanging out," watching movies, or possibly going to children's sports or church activities). However, the implication of this ﬁnding does not depend on the nature of the activities; instead, it lies in the suggestion that when children engage in enjoyable activities with their fathers, it affects children's aspirations. Half of the children in this study reported talking with their parents "a lot" about things they consider important. In this sample, talking with mothers was important for children's future plans; those who talk about things that are important to them with their mothers "a lot" are more than 11 times more likely to plan to farm as those who do this only "a little." In the logistic regression analyses, talking with mothers was retained as one of the three best predictors of children's plans to farm. We agree with the conclusion of Elder and Conger (2000) that mother-child relationships are critical for children's futures in farming. Given the traditional understanding that farming is male-dominated, this may be a curious ﬁnding. However, the power of maternal inﬂuence on children's plans to farm can be interpreted within the context of kinship work that is traditionally dominated by women (Di Leonardo, 1987). In most cases, farming is as much about tradition and family history as it is about work and career choice. It may be that some mothers talk with their children to provide them with a fertile kin-ground in which to root their future aspirations about farming. While the father-child relationship variables did not emerge among the most important predictors of plans to farm, these are likely to be important to children's future success in many other ways (see Pleck, 1997). It may also be that we did not tap important relevant aspects of father-child relationship in this farm sample. There may be other ways in which fathers are inﬂuential in the future farm decisions of their preadolescent children. For example, children may be less inﬂuenced by their conversations or activities with fathers and more by their admiration for or identiﬁcation with them (which we did not evaluate). It is also possible that the importance of father-child relationships for the children's aspirations may not emerge until a later point in these children's development. Clearly, work activities and parent-child relationships, as understood by preadolescents, matter as predictors of a child's future in farming. We also examined two other factors that may potentially inﬂuence children's decisions: perceived parental worry and fathers' desires for children to farm. Perceived Parental Worry and Enjoyment Past research has indicated that parental worry can negatively affect the well-being of adolescents (Clark-Lempers et al., 1990). Even as preadolescents, youth in this study recognized and had empathy for their parents' struggles. In this sample, the logistic regression results suggest that those who think their parents worry about the farm are more than eight times more likely to plan to farm as those who do not think their parents worry. Their plans to farm later, whether spoken or not, may be an attempt to ease their parents' worries and assure the continuance of the family enterprise. Helping, or planning to help, also may be a way of gaining mastery over their own feelings of helplessness (Van Hook, 1990). While the present data cannot resolve these competing hypotheses, it is possible that this "let-me-make-it-better" effect would not be seen for children of doctors, factory workers, teachers, or clerks. Instead, this effect might appear for children of the self-employed, especially those who have a business that has been in the family for more than a generation. Fathers' Desires for Children to Farm Counter to our hypothesis, paternal desire for children to farm was not associated with their children's plans to farm. It is possible that children were unaware of their fathers' preferences. Past research has shown that children's ability to accurately perceive their parents' beliefs about them increases over middle childhood into adolescence (Alessandri & Wozniak, 1989). Many children in this sample may not accurately perceive their fathers' wishes. It is also possible that fathers' hopes may not yet have been expressed to many of these preadolescent children. Fathers may be waiting until children have passed some milestone, such as a 16th birthday, to convey their hopes. Perhaps many fathers "want" their children to farm while not wanting to pressure them to commit to such a hard life. That ambivalence could result in unexpressed paternal desires. Conversely, these data cannot rule out that fathers do make their desires clear and that these wishes are simply not inﬂuencing children's plans at this early point. It also may be that mothers' wishes are more important. In spite of the widespread tendency to view the transfer of the farm as an example of primogeniture (Salamon, 1992), the importance of children's talking with their mothers in this study and the similar ﬁndings of Elder and Conger (2000) with adolescents may indicate the need for future studies to assess the impact of mothers' wishes on children's plans. Parental Off-Farm Work Hours Other studies have noted the importance of the number of hours mothers work outside the home for a variety of outcomes (Elder & Conger, 2000; McHale et al., 1990). In this study, there were no signiﬁcant negative impacts of the hours worked off-farm by either parent for children's estimates of their work activities or for the parent-child relationship variables. The single exception was a negative association of fathers' off-farm work hours and the index of global getting along with children. These data do not permit analysis of the actual hours that parents work. It may be that most mothers work during the hours that these children are in school much of the year, limiting the impact of their absence on the responding children. Alternatively, Galinsky (1999) may be correct when she suggests that it is not parents' working that is detrimental to parent-child relationships but the stress that parents may bring home from work. In the case of these farm families, fathers may be bringing some of their stress home when they work offfarm whereas family ﬁnancial stress may be relieved when mothers work off-farm, thus improving relationships. The lack of signiﬁcant impact of mothers' work hours on children may suggest that youth are not merely ﬁlling in for their off-farm mothers but are engaging in work that they would otherwise do. Fathers, other siblings, or extended kin may help disperse the workload when mothers work off the farm. Future studies should specify the kinds of work activities undertaken by preadolescent youth and the ways that farm families manage to accomplish necessary work when members engage in signiﬁcant off-farm labor. Implications for Rural Educators Our study, while the ﬁrst to focus on farm succession and retention issues relevant to preadolescents, is limited by its modest sample size. This constrains both the statistical power and generalizability of the ﬁndings. Additionally, longitudinal studies are necessary to determine the signiﬁcance of the identiﬁed factors for the eventual decisions that children will make. Without longitudinal studies, we have no way of knowing how important these early socialization experiences are for children and for the future of family farms. Additional studies should consider how parental socialization factors might inﬂuence other aspects of pre-adolescent children's lives (for example, their motivation and achievement in school and their participation in extracurricular activities). Future studies might also examine preadolescent children's work and parent-child relationships from both parents' and children's perspectives. This would give a fuller picture of the family context in which children are developing their future plans. The larger picture of children's aspirations to farm could be further illuminated by an extensive qualitative research effort to elicit their voices and perspectives. Educators, as part of an interrelated system, work with children who live and develop in the context of their families and communities. A sociocultural framework acknowledges the importance of social activities and relationships, but it does not imply that children will be copies of their parents. It is not surprising that not all farm children want to farm later and that the variables examined do not account for all the variance in children's future plans. Certainly, as children develop and age, many other factors will inﬂuence their decisions. Thus, it is important to understand the roots of children's decisions to farm, given that farming parents must continue to prepare at least one child to take over the family business in adulthood if family farms are to survive. With these limitations in mind, some cautious implications for educators can be advanced. It is important to recognize that future plans among preadolescents are only one piece of a complicated problem (Rojewski, 1999). Children who do not develop a desire and commitment to farm are unlikely to do so, even if later economic conditions and planning permit. Likewise, a child who strongly desires to farm will not be able to do so without adequate opportunity. This study addresses only one piece of this problem, but perhaps it is the piece most amenable to intervention by educators and parents. We are not suggesting that all farm children can or should want to farm later. Rather, when early interest is evident, it can be nurtured in the nexus of family activities and relationships. Some families may worry about encouraging or requiring their children to participate in the work activities of the farm and household. Our study adds to a growing body of work suggesting that children may beneﬁt from doing work that matters, work that is part of the family enterprise. Our research further supports the value of work, including unpaid work, for preadolescent children. Rural educators may help families understand the value of children's work as part of a balanced schedule that includes school, family time, modest involvement in extracurricular interests and community activities, and some relaxed "down time" with no agenda. The young respondents in over study lead us to conclude that many farm children are happy with their relationships with their parents. Despite stresses and worries, farm parents are ﬁnding time to talk and be with their children. Rural educators can inform parents that this investment is likely to pay off in many ways, both in terms of children's development and adjustment and in terms of the viability of family farms. References Alessandri, S. M., & Wozniak, R. H. (1989). Continuity and change in intrafamilial agreement in beliefs concerning the adolescent: A follow-up study. Child Development, 60, 335-339. Beale, C. (2000). Nonmetro population growth rate recedes in a time of unprecedented national prosperity. Rural Conditions and Trends, 11(2), 27-31. Beeson, E., & Strange, M. (2003). Why rural matters in 2003: The continuing need for every state to take action on rural education. Journal of Research in Rural Education, 18, 3-16. Clark-Lempers, D. S., Lempers, J. D., & Netusil, A. J. (1990). Family ﬁnancial stress, parental support, and young adolescents' academic achievement and depressive symptoms. Journal of Early Adolescence, 10(1), 21-36. Collins, W. A., Harris, M. L, & Susman, A. (1995). Parenting during middle childhood. In M. H. Borstein (Ed.), Handbook of parenting: Children and parenting (Vol. 1, pp. 65-89). Hillsdale, NJ: Erlbaum. D'Amico, J. J., Matthes, W., Sankar, A., Merchant, B., & Zurtia, M. (1996). Youth voices from the rural Midwest. Journal of Research in Rural Education, 12, 142-149. Di Leonardo, M. (1987). The female world of cards and holidays: Women, families, and the work of kinship. Signs: Journal of Women in Culture and Society, 12, 440-453. Dubow, E. F., & Tisak, J. (1989). The relationship between stressful life events and adjustment in elementary school children: The role of social support and social problemsolving skills. Child Development, 60, 1412-1423. Elder, G. H., & Conger, R. D. (2000). Children of the land. Chicago: University of Chicago Press. Elder, G. H., Conger, R. D., Foster, E. M., & Ardelt, M. (1992). Families under economic pressure. Journal of Family Issues, 13, 5-37. Esterman, K., & Hedlund, D. (1995). Comparing rural adolescents from farm and nonfarm families. Journal of Research in Rural Education, 11, 84-91. Furman, W., & Buhrmester, D. (1992). Age and sex differences in perceptions of personal relationships. Child Development, 63, 103-155. Galinsky, E. (1999). Ask the children: What America's children really think about working parents. New York: William & Morrow Co., Inc. Garkovich, L., Bokemeier, J., & Foote, B. (1995). Harvest of hope: Family farming/farming families. Lexington, KY: University Press of Kentucky. Gibbs, R. M. (1994). Going away to college and wider urban job opportunities take highly educated youth away from rural areas. Rural Development Perspective, 10, 35-43. Goodnow, J. J. (1988). Children's household work: Its nature and functions. Psychological Bulletin, 103, 5-26. Hektner, J. L. (1995). When growing up implies moving out: Rural adolescent conﬂict in the transition to adulthood. Journal of Research in Rural Education, 11, 3-14. Hirsch, B. J., & Rapkin, B. D. (1987). The transition to junior high school: A longitudinal study of self esteem, psychological symptomatology, school life, and social support. Child Development, 58, 1235-1243. Hobbs, D. (1994). Demographic trends in nonmetropolitan America. Journal of Research in Rural Education, 10, 149-160. Hossler, D., Schmit, J., & Vesper, N. (1999). Going to college: How social, economic, and educational factors inﬂuence the decisions students make. Baltimore: Johns Hopkins University Press. Lempers, J., Clark-Lempers, D., & Simons, R. (1989). Economic hardships, parenting and distress in adolescents. Child Development, 60(1), 25-39. McGrath, D. J., Swisher, R. R., & Elder, G. H. (2001). Breaking new ground: Diverse routes to college in rural America. Rural Sociology, 66, 244-267. McHale, S. M., Bartko, T. W., Crouter, A. C., & Perry-Jenkins, M. (1990). Children's housework and psychosocial functioning: The mediating effects of parents' sex-role behaviors and attitudes. Child Development, 61, 1413-1426. Pleck, J. (1997). Paternal involvement: Levels, sources, and consequences. In M. E. Lamb (Ed.), The role of the father in child development (3rd ed., pp. 66-102). New York: John Wiley & Sons. Rachman, S. (1979). The concept of required helpfulness. Behavioral Research and Therapy, 17, 1-6. Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in a social context. New York: Oxford University Press. Rojewski, J. W. (1999). Career-related predictors of workbound and college-bound status of adolescents in rural and non-rural areas. Journal of Research in Rural Education, 15, 141-156. Salamon, S. (1980). Farm family land transfers. Rural Sociology, 45(2), 290-308. Salamon, S. (1992). Prairie patrimony: Family, farming, and community in the Midwest. Chapel Hill, NC: University of North Carolina Press. Salamon, S., & Keim, A. (1979). Land ownership and women's power in a Midwestern farming community. Journal of Marriage and the Family, 41(1), 109-119. Salamon, S., & O'Reilly, S. M. (1979). Family land and developmental cycles among Illinois farmers. Rural Sociology, 44(3), 525-542. Salamon, S., Gengenbacher, K. M., & Penas, D. J. (1986). Family factors affecting the intergenerational succession to farming. Human Organization, 45(1), 24-33. Seidman, E. (1988). Back to the future, community psychology: Unfolding a theory of social intervention. American Journal of Community Psychology, 16, 3-24. Smets, A., & Hartup, W. (1988). Systems and symptoms: Family cohesion, adaptability, and childhood behavior problems. Journal of Abnormal Childhood Behavior, 16(2), 233-246. Smith, M. H., Beaulieu, L. J., & Seraphine, A. (1995). Social capital, place of residence, and college attendance. Rural Sociology, 60, 363-380. Strange, M. (1988). Family farming. Lincoln, NE: University of Nebraska Press. Van Hook, M. P. (1990). The Iowa farm crisis: Perceptions, interpretations, and family patterns. New Directions for Child Development, 46, 71-86. Vincent, T. A., & Trickett, E. J. (1984). Preventive interventions and the human context: Ecological approaches to environmental assessment and change. In R. D. Felner, L. A. Jason, J .D. Moritsugu, & S. S. Farber (Eds.), Preventive psychology (pp. 67-85). New York: Pergamon. Vygotsky, L. S. (1981). The genesis of higher mental functions. In J. V. Wertsch (Ed.), The concept of activity in Soviet psychology (pp. 144-188). Armonk, NY: M. E. Sharpe. Wertsch, J. V. (1991). Voices of the mind: A sociocultural approach to mediated action. Cambridge: MA: Harvard University Press. Wiley, A., Bogg, T., & Ho, Moon-Ho. (2001). Parents as resources for youth success in farm families. Paper presented at the National Council on Family Relations Annual Conference, Rochester, NY. Yeung, W. J., Duncan, G. J., & Hill, M. S.. (1999). Putting fathers back in the picture: Parental activities and children's adult attainments. 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SAVE THE CHILDREN FUND: CHILDREN'S NUTRITION UNIT, DHAKA BANGLADESH The Project - The Evaluation - Overall Conclusion & Success Rating - The Main Findings - Lessons The Project The Children's Nutrition Unit (CNU) was officially opened in 1975 in response to the entry into Dhaka of large numbers of people in search of food and work following a famine the previous year. The CNU was established by Save the Children Fund (SCF) in order to try to save some of the children who were dying from malnutrition. The work of the CNU has expanded over time. It has developed from a project providing immediate rehabilitation of malnourished children into an internationally regarded nutrition centre engaged in a wide range of activities including: in-patient and day care for malnourished children; out-patient services, training for Government and NGO staff in Bangladesh and the Asian Region; research and community-based health and nutrition programmes. Currently, the CNU has a budget of about £160,000 per year. The Evaluation The project was selected as one of a series of evaluations of projects funded or co-funded by ODA and undertaken by non-governmental organisations (NGOS). The evaluation was jointly undertaken by SCF and ODA, Discussions were held with those involved in the project in Bangladesh and in the UK. Overall Conclusion & Success Rating In terms of the objectives set for the CNU, the project has been successful. On the basis of available information, the evaluators believe that the project has had a positive impact on its intended beneficiaries, producing, in general, significant overall benefits in relation to costs. The Main Findings * The Government of Bangladesh (GoB) has no clearly stated nutrition policy. Consequently, the CNU is not part of an overall nutrition programme conceived by the Government, but rather the result of a specific response by SCF to the problems of malnutrition in Dhaka. * The objectives and activities of this project were not clearly stated at the outset in file:///Y\|/DFID_Original/Eval Report/ev_s544.htm (1 of 3) [22/07/2004 11:24:40] - SAVE THE CHILDREN FUND: CHILDREN'S NUTRITION UNIT, DHAKA BANGLADESH such a way that indicators of achievement and means of verification could be established. As the project proceeded however, the Unit maintained a good record system and collected substantial amounts of data arising from its activities. These were used to monitor and review progress and helped the Unit to develop its activities in a well planned way. * The beneficiary groups (children and women from poor slum communities) were not involved in the planning and design stages of the project. Another weakness of the project design was the delay in recognising the importance and potential benefits that could be realised through more community-based work. * The CNU is delivering a service which the Government of Bangladesh alone is not able to provide. The services offered throughout the CNU are well utilised. The project activities are geared to serving the urban poor and the majority of beneficiaries are 'hard core' poor. * The CNU has shown that with its approach to the treatment of malnutrition, a large proportion of the children it treats recover satisfactorily from their initial illness. * One of the most impressive features of the work of the CNU is the training programme for staff from Government and NGO programmes. * The CNU has had an excellent research record and is held in high regard internationally. * Although there is a good deal of general coordination between the CNU and other NGOs and development agencies active in the health and nutrition field in Bangladesh, very little of this coordination is directed at trying to influence government policy. On its own, the CNU has little leverage over government policy. Lessons * The context in which the CNU services are provided (densely populated slum areas with extremely high rates of mortality and morbidity) may limit the long-term impact of such activities. Although efforts have been made to provide services at a level in keeping with the government health service environment, the main elements required for the replicability of such quality services are good management and support of staff, adequate referral facilities, and a guaranteed supply of drugs and materials for health education. * Evidence for the impact of the community programme suggests that regular growth monitoring, health education and prompt referral for treatment of infections has led to a reduction in malnutrition rates. * The type and level of resources available to government staff is relevant to the long term value of the training programme. For training to be effective account must be taken of the conditions in which trainees are likely, ultimately to work. * A shift of focus towards more operational research can influence service delivery and community involvement. file:///Y\|/DFID_Original/Eval Report/ev_s544.htm (2 of 3) [22/07/2004 11:24:40] - SAVE THE CHILDREN FUND: CHILDREN'S NUTRITION UNIT, DHAKA BANGLADESH * One of the perceived advantages of the CNU is that the combination of different project components enhances the effectiveness of the individual activities. * Health and nutrition services for the poor in the form provided by CNU are unlikely to be self financing, a factor which has implications for the planning and long term sustainability of such projects. * The single most important factor in determining the success of this project has been the effective way in which the project was managed by highly motivated and hard working staff. * The CNU is an example of how an NGO such as SCF can provide effective assistance to poor people outside the framework of Government to Government bilateral aid. As an NGO it is possible for SCF to bypass the government system and establish an effective project under its control in a way ODA could not do directly under Government to Government bilateral aid. file:///Y\|/DFID_Original/Eval Report/ev_s544.htm (3 of 3) [22/07/2004 11:24:40]	<urn:uuid:40ee014a-b07a-45fe-be01-51ccb7d27d9c>	CC-MAIN-2017-13	https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/67882/ev544s.pdf	2017-03-27T10:39:52Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00226-ip-10-233-31-227.ec2.internal.warc.gz	912,686,824	1,242	eng_Latn	eng_Latn	0.995727	eng_Latn	0.997382	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2108, 5003, 6061 ]	[ 1.4921875 ]	2	7
September-October 2008 Inside RPEC Web Page: http://www. rpec.org Profiles in Peacemaking Betsy Brinson, Peacemaker of the Year by Wendy Bauers Northup Meeting to talk with Betsy Brinson is a fascinating experience, because she is interested and involved in so many different things. By the time you catch up on just what she's been doing the past few months, you might think you have talked about lifetime pursuits. That's because Betsy, RPEC's Peacemaker of the Year, has spent a lifetime working on behalf of peace and justice in a great variety of ways. Betsy Brinson Betsy grew up in the military in the South, and on the army bases experienced well-integrated schools and living conditions. But all she had to do was walk off the base to see that things elsewhere in the world around her were quite different. These instincts were crystallized when she went to college in Greensboro, NC in the 60's and got involved in the student sitins and the civil rights movement. After working for the ACLU in North Carolina since 1970, in 1974 Betsy moved to Richmond to become the Executive Director of the ACLU here, and continued her journey in the struggle for human rights and civil liberties. Before long, she had become the director for the ACLU's Southern Regional Women's Rights Project, covering 13 states and working with employment issues for blue collar women in non-traditional jobs. Her interest in women and their needs and civil rights became a major theme in her life. When Betsy returned to graduate school to begin work on her PhD in American History and Women's Studies, she went to work for the YWCA and got involved in issues of domestic violence through the women the Y sheltered. After she graduated, she moved to New York to work for the National YWCA there, and volunteered one day a week at Sloan Kettering working with an AIDS patient. About this time, the YWCA, which was running childcare centers for children in a number of cities, found it had a child who was HIV positive and realized that current policies didn't quite fit this new world. Once again, Betsy stepped up to the plate. Her experiences as a volunteer working with AIDS patients gave her the experience she needed to take on another human rights issue, and she worked with the National YWCA to develop education and training programs for YWCA programs. Back in the days when she was organizing for women in non-traditional jobs, she could hardly have guessed what a new world would bring in terms of issues facing women and children of all races. A volunteer job in New York led to a whole new step in Betsy's journey seeking justice for all. RPECnews is a publication of the Richmond Peace Education Center 400 W. 32nd Street Richmond, VA 23225 Phone: (804)232-1002 E-mail: email@example.com RPEC Web Page: http://www.rpec.org RPEC STAFF Executive Director: Adria Scharf Asst. to the Director Paul Fleisher Office Manager Johnnie J. Taylor NEWSLETTER STAFF Editor: Bill Gerow Newsletter Committee: John Gallini Jane Rosecrans Shirley Silberman Cathy Woodson Judy Bennett Ruth Anne Young Angela Lehman-Rios Adria Scharf Francis Woodruff John Williamson Ivaco Clarke The opinions and announcements in RPECnews are those of the individual writers and are not necessarily endorsed by RPEC. RPECnews is published 6 times per year and has a circulation of approximately 1,250. We welcome article and calendar submissions. Deadline for the next issue is Nov. 10 Contact Bill Gerow at firstname.lastname@example.org. Remembering Linda Heacock Reflections by Wendy and Adria O n Friday, September 12, Linda Heacock took leave of this world surrounded by her family and community members. As many of you know, she fought a long valiant battle with cancer for the past year. Linda has been a long time member of the Peace Center, a former Board chair, and active member of the Alternatives to Violence (AVP) team. She first traveled to Kenya in 2005 to work with Kenyan Quakers in the Great Lakes region teaching AVP to a core group of Kenyan young adults to aid tribal reconciliation and the prevention of domestic violence. When she returned, she coordinated the RPEC AVP Program. Many RPEC and community members had the good fortune to take part in her workshops. Linda Heacock in Kenya On her last trip to Kenya in 2007, she was diagnosed with Burkett's lymphoma, a cancer usually found only in parts of Central Africa. During her illness, as during the rest of her life, Linda's spirituality was evident. As she faced her final illness, she clearly knew she was going to rest in the Spirit and her strength and peace was the final gift she gave to those around her. She will be sorely missed, though her example will live on as a motivator for those continuing to struggle to bring non-violence into a violent world. — Wendy Northup ************************************************************** O ur dear friend and partner Linda Heacock passed away last week. Linda led RPEC's Alternatives to Violence Project. Under her guidance, RPEC trained a new group of AVP facilitators and began working again with inmates in the Virginia Correctional Center for Women in Goochland. We also began collaborating with other programs in the city that aid men and women transitioning out of prison and back into the community. Linda, a Quaker and a member of Richmond Friends Meeting, traveled to Kenya three times in recent years to work with the African Great Lakes Initiative, which promotes peace activities in the Great Lakes region of Africa. Upon returning from her 2005 trip, she wrote: "Among the most meaningful experiences I had while in Kenya was witnessing the profound impact of AVP on its participants. I believe the AVP training has been so universally effective because of its concept of 'Transforming Power,' which is the core philosophy of AVP. To me Transforming Power is synonymous with the Quaker 'Inner Light,' the belief that there is 'that of God' in every human being." She wrote that her life would be forever changed from her experiences in Kenya. All of our lives will be forever changed from knowing Linda. We continue to feel her wisdom and peaceful spirit guiding us forward.— Adria Scharf Profiles in Peacemaking (Continued from page 1) Planning to return to Richmond in 1988, she was asked to get in on the ground floor of a new organization: Richmond Aids Ministry (RAM), an interfaith organization which was just getting started and hoped to open homes for AIDS patients to spend their final days in dignity and in a homelike environment. Medicines weren't as good as they are now and people didn't live very long once HIV became full-blown AIDS. To prepare for this task, she went to Broadmead, a Quaker life-care community and to another home run by Bon Secours outside Baltimore; they graciously let her spend a year learning how to become a nursing home administrator. Betsy needed all her peacemaking and fundraising skills as RAM prepared to open a residential facility but also to train volunteers to help AIDS patients in their own homes. RAM was ultimately successful and a number of AIDS patients died with love and dignity at home. been developing since graduate school: doing oral history. She worked with a number of others through the Kentucky Historical Society to collect stories of those people in Kentucky who had been involved in the civil rights movement—learning first-hand and documenting what it meant to live in the south in the days before civil rights and what sacrifices these people had made to usher in a new era. The Project collected over 200 oral history interviews, established three research websites, developed K-12 classroom lesson plans, and produced the documentary film Living the Story. The project in 2003 received the highest award given by the American Association of State and Local History. In 2004 the National Oral History Association recognized the project with its highest award of excellence. The film has been screened internationally. Betsy had found a way to do what she loved and share it for posterity. Because so few doctors would then care for people with AIDS, Betsy went next to the VCU School of Medicine to recruit and train more primary care doctors. When husband Gordon Davies went to teach at Columbia University, Betsy took a semester leave from VCU to enroll in a certificate program in conflict resolution there. Once again she was developing new skills in the pursuit of justice. Their lives then took them to Kentucky where Betsy once again got involved with ACLU and AIDS programs. But in Kentucky she pursued a path that she had After a one-year sojourn in New Zealand, Betsy and Gordon once again settled in Richmond and Betsy began to get involved in oral history projects in a variety of venues. She is collecting oral histories of Richmond people involved in peace and justice work here in Richmond and being archived at VCU Special Collections: Zelda Nordlinger, a feminist activist before she died and more recently Ed Peebles, who is wellknown in Richmond circles for his work in human rights. Collecting these stories and sharing the lives of these important people sustains and nourishes Betsy. Another project that Betsy became involved in when she returned to Richmond is Quaker House, a 40 year old anti-war, military counseling organization in Fayetteville/Fort Bragg, NC. Betsy serves on the Board and headed up the recent capital campaign. As part of the National G. I. Rights Hotline, Quaker House answered over 11,000 calls last year from active duty soldiers who want to get out of the military and need to know their rights. This work has also involved Betsy's oral history skills. She has been working with two anthropologists from Brown University to collect the stories of 35 active duty Iraq soldiers who have grown to oppose the war. Some of these young men and women are still on active duty, having served multiple tours, but have realized that our involvement is wrong; some have gone AWOL and fled to Canada, where their appeals have expired and they will soon be forced to return to the United States where they will face prison sentences charges. A book from this project will be published soon. Betsy is retired now and so has more time to spend volunteering with RPEC. Her roots go deep in the peace and justice community in Richmond, as she early on met Phyllis Conklin and Marii Hasegawa, two remarkable women who started the Women's International League for Peace and Freedom Chapter in Richmond. They nourished and taught her, as they did so many of us active in the peace community in Richmond for a long (Continued on page 4) RPEC Happenings Recent Events Summer Peace Protests This summer RPEC was involved in three peace protests. On July 15, we helped the Church of the Brethren Peace Witness organize a protest at the site of the church's annual national meeting at the convention center. The protest, "End the Occupation of Iraq, Say No to War Against Iran," was held in front of city hall. It called for an end to the violence of all current wars and to focus on the need for engagement and mediation with Iran. One speaker was a member of Christian Peace Witness who had spent time in Iraq during the occupation. Other, local, speakers included Adria Scharf, Director of the Richmond Peace Education Center, Tyla Matteson, who was part of last year's People's Delegation to Iran, Ana Edwards of the Defenders for Freedom Justice and Equality, and Elizabeth Smith of Richmond Friends Meeting. There were about 300 people in attendance, mostly from the Church of Profiles in Peacemaking (Continued from page 3) time. When I asked Betsy about the books she returns to for inspiration, she told me: Born for Liberty: A History of Women in America by Sara Evans, to remind me of women's determination and social advocacy throughout American history; The poetry of Adrienne Rich and Mary Oliver and The Weight Watchers Point Guide, for obvious reasons. Betsy now stands the Brethren. At one point, anyone in attendance who had been a conscientious objector in any war was asked to raise his hand. About 10 men raised their hands, representing objectors to a number of different wars beginning with World War II. RPEC also supported a rally outside the Richmond Times-Dispatch on July 26th. The purpose was to voice opposition to inflammatory media coverage of the Iran threat. The rally was initiated by RVA4Peace and was supported by the Defenders for Freedom, Justice & Equality and the Richmond Peace Education Center. RPEC also co-sponsored a regional antiwar rally in Virginia Beach: "Stop The Next War Now! No War on Iran! Money for Human Needs, Not War!" This was initiated by the Hampton Roads Peace and Justice Coalition and local members of the Veterans for Peace. RYPP Night Held September 17 On September 17, teens from the in a long line of courageous women who have devoted themselves to bringing peace into our world. She was a major player in organizing the Eyes Wide Open Project, which displayed the boots of those who had died in Iraq and has been viewed by more people than any other RPEC program; she worked on the Truth in Recruitment Project aimed at giving the real story to high school students interested in enlisting. And more recently she helped to organize the Richmond Metro area came to the Berryman center for an evening of peaceful fun, games and selfexpression to kick off RYPP's 2008-2009 program year. The evening featured drumming led by Ram Bhagat, group games, snacks and an introduction to upcoming RYPP programs. Participants also had the opportunity to meet other kids who care about making central Virginia a more peaceful place. New Youth Trainers Workshop RYPP's team of youth trainers is growing. On Saturday and Sunday, September 27-28, 2008, the Richmond Youth Peace Project held a workshop at the Berryman Center for about 20 teens interested in becoming conflict resolution trainers. The workshop was led by Ram Bhagat, Santa Sorenson and Paul Fleisher. Several of the young people who have previously worked with the youth training team also participated in (Continued on page 5) racial awareness oral history project that resulted from the 2007 Racial Dialogue Program. But she also does the less glamorous work of helping with fundraising and volunteering at events; and for the third year in a row, she will once again donate two hours of oral history collection to the Peace Center Auction. The Richmond Peace Education Center is very proud to count her a member and is delighted to be able to give her this award: Peacemaker of the Year. RPEC Happenings the second day of the session. The workshop introduced participants to a variety of conflict resolution techniques to use in their own lives and to share with other young people. Participants also received training in how to plan and present sessions for school and youth groups. Lunch and training materials will be provided. Word of this RYPP program is spreading in the community. This year, for the first time, we received many more applicants than we could accommodate. If funding becomes available, we hope to offer an additional training for those teens who are currently on our waiting list. Navarrete works with the antiglobalization people's movement in Mexico. His talk in Richmond will focus on the impact of corporate-dominated trade policies such as NAFTA on the Mexican people, especially small farmers. It will raise awareness about the connection between trade and immigration, and explain how the economic policies that the U.S. supports in Latin America create economic insecurity and drive people to immigrate north. RYPP teen trainers are now available to lead conflict resolution workshops—under experienced adult supervision—for youth groups, community centers, schools or congregations. To schedule one or a series of workshops, contact the center at 2321002 or email email@example.com. Upcoming Events Don't Miss Out on Local Events! Join the RPEC email list. How do you find out about important peace and justice events in the Richmond area? If you just read this newsletter, you're missing a lot! Many events are scheduled after we go to press. The best way to keep track of up-to theminute happenings is to join the Center's email list. You'll receive several emails each week letting you know about all the latest events. To sign up, simply send a blank email to rpec-subscribe@lists. riseup.net. If you need assistance, please contact the RPEC office at 232-1002. Anger Management On Monday, October 6, Wendy Bauers Northup will lead a 3-hour workshop on "Emotion Regulation" (which is commonly called Anger Management) from 6 to 9 p.m., at the Berryman Center. This training will deepen facilitators' understanding of emotion regulation as a component of violence prevention and conflict resolution. To register, contact 2321002 or e-mail firstname.lastname@example.org. Wendy Bauers Northup, MA, has more than 35 years experience in developing, implementing, and coordinating positive programs for youth and adolescents – in the past 15 years focusing on violence and substance abuse prevention programs. She is currently president of Prevention Opportunities, LLC, an organization dedicated to training and consultation for adolescent health and well-being. Mexican Sociologist to Speak on Immigration and Trade On October 7 at 7:30 PM, Witness for Peace SE will bring Marco Antonio Velasquez Navarrete to Richmond. A Mexican Sociologist from the Mexican Network for Action on Free Trade (REMALC), Marco Antonio Valesquez RPEC is supporting Witness for Peace in bringing this speaker to Richmond, and invites the community to attend. The talk will be held at St. Augustine Catholic Church, 4400 Beulah Road, Richmond, VA 23237, Tuesday, October 7, 7:309:00 pm. It will be in the Fellowship Hall. Enter through the side door. Eyes Wide Open-Virginia Eyes Wide Open-Virginia, which commemorates the human cost of the Iraq war, will be displayed at Mary Baldwin College, Staunton, on Friday, October 10; the Front Lawn of Waynesboro High School, Waynesboro, on Saturday, October 11; and Gypsy Hill Park, Staunton, on Sunday, October 12. On October 24 th , the exhibit will be held at Lynchburg College, at the Dell (or the Hall Campus Center Ballroom as a rain site), in Lynchburg, Virginia. Join the Slave Trail Walk On Saturday, October 11, at 9:30 a.m., Richmond Peace Educa- (Continued on page 6) RPEC Happenings (Continued from page 5) tion Center members and friends are invited to participate in a guided walk along Richmond's historic slave trail. The walk will begin from Libby Hill Park and will last about 3 hours. It will be led by Cricket White and Rev. Tee Turner of Initiatives of Change / Hope in the Cities. We will follow the trail along the river that enslaved people were forced to walk upon arrival in Richmond. Cricket and Tee lead these walks as part of Hope in the Cities' efforts to deepen the Richmond community's recognition and understanding of slavery and its lasting legacy. If you would like to participate, please email email@example.com or call 232-1002 to register. The walk is free. Civil Rights and Race Relations in Virginia Public Education On Thursday, October 23, 7 to 9 p.m., in partnership with the William Byrd Community House, RPEC will co-sponsor a lecture and discussion focused on the Prince Edward County school closings. It will be held at St. Andrew's School Auditorium at 236 Laurel Street in Richmond. The speakers will include Woody Holton, University of Richmond History Professor who as a young, white, boy, attended an all black Richmond middle school; Dorothy Holcomb and Theresa Clark, who were both affected by the closing of public schools in Prince Edward County 1959 to 1965, and Brian Grogan, a filmmaker with a documentary on the school closing story. The panelists will share their personal stories, and also speak to the power of change, and the challenges of sparking change in the present and future. For more information, call 804-643-2717 or visit the WBCH website at http://www.wbch.org. vadoran military who had been trained at the SOA. It is a weekend of speeches, music, puppets, nonviolence training, and powerful, symbolic protest. Last year 25,000 people participated. Alternatives to Violence Project RPEC is sponsoring an Alternatives to Violence Project Advanced Workshop November 14 to 16, 2008 held at Unity of Richmond at 800 Blanton Ave. in Richmond. It is open to people who have taken AVP Basic. The fee of just $10 includes snacks and drinks. Preregistration is required. To register, or for more information, contact Richmond Peace Education Center at 804-232-1002 or firstname.lastname@example.org. AVP helps people change their lives. It is an intensive learning experience, offering workshops on three levels, the Basic, Advanced, and Training for Trainers. After completing the Training for Trainers, participants are certified to be workshop facilitators. The advanced AVP Workshop concentrates on deepening conflict resolution skills. Annual SOA Protest Each year for the past 18 years, a group of activists from the Americas has gathered at Fort Benning in Georgia in mid-November to call for the closing of the School of the Americas (SOA). The weekend event commemorates the assassination of six Jesuit priests, a co-worker and her daughter by Sal- Since at least 1997, groups (including one from Pax Christi) in Richmond have made the threeday journey. And on two occasions, folks from Richmond have "crossed the line" as part of the protest and have been subject to prison or probation. A group will go again this year (Nov 21-23). A schedule of events is available at www.soaw.org or you can connect to the Richmond group by calling the RPEC office. Planning for the 2009 RYPP Educoncert to Start Soon This month, RYPP will begin planning for its annual Educoncert commemorating the life and work of Dr. Martin Luther King, Jr. Young people (either individuals or groups) and their sponsors interested in participating the January show should email email@example.com or call the Center at 232-1002. Discussions on Racial Justice Set For Early 2009 The Richmond Peace Education Center will present a 4-part workshop--Racial Justice in Richmond—in January and February of 2009. This is the second offering of this program, which was first presented in the fall of 2007. The (Continued on page 7) RPEC Happenings (Continued from page 6) sessions will take place on four Tuesday evenings, at St. Gertrude's High School, 3215 Stuart Avenue. Each session begins at 6 p.m. and ends at 8:30 p.m. Participants may also convene at 5:30 for an optional brownbag dinner and conversation. The workshop is intended to build solidarity among individuals and organizations in greater Richmond as participants work towards social and economic justice for all. Workshop participants will enhance their understanding of issues of racial justice in the region, and develop a deeper commitment to making our community a better environment for diverse racial and ethnic groups. Participants will leave the final session with the beginnings of a collaborative action project. The dates and titles of each session are: Tuesday, Jan. 6: What is Racial Justice? Tuesday, Jan. 20: Race & Power in Richmond Tuesday, Feb. 3 : Racism & Vio- lence Tuesday, Feb. 17: Taking Action for Racial Justice Participants are asked to make a commitment to attend all four sessions. Early registration is encouraged. The workshop is limited to 20 participants, and we expect more people to register than we can accommodate. The registration fee for the entire series is $25. Scholarships are available. To register, or for more information, email firstname.lastname@example.org or call 2321002. * Local Government & Schools (LG&S): #140 Support RPEC "Campaign" Season Support Ellwood Thompson's Local Market 5% Day 12/13 RPEC will be the beneficiary of Ellwood Thompson's 5% Day program on December 13, 2008. That day, RPEC volunteers will bag groceries and assist customers in carrying bags out to their cars. We'll use that time as an opportunity to tell customers about the center. We will also have a table with information set up at the store. RPEC receives 5% of proceeds sold that day. Please let us know if you can volunteer that day. And do your grocery shopping on the 13th. The more the store sells that day, the more the center will receive in support of peace programs. RPEC Night at Ten Thousand Villages How would you like to get your holiday shopping done early, support craftspeople from the developing world, and help RPEC all at the same time? Mark your calendar for Wednesday, November 12, 5-8 p.m., at 3201 W. Cary Street in Carytown. The fair-trade store Ten Thousand Villages is sponsoring a Community Shopping Night for the center. They will stay open late that evening, and donate 20% of all sales during that period to RPEC. See you there. We appreciate receiving contributions through CFC, CVC, LG&S, and United Way. Designating RPEC makes a statement about the importance of our work for peace. If you or a family member work for a government agency or the schools, or for an employer who participates in the United Way campaign, please consider designating RPEC for your contribution. These are our campaign codes: * Combined Federal Campaign (CFC): # 24756 * United Way: # 3181 * Commonwealth of Virginia Campaign (CVC): #3751 Please write both the code and "Richmond Peace Education Cen- ter.” We appreciate your support! Annual Auction Event RPEC's primary fundraising event of the year is our annual auction will be held this year on Saturday, November 8. We have some exciting new offerings: * Home cooked meals from a variety of traditions: * A nine day stay for 2 to 3 persons at a guest cottage in Vieques, Puerto Rico, donated by Janet Worsham * Indian dinner for four created by Nassen Ghariban * Indonesian dinner for four * Barbecued Rib dinner by the Sims sisters - Joni Terry and Debra Fleisher (Continued on page 8) (Continued from page 7) RPEC Happenings * Oral history from our Peacemaker of the Year, Betsy Brinson and candy from Mary Munton from Noni Ledford * A variety of great children's books * $100 gift certificate for car service or repair from Decatur's Garage * Mandolin lessons from Barry Lawson And once again we will have many of the items you have found so attractive in recent years, including: * Vacation getaways in Duck, NC (1 week, off-season); South Nags Head, NC (1 week in early May); and Litchfieldby-the-Sea, SC (3 nights, offseason) * Home-cooked dinner for four from the Northups * Dave Depp's stained glass – this year a striking replica of the famed "rose window" * Libby Reid's elegant papermache figures – this year, Great Blue herons * Interior design consultation from David Barden * Massage and yoga therapy from many of our friends * Pottery from your favorite artists * Carpentry services from Jim Koren and David Graham * Women's fashions from Odile * Mim Scalin's "mail art" workshop * Soup-of-the Month (at least two 6-month packages) * Portrait session from J. Hoeffeler photographers, with 11x14 print * Cookies from Elaine Ogburn We hope many of you will join us for good food, delightful music and a wonderful collection of items for auction. Call the office at 2321002 to make your reservations. Consumers Corner Agriberry - Delicious, Local Fruit! Alisha Gallini and John Gallini My (Alisha's) family joined Agriberry at its startup this summer and we have been receiving delicious fresh fruit for the past nine weeks. Each week we enjoy a total of about 5 lbs. of fruit including three or four of the following: blackberries, raspberries, blueberries, peaches, plums, nectarines, and apples. Last week we received a special treat of raspberry preserves. Agriberry is a new CSA (Community Supported Agriculture) that started this summer offering a variety of fruits to its shareholders in the Richmond area. Sprout Richmond, an all volunteer group committed to the growth and success of local, sustainable, artisanal farming serving the Richmond, VA metro region, joined with Anne F. Geyer, a farmer in eastern Hanover county to create Agriberry. Anne implements sustainable, earth-friendly practices and integrated pestmanagement to bring us delicious fruits each week. The pick-up location for this summer is the Lakeside Farmer's Market on Lakeside Dr. about a mile north of Bryan Park. Agriberry has been a huge success and plans to operate again next summer with a tentative schedule of May 13 – Sep 23, 2009. The pricing will be about $28 per week. In addition to the above listed fruits, strawberries will be available in the spring. For more information, contact Chris Humes at email@example.com or check out the Sprout Richmond website at http://threemiles.typepad.com/sproutrichmond/. Correction – Mt. Olive Pickles Boycott Last issue, I (John) incorrectly stated that there was an active boycott of Mt. Olive Pickles. Not true! I heard from two friends that FLOC had settled their dispute with Mt. Olive in 2004 and that the boycott had been called off. My apologies. Richmond Peace Education Center 2008 Peace Essay Contest Primary Grade Winner K-3 First place Elizabeth Harrison, gr. 3, St. Catherine's School, Richmond "Peace" "If you want to make peace, you don't talk to your friends. You talk to your enemies." -- Moshe Dayan My understanding of that quote is that if you only hang out and talk to the people you like, you won't get to know your enemies. Your enemies might turn out to be really nice people once you get to know them. If you are thinking that they're mean, and walking away from them, and doing other disrespectful things to them you are not giving them a chance to tell you about themselves. An example of this in my personal life is my relationship with my sister. We usually get along, but sometimes we act like enemies. Instead of being meaner to each other or going to our parents to tell on each other we can try to talk it out and break up the fight or argument by ourselves. An example of this in my community is at my school there is a girl named Peggy in my class. She and I used to not get along very well because I thought she was a show-off and I thought she was rude and she said I was snobby in second grade. But once I let her talk about herself and I spoke to her about myself we became good friends and we still are. We understand each other better now. An example of this in the world is that people in different religions, different cultures, and different countries and places don't get along because they think that they are so different that they shouldn't be friends with other people who are not like them. These misunderstandings can lead to anger or war. When it comes to our enemies we should pay more attention to the things we have in common, not the ways we are different. Even though differences make us interesting, some people take them too seriously. We need to understand that we are all humans in the same world. Suggested Readings Suggested Readings Francis Woodruff Reading recommendations from RPEC members this month feature absorbing accounts of experiences in cultures different from ours. Two of the titles are biographical narratives of the work of passionately dedicated humanitarians. Mountains Beyond Mountains; the Quest of Dr. Paul Farmer, a Man Who Would Cure the World. By Tracey Kidder, Pulitzer Prize winner. Tracey Kidder's compelling style centers on Dr. Paul Farmer, renowned infectiousdiseases specialist, and his dedicated effort to bring the tools of modern medicine to neglected people in Haiti, Peru, and Russia. A leader in international health concerns, Dr. Farmer's driving philosophy is that the only real nation on earth is humanity. "This is the book that I encourage anyone who is going to Haiti for the first time to read." John Gallini Three Cups of Tea; One Man's Passion to Promote Peace…One School at a Time. By Greg Mortenson and David Oliver Relin. After a 1993 climbing accident in the Karakoram mountain range of the Himalayas, Greg Mortenson was rescued and cared for by the people of a village in an extremely remote, impoverished area of Pakistan. His long recuperation afforded him the opportunity to grow to know and respect his rescuers, especially the village chief, Haji Ali. Mortenson was impressed by Haji Ali's fervent desire to provide an education for the children, and by his repeated attempts to do so despite overwhelming obstacles. To help by building a school for the village became Mortenson's obsession. Eventually, the school was built. In the intervening years, many more have been established in the dangerous Taliban-influenced regions along the border of Pakistan and Afghanistan. Greg Mortenson's hard-won success has been achieved because of his determination, his respect for the village people, and his ability to maximize good relations with them. "Three Cups of Tea puts a human face on people living in remote parts of Pakistan and Afghanistan, people who the daily news suggests are a threat to us, but what shines through is their humanity, capacity, and concern for the education of their girls and boys. Ultimately, the book presents an alternative approach for addressing extremism and shows how it's also possible to humanize the face of America for people who may otherwise fear us." John Williamson Also recommended by RPEC members are the two novels by Khaled Hosseini, The Kite Runner and A Thousand Splendid Suns, both set in Afghanistan. Best-sellers, these riveting works offer the reader emotional insight as well as intellectual understanding. If you haven't had a chance to read these, put them on your list and look forward to timely stories, complex and beautifully written. CALENDAR Meetings of Local Groups Every Sunday Food Not Bombs Richmond-Meal Sharing, 4:00 PM in Monroe Park. Hotline # 359- 4880 for details Every 3rd Wed. Amnesty International, University of Richmond campus. Contact Ray Hilliard at 289-8289 Every Thursday Richmond Organization for Sexual Minority Youth (ROSMY), 7:00-9:00 PM. Call support line: 353-2077 for more information; 353-1699 for the administrative line. Every 3rd Saturday Equality Virginia, 12:00 noon at the office. A political advocacy group working towards equal rights for lesbian, gay, bisexual and transgender citizens of Virginia. Open to the public. Contact number is 643-4816. Every 4th Saturday Pax Christi Peace Community - Call Paula Powdermaker for details - 355-7395 Every 2nd Saturday Walk for Peace - 9:00 AM - 10:00 AM. Meet at the Boulevard entrance of the Virginia Mu- seum. Wear black. UPCOMING EVENTS Don't Miss the Don't Miss the Richmond Peace Education Center Auction Richmond Peace Education Center Auction Saturday, November 8, Saturday, November 8, at the Troutman at the Troutman----Sanders Conference Center Sanders Conference Center Sanders Conference Center on Br on Brown's Island own's Island own's Island Honor Betsy Brinson Honor Betsy Brinson RPEC's Peacemaker of the Year RPEC's Peacemaker of the Year Make your reservations now Make your reservations now Email firstname.lastname@example.org, or ca Email email@example.com, or call 232 ll 232 ll 232----1002. 1002. 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Liberty Brief No. 2 March 2017 Fifth Amendment of the United States Constitution: “[N]or shall private property be taken for public use, without just compensation.” When Just Compensation Is Due for "Regulatory Takings" of Private Property By Jeremy Talcott & Todd Gaziano Executive Summary: While many people are aware of—and rightly angered by—governmental eminent domain abuses that have been publicized over recent decades, far fewer focus on the more frequent and systematic destruction of property rights through regulation at all levels of government. The Fifth Amendment of the U.S. Constitution provides protection against these severe restrictions on the use and value of property, and the Supreme Court has established several tests for courts to use when confronted with these "regulatory takings." At their core is a simple principle: when regulation "goes too far" in limiting property rights, government must pay compensation for the loss. Pacific Legal Foundation (PLF) has successfully litigated regulatory takings cases for decades as part of its mission to establish precedent in support of the constitutional protections of private property rights. On March 20, 2017, the Supreme Court will hear oral arguments in another PLF regulatory takings case, Murr v. Wisconsin, where the Supreme Court will determine how property is defined in a regulatory takings analysis. The ultimate issue is whether owners of adjoining parcels of property are due compensation when regulations prohibit development on one of them. We argue that, absent special circumstances, each legally defined and separate lot is the proper unit for measuring the impact of a regulation and that the destruction of all economic value of one lot requires compensation. I. Introduction: The Constitution's Protections of Property Rights and the Role of Public Interest Law Firms to Help Protect Them The framing generation understood that the right to use and enjoy property was the foundation of many other important rights and liberties. 1 The Founders hoped to construct a structure of limited federal government that would maximize individual liberty while providing strong protection of private property rights. Even so, the right to freely use property was thought to be insufficiently guaranteed in the Constitution drafted in Philadelphia in 1787. The Constitution was ratified only after its advocates promised to provide additional, explicit protections for property and liberty in a Bill of Rights. 2 The explicit protections of property adopted in the Bill of Rights include: the right to possess and carry firearms in the Second Amendment; to be free from the quartering of soldiers in our homes (except in wartime and pursuant to statute) in the Third Amendment; to be secure against any unreasonable searches or seizures of property in the Fourth Amendment; and to receive compensation for government takings of our property in the Fifth Amendment. Initially, these protections applied to limit the power only of the Federal Government, but with the passage of the Fourteenth Amendment after the American Civil War, these rights were also made enforceable against state governments. Americans recently celebrated the 225th anniversary of the Bill of Rights. Yet the rights it guarantees cannot protect themselves, and their contours are not always clear. Citizens must remain vigilant in defending them, including using the courts when necessary. Those who support The Constitution was ratified only after its advocates promised additional protections for property. greater government power come up with seemingly infinite reasons why, in a modern society, individual rights should be construed narrowly or give way entirely to allow greater government control. Public interest legal firms exist to push back on such government encroachments, especially when private litigants can be easily overwhelmed by the institutional resources of the local, state, or federal government. Public interest law firms with varying specialties seek justice in individual cases and preserve everyone's fundamental rights with precedent-setting court victories. This paper addresses a large area of Pacific Legal Foundation's work that has resulted in nine wins for property rights in the Supreme Court of the United States. This spring, the Supreme Court will take up another aspect of our property rights protections: the right to be compensated for "regulatory takings" of private property. That case, Murr v. Wisconsin, is discussed primarily in section IV, but its importance is evident only when it is placed in context within the larger struggle for property rights protection. Having one's home or business physically taken by the government is traumatic and worthy of careful legislative and judicial controls. But, short of physical takings, the government engages in regulation and other actions that diminish property values. These restrictions are far more common and affect many more people. To the extent possible, the scope and cost of government regulation should be reduced. But it is unrealistic to expect government regulation to markedly diminish anytime soon, and it is especially unlikely to happen as a result of political forces alone. Thus, it is essential to improve the framework of legal rules that govern compensation for government regulations that go too far or that fall especially heavily on certain property owners. After all, the burdens of government action should generally be shared by society as a whole. Improving legal protections of property will also ensure justice and fairness for the individuals least able to battle restrictive government regulations. Requiring reasonable compensation for government takings will also provide two related social benefits. First, it disciplines regulatory agencies to focus on less costly approaches and regulatory alternatives to achieve the same or similar ends. And second, when cost reduction is not possible or isn't fully implemented, it spreads those costs more broadly and fairly, which lessens friction and increases support for government actions. II. The Fifth Amendment Guarantee of Compensation for "Takings," and Different Types of Takings The concluding clause of the Fifth Amendment states: "nor shall private property be taken for public use, without just compensation." Some people refer to it as the "Just Compensation Clause," and others, the "Takings Clause," but it contains both elements. Unlike clauses that prohibit the government from ever abridging free speech rights or religious liberty, or denying a jury in a criminal trial when requested, the Takings Clause implicitly recognizes that government has a sovereign power of "eminent domain," which allows it to take private property without the owner's consent. Though takings of property are permitted, the Fifth Amendment puts two very important restrictions on that power. First, government may not take property unless it intends to put it to a "public use." The Founders rightly worried that individuals might lobby government to take property from the powerless and give to the wellconnected, so they limited the power to public uses, such as roads, parks, and government buildings. Second, government must pay "just compensation" for whatever property it takes. After all, government might take much more property than it needed if it were able to get it for free, instead of considering whether the public benefit was worth paying the fair value of the property. There are different types of government takings, and they each present different issues of interpretation and construction in particular cases. The two important categories addressed in this paper are taking physical possession and title of property, and regulations that diminish the use and value of property. 3 1. A physical taking of possession and title The government sometimes takes physical possession of land or personal property. When government engages in a physical taking of land or its improvements using the power of eminent domain, title formally passes to the government as well. Although the Fifth Amendment recognizes this power, it can still be abused. One abuse of eminent domain occurs when a government entity takes title to private property and—instead of devoting it to a traditional public use like a road or government building—transfers it to another private party, claiming that the transfer confers a benefit on the public. In 2005, the Supreme Court wrongly upheld such a takingfrom-A-to-give-to-B scheme in Kelo v. City of New London, 4 holding that any transfer of property that qualified as a "public purpose" was also a "public use." Even worse, that case instructs courts to give deference to what politicians in legislatures say the public purpose is, meaning something as nebulous as a possibility of increased tax collections can suffice. In the wake of that decision, many states turned to legislative action to reinforce the protection of property rights. 5 Americans should continue to seek legislative limits on the eminent domain power, but because the Kelo decision does not reflect the proper understanding of the Fifth Amendment's language, they should also press the Supreme Court to overrule it. The property protected by the Fifth Amendment isn't limited to land. When government seeks to obtain possession of any physical private property, the same protections apply. For example, the government sometimes orders farmers "[I]f regulation goes too far it will be recognized as a taking." Pennsylvania Coal Co. v. Mahon (1922). to turn over a portion of their crops, pursuant to agricultural programs. In 2015, the federal government tried to evade paying compensation for an order taking a portion of a California farmer's raisin production by characterizing it as a tax. But the Supreme Court correctly held that whether it is land or raisins, when the government wants to take physical possession of property, they have to pay for it. While the government may require forfeiture of property because of wrongdoing by the owner, the protections of the Fifth Amendment apply in full force to people making lawful use of their property. When the government takes possession and title to property or orders property to be turned over, the Supreme Court has established that the right measure for compensation is generally the fair-market value at the time the government takes the property. While this may seem like a straightforward proposition, the exercise of the eminent domain power still presents many concerns for the owners whose property has been taken. This paper does not address them in any detail, except to note here that government officials often attempt to pay less in compensation than the market value, and even that may be much less than the actual value of the property to the original owner, who often loses a cherished home or business along with its future potential, as well as any sentimental or other important value. 6 2. Regulations or other government actions that diminish property use and value or cause a physical invasion of that property As mentioned above, the government can use its power of eminent domain to take legal title of all or part of someone's property, so long as it is for a public use, and just compensation is paid. However, government often wants to change the nature of landowners' use of their property without going so far as taking possession or title of their property. For example, a government may grant itself temporary access to some portion of the land, or prevent the owner from excluding a third party, or forbid certain types of use or development of the property. While the Supreme Court has acknowledged the right of government to place restrictions on property use, these types of legislative acts can still run afoul of the Fifth Amendment's protections. After all, government could otherwise heavily burden land use but avoid paying compensation simply by choosing not to take title to the property. The Revolutionary era and early state practice contain evidence that the founding generation required compensation for a variety of government actions that devalued private property. And by the time the Fourteenth Amendment was ratified, placing the restrictions of the Fifth Amendment on the states, the practice was common. 7 These devaluations of property are often referred to as "regulatory takings," and they trigger payment under the Just Compensation (or Takings) Clause of the Fifth Amendment when the loss of use or devaluation of property is substantial. Almost 100 years ago, the Supreme Court began to better define the parameters for when regulatory takings require compensation. In a landmark decision, the Supreme Court explained "that while property may be regulated to a certain extent [without any liability], if regulation goes too far it will be recognized as a taking." 8 But determining what "goes too far" needed (and even today still needs) to be fleshed out further by the courts. 9 Accordingly, the courts have developed different standards under the Fifth Amendment to evaluate different types of potential regulatory takings. Two categories of regulatory takings are governed by relatively objective standards, which provide fair notice to both the government and property owners of when compensation is due. The broadest category of regulatory takings, however, is currently evaluated under a multi-factor test that provides less predictability for both the regulated landowner and the government. III. Types of Regulatory Takings and the Corresponding Legal Standards for Compensation There are two main categories of regulatory takings. The first is when the government authorizes a physical invasion (or occupation) of the property, whether by government itself or a third party. The second is when government regulates a piece of property so heavily that it "goes too far" and fairness and justice require the payment of just compensation. In some cases, the regulation results in a denial of all economically viable use of the property. The Supreme Court has characterized regulations that cause physical invasions or deny all economically viable use as categorical or "per se" takings that trigger the compensation requirement. But even if the regulation does not cause physical invasion or deny all economically viable use, the regulation may still require compensation under the multi-factor analysis. 1. Physical invasion without taking possession or title Some legislation or regulation authorizes the government or a third party to physically enter private property and use a portion of it. Rather than take legal title of the property (which would always require compensation), the regulation simply eliminates the owner's legal right to exclude government or a third party from the property. The Supreme Court has rightly held these types of physical invasions to be per se takings that require compensation. After all, the right to exclude is a fundamental aspect of property ownership. 10 A good example of this type of regulatory taking is the New York City ordinance that forced apartment building owners to allow cable television wires and boxes to be affixed to their structures. 11 Even though the footprint of the box and cable was small, a "Horton Hears a Who" principle applies: an invasion is an invasion no matter how small. Another example is the confiscation of money for a regulatory purpose, even if it is a small portion of a larger sum. 12 Since money is property, any amount being taken is a taking itself, and cannot be remedied by compensation of any less than the full amount. This contrasts with instances where the government acquires money through lawfully imposed taxes that should apply equally to all similarly situated taxpayers. Even when the government "invades" property by flooding it with water, it may be required to pay compensation for property that is taken or destroyed. In Arkansas Game and Fish Commission v. United States, 13 Arkansas sued the federal government for seasonal releases of water from a dam, arguing that the federal government knew the water would inundate the state's property and destroy its trees. The Supreme Court held that government-induced flooding that damages property may be compensable. Not every temporary halt to use or enjoyment of property is subject to compensation, 14 but when the government itself enters the property or causes the physical invasion and a non-trivial loss, compensation is generally required. 2. Denial of all economically beneficial use ("Lucas" analysis) Rather than physically invading and using private property itself, government instead may flex its regulatory power to limit the owner's private use of property. The Supreme Court has long upheld the right of local governments to place restrictions on the use of property through the "police power," which allows states to regulate in the interest of health, safety, welfare, and morals. By regulating under this police power, many communities have imposed such severe limits on land use and development that they leave landowners without any remaining economically viable use. In 1992, the Supreme Court evaluated just such a case. In Lucas v. South Carolina Coastal Council, 15 a landowner had purchased two parcels of beachfront property on a barrier island off the South Carolina coast. The owner, David Lucas, hoped to build singlefamily residences on the lots, similar to the many other homes that existed in the area. In 1988, however, the South Carolina legislature passed the "Beachfront Management Act" and created a line along the coast Local governments often impose such severe limits on land use and development that owners are left without any economically viable use. beyond which no more homes could be built. The goal was to preserve the beach for tourism by setting aside areas of local flora and fauna. Lucas's property was immediately made useless for anything other than temporary camping. While the Court recognized the strong state interest in protecting the coastline for the public, it reaffirmed that the costs of providing untouched land for all the state's citizens to enjoy should be shouldered by all of those citizens, not by individual landowners. Because David Lucas had been left with a property that was deprived of all economically viable use, the Court held that this was also a per se regulatory taking. When a regulation destroys all of the economically viable use of a property, the owner is entitled to compensation. 3. Regulatory takings under the multi-factor analysis ("Penn Central" analysis) Most government regulation of property is not a physical invasion and does not deny all economically viable use of private property, but still may have such a severe impact on private property that it "goes too far" and should be recognized as a compensable taking. 16 The Supreme Court has created a multi-factor test for evaluating these types of regulatory takings. While there has been sustained debate about the legitimacy and coherence of this test, it has occupied a central role in regulatory takings law for almost 40 years. 17 The case where this test originated, Penn Central Transportation Company v. City of New York, 18 is still widely used to analyze regulatory takings. Penn Central involved a historical landmark designation of the Grand Central Terminal in New York City. The owner, Penn Central Transportation Company, wished to build a multistory office building above the Terminal. The city denied the necessary permits, stating that the "majestic approach" of the building would be diminished by a 55-story tower on top of it, despite the presence of existing skyscrapers surrounding the terminal. Penn Central argued that it was being deprived of the right to develop its property and put it to a more productive use. After all, without the Landmarks Preservation Act, it was clear that Penn Central would have been allowed to build upwards, and get a substantial return on its investment in the form of rents. The Supreme Court held that Penn Central was not entitled to compensation for the loss of its right to develop. Essentially, the Court decided that the restriction had not "gone too far" in limiting Penn Central's development rights. The Court then recited a list of factors to consider when reviewing regulatory takings claims: (1) the economic impact of the regulation, (2) the investment-backed expectations of the owners, and (3) the character of the government's action. Examining these factors, the Supreme Court held that while Penn Central Transportation Company lost its "air rights" to develop above the terminal, it still retained substantial economic benefit from the use of the Terminal. Accordingly, the Court rejected the takings claim. Lower courts and commentators have correctly noted that the multi-factor approach is vague, subjective, and excessively malleable. It is also not apparent why the subjective "investment-backed expectations" of an owner should limit or create government liability. Either the \| government has taken the use and value of property or it has not, regardless of what the owner might have hoped to do with the property. Some scholars have suggested that when the Penn Central opinion discussed the "parcel as a whole" concept, it established a fourth factor to consider. 19 If the Supreme Court had treated the air rights lost by Penn Central as a Architectural drawing of proposed addition to Grand Central Terminal. separate right, the regulation would have effected a total destruction of that property interest. The Court instead looked at the loss of the air rights in combination with the remaining rights in the property, which included the right to use and rent the structure already in place. Under that analysis, the Court found that the loss of air development rights was not a substantial interference with the entire parcel owned by Penn Central at this site. Although the language within the opinion established only that a single legal parcel could not be further segmented into air rights, the true meaning of "parcel as a whole" has been debated both academically and in the courts. Which brings us to the case of Murr v. Wisconsin. IV. What Is at Stake in Murr v. Wisconsin, and Why the "Relevant Parcel" Question Is So Important In essence, what is at stake in Murr v. Wisconsin is how to determine the unit of property that is being regulated for takings analysis. Because the regulatory takings analysis considers the magnitude of impact on the parcel, determining the relevant parcel of property can be a very important question for property owners trying to obtain compensation. Recall that in Penn Central the Supreme Court held that it would not sever air rights from the "parcel as a whole" and analyze the impact of the regulation on the air rights alone. But the Court didn't provide much guidance on what does constitute the parcel as a whole. People buy property in legally defined lots. Sometimes they buy several lots next to each other. If government later forbids the use or development of one of those adjoining lots, is the single lot that is regulated the relevant "parcel as a whole?" If it is, the Lucas test should apply, requiring compensation as a per se taking. But if all of the adjoining lots were considered together as the proper unit for takings analysis, then government has only restricted part of the total property. This makes a regulatory taking less likely because the magnitude of the impact is not measured against the single, discrete parcel, but is measured against all the adjoining lots together, thus diluting the impact. 20 In 1960, William and Dorothy Murr purchased a small parcel of land along the St. Croix River in Troy, Wisconsin. The Murrs built a small, three-bedroom cabin on the lot, creating a vacation spot for their family. Realizing the beauty and future value of the location, the Murrs purchased a second lot in 1963, directly adjacent to their first lot. They believed that it would be a valuable long-term investment. For decades, the little cabin along the St. Croix River was a summer getaway for the growing Murr family of children and grandchildren. Though William and Dorothy have both since passed away, they transferred the two lots to their grown children, who continue to use the cabin as the family gathering spot. In 2004, the children decided the time was finally right to sell the adjacent investment property. But because of changes to zoning during the many years that the Murrs had held the lots, the County deemed the investment lot to be "substandard" in size for development. Even though the lot was well over one acre in size, the County subtracted setbacks from the shoreline, from wetlands, and from a steep slope, leaving approximately a half acre of "net project area." While half an acre provides a beautiful building site, County restrictions require a minimum of one acre. The ordinance contains a "grandfather clause" allowing construction on lots that were legally created before the zoning changes. Normally such grandfather clauses for pre-existing lots would provide sufficient relief and allow development. But the clause here has an exception. It does not apply if a landowner owns the adjacent lot. In other words, if anyone else owned the investment parcel, that owner would have been entitled to sell or develop the property. But for the Murrs, the investment parcel could be neither sold nor developed as an independent and discrete lot. The Murrs brought a takings claim seeking compensation for the taking of the investment parcel. But the Wisconsin appellate court rejected the claim by announcing a rule that under Penn Central's "parcel as a whole" concept, two legally distinct, but commonly owned contiguous parcels must be combined for takings analysis purposes. The Murrs' situation provides the perfect vehicle for the Supreme Court to finally address the issue of what defines the "parcel as a whole" for takings analysis. Several courts, such as the Wisconsin Appellate Court, have treated the "whole parcel" doctrine as allowing—or even requiring— the courts to aggregate legally separate but commonly owned lots into a single parcel when undertaking a regulatory takings analysis. Other courts treat distinct legal lots individually. This question has been left unresolved during the nearly four decades that have passed since Penn Central was decided. With Murr v. Wisconsin, we may finally get resolution from the Supreme Court. In Penn Central, the Supreme Court rejected the idea that takings law should "divide a single parcel into discrete segments." But the Wisconsin court has gone to the other extreme, deciding that takings law requires the courts to lump multiple lots together. This aggregation dilutes the amount of loss suffered by the property owner, making it less likely that a regulatory taking under the Penn Central factors will be found. The Murrs argue that Penn Central compels the opposite result. The analysis of the Grand Central Terminal involved the single legal lot that included the terminal building. Even though Penn Central Transportation Company owned many other properties across New York, the Supreme Court looked only at the reduction of property rights in the Terminal parcel. Later Supreme Court cases affirm the longstanding tradition of defining property rights as legally defined—and distinct—parcels. In 2002, the Supreme Court decided Tahoe-Sierra Preservation Council, Inc. v. Tahoe Regional Planning Agency. 21 That case involved a temporary moratorium on building near Lake Tahoe. The Supreme Court rejected the theory that there was a Lucas style taking during a period of several years that development was prohibited. The court refused to divide the parcel into segments of time. In other words, it did not consider the period of time during which development was prohibited as a separate interest in property. But most significantly, the Court recognized that real property is "defined by the metes and bounds that describe its geographic dimensions." This is the type of definition that the states generally use to identify a parcel of property. The Murrs have two such parcels, independently described and titled. For over 50 years they have paid property taxes on them independently. And for a regulatory takings analysis, they should also be treated independently. A friend-of-the-court brief filed by the State of Nevada, co-written by Professor Ilya Somin and joined by eight other states, argues that the Wisconsin court rule is at odds with the text and original meaning of the Takings Clause, and that it "creates significant perverse incentives for both landowners and regulators." 22 According to Nevada, the Wisconsin court rule will make it more difficult for states to effectively impose land-use regulations, while also undermining traditional expectations of property rights, creating damaging economic impacts, and encouraging government to heavily regulate both individuals' and states' property. Nevada and its sister states agree with the Murrs that individual, legally defined parcels of land have been a fundamental unit of American property law for centuries. They also note that the Supreme Court has often recognized that these parcels play a "central role" when courts are faced with takings claims. The State of Wisconsin and County of St. Croix filed separate briefs to defend the Wisconsin court ruling. They will also split the oral argument time for their side. They both correctly note that state law has historically created the legal lots that establish property rights. Under Wisconsin state law, new lots may be created through subdivision of property, and the lines of lots may even be redrawn or adjusted in some instances, by following the required state law procedures. Wisconsin argues that states should have the power, without paying compensation, to force a "merger" of lots that are contiguously owned. 23 But Wisconsin law does not match up well with the arguments being made to the Supreme Court. The ordinance that Wisconsin and St. Croix County claim has "effectively merged" the lots has actually done no such thing. The County ordinance did not erase the existing legally drawn lot lines and create a new, unified parcel; it is simply a zoning ordinance that prohibits building or selling when certain lots are next to each other. While zoning ordinances limit the potential use and development of land, they cannot alter lot lines. Wisconsin has formal state law procedures that must be followed to alter previously created lots—procedures that were never undertaken as to the Murrs' two lots. If Wisconsin wishes to merge the two parcels, it should be required to follow the state law procedures and redraw the lines, not achieve the same ends through a local zoning ordinance. The Murrs further respond that government may not redefine the nature of property at will while avoiding compensation. And the fact that the properties came into the hands of the children after the new regulations were enacted does not change the analysis. The Supreme Court has previously held that post-enactment purchasers have all the same rights to challenge burdensome regulations that previous owners had. 23 PLF and the Murrs urge the Supreme Court to adopt a presumption that the single parcel, legally created under state law, is the proper baseline for measuring the impact of regulatory takings. Whether a court applies the Lucas or Penn Central tests, the single lot should entitles the owner to compensation. be used to determine whether the regulation has gone too far, and There may be situations where the presumption can be overcome, such as when an owner jointly develops adjoining parcels, but the burden to prove that circumstances warrant combining the parcels should be on the government. And when the separate and independent use of a single parcel is destroyed by government action, as is the case with the Murrs, government should compensate the owner for the loss. V. Conclusion At their core, takings analyses are inquiries into longestablished principles of fairness and justice, and flow from the idea that one person should not be forced to bear costs that should rightly be paid by the public as a whole. When the same action taken by government affects two people differently because one happens to own a second parcel of land, it offends that sense of fairness. PLF believes that the Fifth Amendment provides protection from this type of arbitrary government redrawing of property rights and trusts that the Supreme Court will agree. 1 See Paul J. Larkin, Jr., The Original Understanding of "Property" in the Constitution, 100 MARQ. L. REV. 1 (2016) ("Anglo-American traditions, customs, and law held that property was an essential ingredient of liberty that the Colonists had come to enjoy and must be protected against arbitrary governmental interference."); JAMES W. ELY, THE GUARDIAN OF EVERY OTHER RIGHT: A CONSTITUTIONAL HISTORY OF PROPERTY RIGHTS (3d ed. 2007) (detailing the significant role discussions of property rights played in shaping the constitutional era); BERNARD H. SIEGAN, PROPERTY AND FREEDOM: THE CONSTITUTION, THE COURTS, AND LAND-USE REGULATION 14–19 (Transaction Publishers 1997) (discussing the influence of John Locke's theories of property from his Second Treatise on government); DENNIS J. COYLE, PROPERTY RIGHTS AND THE CONSTITUTION: SHAPING SOCIETY THROUGH LAND USE REGULATION 228–30 (State University of New York Press 1993) (same); and Harry V. Jaffa, What Were the "Original Intentions" of the Framers of the Constitution of the United States?, 10 U. PUGET SOUND L. REV. 351, 378–80 (1987) (same). 2 See ROBERT ALLEN RUTLAND, THE BIRTH OF THE BILL OF RIGHTS, 1776-1791, at 186–89 (1950). 3 A third category of takings involves "exactions," where government leverages its power to regulate by demanding that individuals give up money or property to receive some government benefit, such as a development permit. While this is an important area of the law—and one that PLF has extensively litigated—it is beyond the scope of this paper. For more information, see PLF's victories in Nollan v. California Coastal Comm'n, 483 U.S. 825 (1987), and Koontz v. St. Johns River Water Mgmt. Dist., 133 S. Ct. 2586 (2013). See also Christina M. Martin, Nollan and Dolan and Koontz-Oh My! The Exactions Trilogy Requires Developers to Cover the Full Social Costs of Their Projects, but No More., 51 WILLAMETTE L. REV. 39 (2014). 4 545 U.S. 469 (2005). 5 See, e.g., VA. CONST. art. I, § 11 (an amendment was ratified November 6, 2012, that places much stricter limitations on government takings by condemnation than the Fifth Amendment to the U.S. Constitution). 6 See, e.g., C. Jarrett Dieterle, The Sandbagging Phenomenon: How Governments Lower Eminent Domain Appraisals to Punish Landowners, 17 THE FED. SOC. REV., no. 3, Oct. 2016, at 38, http://www.fed-soc.org/ publications/detail/the-sandbagging-phenomenon-how-governmentslower-eminent-domain-appraisals-to-punish-landowners. 7 See, e.g., Kris W. Kobach, The Origins of Regulatory Takings: Setting the Record Straight, 1996 UTAH L. REV. 1211. 8 Pennsylvania Coal Co. v. Mahon, 260 U.S. 393, 415 (1922). 9 While the Fifth Amendment establishes the baseline constitutional requirements for compensation of takings, Congress or state legislatures are free to go above and beyond those minimums with laws to protect property owners. Despite frequent debates on statutory compensation schemes for takings, however, relatively few have been enacted. See, e.g., ILYA SOMIN, THE GRASPING HAND 204–31 (2015) (discussing various proposals for statutory limits on eminent domain through increased compensation, additional procedural protections, or the narrowing of acceptable public uses). 10 Kaiser Aetna v. United States, 444 U.S. 164, 176 (1979) (describing the right to exclude as "one of the most essential sticks in the bundle of rights that are commonly characterized as property"). 11 Loretto v. Teleprompter Manhattan CATV Corp., 458 U.S. 419 (1982). 12 Brown v. Wash. Legal Found., 538 U.S. 216 (2003). 13 133 S. Ct. 511 (2012). 14 See Tahoe-Sierra Pres. Council v. Tahoe Reg'l Planning Agency, 535 U.S. 302 (2002) (holding that a temporary moratorium on all development near Lake Tahoe was not a compensable taking). 15 505 U.S. 1003 (1992). 16 This multi-factor analysis is sometimes referred to as a "partial takings" test, but the "partial taking" term is an imprecise one at best, and a highly \| misleading concept overall. For example, Loretto involved a taking of only part of the property, but the possessory nature of the regulation made it a categorical taking. It is instead correct to distinguish categorical, per se takings from regulations that are analyzed under the multi-factor takings analysis. Moreover, the ultimate question is whether the regulation goes so far that justice requires compensation; using the word "partial" adds nothing to the takings analysis. The regulation either causes a taking that requires compensation or it does not. 17 For criticisms of the Penn Central multi-factor test, see Gideon Kanner, Making Laws and Sausages: A Quarter-Century Retrospective on Penn Central Transportation Co. v. City of New York, 13 WM. & MARY BILL RTS. J. 679 (2005) and Steven J. Eagle, Penn Central and Its Reluctant Muftis, 66 BAYLOR L. REV. 1 (2014). 18 438 U.S. 104 (1978). 19 See, e.g., Steven J. Eagle, The Four-Factor Penn Central Regulatory Takings Test, 118 PENN STATE L. REV. 601, 622–24 (2013). 20 This is sometimes called establishing the "denominator" against which the percentage of property rights r estricted by the regulation is calculated. See John E. Fee, Comment, Unearthing the Denominator in Regulatory Taking Claims, 61 U. CHI. L. REV. 1535 (1994). 21 535 U.S. 302 (2002). 22 Brief of the States of Nevada, Alaska, Arizona, Arkansas, Kansas, Oklahoma, South Carolina, West Virginia, and Wyoming as Amici Curiae in Support of Petitioners at 4–5, Murr v. Wisconsin, No. 15-214 (2016). 23 Palazzolo v. Rhode Island, 533 U.S. 606 (2001). Authored by Jeremy Talcott is a PLF Attorney and College of Public Interest Law Fellow in PLF's National Headquarters in Sacramento. Todd Gaziano is Executive Director of PLF's DC Center and Senior Fellow in Constitutional Law. About Pacific Legal Foundation Pacific Legal Foundation, America's most powerful ally for justice, litigates in courts nationwide for limited government, property rights, and individual liberty. PLF attorneys have achieved nine consecutive victories at the Supreme Court of the United States. 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CHAIRMAN'S STATEMENT am immensely delighted to extend a warm welcome to you to the 42nd Annual General Meeting of your Company. I feel honoured and privileged of addressing you on this occasion. The Directors' Report and the Audited Annual Accounts for the Financial Year 201112 have already been with you for sometime and with your kind permission, I would like to deem them as read. I HPC Performance during 2011-12 Inspite of the inadequate fibre raw material availability for Cachar Paper Mill (CPM) persisting throughout FY 2011-12 the falling capacity utilization since the previous three years was arrested and 80% capacity utilization was achieved against the capacity utilization of 52% during the previous financial year. The effects of gregarious flowering of pre-dominant bamboo species viz Melocanna bacciferra (Muli bamboo) in the major bamboo catchment areas of CPM resulted in reduced availability of fibrous raw material for CPM. However, the natural re-generation of the flowered species has started to show signs of maturity. However, during FY 2011-12, supply of bamboo from the major source i.e. Mizoram was totally suspended on account of restriction imposed by Govt of Mizoram on issue of permits for supply of bamboo to CPM. This source accounts for around 60% of the total fibre raw material requirement of CPM and thus there was no option but to opt for procurement of fibrous raw material from non-conventional sources to ensure continuity of mill operations. The gregarious flowering also resulted in non-supply from other major sources like Lease forest areas of Barak Valley and Tripura. Procurement of bamboo from Dima Hasao Autonomous Council (DHAC) was limited inspite of availability on account of the logistical constraints. The road connecting bamboo bearing areas of DHAC to CPM remains to be unpliable for heavy traffic on account of poor road conditions and thus road transportation from this important source was not possible. The century old metre gauge rail network connecting Dima Hasao to CPM witnessed frequent disruptions during this period on account of landslides. Moreover, the limited availability of wagons in this section prevented smooth and sustained supply of bamboo by rail from this source. Essential commodities like food grains are also required to be transported through this rail network and in such cases wagons are allotted preferentially and allotment of wagons for bamboo transport was adversely affected. The completion of East West corridor and conversion to BG rail connectivity will help in overcoming the logistical constraints faced by CPM. The landlocked positioning of CPM in the highly infrastructurally deficient region makes it unviable to procure fibre raw material from alternative sources. The absence of feeder roads connecting the bamboo catchment areas makes it impossible for vehicles to access these areas and extract bamboo from the hilly and rough terrain and more so during the prolonged rainy season spanning from March to September. However, all possible non-conventional sources like procurement of imported pulp, procurement of pulpwood from outside states and transfer of fibrous raw material from NPM to CPM were explored and such initiatives only could arrest the downtrend and substantially increase capacity utilization during FY 2011-12. HPC mills in Assam were set up in these industrially backward and infrastructurally deficient areas for the sole purpose of socio-economic development of this region and on the basis that the availability of fibre raw material at low costs would offset the numerous locational adversities. To add to the woes, the State Government has imposed Entry Tax on raw materials and Agriculture Cess on bamboo procured by the mills. Despite all odds, your company has left no stone unturned to face the challenges head on. 1 The figures below depict the performance of your Company during FY 2011-12, as a group along with its operating Subsidiary Hindustan Newsprint Ltd. (HNL): \| 1 \| Production (tonnes) \| \|---\|---\| \| 2 \| Sales (tonnes) \| \| 3 \| Sales Turnover (` Cr.) \| \| 4 \| PBT (` Cr.) \| \| 5 \| PAT (` Cr.) \| Performance of your company has been affected due to non-availability of the most vital input i.e. fibrous raw material from the major conventional sources. Industrial Performance Growth in statistical terms is meaningless unless it helps every individual and all sections of society, which is where the trickle-down theory has its genesis. If we have been able to withstand the pressure of the global meltdown, it is because of our resilience and our unique approach to the problem. It was not borrowed or taken from an eminent economist's textbook. We adopted what we considered best suited to our country, society and culture. The global economy is under stress. Growth rates have slowed down everywhere. There is considerable uncertainty about the period over which growth will revive in the industrialised world. The Indian economy has been affected by these developments. Our exports have shrunk and the fiscal deficit has gone up. Growth decelerated to 6.5% last year. This has dampened investor sentiment. Doubts are being raised in some quarters about the India growth story going astray. Economies go through ups and downs and downturns do dampen spirits. However, such downturns can have value if they make us focus on the weaknesses that are masked when times are good. India's slowdown is partly because of the global downturn, but it is partly also because of domestic constraints which have arisen. We cannot do much about the global slowdown. Though we can certainly make a difference to the world if we do the right things at home to accelerate our own growth. But we can, and we must, correct our own weaknesses, and create new opportunities for economic growth and employment at home. This is the challenge before us. I assure you, this will now remain the focus of your Company in the months ahead. Indian Paper Industry Indian paper industry is poised to grow at the rate of 8% per annum. The per capita paper consumption increased to more than 9kg. Still, the figure is low compared to more than 42 kg in China and more than 350 kg in developed countries. India has emerged as one of the fastest growing markets when it comes to consumption. Paper in India is made from 40 per cent of hardwood and bamboo fibre, 30 per cent from agro waste and 30 per cent from recycled fibre. Indian paper industry can be more competitive by adding improvements of key ports, roads and railways and communication facilities, revision of forest policy is required for wood and bamboo based paper industries so that plantation can be raised by the paper industry, cooperatives of farmers and state government. Degraded forest land should be made available to the industry for raising plantations. Duty free imports of new & second hand machinery/ equipment should be allowed for technology upgradation. Major issues confronting India's pulp and paper industry are high cost of production caused by inadequate availability and high cost of raw materials. Energy cost has increased on account of inadequate availability of coal thereby increasing imports. Nonavailability of good-quality fibre, uneconomical plant size, technological obsolescence and environmental compliances are a big challenge. While issues related to technology, capacity and environment come directly under the purview of companies, raw material shortage is a disadvantage affecting all. the country. The total growing stock in the country is estimated to be 80.4 million tonnes, two thirds of it from North East. The North East is called the home of Bamboo and this natural resource is intimately interwoven with the socio-cultural fabric of the local populace. Essentially, there is a huge potential for automation and system integrators to work collaboratively with India's pulp and paper companies and help them acquire the competitive edge. This means paper mills in India have tremendous opportunity to improve their profit margin by increasing their investments in automation systems and enterprise solutions, and integrating them to achieve collaborative production management. With the country's economy showing a growth trend, the paper consumption in India is bound to expand, and the existing gap with Asian and World average is a good indicator of the industry's growth potential. India is witnessing a significant growth in the paper production capacity at present. Existing facilities are going for capacity expansions to achieve economy of scale. The limited availability and rising cost of virgin fibre (like pulpwood and bamboo) for paper production is resulting in a shift towards alternate raw material like wheat straw, bagasse, re-cycled paper, etc. especially for new upcoming paper mills thereby controlling the spiralling production cost and become more competitive in the paper market. The domestic market is also showing tremendous growth potential for value added paper like Copier paper. Bamboo - the green gold HPC mills in Assam are inherently dependant on bamboo growing stock in the North Eastern region to meet its fibrous raw material requirement. India has 136 bamboo species out of the total 1250 species of bamboo found in the world and is one of the richest bamboo growing countries. The North Eastern region constitutes 28% of the total bamboo growing area of Bamboos are some of the fastest growing plants in the world and are capable of growing 60 cm (24 in.) or more per day due to a unique rhizome-dependant system. However, the growth rate is dependant on local agro-climatic conditions. Bamboos are of notable economic and cultural significance in East Asia and South East Asia, being innumerably used for activities like building materials, as a food source and as a versatile raw product. Bamboo is the fastest growing canopy for the regreening of degraded lands, and its stands release 35% more oxygen than equivalent stands of trees. Some bamboo even sequester up to 12 tonnes of carbon dioxide per hectare. Bamboo can also lower light intensity and protects against ultraviolet rays. Traditional belief holds that being in a bamboo grove - the favorite dwelling place of Buddha - restores calmness to emotions and stimulates creativity. Bamboo is a mystical plant: a symbol of strength, flexibility, tenacity and endurance. Throughout Asia, bamboo has for centuries been integral to religious ceremonies, art, music and daily life. It can be found in the paper, the brush and the inspiration for poems and paintings. Some of the earliest historical records from the 2nd century B.C. were written on green bamboo strips. Unlike wood, bamboo is much denser and grows faster making it an easily replenishable resource. Bamboo is a rapidly renewable resource because when harvested sustainably the plant re-grows from the same root stalk, maturing in just a few years unlike most trees which take far longer to grow and are incapable to re-growing of the same plant after harvesting. Bamboo thrives naturally, totally unassisted, without the use of any pesticides or fertilizer growing to its maximum height in roughly three months, and reaching maturity after only three or four years. It also spreads rapidly across large areas like other plants in the grass family. Selective felling of bamboo as per silvi-cultural norms and care during the monsoon season when new stalks emerge goes a long way in sustainable harvesting on annual basis. Fibre Raw Material Requirement Mizoram, Meghalaya and Tripura with Mizoram being the major source accounting for around 60% of CPM's fibrous raw material requirement. However, the decision taken by Govt of Mizoram to restrict issue of permits for bamboo transportation from Mizoram to CPM since 28.03.2011 is still persisting despite regular follow-up at all levels which has affected productivity of CPM. HPC mills in Assam were set up in the industrially backward areas on the premise of abundant availability of bamboo for meeting the entire fibrous raw material requirement for paper production. Nagaon Paper Mill (NPM) in Morigaon District was based on the rich bamboo stock in Karbi Anglong Autonomous Council areas and Cachar Paper Mill (CPM) on the bamboo abundantly available in Dima Hasao Autonomous Council (DHAC) areas and accordingly long term agreements were drawn among Govt. of Assam, HPC and the respective District Councils. KAAC fulfils around 40% of the bamboo requirement for NPM and the balance requirement is met from other bamboo bearing areas within the State. Some bamboo is also procured from the State of Meghalaya. CPM on the other hand is unable to procure substantial quantity of bamboo from DHAC inspite of availability on account of poor road and deficient rail infrastructure connecting these areas. CPM has to depend on century old metre gauge rail network for transportation of bamboo from DHAC by rail which is prone to frequent disruptions and more so in the monsoon season as landslides block the rail tracks for days on end. Moreover, availability of rakes is limited and preference is given for transportation of food grains and other essential commodities to the logistically constrained north eastern states and after meeting such requirements wagons are allotted for transportation of bamboo. CPM sources its requirement from Barak Valley Districts as well as from the neighbouring states of The flowering of muli bamboo which is the predominant bamboo available in Barak Valley and the neighbouring states has resulted in the production shortfall since FY 2008-09. All out efforts are being made by CPM to procure bamboos of alternative species which have not been affected by gregarious flowering but the same is difficult on account of low availability and rough terrain in these regions. However, the post gregarious re-generation of new bamboo is successful in most areas and it is expected that fully mature muli bamboo will again be readily available in the flowered areas from 2013-14 onwards. Farm Forestry - achieving fibre security Your company's efforts to get unused and nonproductive barren lands from the State Govt for raising large scale captive plantations has not yielded any positive response. Even though bamboo is renewable product and replenishes naturally, HPC is implementing a Farm Forestry Initiative wherein high yielding, quick growing and disease resistant superior quality bamboo plantlets grown in the state-of-the-art bamboo tissue culture lab at NPM is distributed to interested farmers/ growers as well as Govt agencies at subsidized rates for raising bamboo plantations. This scheme is being accepted whole-heartedly by the local farmers in the periphery of the mills. Tissue Culture - the green technology Plant tissue culture encompasses culturing of plant parts on an artificial medium. The basic key used in plant tissue culture is the totipotency of plant cells, meaning that each plant cell has the potential to regenerate into a complete plant. With this characteristic, plant tissue culture is used to produce genetically identical plants (clones) in the absence of fertilization, pollination or seeds. In plant tissue culture, plants or explants are cultured in a specific plant medium, which contains essential plant nutrients and hormones. Other plant growth factors like light and temperature are maintained and regulated by using artificial conditions. All the procedures of plant tissue culture are conducted under sterile (aseptic) conditions. The explants then develop stem, roots and leaves. The generated plantlets are hardened before planting in outdoor conditions. A state-of-the-art tissue culture lab with capacity of 2 million plantlets per annum was installed at NPM in collaboration with National Mission on Bamboo Application, an arm of Technology Information Forecasting Advisory Council, under Department of Biotechnology, Govt. of India with the objective to identify and raise superior bamboo genotypes for large scale plantation in North Eastern India, improve productivity of bamboo with high yielding varieties in shorter rotation, promote bamboo based agro-forestry systems and optimally utilize wastelands with bamboo TC planting material. Commercial production of Tissue Culture Plantlets(TCP) was started on 06.10.2007 and the bamboo species currently being propagated are Bambusa balcooa, Bambusa tulda and Bambusa nutans. The species selection is based on agro-climatic suitability of the local region, availability of good quality explants for carrying out the initiation process, growth rate, yield, resistance to disease and demand of the prospective planters. The bamboo TCPs generated in the lab are also in high demand among local farmers/ growers as well as from the State Forest Departments of the NER for taking up scientific bamboo plantations on a large scale. The first batch of TCPs planted by local bamboo growers/farmers and various State Forest Departments in the NE region are now achieving full maturity, field trials and plantations taken up from these TCPs are showing positive and desired results. Project Activities HPC is trying to make a foray in the growing copier paper segment and accordingly the cut size sheeter with ream wrapping machine commissioned in Cachar Paper Mill in the month of January 2010 is operational. The installed capacity is 60 tpd. The machine has facilities for automatic ream wrapping of A-4 size paper. The machine is also equipped with A-3 size cutting facility with manual ream wrapping. This will help your company in making a foray into the copier paper market which is showing tremendous growth. Hindustan Newsprint Limited (HNL) During 2011-12 this Subsidiary of your Company achieved a production of 102450 MT which is 102.5% of the installed capacity and sold the entire production of 102450 MT of newsprint. HNL is planning to make a foray in the Writing and Printing paper segment with the objective to meet the demands in the Southern States as transportation cost of Writing and Printing paper from HPC mills in Assam is substantial. NPPC The Revival and Upgradation Scheme of NPPC, another Subsidiary of your Company was originally sanctioned by GoI/BIFR on 27.06.2007 for a production capacity of 66,000 tpa paper with a total project outlay of `552.44 crore. During the tendering process for the project, a very high cost escalation has been experienced by NPPC with regard to the sanctioned costs for Plant & Machinery. A revised cost estimate of `679 crore was formulated after reconfiguring the technical and financial options and was submitted to the approving authority seeking requisite approval and the same is awaited. JPML To diversify its product profile, achieve economy of scale, cater to the increasing demand for value added paper and become pan-Indian in operations, HPC envisaged setting up of a Greenfield paper mill project with a capacity of 3 lakh tpa located close to the major demand centres. Extensive feasibility studies were carried out with the assistance of globally renowned consultant and a site at Jagdishpur in Sultanpur District in Uttar Pradesh was selected. Approval for this project was accorded by Govt. of India on 03.12.2007. A Company in the name and style of Jagdishpur Paper Mills Limited (JPML) with registered office at Lucknow was formed and Certificate of Incorporation was issued on 08.05.2008 by Registrar of Companies, Uttar Pradesh and Uttranchal. Project activities could not commence yet since the land identified by UPSIDC for the plant facilities is yet to be handed over to the Subsidiary. After vigorous follow-ups by your Company with Govt. of UP, M/s Uttar Pradesh State Industrial Development Corporation (UPSIDC) have agreed to hand over the 62.59 acres of land at the prevailing revised market rate at Utelwa Industrial Area. Your Company is making all out efforts through the good offices of the Administrative Ministry to get the land allotted at concessional rate to facilitate commencement of project activities and thereby taking your Company to the forefront in this highly competitive market. first and who pays most for changed energy menus. In the meantime, recent fluctuations in temperature have intensified the public debate over how urgently to respond. The recent combination of flooding, heat waves and droughts were taken by most researchers trained in climate analysis as evidence to show that weather extremes are getting worse. The long-term warming trend over the last century has been wellestablished, and scientists immersed in studying the climate are projecting substantial disruption in water supplies, agriculture, ecosystems and coastal communities. Climate Change - Healing the future Global warming has become perhaps the most complicated issue facing the world. On the one hand, warnings from the scientific community are becoming louder, as an increasing body of science points to rising dangers from the ongoing build up of human-related greenhouse gases - produced mainly by the burning of fossil fuels and forests. On the other, the technological, economic and political issues that have to be resolved before a concerted worldwide effort to reduce emissions can begin have gotten no simpler, particularly in the face of a global economic slowdown. At the heart of this issue is a momentous tussle between rich and poor countries over who steps up Some years back, the idea of a national low-carbon growth strategy for India would have been hard to imagine as Low Carbon was seen to be at loggerheads with India's ambitious economic development agenda and was too controversial a concept to find a voice in domestic politics. Yet in January 2010, Prime Minister, Shri Manmohan Singh constituted a 26-member expert group to help develop a low-carbon growth strategy for India. This signifies a fundamental shift in thinking on the issue of climate change and development in India. The National Action Plan on Climate Change outlines long-term measures as India has committed to meet a reduction in national energy intensity of 25 percent by 2020 and needs to work out a strategy and various specific measures that will enable us to meet this. Sustainable / Green business practices - the need of the hour Sustainability derives its greatest power and effect in organizations when it is deeply embraced as a set of core values that genuinely integrate economic prosperity, environmental stewardship and social responsibility. Sustainable business, or green business, is an endeavour that has no negative impact on the global or local environment, community, society, or economy-a business that strives to meet the triple bottom line viz. profit, planet and people. Often, sustainable businesses have progressive environmental and human rights policies. A Green business practice incorporates principles of sustainability into each business decision, supplies environment-friendly products or services that replace demand for non-green products & services, be greener than traditional competition and make an enduring commitment to environmental practices in its business operations. Sustainability is a three-legged stool of people, planet, and profit. Sustainable businesses with the supply chain try to balance all these three through the triplebottom-line concept using sustainable development and sustainable distribution to impact the environment, business growth and the society. It is a business that meets the needs of the present world without compromising the ability of the future generations to meet their own needs. Sustainable development within a business can create value for customers, investors and the environment. A sustainable business must meet customer needs, at the same time, treating the environment well. Contribution to Govt. Exchequer Your Company's contribution to the Govt. exchequer during 2011-12 is given below: with other paper mills in the country which enjoy industry friendly facilities. The only advantage in the form of adequate availability of fibrous raw material at reasonable costs no longer stands on account of the gregarious flowering of the pre-dominant bamboo species in the major bamboo catchment areas. CPM is still connected by the 105 year old MG track which entails trans-shipment for all incoming and outgoing materials from BG to MG or vice-versa at Lumding. In addition to this the Railways have restricted direct booking to CPM since October 2008 which entails multiple handling of goods due to unloading and further loading on trucks for road transportation resulting in high transportation costs. Road infrastructure for transportation of raw material and other inputs is in a deplorable condition. As trucks cannot ply on the road connecting DHAC (the major bamboo source for CPM) to CPM, transportation of bamboo by rail from this source is the only available alternative. Inspite of availability of adequate good quality bamboo nearby to the mill site, CPM is unable to source this material due to transportation problems. To compete with paper mills operating in other parts of the country the BG Rail link in Lumding-BadarpurSilchar section and Lumding-Haflong-Silchar section of the East - West corridor of NHAI is the only probable solution but work on both fronts have been delayed mainly on account of law and order problems in the NE Region. To effectively compete with other paper mills on a level playing field HPC mills warrant transport subsidy to compensate for the extra costs incurred on account of inability of the Govt to provide suitable transportation facilities. Assistance Required \| Items of Revenue \| [` Cr.] 2011-12 \| \|---\|---\| \| Excise Duty \| 18.75 \| \| Sales Tax/ VAT/ CST \| 22.35 \| \| Entry Tax & Service Tax \| 7.45 \| \| Corporate Income Tax \| - \| \| Customs Duty \| 7.38 \| \| Redemption of Preference Share Capital \| - \| \| Dividend \| - \| \| Dividend Tax \| - \| \| Interest on GoI Loan \| - \| \| Total \| 55.93 \| HPC mills operating in the infrastructurally deficient locations in the North Eastern region have to compete HPC mills are also being subjected to Entry tax on raw materials and other inputs sourced from outside whereas there is no entry tax on import of paper into the State. In addition to this GoA is charging Agricultural cess on bamboo procured by the mills even though bamboo is not an agricultural product. Such unjustified levies on the already disadvantaged mills need to be reviewed immediately. Fiscal props are required for offsetting the locational and logistical disadvantages of North Eastern Region (NER) in the pattern of such concessions given to Oil Refineries in the NER. Corporate Social Responsibility Your Company as a responsible corporate citizen has been taking up all possible steps to ensure the socioeconomic development of the community residing in the peripheral region for a wholesome development of this economically backward region. Our efforts range from initiatives taken for development of villages in the vicinity of the mills by providing basic amenities like providing safe drinking water, setting up of educational institutions to boost the literacy levels in the region, development of roads and bridges in a bid to improve the basic infrastructure, etc. Under the self employment schemes your company also provides sustainable employment opportunities by aiding formation of small scale industries at the village level. Your company is also highly concerned with the health facilities available to the families residing around the mills and frequently conducts free medical camps and distribute medicines to the local populace free of cost on such occasions. Your Company has also implemented Prime Minister's 15 Point Path Pradarshan Awareness Programme in several Higher Secondary Schools in the nearby villages around the Mills targeted to reach out to the minority students. Your company has also provided substantial land free of cost to the Public Works Department, Govt of Assam for construction of road under Prime Minister's Gramin Sadak Yojana (PMGSY) Scheme to improve infrastructure and provide connectivity to the local people. Road Ahead - our foray into the future The rapid and substantial increase in the cost of fibre and fuel and other necessary inputs required for paper making coupled with low capacity utilization due to gregarious flowering of bamboo has led to significant increase of the production costs. The competing paper mills are going for large scale capacity expansions and improved latest technologies. Your company is also striving hard to keep pace with the competition and implemented cost cutting measures to combat the financial effect of under capacity utilization at CPM due to acute scarcity of fibre raw material caused by the gregarious flowering of the pre dominant bamboo species in the region. This fibre raw material problem is expected to plague us for some more time but the employees of your company have taken up this challenge and are making all out efforts to combat this present crisis period with a firm belief to come out victorious and effectively compete with our competitors. M. 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Indicators of Attack (IoA) Context-sensitive clues unlock early attack detection and action. Sophisticated attacks take time to unfold and involve much more than malware. Organizations must collect, assemble, interpret, and apply many fragments of information early in an attack chain to disrupt advanced and targeted attacks. More than raw data, organizational and situational context enrich other forms of intelligence to create "indicators of attack." These early warnings reveal suspicious events, letting systems and people contain and mitigate attack activities before they lead to system compromises and data loss. They also inform adaptive behaviors for sustainable advantage. What happens when you see something suspicious outside your home? You gauge its risk and decide what to do. If it's a fire, you might call the fire department—but not if it's coming from the neighbor's grill. If it's someone looking through your neighbor's front window, and your neighbor is on vacation, you might take a picture and call the police—but not if you recognize their house sitter. Suspicious or Benign? It Depends. An IoA is a unique construction of unknown attributes, IoCs, and contextual information (including organizational intelligence and risk) into a dynamic, situational picture that guides response. The key to this decision sequence is your definition of "something suspicious." Your neighborhood, line of business, and experience provide a baseline of "what is normal" as well as context to directly affect this definition. Context is often defined as "who, what, when, and where." It's the analyst's job to derive "why and how." In sizing up the context, we make a decision, one that can protect our neighborhood or our business. In attack scenarios, the time factor is one of the most pivotal. It involves not just catching a snapshot of a point in time (12:36.12 a.m.), but capturing that event within an attack timeline by noting repetition (20 times) or related events (from different IP addresses) across a span of time (within 24 hours). IoA versus IoC These contextual attributes of a situation add up to "indicators of attack (IoAs)." Unlike "indicators of compromise (IoCs)," which are individual known bad, static events (IoC test: Is there a regulation against loss of that structured data? Is file blacklisting a relevant control?), IoAs only become bad based on what they mean to you and the situation. Technology Brief Earliest Possible Attack Detection Because this situational picture can be created as early as the initial phase of an attack— reconnaissance—defenders gain an active role in blocking the attack's success. With visibility and contextualization throughout the attack chain, defenders have many more opportunities to fight off an attack before it succeeds. This is another contrast with IoCs, which primarily support after-the-fact forensic investigation, not the in-the-moment incident intervention made possible by an IoA. A Bias for Action The detailed nature of the situational picture increases the sensitivity and precision of attack containment and mitigation. It brings relevant information directly to the people and processes that need it, when they need it. ■ ■ Enhanced, dynamic threat and risk scoring can pinpoint and elevate events for immediate evaluation by security analysts. ■ ■ Actionable details permit targeted processes to automatically and selectively block, disrupt, monitor, or record activities. ■ ■ Fine-grained event attributes can be used to find other instances of an event. ■ ■ Event details can allow heuristics to predict attack behaviors, educate defenses, and suggest policy and control changes to prevent future repetitions. ■ ■ Context helps investigators reconstruct a complete forensic chain of events and look back in time to unearth other and similar attack evidence. These proactive organizational behaviors demonstrate maturity in incident response, a maturity increasingly sought by enterprise leaders worried about data breaches and cyberattack costs. An Intelligence-Sharing Architecture To implement systems that support IoAs, each organization needs to adjust its mindset and controls to be more proactive and timely about sharing and acting on contextual data. This process turns raw data into actionable intelligence and then to intelligent action. Figure 1. Collection and sharing of context and other forms of intelligence enable adaptive threat management. Planning and Direction Collection Dissemination Processing Exploitation Analysis and Production Indicators of Attack (IoA) 2 Technology Brief Collection The first hurdle is usually collection. Many sensors and products can collect raw data, but most "use it and lose it." The architecture needs to ensure the important (relevant) data is collected and shared, not just observed and discarded. This shared data supports immediate containment of the attack and can also factor into improvements in policies and defenses, essentially helping the infrastructure learn as it protects. Next, the individual data points must be aggregated to construct an indicator of attack. Simple, intermittent data archival as implemented by first-generation security and information event management (SIEM) is not enough. Basic event data must be enriched with contextual data (such as time, prevalence, location) and the human factor of experience, risk values, and instinct. This contextualization can happen in different ways, in different segments of the infrastructure, but it needs to happen at a speed that supports immediate action. Contextualization Many products are designed for single functions, not to be part of a centrally managed, intelligencesharing system. This advance requires a trusted way to exchange data in real time, such as the messaging bus used in the McAfee® data exchange layer. By defining clear ways to share precise types of information, the McAfee data exchange layer enables and encourages appropriate sharing. Centralization Centralized services help with both collection and contextualization. For example, endpoint sensor events can be baselined, aggregated, and contextualized using local threat intelligence and organizational preferences and risk scores, a model available with the McAfee Threat Intelligence Exchange. This process can reveal first contact and prevalence. In addition, an advanced security intelligence platform can build on real-time SIEM technologies to normalize and correlate endpoint discoveries with network event data and other information—user data, application policies, threat intelligence, risk posture—and surface concrete IoAs. Correlation is important in this process as it aligns data into IoAs and assembles them into a sequence that reveals attack patterns and intent. Aggregating a full picture from fragments of information, contextualized intelligence can rapidly become a "Big Data" problem, so an advanced analytics architecture is recommended. This system is available with McAfee Enterprise Security Manager. Amount of Data Figure 2. Conversion of massive amounts of data into actionable intelligence requires filtering, contextualization, and high-speed analytics. Planning Operational Environment Raw Data Information Intelligence Collection Analysis Processing Indicators of Attack (IoA) 3 Technology Brief Action and adaptation Once the IoA is created, people and processes can act while the rich intelligence is distributed. Directly, alerts, and thresholds can guide enforcement actions such as quarantine. In near real time, new findings can factor into policy adjustments, authentication requirements, and human response workflows. Within hours and days, findings can influence risk scores, organizational policies, and end-user education. Over longer timelines—weeks and months—organizations can trend and surface anomalies, predict future attacks, and adjust sensitivities. Getting Started Support for IoAs will allow your organization to act earlier and more definitively to disrupt advanced and targeted threats. By sending rich IoA insights to cross-vector detection, containment, and remediation systems, security analysts get a sustainable advantage against evolving cyberthreats. Get started today with a visit to mcafee.com/incidentresponse.	<urn:uuid:74371b98-124f-4ca0-9c30-c415e5e37265>	CC-MAIN-2017-13	https://www.mcafee.com/fr/resources/solution-briefs/sb-indicators-of-attack.pdf	2017-03-27T10:43:56Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00226-ip-10-233-31-227.ec2.internal.warc.gz	942,209,458	1,546	eng_Latn	eng_Latn	0.99659	eng_Latn	0.996919	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2436, 4600, 7346, 8317 ]	[ 1.4140625 ]	2	35
PINELLAS COUNTY SCHOOLS NETWORK/INTERNET ACCEPTABLE USE AGREEMENT Pinellas County Schools use computers to support learning and to enhance instruction. Computer networks in the schools allow students and staff to interact with many computers. The Internet, a network of networks, allows people to interact with hundreds of thousands of networks and computers. Internet access is now available to designated students in Pinellas County Schools. This resource offers vast, diverse, and unique resources to students that will allow them to communicate with people from around the world, visit electronic libraries, perform research on a variety of subjects, and participate in special projects with students from all points on the globe. The goal in providing this service is to promote educational excellence in schools by facilitating resource sharing, innovation, and communication. This technology will benefit all students as they prepare for work in a global marketplace. The student is expected to follow all guidelines stated below, as well as those given orally by the staff, and to demonstrate ethical behavior that is of the highest order in using the network facilities at the school. 1. Acceptable Use: The purpose of the Internet is to facilitate communications in support of research and education by providing access to unique resources and the opportunity for collaborative work. The use of the student's account must be in support of and consistent with the educational objectives of Pinellas County Schools. Use of other organizations' networks or computing resources must comply with the rules appropriate for that network. Transmission of any material in violation of any U.S. or state regulation is prohibited. This includes, but is not limited to: copyrighted material, threatening or obscene material, or material protected by trade secret. Use for commercial activities is generally not acceptable. Use for product advertisement is also prohibited. 2. Privileges The use of the Internet is a privilege, not a right, and inappropriate use will result in a cancellation of those privileges. The districtwide network system administrator is the supervisor of distributive and user support systems. In addition, the principal will appoint a staff member to act as the school's network system administrator. Students may not allow others to use their account name or their password. Violation of this rule could jeopardize access to the Internet and students who violate this rule will immediately lose all network and computer access. The school's network system administrators will deem what is inappropriate use and their decision is final. Also, the school's network system administrators may close or restrict an account at any time as required. The administration and staff of the district or the school may also request the districtwide network system administrator or the school's network system administrator to deny, revoke, or suspend specific user access. 3. Network Etiquette Students are expected to abide by the generally accepted rules of network etiquette. These include, but are not limited to the following: a. Do not reveal personal address, phone numbers, or other personal information of yourself or classmates. b. Be polite. Do not get abusive in messages to others. c. Use appropriate language. Do not swear, use vulgarities, or any other inappropriate language. d. Do not engage in activities that are prohibited under state or federal law. e. Do not assume that electronic mail is private. People who operate the system do have access to all mail. Messages relating to or in support of illegal activities may be reported to the authorities. f. Do not use the network in such a way that would disrupt the use of the network by other users. g. All communications and information accessible via the network should be assumed to be private property. 4. Services a. Pinellas County Schools will not be responsible for any charges related to fee for service access to on-line resources services incurred by account holders without prior written approval being received from the district. b. Pinellas County Schools makes no warranties of any kind, either expressed or implied, for the service it is providing. Pinellas County Schools will not be responsible for any damages suffered. This includes loss of data resulting from delays, non-deliveries, mis-deliveries, or service interruptions caused by its own negligence or errors or omissions including any and all viruses. Use of any information obtained via the Internet is at the student's own risk. Pinellas County Schools specifically denies any responsibility for the accuracy or quality of information obtained through its services. 5. Security Security on any computer system is a high priority, especially when the system involves many users. If the student can identify a security problem, the student must notify the school's network system administrator or the Pinellas County Schools districtwide network system administrator and should not demonstrate the problem to other users. Attempts to logon to the Internet as a network system administrator will result in cancellation of user privileges. Any user identified as a security risk or having a history of problems with other computer systems may be denied access to the Internet. 6. Vandalism Vandalism will result in cancellation of Internet privileges. Vandalism is defined as any malicious attempt to harm or destroy data of another user, Internet, or any of the above listed agencies or other networks that are connected to Pinellas County Schools. This includes, but is not limited to the uploading or creation of computer viruses. STUDENT I understand and will abide by the Network and Internet Use Agreement. I further understand that any violation of the regulations stated is unethical and may constitute a criminal offense. Should I commit any violation, my access privileges may be revoked and school disciplinary and appropriate legal action may be taken. Name of Student_________________________________________________________ School ________________________________________________ User Signature________________________________________________________________________________________ Date _____________________ PARENT OR GUARDIAN As the parent or guardian of this student, I have read the Network and Internet Use Agreement. I understand that my child’s access is designed for educational purposes. I recognize it is impossible for Pinellas County Schools to restrict access to all controversial or offensive materials and I will not hold them responsible for materials acquired on the network. Further, I accept full responsibility for the supervision, if any, when my child’s use is not in a school setting. I have read and understand the information in this agreement and hereby give my permission for my child to use the Internet for classroom curriculum projects. 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Water & Pool Safety (800) 774-7237 Riverside County is dedicated to preventing unintentional injuries to children in our county. The paramedics, fire fighters, law enforcement personnel, and hospital staff who work in our county know all too well the tragic results of a child's death from drowning. Childhood drowning can be eliminated because we know that childhood drowning is 100% preventable. Make changes now, before a drowning happens. It could happen in your neighborhood or at your next gathering. Please don't wait. Read the following information. It could change your life. FACTS * Over 80% of all drowning and near-drowning incidents occur in backyard pools. * Drowning is the leading cause of unintentional or accidental injury-related death to children ages 1-4 years old in Riverside County. * There are over one million backyard pools in California without safety features because they were built before the Swimming Pool Safety Act of 1998. One could be in your neighborhood. * A submerged child can lose consciousness in less than two minutes – the time it takes to answer a phone – and sustain permanent brain damage in only 4 to 6 minutes. * Drowning is a quiet event. There is no splashing, no screaming, and no noise at all. * Shimmering and sparkling, water is a magnet for toddlers and young children. * Remember, it takes very little water for a child to drown. Less than one inch of water is all it takes to cover the mouth and nose of a toddler. * Children under the age of five have no fear of water and no concept of death. Water is associated with play. LAYERS OF PROTECTION FOR POOLS * Fence the pool * FENCE GATES: All gates to the pool or spa must be selfclosing and self-latching. * POOL COVERS: If a pool cover is used, make sure it has been approved as a safety device. * Shut the gate • Learn how to swim it's great! • FENCING: Enclose your pool with four-sided, non-climbable fencing at least 5 feet high. Isolation fencing around a pool or spa is the best protection. If possible, do not use your house as one of the four sides. * Take CPR * DOOR & WINDOW ALARMS: All windows and doors that lead to the pool area should have alarms that alert adults when they are opened. * Adults should always supervise (more on other side) * Keep proper supplies PREVENTION TIPS * Assign an adult Water Watcher to keep their eyes on the water at all times. * SUPERVISE! Never leave a child alone near a pool or spa, bathtub, pond, toilet, bucket of liquid, or any standing water. * Do not allow children to play near the pool or spa. * Empty wading pools immediately after use and store upside-down. * Keep toilets lids down. Install safety latches on the toilet lids to prevent toddlers from opening and playing in the toilet. * Bath rings are only bathing aids, not personal floatation devices. * American Academy of Pediatrics advises against swim lessons until the 4 th birthday. * Never rely on devices or swimming lessons to protect children without supervision. * Never drink alcoholic beverages before or during swimming or supervising children. BE PREPARED * Know your neighborhood and the homes your child visits. Is there a pool? Is it properly protected? If the children will be swimming, who will be supervising them? * Learn CPR & First Aid * Learn how to swim and learn proper rescue techniques. * Keep a portable telephone and emergency phone numbers nearby. * Keep rescue equipment at near the pool. Do NOT use air-filled swimming aids (such as water rings) in place of life preservers. These devices can give parents and children a false sense of security, which may increase the risk of drowning. IF A WATER EMERGENCY OCCURS * Check for breathing; clear mouth and nose of any obstructions * Pull the child from the water and place on his or her back * Instruct another adult to call for emergency help * Begin rescue breathing or CPR as needed until the child is revived or help arrives. SAFETY RESOURCES (800) 774-7237 or (951) 358-7171 Riverside County Children's Injury Prevention Network Riverside County Building & Safety Department rivcoips.org (951) 955-1800 or (951) 600-6245 Riverside/Corona (951) 955-6713 To report an unsafe pool call Code Enforcement: Perris/Hemet/Temecula (951) 600-6140 American Red Cross in Riverside County Pass & Desert Areas (760) 863-7180 (951) 656-4218 or (760) 773-9105 www.drowningpreventionalliance.com National Drowning Prevention Alliance Safe Kids Worldwide U.S. Consumer Product Safety Commission www.cpsc.gov Safekids.org	<urn:uuid:76eadcb0-2e80-4a4a-aa2a-368fde87f2ec>	CC-MAIN-2017-13	http://www.rvcfire.org/Documents/WaterSafetyFlyer.pdf	2017-03-27T10:39:24Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00227-ip-10-233-31-227.ec2.internal.warc.gz	669,877,385	1,047	eng_Latn	eng_Latn	0.994999	eng_Latn	0.997397	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2298, 4542 ]	[ 3.25 ]	1	7
AUSTRALIAN AND INTERNATIONAL LAWS ON EXPORT CONTROLS FOR CULTURAL HERITAGE Linda Young Cultural Heritage Management, University of Canberra, ACT Paper presented at the Art Crime Protecting Art, Protecting Artists and Protecting Consumers Conference convened by the Australian Institute of Criminology and held in Sydney, 2-3 December 1999 Almost every country has laws to protect its cultural heritage. But the effectiveness of these laws is significantly shaped by the pressures of internal economics and international markets, with the result that legal protection and the possibilities of legal action have very different consequences in different locations. At root is the market inequity of so-called 'art-supply' countries and 'art-market' countries. These euphemisms are a dry economic way to describe the dynamic created by rich nations whose citizens want to own art products and poor nations whose citizens can sell items harvested from their local environments. To the latter people, pottery from Peruvian graves or sculpture from Cambodian temples are economic survival resources in the same way as forests provide timber and rivers provide fish. Selling ceramics and stone-sculpture brings cash into poor communities in need of every penny they can get. The goods they sell are desired by another kind of society altogether, where such objects placed on display in homes and offices constitute evidence of the new owner's taste, knowledge and wealth. This need grows from the Renaissance tradition of collecting art and antiquities as an activity of the rich and aristocratic; it has been transformed thanks to the 20th century democratisation of wealth. Today (notwithstanding local inequalities) a comparatively huge number of people can afford the pleasures and trappings of art, which still expresses a special aura of prestige. In these circumstances the definition of art has had to grow to contain enough objects to satisfy the demand. Hence the traditional characteristics of beauty and craftsmanship have enlarged to include non-Western styles which were popularly regarded as primitive less than a hundred years ago. The canon of forms and materials has also grown, admitting ethnographic and vernacular as well as elite cultural products, and finding new value for textiles, whose female connections had traditionally made them secondary goods in most societies. Thus both the art market and the span of material it seeks are bigger than ever before. Underlying the situation is the perspective that both seller's and buyer's interests are individual. The pure idea of the art market is composed of a series of personal transactions of items that are provenanced to individual owners. But there is another perspective on the same material: a communal interest. It is made explicit in the conceptual transformation of art and antiquities into 'cultural heritage'. Heritage extends the significance of items from individual possessions to a community or national patrimony with meaning for all (or at least for a collectivity) and in which all (or at least the members of the group) have rights. The rise of heritage is one of the most influential cultural phenomena of the late 20th century. 1 In asserting that a variety of cultural products of the past are public goods and amenities, whether in private hands or public ownership, the ancient struggle between the rights of the individual and the rights of the community moves into a new sphere. About the turn of 19th century museums became the designated custodians of public heritage; indeed, the definition of 'museum quality' came to mean a work of outstanding cultural significance which merited acquisition by the state in order that all could have access to it. In the tradition of princely collecting, the museum thus acquired physical and legal possession of the artefact. 1 See David Lowenthal, Possessed by the Past: The Heritage Crusade and the Spoils of History, New York, Free Press, 1996. By the mid-late 20th century, places and buildings also moved into the moral sphere of being the heritage of all. By comparison with objects, relatively few places are actually acquired by the state, because real estate has values that keep it in current use in a way that decorative and prestige items do not (they can be taken out of market circulation with little impact). But the community is asserted to have a right to aesthetic amenity and a sense of social landscape continuity via visual access to authentic historic buildings, even at risk of some limit to the owner's full use and enjoyment. Cultural heritage as the property of all is the foundational concept of the UNESCO Convention on the Protection of Cultural Property in the Event of Armed Conflict 2 , adopted in the Hague in 1954. It asserts that 'damage to cultural property belonging to any people whatsoever means damage to the cultural heritage of all mankind', (Preamble) which therefore deserves protection in time of war. Cultural property is defined as objects and buildings 'of great importance to the cultural heritage of every people' and includes museums, libraries and sites. In general, the Hague Convention provides for protection against theft, pillage or misappropriation of heritage items during events of international armed conflict, and parties undertake to prevent the export of heritage goods from occupied territory, or failing that, to return them after the war. The Convention establishes the Blue Shield emblem to mark listed buildings or refuge-stores of heritage objects, a kind of Red Cross for heritage resources. Alas, war is a dirty business, and the articles of the Convention are frequently violated. Thus for instance, an estimated 4,000 items were stolen from Iraqi museums during the Gulf War, and monuments marked with the Blue Shield were deliberately bombed in Croatia in 1993. 3 In March 1999, the parties to the Hague Convention agreed that there was a need to improve the protection of cultural property in the event of armed conflict. They resolved on a second, updated Protocol which puts controls on 'imperative military necessity' and enhances protection via listing with the International Committee of the Blue Shield. 4 The removal of cultural property via the agents of colonialism was an issue that particularly affected the post-World War 2 decolonising countries. This history of plunder and the burgeoning art trade impelled UNESCO to act again, introducing its Convention on the Means of Prohibiting and Preventing the Illicit Import, Export and Transfer of Ownership of Cultural Property, adopted in 1970 in Paris. 5 The Convention does not formally resolve the question of public or private ownership of material that might be traded illicitly, but it speaks in the voice of the state and national interest in cultural heritage. The UNESCO Convention is based on the notion that 'cultural property constitutes one of the basic elements of civilisation and national culture', that it 'enriches the cultural life of all peoples' and that states should therefore respect their own and all other nations' cultural heritage by protecting it against theft, clandestine excavation and illicit export. (Preamble) 'Cultural property' is a catch-all term defined broadly and illustrated with a catalogue of examples; broadly, it is 'property which, on religious or secular grounds, is specifically designated by each State as being of importance for archaeology, prehistory, history, literature, art or science'. (Article 1) Slightly abbreviated, the following lists the specific examples: 2 http://www.unesco.org/culture/laws/hague/html_eng 4 http://www.unesco.org/culture/legalprotection/war/html_eng/protocol2.htm 3 ICOM Secretariat, 'The illicit traffic of cultural property throughout the world', 1998: http://www.icom.org/traffic.html 5 http://www.unesco.org/general/eng/legal/cltheritage/bh572.html a) Collections/specimens of fauna, flora , minerals, palaeontology b) Items representing the history of science, technology, military, society, famous lives, great events c) Products of archaeological excavations (legal or clandestine) d) Dismembered artistic/architectural elements e) Antiquities > 100 y.o. eg coins f) 'Objects of ethnological interest' g) 'Property of artistic interest': paintings, statuary, prints etc in any medium ('excluding industrial designs and manufactured articles decorated by hand') h) Manuscripts, incunabula, books, documents of special interest i) Stamps, single/collections j) Archives including audio and visual k) 'Articles of furniture more than 100 y.o. and old musical instruments' Lists such as this say more about the mentality of the culture which devises them, including its legal expectations and apparatus, than about the real possibility of comprehensiveness, but it is a habit that persists in almost all similar legislation. Suffice it to note that the list defines items for which there is a market; obviously, there is no need to protect objects which no one want to buy. However, the market can and does change, according to fashion and other cultural shifts. It is doubtful whether southeast Asian textiles or 18th century wallpaper - both very collectable today - are covered in these definitions other than by stretching the ethnology or social history categories, and in any case, both might be explicitly excluded by the caveat about manufactured articles in part g). The central purpose of the UNESCO Convention is to urge signatories to prepare laws and regulations of their own; to keep a national inventory of protected property; to supervise archaeological works; to establish rules for curators, collectors and dealers; and to educate the respect of all people for their cultural heritage. (Article 5) It introduces specific controls on museums not to collect illegally exported material, a response to the tradition of collecting which aimed to establish a 'universal survey' of humanity's wonders; this was particularly the style of the museums of the great imperial powers, such as the British Museum and the Louvre. (Article 7) The UNESCO Convention provides a mechanism for state parties to request the return of cultural property illicitly exported after the Convention came into effect, and requires state parties to respond; following the law traditions of many UN members, it specifies compensation to an 'innocent purchaser' unaware of an object's stolen status. It sounds simple and admirable, but time has shown up major weaknesses. First, the Convention requires local legislation to actively implement its objectives, and reluctant players such as the United Kingdom have claimed that the time and cost of such legislation is more trouble than the results would be worth; the United Kingdom continues to claim (despite vast evidence of dubious trade) that voluntary professional codes for dealers, auctioneers, museums and collectors are an adequate way to control illicit imports and exports. Second, the Convention calls for national inventories as the basis for identifying claimable objects; unfortunately inventories have proved to be both difficult and expensive, specially for poor countries, but even for the rich, in that adequate documentation of museum objects is a neverfinished task. Third, the concept of the 'innocent purchaser' reeks of bad faith in a market where a blind eye and an arm's length are regarded as equivalent to innocence. To resolve these problems, the UNIDROIT Convention on Stolen or Illegally Exported Cultural Objects 6 was adopted in Rome in 1995. 7 The new Convention moves the frame for action on stolen cultural property (including illegally excavated material) from state action to private action in the national court of either the vendor or the buyer. UNIDROIT enlarges the definition of cultural property by including the significance which may be lost through illicit trafficking, in terms of 'significant cultural importance for the requesting state'. It acknowledges the importance of the intact, entire object and its relation to its in-situ environment (such as might be destroyed by the removal of sculptural elements from a building or the break-up of a collection); and the importance for traditional or ritual use of the object by its indigenous owners (as in the removal to museums of ancestral objects). (Article 5(3)(a-d)) Perhaps the most radical assertion of UNIDROIT is the principle that 'The possessor of a cultural object that has been stolen shall return it', notwithstanding the rights of a bona fide buyer or the need to facilitate free trade. (Article 3) Compensation is limited to buyers who can demonstrate due diligence in assessing the provenance of the purchase. Due diligence amounts to a responsible investigation of authenticity, which might be assumed to be required by any rational buyer, including consideration of the circumstances of acquisition, the character of the parties, the price paid, as well as efforts to check registers of stolen material (such as the Art Loss Register) or relevant catalogues (such as the duplicate catalogue of the Angkor Conservation Centre held by a Paris institution). It is hoped that this language will fundamentally alter the market forces governing transactions in art and antiquities by putting the burden of proof squarely on the would-be seller of stolen cultural property. A further innovation of UNIDROIT is its extension of time limits on legal action. A claim for restitution must be brought within three years of the claimant becoming aware of the location of the stolen object and the identity of its possessor, and technically, within fifty years of the theft. The recent discoveries of cultural property removed in World War 2 indicates the importance of long limitation periods for claims, but also the difficulty of specifying them. Hence the time limit is removed altogether for items forming an integral part of a monument or archaeological site, or belonging to a public collection, or for sacred objects belonging to a tribal or indigenous community. (Article 3(4) and 3(8)) To date, 98 states have ratified the Hague Convention (Australia in 1984); 88 states are party to the UNESCO Convention (Australia in 1989), also including the USA, Japan, and most of Europe, though an important player like France signed on only in 1997 and the United Kingdom is still not a signatory. 70 nations have adopted the UNIDROIT Convention; Australia is not yet among them, since ratification requires, in our federal system, long, slow consultation with the states. 6 http://www.unidroit.org/english/conventions/c-cult.htm 7 UNESCO commissioned the Institute for the Unification of Private Law (UNIDROIT), Rome, to review the problems of legal control of the illicit traffic in cultural property. Lyndel V. Prott, Commentary on the UNIDROIT Convention on Stolen and Illegally Exported Cultural Material, Leicester, Institute of Art and Law, 1997, p.12. As an aside from this discussion of international laws concerning the illicit trade in cultural property, it might be noted that the only instrument acknowledged in the United Kingdom is a European Community Directive on the Return of Cultural Objects Unlawfully Removed from the Territory of a Member State and an accompanying Regulation, issued in 1993. 8 The Directive applies, of course, only to members of the EC. By contrast, the United States was the first of the major 'art market' countries to implement the 1970 UNESCO Convention. 9 Further, the US has enacted focussed agreements and emergency actions, specifically preventing the import of undocumented archaeological and ethnological material from Peru, Mali, Guatemala, El Salvador, Cyprus, Canada and Bolivia. 10 The prerequisite for Australia to ratify the 1970 UNESCO Convention was the development of national legislation, the Protection of Movable Cultural Heritage Act, 1986. 11 The Act controls the export and import of the most significant elements of Australia's movable cultural heritage, where export would 'significantly diminish Australia's cultural heritage'. It does not affect an individual's right to own or sell heritage objects within Australia. The Act is based on a National Cultural Heritage Control List, and advised by a National Cultural Heritage Committee which can administer the National Cultural Heritage Account of $500,000 p.a. The Control List consists of Part A, classes of objects of such significance that they may not be exported at all (chiefly indigenous sacred, secret objects, plus a historical category of Victoria Cross medals awarded to Australians), and Part B, items which require permission to be exported. The categories and their thresholds were revised in 1998, based on some rationalising of groups, focussing on items of specifically Australian cultural significance, and compensating for changes in art market prices, which are employed as filters to identify works likely to be of significance. Broadly, the Class B Control List comprises the following: * Australian Aboriginal and Torres Strait Islander heritage, > 30 y.o., not made for sale * Archaeological objects > 50 years buried in Australia * Natural science objects, including fossils and meteorites not adequately represented in Australian public collections * Applied science/technology of significance to Australia, > 30 y.o., not adequately represented in two Australian public collections * Fine/decorative arts of significance to Australia, > 30 y.o., > $250,000 paintings; Aboriginal art > 20 y.o. * Documentary heritage > 30 y.o., not represented in two Australian public collections * Numismatic objects of significance to Australia, not represented in two Australian public collections, > $15,000 * Philatelic objects of significance to Australia, not represented in two Australian public collections, > $150,000 (collections) * Historically significant objects > 30 y.o., not represented in two Australian public collections 8 http://europa.eu.int/scadplus/leg/en/lvb/l11017b.html 10 http://e.usia.gov/education/culprop/pefact.html 9 http://e.usia.gov/education/culprop/97-446.html 11 http://www.dcita.gov.au/nsapi-text/?MIval=dca_dispdoc&ID=7 The list demonstrates the difference between the heritage of the Old World and the heritage of the New, and some different aspects of the global collector market, which is not confined to artworks and antiquities. In fact, the range of items for which export permits were issued in 1997-98 indicates the nature of Australia's movable cultural heritage — or rather, that segment which has a market value. Of 108 applications, there were 29 fossils, four mineral specimens and two meteorites. The largest category was eleven cars, such as a 1911 Vauxhall and a 1912 Rolls Royce; two motor cycles; two steam engines; three aeroplanes. 12 Among the four applications to export indigenous artworks was one consisting of six paintings from Papunya whose case has still not been resolved. Works of the early 1970s, they are among the earliest examples of the Central Desert movement in acrylic painting, a special case for which the thirty year rule for both ethnography and art was reduced to twenty years. The National Cultural Heritage Committee has requested further research on their significance. Informal evidence suggests that there is substantial non-compliance with the Protection of Movable Cultural Heritage Act. A shipping container full of dismembered ironmongery might be scrap, or it might be a trove of 19th century portable steam engines, early 20th century agricultural machinery or 1950s diesel tractors, for all of which there is a big collector market in the United States, the United Kingdom and Europe. In fact, local historic machinery enthusiasts have proved to be a major source of information about the predations of foreign dealers, but controlling the traffic is subject to the same difficulties as other countries experience with other types of cultural property. Objects which have been refused export permits are known to have been smuggled out, and one is currently flaunted on the website of a British collector group. 13 Ignorance informs other illegal exports, as in the 1999 case of the 25kg gold nugget, 'King of the West', which was forfeited to the Commonwealth on discovery in a New York auction house, but restored to the prospector-owner at the direction of the Minister. It is now moving through the legal channels of obtaining an export permit, but meanwhile it seems possible that a local sponsor may acquire the specimen for an Australian museum, perhaps with assistance from the National Cultural Heritage Account. The Protection of Movable Cultural Heritage Act also enables action on other nations' cultural property that has been illegally exported to this country. Items have been returned after due process, such as a Peruvian feather mantle purchased by the National Gallery of Australia. The Secretariat that administers the law is presently investigating alleged illegal exports including fossil dinosaur eggs from China, gold coins from a Spanish shipwreck and a number of antiquities from Greece and Italy. Such actions ought to be possible in the reverse direction among UNESCO Convention signatories. But the return of illegally exported Australian cultural property is hampered by particular conditions in our traditional markets. As already noted, the United Kingdom is not party to the UNESCO Convention at all, and the United States legislation defines cultural property very specifically as significant archaeological objects (more than 250 years old and recovered through excavation) or significant ethnological objects (the product of a tribal or non- 12 Annual Report 1998-99 on the Operation of the Movable Cultural Heritage Act 1986, DCITA, 1999, p.16-18. 13 Bredgar and Wormshill Light Railway: http://home.clara.net/billbowman/bwlr.htm. Stock No.7: 'A 0-4-2 side tank built by Societé Nouvelle des Etablissment Decauville-Ainé, Corbeil, France in 1897 (works no. 246) and exported to Australia where it worked at Frederick Buss' Invicta Mill, Avondale, Queensland. In 1918 it was sold to Millaquin Mill, Bundaberg, Queensland. Sometime later it was transferred to Qunaba Mill, Bundaberg where it was as 'Frenchy'. In 1963 it was sold to a Tod Watson who lent or hired it to a private railway in Canberra. In 1996 it joined the stock of the BWLR where it is in the process of being rebuilt.' This engine was refused an export permit in 1993: Annual Report 1993-94 on the Operation of the Movable Cultural Heritage Act 1986, DCITA, 1999, p.4. industrial society). Though Australian indigenous material would be recognised under these definitions, the kind of items described in the most recent Protection of Movable Cultural Heritage permit list, and indeed, the 'King of the West' nugget, would not be recognised. Then there is the argument that bad laws are made to be broken, or more bluntly, that people are always going to break laws that run counter to human nature. The excesses of human nature are, of course, among the objects of the rule of law, but many aspects of the laws protecting the export of cultural heritage objects could undoubtedly be improved. There is the implication that cultural material must remain in its country of origin. This necessity varies from place to place depending on the history of collecting/looting and the state of the nation's own museum collections, but it can well be argued that multiple objects sufficiently represented in museums might well be traded legally, perhaps bringing in an export tax. Dealers in antiquities argue that duplicate or minor archaeological items which have been recorded in controlled excavation could enter the free market to the economic benefit of finders and states. 14 All such suggestions point to the need for workable systems of export permits which respond to local conditions. Such are the limitations of laws. The more effective means of protecting cultural heritage is a change in public attitude. This is not as ethereal as it might sound, as demonstrated by public attitudes towards the protection of endangered species of wildlife; the personal choice not to buy garments or ornaments made of protected animal-materials is increasingly popular, though admittedly, not among all. Such choices in the collector markets for art, antiquities and other heritage objects are much less frequent. It is to be hoped that art lovers can be convinced of the tragedy of dismembering monuments to provide fragments that satisfy another culture's aesthetic tastes. Further, the idea that heritage belongs to all, not just individuals, has a moral power that touches many. Thankfully for the integrity of museums, the precepts of the UNESCO Convention have been adopted more or less whole-heartedly by professional museologists throughout the world, bolstered by the various national museum codes of ethics, the majority of which follow the Code of the International Council on Museums (a UNESCO affiliate). 15 This change is concomitant with a transformation in the concept of museum authority and responsibility, shifting from a highly prescriptive view of institutional rights to collect all and any cultural material to a more socially-responsive posture. Even once flagrant looter-museums such as the Metropolitan Museum, New York, have demonstrated new standards of ethical action with regard to acquiring and returning illegally-exported objects. 16 Australian public museums today can be confidently said to practise the highest standards of respect for indigenous and other cultures' heritage materials. A number of major museums have returned items requested by Pacific and indigenous groups, and procedures for request and return exist in most, if not all. Nonetheless, the big, old museums are inevitably tainted by the rapacious traditions of older-style museology, and have been cast into the frontline of attack as symbolic bastions of cultural imperialism. Museums are taking responsibility for this history, and finding new directions in cooperative conservation of cultural heritage as a joint project between the owners and makers of culture and the public interest. 14 James Ede, 'The Antiquities Trade: Towards a more balanced view', in Kathryn W. Tubb (ed.), Antiquities Trade or Betrayed: Legal, Ethical and Conservation Issues, London, Archetype, 1995, p.213. 15 16 eg, Lawrence Kaye and Carla Main, 'The Saga of the Lydian Hoard: From Usak to New York and back again', in Tubb Op.Cit. http://www.icom.org/ethics.html The contest between public and private interests in cultural heritage persists. While national and international legal instruments slowly weave nets to control illegal action, much remains to be achieved at the national level of regulating rational practice at the coalfaces of cultural heritage management (from improved documentation to controlled excavation to export permit systems). Even more pressing is the project to transform public values about the rights and responsibilities of ownership of cultural property; here is the important nub for future action.	<urn:uuid:fed5d6a7-1956-4d82-9617-15ac5fd824ae>	CC-MAIN-2017-13	http://aic.gov.au/media_library/conferences/artcrime/young.pdf	2017-03-27T10:41:06Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00228-ip-10-233-31-227.ec2.internal.warc.gz	11,723,332	5,413	eng_Latn	eng_Latn	0.953746	eng_Latn	0.996044	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 340, 3988, 7921, 11006, 14984, 18224, 22637, 26617, 27185 ]	[ 1.4609375, 1.390625 ]	2	2
Distr. restricted United Nations Environment Programme UNEP(WATER)/EAS IG.9/4 Annex I 14 February 2000 Original: ENGLISH VISION AND PLAN - A SYSTEMATIC APPROACH Leading the EAS Action Plan to the 21 st Century This innovative and far-reaching document is the vision and plan of the EAS/RCU to systematically and pragmatically co-ordinate the conservation, restoration and sustainable use of the marine environment in the East Asian Seas Region. Experts from the East Asian Seas Action Plan countries helped in preparing this document. Taking into account the Regional Action Plan of GPA/LBA, and the Strategic Action Programme in the South China Sea, the planned activities will serve the purposes of these programmes, providing effective means for implementation and ensuring maximum benefits to the Member States. REGIONAL DATA BASE RESTORATION OF MARINE HABITATS REDUCTION OF LAND-BASED POLLUTION MONITORING ENVIRONMENTAL ASSESSMENT EDUCATION MARINE PROTECTED AREAS S o E REPORTING Table of Contents EP 1. INTRODUCTION The Regional Seas Programme was initiated by UNEP in 1974 and the first of the Regional Seas Programmes was developed in the Mediterranean. Based on the success of the Mediterranean Action Plan other Regional Seas Programmes were developed. The Governing Council of UNEP repeatedly endorsed a regional approach to the control of marine pollution and management of marine and coastal resources and requested the development of regional action plans. In 1992, the Plenary of the United Nations Conference on Environment and Development (UNCED) held in Rio de Janeiro adopted Chapter 17 of Agenda 21 and reaffirmed the need to strengthen and extend intergovernmental regional co-operation, citing in particular the Regional Seas Programme of UNEP. The Regional Seas Programme includes fourteen regions and nearly 140 states participate in it. It is conceived as an action-oriented programme having concerns for the consequences and causes of environmental degradation, and encompassing a comprehensive approach to combating environmental problems through the management of marine and coastal areas. In April 1981 the Action Plan for the Protection and Development of the Marine Environment and Coastal Areas of the East Asian Region was adopted by an Intergovernmental Meeting attended by representatives of Indonesia, Malaysia, the Philippines, Singapore and Thailand. In December of that year an intergovernmental meeting established the Coordinating Body of the Seas of East Asia (COBSEA) and the necessary financial and institutional arrangements to support it. A revised Action Plan and a Long-term Strategy for the COBSEA for the 1994-2009 period were developed in 1994 and Australia, Cambodia, China, R. Korea and Viet Nam joined the Action Plan. Unlike most of the other UNEP Regional Seas Programmes, the East Asian Seas Programme is not supported by a regional convention. The Long-term Strategy of COBSEA (1994-2009) presented at the Fifth Meeting of the Experts on the East Asian Seas Action Plan (UNEP(OCA)/EAS WG.5/5) requires a pragmatic approach to give tangible results to achieve the objectives of the Action Plan. A long-term (5-10 years) plan for the Regional Co-ordinating Unit is presented to the member countries, whereby pollution and destruction of habitat problems are identified and possible prevention and amelioration remedies described. This plan is dynamic and includes the problems of the Region yet it is flexible enough to adjust to changes, improvements and unplanned catastrophes. The long-term plan begins with pragmatic projects with finite ends which lead into an integrated set of projects that aim to accomplish the East Asian Seas Action Plan. Within the overall scheme is fitted the projects and workshops that ran earlier. These projects are considered in the overall plan and are valuable milestones within the concept of the long-term plan. Worthwhile projects are identified and presented for endorsement by the member countries and can be funded by the Trust Fund or funds from donor countries or funding agencies. The role of the EAS Regional Coordinating Unit, as its name implies, is to coordinate activities which improve and preserve the marine environmental quality. COBSEA's long-term strategy is to promote and support the following: * Preparation of national strategic plans * Identification of regional priorities for action, including protection of biodiversity, management of pollution and ecosystem rehabilitation * Integration of these plans to achieve a regionally balanced approach to the conservation of marine habitats of the EAS * Evaluation of progress in programme achievement through regular monitoring and assessment of the state of the marine environment of the region * Increasing awareness in decision makers and the community on socio-economic, cultural and ecological importance of marine ecosystems. * Strengthening the Governments' capability to manage coastal environments, including training, developing a database and capabilities to assess environmental risk and socioeconomic impact evaluation The actions described in this Long-term Plan will result from numerous sources of funding. When these actions take place cannot be predicted due to the unknown quantity and timing of available funds and the preferences of donor agencies. Important Note: (i) No projects or activities proposed in the document should be implemented in the disputed areas. All activities should not directly nor indirectly affect or/and prejudice the state sovereignty and the land and waters integrity of the member states of the COBSEA. (ii) Any project or action to be carried out should be based upon consensus by all the participating states through consultations. (iii) Further development of the projects and activities included in the document should take into account the priorities within this region: those easy to implement be preceding to the difficult ones, acting in line with all the participating state's abilities and highlighting the key points. 2. WHY WORRY ABOUT THE MARINE ENVIRONMENT? Saving the environment for the environment's sake is not the first priority in many people's agenda. Not everyone wants to save mangrove forests or keep an unseen seagrass meadow in place. If, however, it were brought to the notice of managers, politicians and the public that these natural ecosystems are valuable long-term resources, then perhaps second thoughts about destroying them may change attitudes and actions. Coastal ecosystems are important because: * Juveniles and adult species of commercial and recreational importance live there * Coral reefs and other marine based activities attract tourist dollars * Seagrass meadows and wetlands filter the water and maintain high water quality * Animals and plants containing valuable chemicals and genes for commercial use are unique to marine habitats * Marine ecosystems can accept limited waste and process it without unacceptable change * Seagrass meadows and wetlands stabilise sediments and prevent beach accretion and erosion act as buffer zones to protect coastlines and each other * Impacts from man-made disturbances and benefits from well managed ecosystems can cross borders * There is ecological interdependency between ecosystems * They can support local villages by providing food and habitat for fish and crustaceans Population pressure More than 70% of the population of South East Asia lives in the coastal zone and most of it depends upon the coastal environment for food (UNEP, 1996). The increase of population is due to migration for better living conditions, and increasing birth rate. Serious destruction of these valuable resources, such as coral reefs, mangroves and seagrass, affects their economic condition. With the population increasing in the Region, there is strong requirements for marine and coastal resources which must be protected and used in a sustainable fashion. Pressure from Development During the last two decades, the East Asian Seas Region (hereafter called the Region) has experienced rapid economic development. This development has not always been carried out mindful of the need to preserve marine environments. In the current economic climate this problem has worsened. Based on discussion of the Sixth Meeting of the Experts on the East Asian Seas Action Plan (Bangkok, Thailand, 30 June –1 July 1998), the following issues were identified to be important in the Region: (i) Problems from economic development * Over-fishing * Sustainable use of tourism resources * Loss of marine habitats * Disaster prevention (ii) Environmental problems * Oil pollution * Land-based Pollution (atmospheric input, river input etc.) * Harmful algal blooms * Organic Pollution, e.g. PAH, PCBs,POPs In order to properly address these problems and provide useful information for economic development and preparation of guidelines for marine and coastal environmental protection, (i) There is a need to upgrade the capability of the Member States in the Region in implementing the projects identified, including: * Coordinating the infrastructure on marine, coastal and associated fresh water environments * Implementing technical skills to carry out necessary observations and monitoring. * Using scientific knowledge on marine and coastal processes (ii) Without an inventory of resources it is difficult to choose marine protected areas, to determine the extent of damage or recovery and to know what is available for use as aquaculture or development areas. These inventories are usually prepared from remote sensing platforms, and supplemented with in-situ observations. (iii) Although complete inventories of habitats of the Region are not available it is already known where many of the areas of damage and deterioration of marine ecosystems have occurred, these "hotspots" need to be carefully monitored and compared with controls where no pollution is occurring. (iv) Politicians, local government officials, department heads, educators and the public need to be informed about sustainable use of coastal and marine resources and why the marine environment should be protected. This may take the form of workshops, leaflets, practical demonstrations of the worth of these ecosystems, and media coverage. (v) There are many ecosystems already destroyed or badly damaged, reclaiming these is expensive and takes a long time. In some instances, with community participation, progress in restoration can occur, in others, highly technical solutions using heavy machinery and the latest technology are the only way. 3. WHAT ARE THE GAPS? The demand on marine and coastal resources during development places urgency on protecting the marine and coastal environment. Although this urgency calls for immediate action, there are gaps that need to be filled: (i) Scientific knowledge on the marine and coastal environment * Lack of systematic knowledge on marine environmental conditions Understanding the natural processes of marine and coastal environments requires systematic observations and monitoring, which is not the case for most seas in the Region. Although there are many marine science projects and programmes in the Region, they are either limited in specific purpose or by geographic coverage. The general description of marine and coastal environments is incomplete. A systematic approach to understanding the status of and variations in the environments is a basic requirement for the Region. * Lack of generally agreed format on data/information management During the past decades, there were many programmes dealing with marine and coastal environments. As a result, there are many databases in the Region. However, due to lack of co-ordination and co-operation, data can not be easily exchanged. There is no generally agreed format for data and information exchange and management in the region. * Lack of co-ordination of programmes and projects It is difficult to know how many marine and coastal programmes and projects have been carried out in the Region. These programmes are not well scientifically and technically coordinated. As a result, some funding was wasted, efforts were duplicated and the Member States did not obtain the benefits they should. (ii) Technical measures The rapid development of technology provides powerful tools to understand the marine and coastal environment. More benefits and effective implementation of programmes will be ensured if this technology is properly applied. There is a strong requirement on: * Techniques on managing databases * Technology on systematic observations and monitoring * Technology on forming networks 4. PROPOSED PLAN 4.1 Establishment of a Regional Database Network and Information System for Marine Environmental Protection and Management Decision-making should be based on adequate, precise data and information. At present, there are a lot of data and information relevant to marine and coastal environments held by member states of COBSEA, NGO's, regional and international organizations. However, these data and information will only be useful if they are collated and analyzed in a systema tic manner so as to be used for actual scientific and management purposes. Until now, there is no integrated database and information network, either on paper or in computer files, for marine environmental protection and management in the East Asian Seas Region. Therefore, establishment of a comprehensive Regional database and information network is a necessary component in overall marine environmental protection in the Region. Although this project is an arduous, dynamic and lengthy exercise, and needs a lot of funds and resources, it has long-term benefits to marine environmental management and lays a foundation for development and implementation of other projects. As the first step, it might be considered to establish a network which will contain already available data and information and link EAS/RCU and National Focal Points of COBSEA through internet or some other network. When funds and resources permit, this network can gradually be expanded and improved. This network will facilitate exchange of data and information and co-operation among member states and between EAS/RCU and member states, and help promote the publicity and education of marine environmental protection in the Region. The data and information should be collected and collated in a similar format among countries in the Region, and with other countries with similar interests. The type of data and information to be compiled and managed will be defined and agreed to among COBSEA member states at an early stage of this project. However, all the data relevant to coastal and marine environments will potentially be included in its scope. For instance much of this has been done for five of the participating countries up to 1994 (ASEAN-Australia Symposium on Living Coastal Resources, 1994). The ASEAN – Australian Marine Science Project: Living Coastal Resources Phase II set out to: * Assess the status of ASEAN Living Coastal Resources Project * Assist in developing long-term management plans for sustainable development * Understand how coastal ecosystems function and are connected and assess the main impacts on these systems * Transfer scientific and technical knowledge and skills to ASEAN scientists * Introduce new technologies, like remote sensing and computer based data analysis to the Region. The monitoring and status reports from this review are examples of the data or metadata that should be in the database network. The data from the marine and coastal environment monitoring and assessment project (4.3) will be kept in the database network. The information and data for river basins connected to the geographical scope and Action Plan of the East Asian Seas Action Plan will also be collected. The data and information that will be held by the database network will include: (i) Regional (for East Asian Seas, if any) and international conventions, agreements, agendas, etc. relevant to marine environmental protection; (ii) Directories and summaries of completed, ongoing and planned projects and activities, related to marine environmental protection in the Region, implemented by national agencies and regional and international organizations; (iii) Marine resource exploitation and protection legislation in member states; (iv) National marine environmental objectives, strategies and policies in the Region; (v) Institutions in member states; (vi) Physical, social, demographic and economic conditions and development mode (such as GDP, industry structure, etc.) as they apply to the marine environment in member states; (vii) Marine environmental standards: quality standards, pollutant discharge standards, etc. (viii) An inventory of ecosystem types and marine resources; (ix) Marine environmental status: monitoring data, e.g. water quality, river input, ecosystem, biodiversity; (x) Coastal and drainage basin environmental status: freshwater quality and quantity, land use, agriculture, etc. (xi) Environmental problems and issues: coastal and marine pollution, habitat modification, over exploitation of resources, etc. Some of these data are available from countries in the South China Sea in their reports of Transboundary Diagnostic Analysis. The Coastal and Marine Environment Management Information System (COMEMIS) prepared by UNEP Environment Assessment Programme for Asia and the Pacific, at Asian Institute of Technology (AIT), has much stored data and one of its long-term objectives is to "identify, assess and collate the relevant and available information on coastal and marine environments". While the database network should be initially based on the existing facilities and achievements among the member countries, collection of items 8-11 as essential components of the dynamic and updating database network, will be accomplished through separate projects and the monitoring and assessment programme, as described below. Why have a Regional database network? * Countries can establish marine nature reserves and marine protected areas on a Regional basis; * Countries can learn from each other the best uses for the database and how to establish it; * Countries can establish buffer areas for fish habitat on a Regional basis; * Countries can determine sources of pollution and determine if amelioration methods have worked; * Solutions to transboundary problems can be determined; and * Data can be gathered in a consistent form; * Monitoring can be carried out with consistency throughout the Region and modelled on existing rigorous methods. Short-term objectives: (i) Establishment of an institutional framework for marine environmental data and information exchange and management systems; (ii) Establishment of an internet-based communication network which will also be used as the main media for data and information exchange and management. In the meantime other forms of exchange are also encouraged; (iii) Allow for discussion and design of the structure of the environmental database network; (iv) Upgrading the capability of member states to use the network by organizing training activities. Short-term activities: (i) Informal experts discussion on the establishment of environmental data and information network, including, location, structure and contents of database. Design of the communication network, and other relevant technical details. (ii) Scoping of information on the existing databases and information exchange system, with a view to build up co-operation and co-ordination with relevant organisations. (iii) Preparation of a proposal on the establishment of a regional network on marine environmental data and information exchange and management in the East Asian Seas region. (iv) Experts Workshop on establishment of an environmental data and information exchange and management system in the East Asian region. (v) Training course on data and information exchange and management using internet. (possibly with cooperation with currently planned training activities of NEAR-GOOS initiated by IOC/WESTPAC Financial requirement: no cost Financial requirement: US$ 4,000 (travel costs) US$ 5,000 (consultant 1p/m) Financial requirement: US$ 15,000 (consultant fee and travel) Financial requirement: US$ 25,000 Financial requirement: US$ 20,000 (vi) National focal points and technical experts meeting on the establishment of a Regional network on environmental data, information exchange and management system. – Discussion and adoption of the proposal. Financial requirement: US$ 25,000 Mid-term objectives: (i) Establishment of a Coordinating Group for the Network; (ii) Preparation of necessary QA/QC procedures for data and information processing and management, and organization of a necessary workshop for preparation of the procedures to be agreed upon; and (iii) Experimental phase of the operation of the system. Mid-term activities: (i) Meetings of the Coordinating Working Group Venue to be decided Financial requirement: US$30,000 (Coordinating Working Group meetings). Publication of the meeting reports: US$1,000 for each of the meeting reports (ii) Technical workshop on QA/AC and prepare a draft technical manual In order to improve quality of the participating databases and the data exchange, techniques of Quality Assurance and Quality Control (QA/QC) and data formats relevant to the parameters of the environmental database will be discussed. The unified and compatible pollution index/grade system will be discussed and designed in the workshop. Financial requirement: Workshop: US$ 25,000 Prepare the manual: US$ 8,000 Publication of the workshop report and the manual: US$ 5,000 (iii) Experimental operation of the marine environment data and information network in the Region Using the established internet communication network, an experimental operation of the network will be organized. Financial requirement: No cost. The results of the operation will be gathered through the network. Long-term objectives (i) Provision of environmental data and products to the decision maker, scientific communities, and other users; and (ii) Self-sustained operation of the system. Long-term activities The main purpose for the long-term plan of the network is to enable its operation to be self-sustainable. To achieve this purpose, necessary environmental data products need to be developed and provided in order to attract more users to the network. The detailed activities will be proposed by the Coordinating Group. 4.2 State of the Env ironment Reporting (SoE) From the database as described previously, it should be a fairly straightforward, though lengthy task, to prepare a state of the marine environment report for the Region. This report would come from the analysis and diagnosis of the data from the database network and collection of data from the sources concerned, where metadata only were in the database. The SoE report would identify "hotspots" and areas that are potential "hotspots". The "pressure, state, response" type of reporting is one way of compiling a SoE Report. It would analyse the efforts by member States to conserve their marine environments and inform the community about the pressures on and condition of its environment. The report would contain directions for action, future research suggestions and guidelines and recommendations at the Regional level. It would be produced at regular intervals to demonstrate changes that have occurred over time and be followed by public awareness campaigns. Although this project is tied in closely with the database project described above (4.1) it does not necessarily have to be carried out as the only outcome from that project. In other words, it is a stand alone project which can be prepared most easily from the one above. Other SoE Reports in the Region, e.g. the ESCAP five year reporting and the UNEP Global Environmental Outlook, will be taken into account when reporting for the East Asian Seas is carried out. The results and analyses from the monitoring project (4.3) would be used in the database network to describe the state of the environment. Short-term objectives: (i) Establishment of a mechanism for the state of the environment reporting; (ii) Provision of environmental information to all users Short-term activities To form an editorial task force for the State of the Environment Reporting, and discuss the format, contents, publication and distribution of the Report. The members of the Task Force will be chosen by EAS/RCU in consultation with Member States. (i) A circular letter will be sent to Member States for nomination of experts, together with a questionnaire to assess requirements at national level; (ii) First meeting of the Task Force. The result of the questionnaire will be reported to the Task Force, indicating the requirement of the Report. The plan for the first Report and its contents, format and other technical details will be decided. The first report should be completed by the end of 2000 and should have considered the ESCAP SoE Report Financial requirement: None. Financial requirement: US$ 30,000 US$ 14,000 (Chief Editor, 2p/m) Medium-term and Long-term Objectives: (i) Preparation and publication of the State of Environment Report every five years; (ii) Provision of systematic information on the environment, its state, the pressures on it and the responses to those pressures. Medium-term and Long-term Activities: (i) Access of information required for the Report; (ii) Regular preparation and publication of the report, (iii) Annual meeting of the Task force Financial requirement: (annually) Information assessment: US$ 4,000 Editor US$ 15,000 Publication and distribution: US$ 30,000 Meeting of the Task force US$ 20,000 4.3 Marine and Coastal Environment Monitoring and Assessment Management decisions and choosing marine protected areas require that an inventory of marine resources is developed. This inventory usually assesses the extent, condition and status of marine ecosystems. Ecosystem assessment can assist with decisions on: * Managing fisheries habitats; * Determining vulnerable areas in case of an oil spill or similar disaster; * Choosing marine protected areas; * Choosing where to develop ports and marinas along the coast; and * Choosing where tourist developments should take place These uses are all relevant to management. More detailed environmental assessment can be made if the management requirements are to: * Measure changes in areal extent of the marine resource; * Determine the extent of damage to a marine resource on a small (5 m) scale * Determine species or types of resource; and A real cover of mangroves is easier to assess than the area of underwater ecosystems. Remotely sensed data can be used to assist with interpretations, and ground truth work carried out in the field is essential. Each country should be responsible for its own database but the UNEP Environment Assessment Programme for Asia and the Pacific can offer assistance in the form of image processing, storing data or metadata and assisting with GIS. Countries that do not have the technical capabilities to carry out the inventory of their marine resources while carrying out the capacity building project, can be funded to have consultants carry out the work. Considerable amounts of pollutants from land-based human activities find their way to the seas. In many cases the effects of these pollutants on marine habitats are obvious but in some cases they are more insidious and only apparent when the habitat is destroyed. The main questions to ask before remedial action is taken are: is there a problem and what is it? They can be answered by monitoring, then if remedial measures are taken, monitoring can detect the effect of those measures. Monitoring should also be used to track and assess the status of management actions on fisheries and to determine the necessary actions to sustain fisheries. Monitoring the marine environment is a long-term exercise, requiring at least five years data that have been obtained in a statistically rigorous fashion and strategically placed in space and time. Monitoring is not always popular with managers because of the expense and time involved but it is the only way to detect changes and distinguish between natural ecosystem variation and that brought about by humans. There is an assortment of monitoring stations throughout the Region in "hotspot" and control areas. The role of the EAS/RCU is to co-ordinate the methodology, data storing and analysis of the monitoring results and encourage the collection and analyses of new data. A suitable set of demonstration monitoring stations, including control sites, already in place could be used and the data displayed on a web site to show other member countries their use for marine environmental protection. The controls are to determine if detected changes are natural variations caused by excesses of weather or by human activities. There is, now, a global coral reef monitoring network programme known as "Reef Check" – the availability, methods and metadata of the global network is an example of what could be in the database. The development and management of marine resources must be based on a sound and technically informative marine environment base. The COBSEA countries must, therefore have a current and dynamic database on the state of the environment (chemical, physical and biological processes, environmental tolerance to anthropogenic stress, etc.). Understanding the state of the marine environment is only possible with a series of reliable data and information compatible among the states. Baselines for the state of the marine environment must be established to monitor consequences of man made disturbances and determine if remedial actions of COBSEA countries were successful. Therefore, it is necessary to establish a collaborative, Regional monitoring programme. Regular monitoring and surveillance of coastal and marine waters involve maintaining a continuous record of selected environmental parameters, usually over a long period of time (at least 5-10 years). In order to achieve a Regional consistency in assessment and monitoring, it is essential that the COBSEA states agree on consistent: * parameters to be monitored; * data quality; and * monitoring methods and techniques; * analyses of the monitoring results. International agencies (IOC, UNEP, IAEA-MESL, Wetlands International, WCMC, etc.) can ensure that the monitoring data are compatible not only within the Region but also on a global scale. Monitoring and surveillance programmes are implemented usually over a long period of time and involve repeated measurements at fixed or randomly selected positions. The design of any monitoring programme depends mainly on the overall goal. The results of a regional monitoring programme can be used for the following purposes (UNEP, 1996): * To assess the state of the marine, coastal, and associated freshwater environments (including land-based sources of pollution and other routes of contaminant inputs); * Integrated coastal zone management (including associated freshwater systems); * Management and conservation of marine and coastal biological diversity. * Pollution control of land-based and sea-based activities; and Short-term objectives: (i) Identification of regional requirements for the monitoring of the marine, coastal and associated fresh water environments in the East Asian Seas region. In particular, regional environmental problems requiring long-term, systematic observation and monitoring; (ii) Identification of sources of necessary information for assessing marine habitats, fisheries habitats and the rational use of marine and coastal resources; (iii) Preparation of a comprehensive proposal for a collaborative monitoring network, with initial focus on certain crucial parameters which are important for understanding regional environmental problems. For instance, monitoring on the atmospheric deposition of pollutants and river inputs of pollutants to the marine and coastal environment will greatly contribute to understanding the effect of land-bases pollutants on the marine environment; (iv) Development of common methods for environmental assessment, and applying them to a pilot project to check whether the method works for certain purposes; (v) Establishment of a regional network for marine, coastal and freshwater monitoring; and (vi) Upgrading the national capabilities in carrying out the necessary monitoring and environment assessment programmes in the region. Short-term activities (i) Regional workshop on monitoring requirements of marine, coastal and associated freshwater environments. Considering the issues identified in the Transboundary Diagnostic Analysis for the South China Sea (TDA/SCS) and the Regional Programme of Action on GPA/LBA, a workshop should be organised to identify the regional requirements for a collaborative monitoring programme. Budget requirement: US$ 30,000 (ii) Preparation of a comprehensive proposal on a Regional collaborative monitoring programme for the East Asian Seas region. Based on the necessary information in the Region, TDA/SCS, Strategic Action Plan for the South China Sea and Regional Programme of Action for GPA/LBA, a comprehensive proposal on a Regional collaborative monitoring programme for the East Asian Seas Region should be prepared and submitted to a COBSEA meeting for approval. Financial requirements: US$ 21,000 (consultant 4p/m) US$ 10,000 (fact finding mission) (iii) Preparation and distribution of a questionnaire to assess information on the relevant activities at both national and regional levels A questionnaire should be prepared by EAS/RCU and distribute to all Member States and relevant organisations. Analysis will be carried out by EAS/RCU upon receipt of responses. A summary will be provided by EAS/RCU on the results of the survey. Financial requirement: None (iv) Collection of information from various sources concerning what has been done and data that may be used for environmental assessment Financial requirement: none (v) Training course on marine, coastal and associated fresh water environments monitoring (a detailed training programme will be prepared after the survey of the natio nal and Regional requirement). Venue to be identified. (vi) EAS/RCU will demonstrate the usefulness of environmental assessment in preparation for a Regional workshop on identification of the scope of the Regional requirements for habitat assessment, requirement for consistent methods, tie in with MPA's, fisheries habitats, harbour and marina developments, oil spill contingency plans. (vii) Development of methods and relevant training materials for the assessment of environmental ecosystems. An expert will be invited to develop necessary training materials for environmental assessment after consultation with the Co-ordinator. Venue to be identified Financial requirement: US$ 25,000 Financial requirement: US$ 7,000 (consultant 1 p/m) US$ 1,500 (publication and distribution) Medium-term objectives: (i) Identification of the necessary QA/QC procedures for the monitoring programmes to ensure the quality of the monitoring results. Relevant inter-calibration should be considered in cooperation with other relevant organizations, e.g. IOC and IAEA; (ii) Preparation of technical manuals in local languages for the collaborative monitoring programmes, preferably with identified priorities. The Strategic Plan of the Health of Ocean (HOTO) module of the Global Ocean Observing System (GOOS) will provide guidelines for the monitoring programme; (iii) Development of monitoring products to show the results of the monitoring programmes to the decision makers, scientific communities, various users and public to ensure continued financial support and human resources are available for the programmes; and (iv) Application of the monitoring results to address certain marine, coastal and associated fresh water environmental problems and concerns. Medium-term activities (i) Preparation, translation and printing of technical manuals. Assess the existing technical manuals for the monitoring of marine, coastal and associated fresh water environments, decide if they are suitable for the monitoring activities identified in the region, and re-produce and distribute to the participating institutions. Necessary co-ordination should be ensured with TDA/SCS and GPA/LBA, as well as other relevant activities going on in other organisations. Financial requirement: to be identified (ii) Joint workshop on marine, coastal and fresh water environment monitoring with HOTO. The workshop will focus on the scientific, technical and management issues relevant to the marine, coastal and associated freshwater environmental monitoring. To avoid duplication of the efforts, close cooperation and coordination with HOTO, which is cosponsored by UNEP, should occur. (iii) Initiate a demonstration project perhaps in Cambodia, on marine and coastal resource assessment using the data and information from various sources. (iv) Distribution of the results of Cambodia environmental assessment to other Member States of the region, assessment of reactions from the States and continue the environmental assessment project in other countries, if acceptable. (v) Exercise on environment impact assessment Venue: Cambodia Financial requirement: to be identified Financial requirement: US$ 5,000 Based on the information available from the database and monitoring programmes, procedure on environment impact assessment will be formulated, taking into account the WHO quick assessment method. Financial requirement: US$ 14,000 (consultant 2 m/p) (vi) Support ASEAMS in an effort to have scientific input in the monitoring network, and to assist scientists to take the initiative in government monitoring systems. Long-term objectives (i) Operation of regular strategic monitoring programmes at national and Regional levels; (ii) Understanding of natural processes in the marine, coastal and associated freshwater environments, and provision of scientific and environmentally sound advise for the environmental protection and sustainable use of marine resources. Long-term activities (i) Annual report, assessment of use of monitoring results, assessment of acceptance by countries. (ii) Financial requirement: US$ 10,000 /year. 4.4 Education Probably the single most effective approach in conserving the marine environment is to have public participation and ownership. Without informed education, the public will be unaware of the devastation that is occurring both under the sea and on the coastal rim. Without education and public participation, waste dumping, sediment release and continued disturbance of marine habitats will continue. There are many ways that public awareness can be improved and all can be integrated. Projects should be initiated with the help of the UNEP Regional Office for Asia and the Pacific, and a demonstration or pilot project to determine the feasibility of extending the project to the whole Region should be introduced. The marine, coastal and associated fresh water environment databases can be used to present examples of marine pollution and pristine marine environments, so that people know what is happening and what the marine environment should be like. The monitoring network can be assisted by the public and improvement in measured parameters can demonstrate the worthiness of protection programmes. Community efforts in restoration of marine habitats will be enhanced by people knowing more about what and why they are helping restore them. The marine protected areas project (Section 4.7) will be assisted by public participation if the community knows why these areas are being protected. Education on marine matters, such as the need for conservation and the knowledge that these marine habitats are important for the livelihood of the community, will increase awareness of damage done by development and hence raise the status of Environmental Impact Assessment. Marine law and legislation will be complied with rather than having to be enforced. The education programme is a long-term process which will gain momentum as other programmes take shape. If a particular problem can be identified, then a programme to educate the public on how to solve the problem can be initiated. This may take the form of simple leaflets in an appropriate language that explain the reasons for and effects of the problem and what the public can do to prevent it. To begin this project, it is suggested that mangrove forests or coral reefs be used as an example and that a leaflet on identification, value to marine and human environments, causes of destruction, restoration methods and possibly a success story from another area may be a good start. This first leaflet should be in a language of the local people of one of the member countries and then be translated to others as the time and resources permit. The success of the leaflet should be assessed by a careful monitoring programme, before further resources are used to produce others. Much more needs to be done than produce pamphlets, and the education needs to flow through to the politicians who make the law and allow certain activities. For them to know the consequences of their decisions and resulting activities, is essential to coastal management. Department heads and their advisers need to know about the marine habitats and why they are so important. Short-term objectives (i) Increase pubic awareness in the state of the marine, coastal and associated fresh water environments in the region; (ii) Identification of the needs of education and capacity building in the Member States with regard to environmental education, conservation, monitoring and protection; and (iii) Upgrade scientific and technical understanding for marine environmental protection and sustainable use of marine and coastal resources. Short-term activities (i) Preparation and distribution of pamphlets, booklets or teaching aids translated into a language of the East Asian Seas Region. Design a sampling programme to determine if this teaching aid was successful. (ii) Development of a home page for the East Asian Seas Action Plan, and publishing an electronic version of a newsletter. (iii) Preparation of a questionnaire to determine the effect of the educational tool. Provision of technical assistance to monitor some ecosystem parameters that will indicate if tool is successful. Financial requirement: Assessment of information & materials, US$ 2,000 Design of pamphlet, booklet, US$ 3,000 Publication of education materials, US$ 8,000 Financial requirement: Computer software: US$ 1,500 Rent of server: US$ 600 Financial requirement: none (iv) Organization of training courses in the implementation of project activities, as identified in this document and approved by COBSEA. Financial requirement: no separate cost required. Medium-term objectives (i) Identification of the evidence of usefulness of the above approach see (iii) above. (ii) Quantifying the beneficial changes in resource use. (iii) Preparation of recommendations for further implementation. Medium-term activities (i) Site visits together with other travels to the Member States and collect necessary information which is useful for educational purposes; Financial requirements: US$ 2,000 for publication of the report. (ii) Organization of a marine and coastal environmental tour (option) Financial requirement: to be identified. 4.5 Restoration of Marine Habitats Throughout the Region marine habitats have been and are being destroyed in an alarming rate. Sometimes management agencies realised the need to preserve them but often too late. Once their value was realised, NGO's, community groups and government departments attempted to restore these habitats with limited success. The objectives of this project are to bring together all groups working on restoration of marine habitats, co-ordinate their efforts and learn from these experiences. It will also tie together the successes and failures of various restoration projects so that they can learn from others' experience. This project will also research the literature to put together either a review or a database on the restoration of seagrass, saltmarsh, mangrove and coral reef habitats, e.g. Thayer, G.W. 1989. Restoring the Nation's Environment. Maryland Sea Grant Book, College Park, Maryland, USA. 716 pp. While the attempts at restoration are being examined, the consultant for this work can continually be communicating successes to each group visited. In this way the update during the term of the project will be continuous and actual results can be recorded as the project progresses. The choice of consultant for this work is critical. The consultant will report to the EAS/RCU regularly and must be capable of communicating and gathering information on restoration of marine habitats. This person's background must be in tropical marine ecolo gy with experience in restoring damaged ecosystems. This project should be for two years resulting in a report on restoring one of the important ecosystems: * Coral reefs * Saltmarshes * Mangroves * Seagrass meadows Consideration should also be given to establishing artificial reefs in some areas where fisheries habitats may be enhanced. The first ecosystem with which to commence this project should be mangroves. Mangroves are arguably the most seriously impacted ecosystem of the four above. There is a large number of mangrove restoration projects already underway and they are not well coordinated. Mangrove ecosystems may be the easiest to restore. Short-term objectives (i) Survey all mangrove restoration projects in the Region, and prepare an inventory of the relevant information (ii) Write a handbook on mangrove restoration methods after six months and an update at the end of the year. Short-term activities (i) Assessment of existing information on the mangrove restoration projects in the region, and prepare an inventory of the relevant information; (ii) Preparation of a technical handbook on mangrove restoration methods suitable for the region, and provision of technical advise for the member states. Financial requirement: US$ 40,000 (consultant 1 y) US$ 4,000 (publication of the handbook) US$ 15,000 (travel cost) US$ 2,000 (translation and publication in other languages) Medium-term Objectives (i) Provision of the updated information by continuing with the mangrove survey, revisiting sites and presenting new findings as an addendum to the handbook. Assess the usefulness of the project. (ii) Expansion of the project to include seagrass and coral reefs if the mangrove handbook was useful. Medium-term activities (i) Provision of updated information by updating the handbook on the restoration of mangroves in the Region; (ii) Assessment of information on restoration of seagrass and coral reefs in the region and preparation of handbooks on the methods for restoration of seagrass and coral reefs. Financial requirement: US$ 21,000 (consultant 3p/m) US$ 6,000 (publication of handbooks) Long-term Objectives (i) Continue with coordinating and awareness building of mangrove restoration sites. (ii) If successful, these activities will be applied to other ecosystems. Project outputs * Handbook on methods to replant mangrove. * Later, handbooks on restoration of coral reefs, and seagrass beds. * Pilot site to demonstrate the usefulness of the handbook. 4.6 Environmentally Sound Technology and Coordination of Activities to Prevent Land- based Pollution Entering the Sea Land-based sources of pollution account for 80% of all marine pollution. At a recent meeting of the experts on marine protection and conservation held in Bangkok (UNEP(WATER)/EAS WG.6/3), the participants decided that sewage disposal was the worst problem facing the marine environment from land-based activities. This was followed by the runoff of sediments and nutrients from the land. Sewage dumping and excess nutrients from agricultural or urban runoff can cause algal blooms, increased epiphyte growth on mangroves, seagrasses and corals and enhance growth of benthic algae. With this excess plant growth, the light is reduced to other plants, particularly seagrass and zooxanthellae, and they die. Similarly, high levels of sediment in the water reduce light to benthic plants. Often, monitoring in rivers is detecting the increase in sediment or nutrient loads and it is obvious from the plumes showing in aerial photographs or satellite imagery that there is a lot of sediment deposited into the sea. This project cannot control the building of sewage treatment plants or the correct engineering and farming practices to prevent excess run off of nutrients and sediment. It can, however, educate and help build the capacity of countries in the Region to reduce these problems. A handbook of best practises to reduce erosion from farms and engineering enterprises may assist countries to reduce sediment load in rivers and estuaries. Encouragement and a proactive effort to obtain new technology for sewage disposal may also be a way of treating the problem. Simple changes to engineering practices such as reducing the slope of road cuttings, culverts and bridge approaches will increase the life of these structures and reduce the erosion from them. The use of Geotextile-like materials and immediate planting of fast growing annuals after construction will also reduce runoff. Agricultural practices such as ploughing and leaving ground bare can be reduced to decrease runoff loads. One section of this project will use the data and recommendations of the EAS/RCU (1997) Technical Report Series No.13 project which analysed, among others, the effects of sediments on the coastal wetlands, seagrass beds and coral reefs. Based on the impact assessment of sediments on the coastal and marine environment, actions will be proposed to reduce the sediments to the rivers from catchment areas. These actions could consist of regulating engineering, recommending economic incentive policies, improving development planning along river basins, and persuading local residents to clean up their activities, etc. The GPA LBA office in the Hague is working closely with EAS/RCU to obtain funding for and assist with the good management of land-based activities which impact the East Asian Seas. There is a number of agencies working on similar or closely related projects, such as the Mekong River Commission and some national agencies, which will be co-ordinated with this project. A second section of this project would be to determine the effect of excess nutrients on the marine environments and then, if this could be shown, to attempt to co-ordinate efforts at reducing sewage and farm run off entering marine ecosystems. Short-term objectives (i) Provision of environmentally sound information on the control of land based pollutants, including quantity and types of pollutants transferred from the land to the oceans through river inputs and atmospheric deposition; (ii) Provision of potential technology in controlling the land based pollutants (iii) Assistance in monitoring of land based pollutants to the marine and coastal environments through rivers and atmosphere. Short-term activities (i) Assessment and distribution of scientific findings on river inputs and atmospheric deposition, and translate to common understandable languages; (ii) Preparation of technical manual on the monitoring of river inputs and atmospheric deposition of pollutants to the marine and coastal environments, taking into account the efforts of GPA/LBA, and ESCAP monitoring activities identified in the previous section, and activities carried out by other organisations, e.g. IOC. In close co-operation with Regional GPA/LBA action Plan Financial requirement: US$ 5,000 (information assessment and publication) US$12,000 (co-ordinate and reprint the relevant technical manuals in local languages) (iii) Selection of several typical demonstration sites among the member states, where one of each of the damaging erosion events are taking place and determine if environmentally correct development will make a significant difference in conserving the marine environments. Financial requirement: US$ 4,000 / each site Medium-term objectives (i) Provision of regular information on the marine and coastal water qualities for using in the control of land base pollutants; (ii) Provision of information on the environmental technology to control pollutants to be transferred to the marine and coastal environments. Medium-term activities To be identified after the 1 st phase of activities. 4.7 Marine Protected Areas A principle objective in developing a regional representative system (or regional network) for marine protected areas (MPAs) is to adequately represent biogeographic, ecosystem, habitat and species diversity. The coastal zone is considered to be of highest priority. The results of a representative system can be used for the following purposes: * Conserve biological diversity at all levels of organisation, regionally and nationally; * Maintain ecosystem integrity; * Promote the sustainable use of resources; * Provide sites for research; * Facilitate public education. * Monitor and assess ecological processes, environmental changes and human impacts; Intensive use of the seas and the coastal zone, the natural histories of marine species, the large-scale ecological processes that control marine ecosystems, and the structuring of coastal ecosystem by the interaction of terrestrial and oceanic processes acting over large scales, dictate the need for setting MPAs within regional contexts. A regional representative system cannot be adequately developed without a comparative biogeographic-physiographic, related grouping of individual marine protected areas. The 18 marine regions defined by the Commission on National Park and Protected Areas (CNPPA) are used as a framework for establishment of a global representative system of MPAs . The East Asian Seas is one of these regions, containing the following countries: Brunei Darussalam, Cambodia, Indonesia, Malaysia, Philippines, Singapore, Thailand and Viet Nam (A Global Representative System of Marine Protected Areas, Volume III, 1995). The following actions were adopted for the East Asian Seas: * Biogeographic Classification – Outline of the biogeographic classification scheme proposed for the region. * 92 areas for selection as MPAs were identified from seven countries in the region (No information was available on MPAs in Cambodia). 20 areas, considered as priorities for the conservation of the region's marine biological diversity, coral reefs, mangroves and seagrass beds, were recognised as key ecosystems. * Assessment of existing MPAs – Overview of MPAs within the region and identification of key issues. * Provision of guidelines in selection of priority areas--Determination of Priority Areas Countries of the East Asian Seas region have collectively and individually taken steps to conserve the marine environment through the establishment of MPAs. All countries in the region have established MPAs and most have established programs for marine biodiversity conservation. In some areas, MPAs management plans were formulated and implemented. However, there are still some major problems to be solved in the established MPAs: (i) Deficiencies in management of the majority of the established areas. According to an assessment made by IUCN/CNPPA Working Group for East Asian Seas, of the 92 areas identified, 9 were considered to have a "high" management level (about 13 percent of areas identified for which data are available), 22 a "moderate" management level and 41 a "low" management level. No data were available for 20 areas. (ii) There is a paucity of data on species and ecosystem dynamics; in particular the economic value of resources and activities carried out within MPAs. (iii) Most countries have inadequate resources with which to implement MPAs effectively. (iv) Lack of public support is a major problem. There is clearly still much to be done to ensure that these areas achieve the aims for which they are being established and adequately represent the entire biogeographic zone in the region. Development of a regional representative system (or regional network) for MPAs will be required. Short-term objectives: (i) Identification of regional requirements for the MPAs. (ii) Preparation of a comprehensive programme on the regional network for MPAs (iii) Develop criteria in selecting MPAs to identify characteristic sites for the regional network. Sort-term activities: (i) A regional workshop should be organized to identify the regional requirements and prepare the comprehensive programme on a regional network for MPAs (ii) Two expert groups should be organized to develop the criteria in selecting MPAs for the East Asian Seas region and assess whether the existing MPAs adequately represent the entire biogeographic zone in the region. The development of criteria should be based on previous information in the region and IUCN. (iii) National focal points and technical experts meeting to discuss and adopt the above (1) and (2) Financial requirement: US$ 25,000 Financial requirement: US $ 20,000 Financial requirement: US $ 30,000 Medium-tem objectives: (i) Development of regional guidelines for the establishment of MPAs according to IUCN Guidelines for Establishing Marine Protected Areas. The establishment of individual marine protected areas can be considered only a first step in the process of creating a regional network. A systematic framework is required to associate individual marine protected areas into a regional representative system, united by the collective goals of marine or estuarine habitats, biodiversity protection and ecological sustainable use. (ii) Development of an approach on the environmental impact assessment of MPAs (iii) Increased management capacity (iv) Publish a regional map for MPAs through the regional databse network (4.1). Medium-term activities: (i) Three regional expert groups should be organized to draw up guidelines on the establishment of MPAs and an approach for operating environmental impact assessments of MPAs. Financial requirement: (ii) National focal points and technical experts meeting for discussion and adoption of the above-mentioned guidelines on the establishment of MPAs and the approach for operating environmental impact assessments of MPAs. (iii) Training courses for management staff at all levels Increasing political awareness of the need for, and advantages of marine biodiversity conservation, and translating this awareness into positive support. Financial requirement: US$ 30,000 Financial requirement: US$ 25,000 Long-term objectives (i) Report of regional environmental state of MPAs prepared for decision makers, the scientific community, and other users; (Included as a part of Section 4.2, State of the Environment Reporting) (ii) Establish a comparative and self-sustainable MPAs database, as the essential tool to help assessment, monitoring and decision-making (Included, as a part of Section 4.3, Monitoring) (iii) Publish "a regional representative system of marine protected areas". Long-term activities: (i) Draw up a regional representative system of marine protected areas. (ii) Operate and sustain a regional network for MPAs. (iii) Prepare and publish the regional environmental state for MPAs every five years. The procedure is the same as Section 4.2, State of the Environment Reporting. Financial requirement: US$ 10,000/year List of Acronyms. INTEGRATION OF SUGGESTED PROJECTS East Asia Seas Regional Coordinating Unit REGIONAL DATA BASE RESTORATION OF MARINE HABITATS REDUCTION OF LAND-BASED POLLUTION MONITORING ENVIRONMENTAL ASSESSMENT EDUCATION MARINE PROTECTED AREAS STATE OF ENVIRONMENT REPORTING Environmental Management N Maintenance of a regional database N Development and Maintenance of Monitoring and environmental assessment programmes N Management aspects of rehabilitation of vital ecosystems and restoration of ecologically or economically important species and communities N Establishment of a viable network of marine protected areas N Employing appropriate technologies for the prevention and management of pollution N Environmental impact assessment N Capacity building	<urn:uuid:19546c38-72bc-44d7-ae65-8a55cea5da81>	CC-MAIN-2017-13	http://cobsea.org/documents/Vision_and_Plan.pdf	2017-03-27T10:44:59Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00228-ip-10-233-31-227.ec2.internal.warc.gz	67,179,682	11,487	eng_Latn	eng_Latn	0.943112	eng_Latn	0.988954	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1016, 4261, 7259, 10331, 12717, 16384, 19280, 21697, 24451, 26804, 30362, 33072, 35492, 38300, 41957, 43906, 46681, 49250, 52726, 55659, 58373, 58917, 60257, 61026 ]	[ 1.4921875, 1.25 ]	2	5
National Cemetery Burial Ledgers: Reproduction & Indexing Project, 2009-2012 Historic burial ledgers documenting national cemetery interments from the 1860s to the 1960s are valuable for the genealogical information they contain, as well as being antique artifacts. Concerns over limited access and safekeeping led the NCA History Program to design a project for the electronic reproduction of 60 ledgers and greater access to their content for federal managers and public researchers. Public Law 37 - An Act to Establish and to Protect National Cemeteries, enacted on February 22, 1867, is the first legislative reference to a "register of burials." The oversized, leather-bound books are the oldest "system" documents and the absence of modern personal identifiable information (such as Social Security numbers of living service members) the ledgers are considered public records. Multiple ledgers exist for some cemeteries. Beginning in the late 1990s, the form of cemetery burial data began to evolve to keep up with technology, most recently posted on the internet-accessible Nationwide Gravesite Locator (NGL: http://gravelocator.cem.va.gov/). of recording military burials. Much of the ledger data is found in NCA's current tracking system: the electronic Burial Operations Support System (BOSS). Ledger entries include a soldier's name, date of death, regiment, and grave location. Many Civil War soldiers were buried near where they fell in battle or in temporary cemeteries, and sometimes that location is also recorded in the ledgers. Due to the age of these Between 2009 and 2011, NCA reproduced ledgers by digitization—photographing or scanning each page— and storing it as a high-resolution graphic file format. NCA then transferred 60 fragile, hand-written ledgers for 36 of its oldest cemeteries to the National Archives and Records Administration (NARA) as required by law. NARA was already the steward of more than 156 U.S. Army ledgers documenting burials at more than 146 facilities. The digitized ledgers are a convenient source of primary data but entries stored in photographic form are not electronically searchable by name or other information. To maximize the value of these records, in 2011 NCA formally partnered with Ancestry.com to index the entries—nearly 114,000 individuals were extracted from 9,344 pages in all—at no cost to the government. Ancestry.com is a popular subscription source for primary records; it and NARA have partnered for many years to make public-domain records available online. NCA's project prompted NARA to elevate as a priority the reproduction-and-indexing of its ledgers under contract to Ancestry.com. The combined collection encompasses more than 556,000 individuals contained in more than 216 historic ledgers. VA/NCA staff will have free online access to the indexed ledgers to answer questions from the public and others. To facilitate the stewardship of national cemetery heritage during the Civil War sesquicentennial and beyond, NCA obtained authorization from Ancestry.com for personnel at the 14 national cemeteries overseen by the National Park Service, associated with pivotal Civil War events, and the two Army-run national cemeteries, to have access to the online ledgers at no cost. Ancestry.com launched access to the burial ledger records on its website in conjunction with Veterans Day 2012. For more information, visit these links: * Project Frequently Asked Questions * List of cemetery burial ledgers available online at Ancestry.com * VA Press Release, January 10, 2013	<urn:uuid:d6dd31f5-06c2-4623-9a07-c7062194cb83>	CC-MAIN-2017-13	http://www.cem.va.gov/CEM/pdf/Project_description_Internet_Ancestry.pdf	2017-03-27T10:39:09Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00229-ip-10-233-31-227.ec2.internal.warc.gz	470,775,722	761	eng_Latn	eng_Latn	0.996116	eng_Latn	0.996116	[ "eng_Latn" ]	false	docling	[ 3563 ]	[ 1.3828125 ]	1	6
A FROZEN Wonderland (Ages 4-7) Just because it's summer doesn't mean you can't have a chilling good time! Campers will sing and dance to the songs from the movie Frozen. They'll share their favorite scenes from the movie and have discussions on the amazing characters. We are also ﬁrm believers that everyone needs a little "Olaf" in their lives, so we will create our very own snowmen with their very own dreams and wishes. "Winter is a good time to sit close and cuddle…but put me in summer and I'll be a happy snowman!" American Girl Camp (Ages 4-9) Have your little one bring her favorite doll to camp and play "American Girl" all week long. Filled with bonding activities, campers will work with their friends to decorate purses, and put on a fashion show for both themselves and their dolls. In addition to crafts, there will be plenty of play time for your child and their doll. We will even picnic outside as we listen to some fabulous stories! BEST of CampKids 2016 The BEST of the BEST! This week's camp will be a combination of the BEST crafts, games, and activities from every themed summer camp we have! Campers will get a little taste of everything! They'll get to create a lego fortress, battle with nerf guns, play volleyball and participate in an awesome Talent Show. It's like a Summer Camp Sampler! We're so excited to share the BEST of what Camp Kids has to oﬀer! (Ages 4-12) Color Me Crazy Rainbow and Sparkle seem to be the top answers when asking a child's favorite color, so we can't wait to let kids use their creativity and imagination this week with as much rainbow and sparkle as they wish! This week will include tie dye, drawing, coloring, painting, crafting and plenty of colorful games. (Ages 4-9) Cooking A pinch of this and a lot of that! Does your child like to spend time in the kitchen with you, helping you cook? If so, this camp is perfect for them. They will spend the week learning how to make easy, no bake meals with a hands-on opportunity to cook. Their creations will taste so good that it will satisfy everyone's appetite. Foods include main dishes, appetizers and everyone's favorite—desserts. All ingredients are provided and favorite recipes will be shared. These young chefs will leave with their own cookbook at the end of camp, complete with their favorite recipes—a great gift for you or anyone. (Ages 5-12) COOL Kids Ice Ice Baby! This week is all about staying and looking COOL in the heat of summer! Campers will enjoy outdoor water games, popsicles, sunglasses, homemade ice cream, water slides, and tons more water fun! It'll be a CHILLin' good time! (Ages 4-9) Daily Optional Swimming Swimming will be available (at no extra cost) every day of every camp. It's up to you! If your child does not wish to swim in camp they will participate in other fun activities during that time. All campers under 48" tall will be required to wear a life jacket during swim time. Goopy, Grimy, Super Slimy This camp is as messy as it gets, but parents don't have to worry about the clean up! Campers will participate in hands on gooey fun each day this week. They'll take a dive down our slimy slip n slide, create/take home goopy gak, have a truly epic food ﬁght, and challenge themselves in our super sticky games. Make sure to dress in your best worst as we venture on in this dirty camp. (Ages 4-12) Gymnastics Learn about the great sport of gymnastics this week! We will introduce skills on the bars, vault, balance beam, trampoline, and ﬂoor. Our Campers will love showing oﬀ their rolls, handstands,cartwheels, roundoﬀs, pullovers, mounts/dismounts, squat ons, straddle ons, and more! We'll make sure to instill safety along with having lots of fun! So bring your Ta Da and get ready to earn the perfect score! (Ages 4-12) Just Dance Hip Hop, Jazz, Tap, Ballet…. what's your favorite??? If your answer is ALL then get ready for a music ﬁlled action packed dancing event! Our weeklong dancers will learn a new dance each and every day, exploring diﬀerent styles of dancing. We will review our dances frequently and at the end of the week we will put on our very own recital for our fellow campers. If your kiddo likes to dance and loves to perform then this camp is for them. Don't delay and get ready to learn some killer moves today! (Ages 4-12) May the Fourth be with you (Ages 4-12) Star Wars obsessed you are?? Take the ﬁrst steps in becoming a true Jedi! Campers will embark in a Jedi training camp that includes light saber making and battling, intergalactic missions, relay races, obstacle courses and other activities that are out of this world. This camp only happens on the fourth of the month so don't miss out. The Fourth is strong with you! Ninja Warrior Does your child want to become the next Ninja Warrior? Have them join us in a full week of strength, adventures, balance, obstacle courses and training to make their dreams come true! We can't wait to see them swing on the bars, climb up the rope, jump on the trampolines and maneuver through the pit! They will have the BEST TIME achieving their BEST TIME on the course! (Ages 4-12) Operation: Nerf Nerf Gun: CHECK….Ammunition: CHECK….Plan of attack: CHECK! All that is missing is you, Nerf Warrior! Your child's excitement will not be contained during our Nerf Operation extravaganza: featuring tactical training, team building games, target practice and adventures through our facility. We will provide nerf guns for use and ammunition, foam pit battles, tug o war, and other amazing gladiator challenges. (Ages 4-12) Pirates and Mermaids Avast ye young pirates and merfolk! We hope you arrrrrrrrrrrr joining us for this fun week of Pirates and Mermaids! Campers will walk the plank, play shipwreck, and race pirate ships as well. They'll ﬁnd their inner mermaid or pirate this week through all of arrr nautical themed activities. It's deﬁnitely "a pirate's life for me!" (Ages 4-12) SPLASH BASH CampKids has put together the most fun and exciting party you'll attend all summer! To celebrate the start of a new school year, campers are invited to our CampKids end-of-the-summer party! Campers will enjoy our large inﬂatables, face painting, slip n slide, water activities, obstacle courses, trampoline and pit time, fun games and…a giant foam machine! What a great way to enjoy summer! (Ages 4-12) SPORTS This week of camp will be ﬁlled with competitions and activities surrounding various sports. Your kiddos will be introduced to soccer, gymnastics, swimming, basketball, baseball, volleyball, football, and tennis!! This camp will have campers learning about sportsmanship and teamwork along with a healthy amount of competition. They will be participating in active learning all while having tons of fun! (Ages 5-12) SUPERheroes Bring your camper to join in the adventures with the America's Kids in Motion staﬀ as they use their imagination to become true superheroes. This camp will include games, activities and visits from some of our favorite superheroes as well as creating our very own! Superheroes Camp is guaranteed to spark their ingenuity and provide exciting escapades! (Ages 4-12) Trucks, Trains, and Planes Race car drivers start your engines! Vroom Vroooom! If your child is constantly RACING around the house and sometimes DRIVES you a bit crazy…then this is their perfect camp! Kids will make planes, race hot wheel cars, construct monster trucks, make a train station, and drive power wheels (Power Wheels battery charged cars are supplied). They will learn how to be a conductor, a safe driver, and all about being a pilot. Can't wait to keep on truckin'! (Ages 4-9) Under the Sea (Ages 4-9) Campers will love this week of exploring the wonderful world of the Ocean. Sharks, ﬁsh, and other sea animals will be a big part of this week. We are so excited to ﬁnd buried treasure, walk the plank, and have huge foam block battles! We can't wait to "Find Nemo" go to the "Codﬁsh Ball" and become "Part of Your World." Week at the Beach Sign up for a day camp vacation! Bring some sunscreen, a towel, and your shades as we relax at "the beach." We will be learning how to surf, play volleyball, and we'll even make some totally awesome sand art! What a great way to enjoy summer! (Ages 4-12) And join us for...... Wacky Waterworks Day Come join us each Friday for a day full of exciting water activities! Play water games, ﬂy down our giant slip and slide, play in our outdoor blow up water house, and swim in our pools! We will provide the water, good times, and pizza! Just a reminder…you WILL get wet on this ride!	<urn:uuid:484da911-a0a8-4efd-a309-f1815e7b3161>	CC-MAIN-2017-13	http://americaskidsinmotion.com/pdf/2016/summer-camp-descriptions.pdf	2017-03-27T10:48:30Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00229-ip-10-233-31-227.ec2.internal.warc.gz	18,766,062	2,088	eng_Latn	eng_Latn	0.998815	eng_Latn	0.998815	[ "eng_Latn" ]	false	docling	[ 8654 ]	[ 1.5859375 ]	3	0
Monthly Newsletter Welcome! ! We are announcing the grand unveiling of our new web site/search engine designed for high school students. www.Infotrek.info Check out our animated video below! You Tube: http://youtu.be/N9OXhmynem4 Vimeo: https://vimeo.com/101749012 Students can search the main categories, which include the following: * Science, Technology and Math * Biographies * Arts and Recreation * Literature and Language Arts * Social Studies, Geography, and History * Quotations * Health, Nutrition, Medicine and Disease * Images, Audio and Video Clips * Languages The power of Infotrek is the search engine: 1) Students can type in their own keywords and high school level results will be displayed. 2) Students can click on a topic such as "Earth Science" and an extensive list of earth science topics will be displayed. Then, the student would click on a specific topic and it is entered automatically in the search box. As always, Infotrek and our other sites only access resources that have been recommended by teachers and librarians and reviewed by us. Send us your feedback! Welcome to the students, teachers, and librarians of Vancouver, British Columbia We're happy you are using Infotopia.info, Infotrek.info and Kidtopia.info for your research needs! Are You Looking for Resources on Landforms? Our newly updated resources page on landforms consists of twelve carefully selected web sites, which include videos from WatchKnowLearn, interactive lessons, definitions, pictures, maps of world locations, quizzes, anagrams, a PowerPoint presentation, a slide show, songs about Landforms, and even a game called Landform Detective. As you know, information about landforms is difficult to find in one place. Hopefully, this will help with your class objectives on landforms. http://www.infotopia.info/landforms.html http://www.powtoon.com/ Have you or your students tried PowToon yet? It is easy to use and the results are quite professional looking. You can easily animate a presentation (with audio) for free using Powtoon, and then upload it to YouTube or download to your computer. It is quite intuitive and doesn't require professional skills to use. There are one-minute online tutorials that teach you how to use it! (It's that easy!) New "How-To" Animated Videos for many subjects, including science fair projects, how to perform keyword searches, and more. Send us your requests! Infotopia Newsletter \ Our blog can now be found at www.infotopiaworld.com. Recent Posts include: * How to Find Free eBooks and Audiobooks * How to Borrow Free eBooks and Audiobooks * Free Children's eBooks, Online Books, and Audiobooks * Google Search Operators vs. Boolean Searching * Summer Reading Ideas Presentations for Students: * How and Why to Cite Your Resources * It's a Jungle Out There (How to Distinguish Good from Bad Web Sites) Sign up and you will receive updates via email. (Fill in "Subscribe/Connect" or click the "Contact Us Here" button at the top left.) (Or click the link here.) http://bit.ly/WIreOK We have also posted our presentations for students, teachers, and librarians on YouTube. We will be creating more videos each week. You can find us at: https://www.youtube.com/user/infotopiaworld Also, please suggest topics and presentation ideas by sending us an email (email@example.com) Looking for some FREE eBooks or online audiobooks for young children? We have evaluated hundreds of web sites and made our recommendations here. Many are downloadable to your Kindle, Nook, etc. Others are available only online. It's never too late to get children captivated by reading, which can turn into a lifelong habit. If you want to subscribe to our Infotopia newsletters, just send us an email. firstname.lastname@example.org Dr. Michael Bell and Carole Bell (Retired) Librarians/Teachers http://www.infotopia.info http://www.kidtopia.info http://www.infotrek.info http://www.teachertopia.info http://www.librarytopia.info http://www.academicindex.net As you know, our web sites/search engines are free. To help support us, please "share," "tweet about," or "like" our web sites. Follow our blog by email at: http://www.infotopiaworld.com/ Find our newsletters and presentations at: http://www.infotopia.info/newsletter.html We appreciate your feedback! Carole and Mike Bell August Events National Inventors' Month http://www.infotopia.info/inventions.html Get Ready for Kindergarten Month http://www.coolmath.com/parents/getready.htm All August Events http://www.surfnetkids.com/calendar/august/ http://www.infotopiaworld.com/2014/07/part-iii-how-to-find-free-childrens.html Help! We are working on a number of new resource pages and we need to know if your schools/school districts allow students to access embedded videos from YouTube or Vimeo on a web site. Could you complete this brief (one question) survey for us? Thanks in advance for your help! Just click on the link below. http://bit.ly/WIriy0	<urn:uuid:b5a3929a-09d4-4f7f-982c-1bf39bed288c>	CC-MAIN-2017-13	http://www.infotopia.info/newsletters/August_Infotopia_2014.pdf	2017-03-27T10:45:40Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00228-ip-10-233-31-227.ec2.internal.warc.gz	547,117,548	1,148	eng_Latn	eng_Latn	0.995638	eng_Latn	0.996154	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2426, 4989 ]	[ 2.3125 ]	2	0
22 July 2015 A NEW WATER TANK FOR LOCAL GIRL GUIDES Pakenham Girl Guides are soon to discover the benefits of recycling natural water following their success in the 2015 SUEZ environnement Community Grants Program. The group has received a $3,000 grant from SUEZ environnement to install a sustainable water tank system at their local Guide Hall. By installing an onsite water tank, the Girl Guides site will harvest and recycle water that is naturally available during rainy periods. The water tank will not only provide natural source of water onsite, it will be used as a learning tool for Guides as young as five to understand the importance of water conservation and reduce their current water utility bills freeing up funds to deliver other beneficial programs to the group. Kelvin Sargent, SUEZ environnement's State General Manager Victoria, presented the cheque to the Pakenham Girl Guides at a CampFire ceremony on Wednesday night and said SUEZ environnement was pleased to support this local community group with their future sustainability goals. "The Girl Guides are a well-respected organisation with long-standing involvement both locally and globally. Their ethos encourages young girls to be actively involved in their community and provides opportunities to contribute towards the environment and a sustainable future. We are proud to support them in this small way to reach their goals." Group Leader at the Pakenham Girl Guides, Sonya Boloski, was excited to receive the news about the grant. 'Following the recent completion of our new Girl Guide Hall roof, the installation of the water tank will be a great addition to our Guide Hall here in Pakenham, complementing the sustainable life practices we instil in each Guide." "Thanks to SUEZ environnement, the water tank will enable our Girl Guides to learn new skills about rainwater harvesting, water conservation and recycling water practices," said Sonya. "The water tank will also assist in reducing our utility costs enabling the group to use the funds to support other Girl Guide programs." SUEZ environnement was the first waste company in Australia to launch a national community grant program. Over the past two years, the SUEZ environnement Community Grants Program has provided more than $250,000 to inspiring local organisations and projects. This year, 38 community groups across Australia have been awarded more than $155,000 in community grant funding to help realise their project dreams. For more information on the SUEZ environnement Community Grants program or to register to receive information about the next grant round in 2016 visit www.suez-envcommunitygrants.com.au – Ends – Contact – SUEZ environnement Media Office on 02 8775 5527 SUEZ environnement finds smart and reliable resource management solutions to make the best use of water and waste for towns, cities, business and industry. We partner with organisations through the SUEZ environnement Community Grants program to support local participation in social and environmental projects which help create a more sustainable future.	<urn:uuid:b8b687f7-c0f3-47ad-8605-7a4a00b0ea1e>	CC-MAIN-2017-13	http://www.sita.com.au/media/media_releases/150722_MEDIA_RELEASE__Pakenham_Girl_Guides.pdf	2017-03-27T10:50:31Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00229-ip-10-233-31-227.ec2.internal.warc.gz	713,456,392	609	eng_Latn	eng_Latn	0.997	eng_Latn	0.997	[ "eng_Latn" ]	false	docling	[ 3102 ]	[ 2.015625 ]	1	4
www.mindingyourmind.org Program Overview Minding Your Mind is a 501c3 not-for-profit organization with a mission of reducing stigma and destructive behaviors associated with mental health issues while promoting help-seeking behavior in youth through education. Minding Your Mind offers an evidence-based, contact strategy through in-school and community-wide mental health education programs aimed at middle school, high school, and college-age students. Through our professionallycrafted presentations, students hear stories of hope and recovery from young adult speakers who successfully and productively cope with their mental health issues. Our educational programs move away from crisis-based response to prevention through education. Programs create a safe space for communication and aim to normalize the conversation around mental health. Our Goal Our goal is to help reduce the incidence of substance abuse, self-harm, isolation, bullying, and suicide in teens and young adults. Suicide is now the second leading cause of death for teens and young adults aged 14 to 23. Suicide almost always is the result of an untreated or under-treated mental health condition. Stigma and shame are the greatest barriers to treatment. Our goal is to create a culture of openness and advocacy. Since 2007, through our young adult speaker program, Minding Your Mind has reached hundreds of thousands of high school, middle school, and college-aged students, their teachers, families, and caregivers. The programs occur during school assemblies, health classes, and workshops. Issues addressed in these presentations range from mood disorders, suicide ideation and eating disorders, to addictive behavior and bullying. Our Speakers Our speakers all have received training to ensure that their presentations are delivered in a professional and knowledgeable fashion. These inspiring presentations provide students with a better understanding of the signs and symptoms of mental health disorders, emphasizing that they are common, treatable, and that help is available. In 2015-2016, Minding Your Mind completed over 1,100 presentations to schools and community organizations. Additionally, Minding Your Mind offers two Best Practice Registry Suicide Prevention Education Programs for school faculty and staff, which qualify for state-mandated training. These presentations often take place during teacher inservice days, at conferences, or during parent nights. All programs are age appropriate and can be tailored to meet the needs of an individual school or community demographic. Our "Be the One" initiative promotes awareness and teaches students how to best take action if their friends or family members are suffering. All speaker bios, teacher testimonials, and school presentation lists can be viewed on our website www.mindingyourmind.org. To schedule a presentation, please click here to complete the "Book a Speaker Form" found on the upper right hand corner of our Home page. Please feel free to contact our executive director, Trish Larsen, at email@example.com with any questions or comments. Breaking the Silence through Education Minding Your Mind • 124 Sibley Avenue • Ardmore, PA 19003 • tel 610.642.3879 • fax 610.896.5704	<urn:uuid:f4e63a9e-8464-4d63-9f04-0bec6ac1c367>	CC-MAIN-2017-13	http://mindingyourmind.org/wp-content/uploads/2016/04/Program-Overview-Minding-Your-Mind.pdf	2017-03-27T10:38:56Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00229-ip-10-233-31-227.ec2.internal.warc.gz	243,511,321	613	eng_Latn	eng_Latn	0.997359	eng_Latn	0.997359	[ "eng_Latn" ]	false	docling	[ 3251 ]	[ 1.71875 ]	2	4
EU scientists confirms bioenergy accounting error Title A major carbon accounting flaw in EU legislation whereby biofuels used in transport and biomass used for power generation are counted as ?zero emissions? will have ?immense? consequences for the environment. This is the key finding of a report published on Friday 16 October by the Scientific Committee of the European Environment Agency (EEA), a top EU advisory body. Click here to read the EEA report. The report warns that counting biofuels and biomass as ?zero emissions? is wrong because it ignores the emissions that come when the fuels are burned, assuming that this impact is automatically offset when new plants grow. In many cases these emissions will not be offset because increased demand for land for bioenergy will just displace emissions elsewhere. The report goes on to say that ?if bioenergy could or should provide 20% to 50% of the world?s energy needs in coming decade?doing so would require doubling or tripling the total amount of plant material currently harvested from the planet?s land.? Such an increase would have devastating environmental consequences. The report follows the similar findings of a study published in June last year by three environmental organisations, BirdLife Europe, EEB, and T&E. (x) The organisations have repeatedly called for an end to so-called 'zero counting' of bioenergy emissions, including those from biofuels production. The EU is currently reviewing one of the accounting flaws linked to its mandatory renewable energy target for transport, which will mostly come from a switch to biofuels. Currently socalled EU ?sustainability criteria? fails to account for the central question of indirect impacts on land use and emissions (Indirect land use change or ILUC). ILUC occurs when biofuel crops replace food crops. The land needed to grow the missing food is displaced, often to the developing world. This in turn causes rainforests and other sensitive eco-systems to be destroyed to grow food, causing a massive release of emissions. Many EU countries are scaling up on biomass for heat and power, and biofuels for transport to meet mandatory European renewable targets. The report shows that continuing with today?s flawed carbon accounting would lead to an increase rather than a decrease of emissions in the real world. Biomass and biofuels receive generous subsidies and tax breaks across Europe, leaving the EU faced with the prospect of an ?environmental? measure causing disastrous consequences, and largely funded by the taxpayer. Ariel Brunner, Head of EU policy of BirdLife Europe said: ?The EU has been basing its entire bioenergy policy on fake carbon accounting; the result is a sub-prime bioenergy mortgage that will never be paid off unless the EU changes course immediately.? Faustine Defossez of the European Environmental Bureau said: ?This study should be taken as a wake up call to start bringing out some badly needed policy adjustments: it is now clear that the increase in harvesting of plant material for energy purposes, foreseen under the Renewable Directive, will have serious negative environmental, including climate impacts? Nusa Urbancic of Transport & Environment said: ?The European Commission has been sitting on its hands for almost three years figuring out what to do about the indirect effects of biofuels. Every serious scientific body that has studied the issue says action is needed, the EEA is the latest in a long line. The EU should waste no more time coming forward with a proposal to fix this massive accounting hole. It?s important not just for the environment but also for the biofuels industry in Europe, which has frozen most of its investments, until it knows what the future rules are going to be.? NOTES [x] Two studies commissioned by BirdLife Europe, EEB, and T&E show that Europe has a major carbon accounting problem, threatening the credibility of two flagship EU environmental policies: the Renewable Energy Directive (RED) and the Emissions Trading Scheme. Under EU accounting rules, burning bioenergy is considered to be ?carbon neutral? despite the release of significant greenhouse gas (GHG) emissions in the short-medium term, turning bioenergy into a misguided policy tool for achieving emissions reductions. The best available scientific evidence shows that the carbon costs of many bioenergy options are high. Bioenergy causes losses of carbon to the atmosphere from vegetation and soils when biomass is harvested. And biofuels cause losses of carbon to the atmosphere when land is converted - either directly or indirectly - to meet the increased demand for agricultural crops. See the full report here. Stichting BirdLife Europe gratefully acknowledges financial support from the European Commission. All content and opinions expressed on these pages are solely those of Stichting BirdLife Europe.	<urn:uuid:4c5a85a0-4353-4227-9420-d8c3aad82c25>	CC-MAIN-2017-13	http://www.birdlife.org/printpdf/europe-and-central-asia/news/eu-scientists-confirms-bio-energy-accounting-error	2017-03-27T10:44:36Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00228-ip-10-233-31-227.ec2.internal.warc.gz	421,344,065	959	eng_Latn	eng_Latn	0.998463	eng_Latn	0.998487	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2355, 4906 ]	[ 1.6171875 ]	4	8
Stoic Greek Vocabulary William S. Annis Scholiastae.org ∗ February 5, 2012 This is a list of key Stoic terms used in the works of Epictetus, as well as a few idioms that might cause trouble for those used to different genres or periods of Greek. δύναμις Δύναμις refers to an individual's ability or capacity for something, and not the art or science itself. So there would be an opposition between e.g., ἡ γραμματικὴ δύναμις and ἡ γραμματικὴ τέχνη, with the former being an individual's linguistic (in a very broad sense) ability, while the latter would be the abstract science of linguistics. ἔκκλισις The base meaning of ἔκκλισις is "disposition, tendency," but in Stoic terms means specifically disposition away from something, "aversion, avoidance." Opposite of ὄρεξις. ἐφ' ἡμῖν Ἐπί with the dative is a fundamental phrase in Epictetus' philosophy, usually in the form ἐφ' ἡμῖν or οὐκ ἐφ' ἡμῖν, "up to us, under our control," but also sometimes with other pronouns, ἐπ' ἐμοί, κτλ. It is often nominalized, τὰ ἐφ' ἡμῖν, "those things that are up to us." See Ench. 1.1. ὄρεξις Ὄρεξις, "desire," is often used to mean in particular desire towards virtue, but may sometimes refer to those desires to be avoided. Opposite of ἔκκλισις. ∗ This work is licensed under the Creative Commons Attribution-ShareAlike License. To view a copy of this license, visit http://creativecommons.org/licenses/by-sa/3.0/. ὁρμή This means "impulse, rush forward," but in Stoic writings "choice, intention, appetite," the motivation of an action. It's usually contrasted to ἀφορμή, "repulsion, aversion." The denominative verbs ὁρμάω, "feel attraction, desire," and ἀφορμάω, "feel aversion," are also often seen. πάσχω The base meaning of πάσχω is to be on the receiving end of some action, so "suffer, have something happen to one, come to be in a state," etc. There is a particular Stoic idiom meaning, "be acted on by external things, take impressions from (them)," which may further be used with a report clause introduced with ὅτι, "to be (led to) suppose that." See Epict. 1.2.3. προαίρεσις Πριαίρεσις, from the verb προαιρέω, "choose, prefer," comes in for a lot of extravagant translations in philosophical literature. Its basic meaning in non-philosophical Greek is "choice, resolution, purpose," but it may also refer to one's habits of choice, and so "conduct, character, reputation, devotion." In Stoic writings it may be translated "moral purpose, moral character, intention, volition," etc. προκόπτω, προκοπή The verb προ-κόπτω means "to move forward, advance, make progress," especially in a philosophical or moral sense in Epictetus. The present participle is often used as an agent noun, ὁ προκόπτων, referring to someone making progress in living as a Stoic. The noun, προκοπή, is then "moral progress, improvement." See Ench. 12.1, Ench. 13.1. φαντασία Φαντασία corresponds to the "idea" of British Empiricists (like Locke and so on), so it would include both particular sense-data and more abstract mental ideas. The use of φαντασίαι leads to value judgements both about gold (external things) and other δυνάμεις (abstract things). It is often translated "impression" in modern English works on Stoicism. See Epict. 1.20.7. φύσις Φύσις has the base meaning "growth, origin," but also shades into "natural form, constitution, natural position," and in the Stoic context is often simply "nature." Because Stoics viewed the cosmos as a teleological system (it had a purpose for everything), living κατὰ φύσιν, "according to nature" was synonymous with living correctly. The phrase παρὰ φύσιν, "contrary to nature" is seen, as is the bare dative, φύσει, "by nature." The intransitive second aorist (ἔφυν) and perfect (πέφυκα) of the verb φύω, "grow," may be used with the meaning "to be (something) by nature." It should be noted that several Hellenistic schools all advocated living κατὰ φύσιν yet still came to quite different ideas about what that meant. 3	<urn:uuid:3946961e-b5ce-4779-b116-f7fcd5e55924>	CC-MAIN-2017-13	http://scholiastae.org/docs/el/stoic_greek_vocab.pdf	2017-03-27T10:38:06Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00230-ip-10-233-31-227.ec2.internal.warc.gz	316,877,202	1,099	eng_Latn	eng_Latn	0.995558	eng_Latn	0.99531	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1414, 3829, 3980 ]	[ 1.359375 ]	2	8
Ethiopia Tod ay Newsletter of the Embassy of the Federal Democratic Republic of Ethiopia in Canada Vol.1 No.7 OCTOBER 2014 IGAD Envoys Condemn Latest Attack The IGAD Special Envoys for South Sudan have strongly condemned the action of SPLM/A-InOpposition forces in initiating conflict in the area of Bentiu, Unity State. A statement said the ongoing fighting in and around Bentiu, Unity State, demonstrated that the SPLM/A-InOpposition has yet "to abandon the option of war." The IGAD Envoys called on the forces of the SPLM/A-In-Opposition to immediately cease hostilities, for government forces to demonstrate restraint and for all parties to give peace a chance. They demanded the parties adhere to their commitments, particularly the requirements of the Cessation of Hostilities Agreement to end the recruitment and mobilization of forces, including that of child soldiers, the acquisition of arms and ammunition, and all possible military provocation. The Envoys also appealed to the IGAD Heads of State and Government, the United Nations, the African Union and the international community to prevail on the parties to immediately cease fighting, commit to a genuine process of peace and dialogue and abandon the option of war. this war. This "unfortunate development" comes despite progress in the peace talks in Ethiopia and at the start of the current session of talks. It is also taking place on the eve of the convening of the Assembly of the IGAD Heads of State and Government and, at their specific request, direct negotiations between President Kiir and Dr. Machar. Ethiopia to Help Ebola–affected Countries Health Minister, Dr. Keseteberhan Admasu, told a press conference on October 24 that Ethiopia was sending 210 health professionals to help deal with the epidemic. The mission, to be deployed in two groups, would be made up of medical doctors, nurses, field epidemiologists, environmental health professionals and public health specialists, drawn from both public and private sectors. They will engage in Ebola case management/treatment, surveillance, contact tracing, social mobilization, and community engagement, and will also assist national health systems in the affected countries to continue their essential and basic health, food, water and sanitation services. The statement noted that the already dire humanitarian situation throughout South Sudan was further imperiled by this violence, and risked millions of lives and the international effort to address the humanitarian catastrophe induced by Dr. Keseteberhan Admasu said "This new commitment of deploying medical staff can be considered as a continuation and commitment of Ethiopia's firm stand for African solidarity. Ethiopia shall and will continue to support all efforts until this dreadful crisis is over." He also 1501 - 2 75 Slater Street, Ottawa, ON, Canada K1P 5H9. Tel: 613 565 6637 Fax: 613 565 9175 e-mail: firstname.lastname@example.org ,Website: www.ethioembassy canada.org said Ethiopia would be providing financial support of US$500,000 to Liberia, Guinea and Sierra Leone, the worst affected countries. The African Union, which earlier launched its AU Support to Ebola Outbreak in West Africa (ASEOWA) program recently appealed for more human resources from member states and development partners to fight the Ebola epidemic. The AU Commissioner for Social Affairs, Mustapha Sidiki Kaloko, expressed appreciation to the government and the people of Ethiopia for the contribution and expressed the hope that the positive decision of Ethiopia would encourage other AU member states to respond favorably to the AU's call. Ethiopian Diaspora Held a Fundraising Event in Winnpeg,Manitoba Ethiopians and Ethio-Canadians residing in Winnipeg,Brandon and other cities in Manitoba province held a successful fundraising event in Winnipeg city on November 2, 2014, in which a great number of Ethiopian Community members, Candians and officials of provincial administration participated. The event is organized by Ethiopian Community and Winnipeg Area Grand Ethiopian Renaissance Dam Public Participation Coordinating Council. Hon. Flor Marcelino, Minister of Multiculturalism and Literacy, Hon. Steve Ashton, Minister of Infrastructure and Transportation of Manitoba province and H.E. Ambassador Birtukan , were among the invited guests that were in attendance at the event. H.E Birtukan Ayano, Ambassador Extraordinary and Plenipotentiary of the Federal Democratic Republic of Ethiopia to Canada, in a speech delivered at the event congratulated the organizers of the event and members of the Ethiopian community of Winnipeg and Manitoba Province for their dedication and strong support towards the development of Ethiopia. H.E further noted that the nation's plan to alleviate poverty and to join the rank of middle income countries is on the right course as evidenced by successful two digit economic growth, recorded over the last eleven years. In order to sustain the viability of the current economic growth it is essential to avail sufficient energy supply, she said.Accordingly, the Ambassador said, the GERD and other hydro power dams under construction in the country by the government and Ethiopian public participation is to satisfy current and future demand of energy of the country and to export to the neighboring countries. Ambassador Birtukan commended Ethiopians and Ethio- Canadians who participated in the actualization of the event and for their financial contribution and hoped that their current enthusiasm for the development of their country of origin remain intact until the completion of GERD project. Dr.Seifu Guangul, chairperson of Ethiopian Association Manitoba as well as head of the organizing committee praised fellow participants and called upon all Ethiopian diaspora to exploit current suitable conditions in the country and partake in the development of the country. UN Ban Ki-moon Announces $8 Billion in new funding to the Horn of Africa UN Secretary General Ban Ki-moon at the start of a tour of the Horn of Africa on Monday (October 27) announced US$8 billion in funding for Djibouti, Eritrea, Ethiopia, Kenya, Somalia, South Sudan, Sudan, and Uganda. He said "The countries of the Horn of Africa are making important progress in economic growth and political stability. Now is a crucial moment to support those efforts, end the cycles of conflict and poverty, and move from fragility to sustainability. The UN is joining with other global and regional leaders to ensure a coherent and coordinated approach towards peace, security and development in the Horn of Africa," the UN Secretary General said. The UN Secretary General is accompanied by World Bank President Jim Yong Kim, as well as the President of the Islamic Development Bank Group and high level representatives of the African Union Commission, the European Union, the African Development Bank, and the Intergovernmental Agency for Development (IGAD). On the first day of the visit in Addis Ababa, the World Bank also pledged US$1.8 billion for cross-border activities in a Horn of Africa Initiative intended to boost economic growth and opportunity, reduce poverty, and spur business activity. The African Development Bank announced a pledge of US$1.8 billion over the next three years for countries in the region and the Islamic Development Bank has committed to deploy up to US $1 billion in new financing for its four member countries in the Horn of Africa: Djibouti, Somalia, Sudan and Uganda. The African Union Commission Deputy Chairperson, Erastus Mwencha said that "Our efforts to create peace and stability must be reinforced by investments in the peoples and countries of the Horn." A conference on IGAD Economies and Federalism in Somalia Held in Addis Ababa Dr. Tedros Adhanom, Ethiopia's Foreign Minister and Chair of the IGAD Council of Ministers, delivered a keynote address at the Conference on IGAD Economies and Federalism on October 29, co-organized by the Horn Economic and Social Policy Institute (HESPI) and the Intergovernmental Authority on Development (IGAD). Dr. Tedros Adhanom; UNECA Deputy Executive Secretary, Dr. Abdalla Hamdock; Ambassador Mohammed Afey, IGAD Special Envoy to Somalia; and Ambassador Ahmed Abdisalam, Somalia's Ambassador to Ethiopia made opening remarks at the opening session of the three-day conference. HESPI managing director, Dr. Ali Issa Abdi said the conference was the first of its kind despite the fact that federalism had been on the political agenda of Somalia for a long time. He noted that many in Somalia believed that federalism would break up the country by 'balkanizing' the nation while many others believed it was the panacea to Somalia's intractable problems of governance and its previous state collapse. He said the debate between the two sides had been acrimonious and far from civilized. It was, however, important to have a sober discussion to reconcile differences. Ambassador Ahmed Abdisalam underscored the role of experts in helping Somalis come to a common understanding on issues of federalism through a dialogue based on 'nuanced understanding' of the subject, though he also emphasized that "the expert's role is facilitating the discussion , discussing the way forward is solely the task of the people of Somalia". Ambassador Mohammed Afey noted that that pluralism continued to be a subject that even advanced countries still grappled with. He hailed Ethiopia's bold steps in recognizing self determination and federalism in its constitution, pointing out that peace and stability had followed the coming into force of the constitution. Referring to the IGAD-led process in Somalia to lead to a federal state, he said "Somalia is a federal state: what remains is full implementation, "and he called on Somali MP's to expedite the establishment of the Boundary Demarcation Commission. Dr. Abdalla Hamdock highlighted the changing narrative of the Horn of Africa with its rapid economic development and the increase of FDI while emphasizing the need for underpinning consolidation of these gains. Dr. Tedros Adhanom, in his keynote address, underlined that Somalia was making a good progress in removing the threat of Al-Shabaab and in consolidating local administrations in newly liberated areas. Speaking about the experience of federalism in Ethiopia, he said federalism was a blessing to Ethiopia because it had brought both peace and economic development. The key factor in this, he said, was ownership, adding that "ownership brings commitment and hence positive results. " He said Somalis must take ownership of their common destiny. A federalism prescribed from the outside cannot work as it can endanger commitment to uphold it. He also talked about the need to put Somalia's interest beyond individual or group interest to end to the nation's problems. News Addis Ababa Becomes 3rd Largest UN Duty Station Prime Minister Hailemariam Desalegn and UN Secretary-General Ban Ki-moon inaugurated the United Nations' New Office Facility (NOF) in Addis Ababa at the ECA Compound on Tuesday (October 28). Mr. Ban Ki-moon said that Addis Ababa had now become the third largest UN duty station after New York and Geneva. Speaking on the occasion Ethiopian Prime Minister Hailemariam Dessalegn noted that the continent was struggling against colonialism and apartheid during the establishment of ECA in 1958, Africa is now witnessing development. Today, Africa has liberated itself from colonialism and embarked upon an era of development, stability and good governance, he noted. "It is for this reason that I am hopeful that this building would herald the consolidation and realization' of this new chapter- an era of African Renaissance." he said. In his keynote speech, UN Secretary-General Ban Ki-Moon on his part said the opening of the new facility would help to bring the UN staff together, thereby harmonize UN operations, saying "Most of all, it means the United Nations are better placed to deliver better results." "With the completion of the new facility, we take an important step towards a future of dignity, prosperity and peace." Ban said. Noting the ECA compound has a rich history, the Secretary-General said Africa Hall, a gift from Ethiopia upon establishment of the ECA in 1958, has seen memorable events, including the founding of the Organization of African Unity more than half a century ago. "Thanks to this new facility, we have been able to cater for growing demand for office space and increase the number of staff working in the compound to more than 1,000." said Executive Secretary of ECA, Carlos Lopes. Although, the facility wouldn't allow bringing all UN staff into the compound, it will house UNOAU, UNAMID, UNICEF, UNOPS, WHO and UNHCR representatives to the African Union Commission and ECA, he added Established as one of the UN's five regional commissions, ECA's mandate is to promote the economic and social development of its member States, foster intra-regional integration, and promote international cooperation for Africa's development. Ban Hails Ethiopia's Effort to Ensure Peace, Bring Economic Integration The United Nations Secretary General Ban Kimoon hailed Ethiopia's role to ensure peace and stability and bring about economic integration in the Horn of Africa region. In a press conference he gave to local and international journalists at the Sheraton Addis on October 27, Ban said that peace and stability cannot be sustained without development and development cannot be sustained without peace. "The two things are inseparable. Ethiopia has contributed a lot in realizing these needed paths both within itself and in the region," he said. Ban also congratulated Prime Minister Hailemariam Desalegn and Foreign Affairs Minister Tedros Adhanom for the prevailing dynamic economic growth and political stability in Ethiopia.He further thanked the government of Ethiopia for its generosity in receiving and sheltering over 600,000 refugees escaping war and repression from various countries. The World Bank Group (WBG) President, Jim Yong Kim, on his part appreciated Ethiopia's fast economic growth and poverty reduction strategies, which lifted millions out of poverty. He further said that the World Bank will support Ethiopia's fight against poverty and in its efforts to create economic integration in the region. Business and Economy Made in Ethiopia: The Leather Gloves Keeping the World Warm and Stylish The steady hum of sewing machines fills the air inside a large glove making factory on the outskirts of Addis Ababa, the bustling Ethiopian capital. Patches of leather move through an array of working stations as busy laborers work feverishly to meet the company's export quota: 5,000 gloves a day. The operation belongs to Pittards, a UK-based company whose trading partnership with Ethiopia dates back to the early 1900s. Here, hardy, durable cow hide is made into work gloves. These are ideal for builders and gardeners, and are mainly exported to the U.S.And then there are the stylish designs created from a different type of animal skin, these are made to keep fingers warm in Tokyo, Paris and Rome. "The fashion glove is made of sheepskin which is unique to Ethiopia," explains Tsedenia Mekbib, general manager at Pittards Products Manufacturing. "The durability, the stretch ability and the strength make it popular for gloving leather specifically. That has been the one strength of Ethiopia and the leather sector." Sophisticated designs with decorative touches may be the hallmark of this type of glove, but they must also be practical. Ethiopia's climate makes this animal skin effective in withstanding the winter chill an essential selling point. And this effective material is in abundant supply. Ethiopia's 90-million cattle, sheep and goat population is one of the world's largest, according to the United Nations Industrial Development Organization. (CNN) (WIC) Bombardier Transportation Lands Rail Contract in Ethiopia Bombardier Transportation has landed a contract to deliver mainline signalling for a 400-kilometer stretch of rail in Ethiopia. The order awarded by Turkish construction company Yapi Merkezi, which is delivering the design and construction of the project, has a value of approximately US$45 million. "This is one of the longest lines tendered as a turnkey project in sub-Saharan Africa," Yapi Merkezi board member Erdem Arioglu said in a statement Wednesday. "Yapi Merkezi went through a very detailed selection process to determine its suppliers and subcontractors and Bombardier was selected due to its proven track record and its successful, longterm cooperation with Yapi Merkezi on similar projects worldwide." Bombardier Transportation is headquartered in Berlin and is a unit of Montreal-based Bombardier Inc. (brandonsun.com) Ethiopian Receives 10th B787 Dreamliner Ethiopian Airlines, the largest airline in Africa, announced it has received its 10th B787 Dreamliner dubbed "Niagara Falls" on 2 October 2014. Ethiopian, an aviation technology leader in Africa, was the first airline in the world outside Japan to receive and operate in August 2012 the B787 Dreamliner, the most technologically advanced commercial aircraft. The airline has chosen the B787 as its core fleet on its mid and long range routes such as Johannesburg, Lagos, Abuja and Harare in Africa; London, Paris and Frankfurt in Europe; Shanghai, Beijing, Hong Kong, and Seoul in Asia; Washington D.C., Toronto and Brazil in the Americas.The Toronto and Washington, D.C. routes are recorded as the longest non-stop routes using the B787.Ethiopian is Pan-African global carrier serving 83 destinations across five continents from its main hub at Bole International Airport in Addis Ababa. Indian Companies to Invest 2 Billion USD in Ethiopia Addis Ababa, October 02/2014 Indian companies with an aggregate capital of 2 billion USD are making preparations to invest in Ethiopia, according to India's Ambassador to Ethiopia. Ambassador Sanjay Verma told ENA that Indian investors are ready to invest in Ethiopia seizing the favorable investment opportunities created in the country. The reliable peace and fast economic growth in the country have in particular made Ethiopia the most preferred investment destination in Africa for Indian investors, he said. As a result, the number of Indian businesspersons investing in Ethiopia has been growing from time to time, the ambassador noted, adding that over 600 Indian companies with 4 billion USD have so far invested in the country. According to Verma, the trade and investment volume of Ethiopia and India has exceeded 1.2 billion USD.In order to further strengthen the trade and investment tie of the countries, India is finalizing preparations to establish the biggest agricultural and science center in Africa and a textile industry cluster in Kombolcha town, the ambassador revealed. Moreover, the ambassador recalled that India had extended 1 billion USD to Ethiopia's mega projects, specifically electric transmission lines, railway construction, sugar factories and irrigation.Diplomatic relations between Ethiopia and India started over seventy years ago. Tourism and Culture Visitors Say Ethiopia Land of Incredible Destinations North American National Tour visitors who visited Ethiopia recently said that Ethiopia is an incredibly diverse nation with infinite tourist destinations which could drastically build its image at global level.The group, which included authors, journalists, educators and travel operators made the remark in the early October after they visited the country for ten days. The visitors during their stay in Ethiopia traveled to great tourist destinations such as Lalibela, Aksum, Gondar and the Blue Nile. Yuriy Segovia, Author and journalist in the United States said Ethiopia is a country with an absolutely great potential for tourism, but which still needs to promote itself to the rest of the world."Many people still perceive Africa as something backward, poor and continent in misery and sickness, but Ethiopia is different in that it is a country with fantastic tourist sites and fantastic people," Segovia said. Segovia also said that his perception is that Ethiopia has to work on promoting itself aggressively. This is a unique country, rich in diversity compared to other African countries. As it is difficult to reach tourists in North America and Europe and other parts of the world, it is possible to do it locally." He says, through people, tourism is much more perceptible and Ethiopia has a great human resource. Visiting Ethiopia for the second time he said road construction has significantly improved over the last nine years, increasing the accessibility of tourism sites in the country."You are on the right track to raise the number of foreign visitors," Segovia added. NTA Director of International Development Hybina Hao also said that Ethiopian tourism can grow as much as the rest of tourism owning countries provided that it continues to build its capacity to meet the demands of international tourists and promote its endowment. John William came to Ethiopia to celebrate Maskal two weeks ago. And, it was not his first time visiting Ethiopia but he came to Ethiopia many times. John says that he likes to visit Ethiopia very often not only for its impressive historical features but also to enjoy the humble hospitality and kind approaches of the people. Christina Bie was also one of Maskal celebrants from Canada. She said: "I have seen no country like Ethiopia which is endowed with some kind of unique scenery and natural heritage in every village and region you move." By creating websites and other online platforms, the group of visitors noted that the country's image should be posted to communicate and to invite the outside world. They also pledged to introduce Ethiopia to others in various events back home. Ethiopian Tourism Organization Chief Executive Officer Solomon Tadesse on his part said that the government has planned to launch a website that would enable the country promote itself, providing detail information about its countless natural and historical destinations.(EH)	<urn:uuid:3792018b-c1c6-4141-858a-765c25d9d9e1>	CC-MAIN-2017-13	http://ethioembassycanada.org/docs/EthiopiaTodayVol1No7OCTOBER2014.pdf	2017-03-27T10:43:03Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00229-ip-10-233-31-227.ec2.internal.warc.gz	122,315,214	4,436	eng_Latn	eng_Latn	0.996055	eng_Latn	0.997167	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2983, 5484, 8778, 11602, 14409, 16769, 19160, 22264 ]	[ 0.9921875, 1.34375 ]	2	7
Summary of Adverse Health Effects of Noise Pollution Prepared by Louis Hagler, MD Based on the World Health Organization Guideline for Community Noise (See: http://www.who.int/docstore/peh/noise/guidelines2.html for complete report) As the population grows, there is increasing exposure to noise pollution, which has profound public health implications. Noise pollution creates a need for action at the local level, as well as for improved legislation and management. Urban noise pollution produces direct and cumulative adverse health effects by degrading residential, social, working, and learning environments with corresponding real (economic) and intangible (well-being) losses. The World Health Organization has documented seven categories of adverse health effects of noise pollution on humans. 1. Hearing Impairment: Hearing damage is related to duration and intensity of noise exposure and occurs at levels of 80 dB or greater, which is equivalent to the noise of heavy truck traffic. Children seem to be more vulnerable than adults. 2. Interference with Spoken Communication: Noise pollution interferes with the ability to comprehend normal speech and may lead to a number of personal disabilities, handicaps, and behavioral changes. These include problems with concentration, fatigue, uncertainty, lack of self confidence, irritation, misunderstandings, decreased working capacity, disturbed interpersonal relationships, and stress reactions. 3. Sleep Disturbances: Uninterrupted sleep is known to be a prerequisite for good physiological and mental functioning in healthy persons. Noise pollution is a major cause of sleep disturbances. Apart from various effects on sleep itself, noise pollution during sleep causes increased blood pressure, increased heart rate, increased pulse amplitude, vasoconstriction, cardiac arrhythmias, and increased body movement. These effects do not decrease over time. Secondary effects include fatigue, depressed mood and well-being, and decreased performance. Combinations of noise and vibration have a significant detrimental effect on health, even at low sound pressure levels. 4. Cardiovascular Disturbances: A growing body of evidence suggests that noise pollution may be a risk factor for cardiovascular disease. Acute exposure to noise activates nervous and hormonal responses, leading to increased blood pressure and heart rate and to vasoconstriction. If the exposure is of sufficient intensity, there is an increase in heart rate and peripheral resistance; an increase in blood pressure, and increased levels of stress hormones (epinephrine, norepinephrine, and cortisol). 5. Disturbances in Mental Health: Noise pollution is not believed to be a cause of mental illness, but it is assumed to accelerate and intensify the development of latent mental disorders. Noise pollution may cause or contribute to the following adverse effects: anxiety, stress, nervousness, nausea, headache, emotional instability, argumentativeness, sexual impotence, changes in mood, increase in social conflicts, neurosis, hysteria, and psychosis. Children, the elderly, and those with underlying depression are particularly susceptible to these effects. 6. Impaired Task Performance: The effects of noise pollution on task performance have been well-studied. Noise pollution impairs task performance, increases errors, and decreases motivation. Reading attention, problem solving, and memory are most strongly affected by noise. Noise produces negative after-effects on performance, particularly in children; it appears that the longer the exposure, the greater the damage. 7. Negative Social Behavior and Annoyance Reactions: Annoyance is defined as a feeling of displeasure associated with any agent or condition believed by an individual to adversely affect him or her. Annoyance increases significantly when noise is accompanied by vibration or by low frequency components. The term annoyance does not begin to cover the wide range of negative reactions associated with noise pollution; these include anger, disappointment, dissatisfaction, withdrawal, helplessness, depression, anxiety, distraction, agitation, or exhaustion. Social and behavioral effects are complex, subtle, and indirect. These effects include changes in everyday behavior (closing windows and doors to eliminate outside noises), changes in social behavior (aggressiveness or disengagement), and changes in social indicators (residential mobility, hospital admissions, drug consumption, and accident rates), and changes in mood (increased reports of depression). Noise above 80 dB is consistently associated with decreased helping behavior and increased aggressiveness. Effects of Multiple Sources of Noise Pollution: Most environments contain a combination of sounds from more than one source (e.g., trains, boom-box cars, car horns and alarms, and heavy trucks). Adverse health effects are related to total noise exposure from all sources. In residential populations, combined sources of noise pollution will lead to a combination of adverse effects, such as sleep disturbances; cardiovascular disturbances; interference at work, school, and home; and annoyance; among others. Groups Vulnerable to the Effects of Noise Pollution: Although everyone may be adversely affected by noise pollution, groups that are particularly vulnerable include infants, children, those with mental or physical illnesses, and the elderly. Because children are particularly vulnerable to noise induced abnormalities, they need special protection. Conclusions and Recommendations: The adverse health effects of noise pollution are numerous, pervasive, persistent, and medically and socially significant. These adverse effects represent a significant public health problem that can lead to social handicaps, reduced productivity, impaired learning, absenteeism, increased drug use, and accidents. The aim of enlightened governmental controls should be to protect the population from these adverse effects of noise.	<urn:uuid:ff84439b-a391-4865-92a2-5b9fc8c08138>	CC-MAIN-2017-13	http://noiseoff.org/document/who.summary.pdf	2017-03-27T10:37:50Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00229-ip-10-233-31-227.ec2.internal.warc.gz	268,970,259	1,094	eng_Latn	eng_Latn	0.995958	eng_Latn	0.996213	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3074, 6012 ]	[ 2.4375 ]	1	4
Tibet Oral History Project Interview #15M – Tsondue Gyaltsen April 7, 2010 The Tibet Oral History Project serves as a repository for the memories, opinions and ideas of elderly Tibetan refugees. The oral history process records the words spoken by interviewees in response to questions from an interviewer. The interviewees' statements should not be considered verified or complete accounts of events and the Tibet Oral History Project expressly disclaims any liability for the inaccuracy of any information provided by the interviewees. The interviewees' statements do not necessarily represent the views of the Tibet Oral History Project or any of its officers, contractors or volunteers. This translation and transcript is provided for individual research purposes only. For all other uses, including publication, reproduction and quotation beyond fair use, permission must be obtained in writing from: Tibet Oral History Project, P.O. Box 6464, Moraga, CA 94570-6464, United States. Copyright © 2012 Tibet Oral History Project TIBET ORAL HISTORY PROJECT www.TibetOralHistory.org INTERVIEW SUMMARY SHEET 1. Interview Number: #15M 2. Interviewee: Tsondue Gyaltsen 3. Age: 74 4. Date of Birth: 1936 5. Sex: Male 6. Birthplace: Digung 7. Province: Utsang 8. Year of leaving Tibet: 1959 9. Date of Interview: April 7, 2010 10. Place of Interview: Home for the Aged, Doeguling Settlement, Mundgod, Karwar District, Karnataka, India 11. Length of Interview: 1 hr 51 min 12. Interviewer: Marcella Adamski 13. Interpreter: Namgyal Tsering 14. Videographer: Pema Tashi 15. Translator: Tenzin Yangchen Biographical Information: Tsondue Gyaltsen's birthplace Digung Thashoe was a distance of three to four hours by vehicle from Lhasa. The most unique part of his village was that it was surrounded by a fence with gates in the east and west. His family was engaged in farming and paid taxes to the Digung Monastery and the Tibetan government based on the family's wealth. He elaborates on the two types of taxes and how they were paid. Tsondue Gyaltsen describes the monks called tsam-pa 'meditators' and their role in the life of the local villagers. Tsondue Gyaltsen became a monk at the age of 13 and joined Gaden Monastery near Lhasa. He provides a vivid description of an epidemic which claimed the lives of many young people, including a large number of monks. He was able to escape death during the epidemic as a result of an unusual remedy provided by his teacher. Tsondue Gyaltsen explains in length about the death ritual of chadhor in which dead bodies were dissected and fed to the vultures. This was the preferred method of burial except in the case of death by disease when bodies were buried instead of sky burial during the epidemic. Tsondue Gyaltsen witnessed the bombing of Lhasa by the Chinese in 1959. He wanted to join the Chushi Gangdrug [Defend Tibet Volunteer Force] but was too late and escaped into India. Topics Discussed: Taxes, monastic life, religious festivals, customs/traditions. TIBET ORAL HISTORY PROJECT www.TibetOralHistory.org Interview #15M Interviewee: Tsondue Gyaltsen Age: 74, Sex: Male Interviewer: Marcella Adamski Interview Date: April 7, 2010 Question: Pa-la 'respectful term for father,' please tell us your name. 00.00.17 Interviewee #15M: Tsondue Gyaltsen. Q: His Holiness the Dalai Lama asked us to record your experiences, so that we can share your memories with many generations of Tibetans, the Chinese and the rest of the world. Your memories will help us to document the true history, culture and beliefs of the Tibetan people. Do you give your permission for the Tibet Oral History Project to use this interview? #15M: Yes. Q: Thank you for offering to share your story with us. 00:01:18 #15M: [Nods] Q: During this interview if you wish to take a break or stop at anytime, please let me know. #15M: Okay. Q: If you do not wish to answer a question or talk about something, let me know. 00:01:45 #15M: Okay. Q: If this interview were shown in Tibet or China, would this be a problem for you? #15M: I have relatives in Tibet but I do not have any relations with them. Q: Would there be any problems? 00:02:15 #15M: There will be no problems. I do have relatives but we do not have any relations. Since coming here in '59, I have never gone back [to Tibet]. If one went back after coming here, there might be contact. However, I do not have such contacts. Q: We are honored to record your story and appreciate your participation in this project. 00:02:52 #15M: Okay. Q: Pa-la, tell me a little bit about where you were born? #15M: I was born in Tibet near Meto Gongkar. Q: Where is Meto Gongkar? 00:03:18 #15M: Meto Gongkar is in the central part [of Tibet]. It's at a distance of three to four hours from Lhasa. Q: Walking or on horse-back? #15M: In a vehicle. Q: Were there vehicles then? 00:03:32 #15M: There were vehicles then. There were no vehicles before the arrival of the Chinese, but after the Chinese came, there were. Q: What did you say? #15M: There were no [vehicles] before the Chinese arrived in Tibet. After the Chinese arrived in Tibet, there were vehicles. Q: How many people were in your village? How many families? 00:04:08 #15M: Our district was Meto Gongkar. My home was in Digung Thashoe. Q: How many families were there? #15M: There were about 70-80 families. Q: So this was a big community. 00:04:36 #15M: It was big. There was a boundary wall surrounding the homes and gates in the east and west. There was no other entrance except through the two gates. Right in the center was a big palace, which was the original monastery of Digung [Kagyu sect of Tibetan Buddhism]. I heard that when the Chinese arrived, they destroyed the whole thing. Q: Was it unusual for a village to have a fence around it? #15M: There was a fence around it with gates in the east and west. Nobody could enter except through the gates. In the early times, the gates would be shut but later they were not closed. In the center was an open space which was laid with stones. Q: Was the fence around the whole village or just in… 00:06:04 #15M: [Interrupts] The animals were tethered on the stones during winter. [Question is repeated.] #15M: The whole village was surrounded. Q: The fence was around the whole village. What was the fence made of? 00:06:36 #15M: It was made of stones. Q: Like a stone wall? #15M: Yes, it was built of stones. Q: Was it plastered with clay? 00:06:49 #15M: Yes, it was plastered with clay. Q: How high was it? #15M: It was about four-stories high. Q: Four stories? Could you estimate a measurement? 00:07:03 #15M: You can estimate that [points to wall of the room] as one storey and so on. [Interpreter describes as three men's height.] Q: Three men's height? Okay, so say six foot times three is 18 feet. What was the purpose of this wall? #15M: The purpose of building this wall was because that was the place where the original Digung Monastery of the Kagyu sect was established. It was said to have been established by Choepa Rinpoche. Q: In your home, how many people lived in your home? 00:08:19 #15M: There were my mother, my mother's younger sister, her four children—two sons and two daughters—and my mother's two sons and two daughters. My father… Q: Your mother's sister lived in your house? #15M: Yes, she did. There was one father and two mothers who were sisters. Q: Were you the son of the first mother or the second mother? 00:09:37 #15M: I was the child of the first mother. Q: Were the mothers equally liked in the home by the father? #15M: They were not treated differently. Q: What kind of work did his father do? 00:10:13 #15M: My father took the responsibility of the fields and any work outside the home. Q: What else did he do besides field work? #15M: [He did the] field works as well as paid taxes to the Digung Labrang [residence of a grand lama] and the government. There were two types of taxes called external tax and internal tax. The external tax was paid to the government and the internal tax was paid to the Digung Labrang. There were two Digung kyabgon 'high lama' in the Digung Labrang called senior kyabgon and junior kyabgon. Q: Why did you have to pay tax to the monastery? 00:10:58 #15M: Because the monastery was our leader. Q: Were the taxes affordable? Could the family afford the taxes to the monastery and the government? #15M: The tax to the Digung Labrang was separate. The Digung Labrang owned a farm which had to be cultivated and after the harvest, the proceeds must be offered to the Digung Labrang. Q: What was grown in the fields? 00:12:07 #15M: Barley was grown. Q: What was the tax that you paid to the Tibetan government? #15M: There was transportation service and charcoal that needed to be given to the Tibetan government. The weather was extremely cold in winter and there was plenty of wood in our region. So we had to prepare charcoal and deliver it at long distances. Q: How did you prepare coal? 00:12:47 #15M: We prepared coal by burning wood. Q: Then you delivered this to the Tibetan government as tax? #15M: Yes. Q: Where did you work to earn food for you to keep? 00:14:04 #15M: A school was started for the very small children of the village to teach them Tibetan. Another [school] was started for the older children. They were taught the…, so that they could turn out to be… Q: Pa-la, you said that you did some farming of some land and gave the proceeds to the monastery and then you burned wood to make charcoal and gave that to the government, but when did you have time to work, so that your family could keep the food and the labor? #15M: The government had given land for the families to earn their livelihood. We earned from that. Q: The government had provided land. 00:15:31 #15M: Yes, the government had provided us land. Q: You could [utilize] that land. #15M: Yes, we could. The area of land depended upon the amount of taxes one paid. Q: So that in addition to the land that you cultivated for the monastery, the government gave you some land and you cultivated that? [Interpreter to interviewer]: Paid tax accordingly and had a little bit of lands to cultivate. Q: Pa-la, your father worked on the lands. What did your mother do? 00:16:29 #15M: My mother prepared food for those that worked outside [in the fields] and the children. She managed the home. Q: Was the monastery the center of village life and how was that? How was monastery the center? #15M: We visited the monastery on auspicious days and made offerings to the monastery. Q: And what about the monastery to the village? 00:17:27 #15M: There was no other… Q: [Interrupts] Didn't the monastery do anything beneficial for the village? #15M: If there was no rain during summer, the monastery performed the "rain ceremony." Q: Did the monks ever work in the fields? 00:18:23 #15M: [Shakes head] The monks did not do field work. Q: Did they just spend their time in prayers? #15M: Yes, they spent their time in prayers. Q: Were the people accepting of the taxes or was there any other feelings besides acceptance? 00:18:55 #15M: There were various degrees of taxes. Taxes were very high for the wealthy families. Some trelkhang 'high tax payers' were obliged to two regiments. They had to send men to the Drapchi Regiment and Kusung Regiment [different divisions in the Tibetan army]. Q: Why did they have to go to the army? #15M: They had to send men to the army and bear the cost of their food and clothing. Q: What about the lower taxes? 00:19:41 #15M: The lower tax payers were not obliged to send men to the army. At the same time, they had less area of land [for cultivation]. Q: The higher tax payers owned more land… #15M: The higher tax payers were obliged to send their men or substitutes to the army. Q: Did the people feel this was fair? 00:20:31 #15M: There was no feeling of dejection or anything like that because the more taxes you paid, the richer you were. Q: I asked the question because later the Chinese often said the people were oppressed by the government and by the monasteries and forced to pay taxes. So I am enquiring pa-la, whether this was so. Did the people feel oppressed as the Chinese said they did? #15M: They were lying. Q: This monastery in the middle of your village, the Digung Monastery, had it been there for many years, many centuries? Was it an old monastery? 00:22:26 #15M: I have no knowledge about that. Q: But it was there when your father was born? #15M: Yes, it was. Q: How many years earlier to that, can you make a guess, was it there? 00:22:52 #15M: If I make a guess, I suppose it was about 10-15 generations [old]. Q: How many monks lived in the monastery? #15M: In the Digung Monastery in my village, there were only about 30 monks. Q: That's not too big. 00:23:32 #15M: It was considered the main monastery of Digung. It was considered the original establishment. There were two Digung kyabgon and if [one of the] lamas passed away, the funeral rituals were performed here and if the lama reincarnated, his enthronement ceremony happened in this very region. Q: The lama who was the head of the monastery, when he was alive, was this very special person, a reincarnation person? [Interpreter to interviewer]: He was a reincarnation person. Q: He was a reincarnated lama. He was the reincarnation of which person? #15M: I do not know how many reincarnations had been born. The Digung Monastery in my village had 30 monks. There were two other Digung [Monasteries] called Digung Yaraga and Digung Thay. The Digung Thay consisted of two tsam-pa 'meditators' divisions. [The tsam-pa are those that have] matted hair on their heads. They have matted hair on their heads and they are called tsam-pa. Q: Were they monks? 00:25:25 #15M: Yes, they were monks with [touches hands upon head]. Q: Why did they have that? #15M: They were tsam-pa and went into retreat. There were two such divisions and a monk division. These divisions consisted of a population of 300 monks. The Digung kyabgon lived at Digung Yaraga. There were over 500 monks at this monastery. Q: How many tsam-pa were there [at Digung Thay Monastery]? 00:26:20 #15M: There were about 100 monks and 200 tsam-pa. There were two divisions of tsam-pa called tsam-pa east and tsam-pa west. Q: Were some monks, they stayed in meditation for long? #15M: There were some who sat in retreat for a year and some for three years. Q: Where would they be in this meditation? 00:27:13 #15M: Each one had a separate room and a courtyard. The monastery provided them with tea and water. In order to get water [inside the cells], there was a stone with a groove outside. A water container was placed inside [the cell]. When [someone] came to provide water, he knocked on the window and said, "Solchu 'honorific term for water'" and the lid of the water container was opened. Water was poured onto the groove in the stone. Water was brought and poured onto the stone groove. Q: Was the same thing done in the case of tea? #15M: Water was poured on the stone groove and [it filled] the water container inside. Q: So these meditating monks, they were in rooms? [Interpreter to interviewer]: There were separate rooms for them, very silent and no one is allowed to enter. Q: Was this Digung sect specially known for meditation? 00:28:43 #15M: These tsam-pa were very renowned. There was one lama called Gelong Angor Rinpoche. He was supposed to have a [letter] "A" on his foot. The "A" was formed naturally on his foot. He was poor. There were many people who approached him for divinations. He'd say, "Just wait. I will offer you food." and he would travel in the air to Lhasa and bring back steaming hot momo 'dumplings.' This was a story that used to be told. Q: Was he alive at the time that pa-la was? He was living at the same time? #15M: [Speaks without listening to question] He was showing miracles. [Question is repeated.] 00:30:32 #15M: I have seen him. The reason I could see him was because I have an uncle who was a tsam-pa and he became blind. I used to accompany him on circumambulation and assist him. When he sat in retreat, I used to cook for him and serve him food, as he meditated. Q: Was he your relative? #15M: Yes, he was a relative. Q: How was he your relative? 00:31:04 #15M: He was a relative from my father's side. I lived for about two years at the monastery. Q: How old were you when you did that, pa-la? #15M: I was 9 years old at that time. Q: You entered the monastery? When did you become a monk? What year? 00:32:01 #15M: I lived there for nine [?] years. During the nine years, there were two teachers that taught me. One was a lame monk who did not beat me much. The other teacher beat me a lot. I would have to fill out my cheek [with air] and he hit it with a bamboo stick. Q: Pa-la, when did you go to the monastery from your home first? #15M: When my uncle, the tsam-pa, passed away, [I] returned home. [My parents] said, "We need someone in the house who understands the taxes. You should not [continue to be] a monk. We will keep you at home." I told them that I did not wish to stay home and at the age of 13, I became a monk. Q: So you became a monk at age 13. 00:33:28 #15M: Yes, at Gaden [Monastery]. Q: You were a monk from 9 to 13? #15M: I left [home] to become a monk at age 13. Q: So from 9-13 you stayed at home? 00:34:05 #15M: Yes. [At age 13] I went to the monastery. [Interviewer to interpreter]: But before 9, he helped his uncle. Was that in the monastery? [Interpreter to interviewer]: At the meditation monastery. [Interviewer to interpreter]: When did he go, like 6 years old or something? When did he go to his uncle? Q: How old were you when you went to help your blind uncle? #15M: I was 9 years old then. Q: Were you there for two years? 00:34:47 #15M: I was there until I was 10. Q: Then you returned home. #15M: From there, I returned home and stayed for two years, until I was 12. Q: When you left for the monastery, why did you want to go to the monastery instead of staying at home and write family business? 00:35:22 #15M: I wished to become a monk and practice the dharma. So I became a monk. The teacher taught me the scriptures very well. I was very sharp at that time. I could memorize two long pages and two short pages of the scriptures [at a time]. Then I would be taught khalap. Q: What's khalap? #15M: Khalap is oral teaching, which one must keep in mind. I could recite the whole thing by memory to my teacher. My teacher did not beat me. However, I was very naughty. In the evening the teacher would take a test and then give me tsampa 'flour made from roasted barley' mixed with cheese and butter. After the test, he would give me that and tell me to go to sleep. In the cold of winter, I would be clad only in the thonga 'monks' sleeveless shirt' and not the zen 'shawl-like upper garment' and made to recite the scriptures. Q: So for how long you were given very little clothing and it was cold and it was better to study that way? Is that what you are saying? 00:38:28 #15M: It was said that if one was clad in warm clothing, he would feel the warmth and not study. He would fall asleep. If one was cold, he would not sleep. Q: Would it be in the monastery that he was then kept kind of cool, not too warm? #15M: It was in the monastery. Q: Which monastery was it? 00:39:02 #15M: At Gaden. [Interviewer to interpreter]: So he joined that monastery and not the one in his village? [Interpreter to interviewer]: Not in his village. Q: Ah, he went to Gaden. Did he have a room of his own? Was he in with other students? 00:39:23 #15M: [I] was not kept inside the room. [I] sat in the courtyard. Q: So you sat on the verandah and studied. And how many days did you do that? #15M: I did that for five to six years. Then in one year, there was an epidemic in Lhasa including in Sera, Drepung and Gaden [monasteries] and many young monks died. Many died in Lhasa and it was said that dogs were dragging [the bodies] in the streets. Q: So there was an epidemic or a plague. How old was pa-la at that time? 00:41:07 #15M: [Speaks before question is interpreted] When this epidemic occurred, all the younger people died. All the hair on the head fell off. I developed boils in my eyes and could not open them. Chang 'home-brewed beer' was brought from my teacher's home, which was located below the mountain pass. He mixed musk in the chang and gave it to me. The dormitories of the monks were like this [makes a circular motion and points to the middle] and right there was the courtyard. Every young monk of my age in those dormitories died. I was the only one who became well. I was cured because of the musk. Q: Does he see people dying or he hears of it? #15M: I saw it myself. Q: Did the monks in the monastery get this illness? 00:42:58 #15M: Yes, many died in Sera and the same occurred in Drepung as well as in Gaden. It was all the younger ones that died. Since it was a bad disease, chadhor could not be performed. Q: What is chadhor? #15M: Chadhor 'sky burial ritual' could not be offered to the birds. Since it was a bad disease, [the bodies] needed to be buried. Q: Did they have a name for this disease? 00:43:53 #15M: The epidemic was in three types. One was the hair fall; the other was fever and then the boils. The boils occurred in the eyes. There was this injection that used to be given here [points to left arm]. Q: Was there injections in Tibet? #15M: A tiny cut was made in the flesh here [points to left arm] and [to the interpreter] do you know the khambu gamzik? Q: What's that? 00:44:28 #15M: The inner core of the apricot was broken and medicine was filled in the hollow part. This was tied on it [points where the cut was made on the arm] and bandaged with a cloth. A week later it was untied and pus would have formed there. Q: Were the boils under the arms here? #15M: There were boils. They were called lhandum Q: Were did the boils occur, on the arms or the face? . 00:45:54 #15M: It occurred on the face as well as on the arms. Q: The name, it sounds like, the name is the bubonic plague. Small-pox? Maybe small-pox. #15M: Those who were not afflicted [by the illness] abstained from having contact with the afflicted. They were isolated. When the boils healed, they formed depressions in the flesh. Q: I think that's probably small-pox, with the hole. It's terrible. If you went to the monastery and you were 13, so this had to be in, somewhere 1949-1950-1951. 00:47:15 #15M: I think I was around 15 years old at that time. Since it was a bad disease [the bodies] had to be buried and it used to be said that there was no space left to bury [the dead]. Q: In your monastery in Gaden, how many people died roughly? What percentage? #15M: Perhaps a thousand. Q: And Gaden had how many thousands then? 00:48:11 #15M: The average figure of Gaden was 3,300 monks. However, there were more than 3,300. Q: If there were 3,300 there, 1,000 of them died; so one in three people. #15M: Yes, that is right. Q: Do they know what caused this illness? Do they… 00:48:40 #15M: [Interrupts] It did not affect the older ones. [Question is repeated.] #15M: Much later, after the epidemic had ended, it was said that the epidemic was brought by a nun. The nun was the cause of the epidemic. It was then said that she had gone away beyond the mountain pass. Q: How did she get it? 00:49:08 #15M: The disease was brought… Q: …by the nun? #15M: Yes. Q: Why did they think a nun brought it? 00:49:31 #15M: It was said that the nun had brought the illness and it spread. Q: Where did the nun get the disease from? #15M: I do not know how she got the disease. [Smiles] Q: Had she been traveling outside of Tibet? 00:50:07 #15M: The nun was said to be staying in the monastery. Then many young people became sick and died. After the illness ended, it was said that the nun had left the monastery. That's what was said. Q: Why was the nun staying in a monastery? #15M: I do not know about that. Q: Was there any inoculation? Did any outside people come to give them shots or needles for protection? 00:51:14 #15M: Such things were very rare. If there were doctors present in the monastery, they would be consulted. Good doctors were found in Lhasa. So for analysis of urine [of a sick person], it was filled in the horn of yak, covered and taken to Lhasa on horseback to the doctors there. Then they diagnosed the illness and provided medicines. Q: Did they find any medicine that was effective or did the epidemic just go away slowly? #15M: Very good medicines were available. There were doctors in Lhasa at Tengayling and Chakpori. Q: Really, the medicine helped cure people? [Interpreter to interviewer]: Yes, it helped cure people because the two main doctors, according to their prescription, medicines were required. Q: Good. So every monastery, Drepung had it, Sera had it and Gaden, everybody? Three monasteries had this epidemic? [Interpreter to interviewer]: Yeah, all the monasteries had it. Even they had it in Lhasa. Q: Even the city of Lhasa? 00:53:17 #15M: Yes. Monks of the three monasteries of Sera, Drepung and Gaden assembled in Lhasa for the Monlam Chenmo 'Great Prayer Festival.' After the assembly got over, there were dhodi constructed about this height [gestures off camera] and another one higher than this and then a third one. There were three such dhodi. Medicine dispensers sat on the dhodi. The medicines were in [pouches made of] woolen cloth and a piece of paper attached to it. The names of the medicines were attached to the medicine pouch. After checking the pulse, the doctor [gave the prescription] and the dispenser took the medicine out of the pouches. Q: And did it bring the epidemic to a close? [Interpreter to interviewer]: …close and they were checked and then medicine was distributed. Stalls were made for the medicines. [Interviewer to interpreter]: A medicine stall was held in Lhasa to give out medicine. [Interpreter to interviewer]: …during the Monlam period.] Q: When is the Monlam period? #15M: The Monlam's duration is 21 days. Q: In what month? 00:54:59 #15M: It started on the 4 th day of the 1 st Tibetan lunar month. On the 15 th day chonga choepa '15 th day offering' was celebrated, thogya 'pyramid-shaped offerings' took place on the 16 th and jampa dhende 'bringing out of the statue of Jetsun Jampa Gonpo' was celebrated on the 17 th day. Q: Was the medicine given out freely or did people have to buy it? #15M: The medicine was free. One did not have to pay for it. Q: Can you remember what the medicine looked like? 00:55:51 #15M: They were in the form of pills as well as powder. They were Tibetan medicines. It was similar to the medicine that is dispensed at the Mentsekhang [Tibetan Medical Center] here. Q: You said that when the epidemic broke out, the people were dying so fast that their bodies were in the streets in Lhasa? #15M: It used to be said that the dogs were dragging [the bodies]. It came to be said that there was no space left at the Sera Shar cemetery. [The bodies] needed to be buried at the cemetery as only [dead bodies of] people [who died] without bad diseases could be offered to the birds. There was the thomdhen who conducted the chadhor [shows cutting motion with hands]. Chadhor was conducted and [the bodies] offered to the birds. [Those bodies] which did not have bad diseases were given to the birds. Q: Did people think this was any kind of an omen or punishment or anything? What was the attitude about why this was afflicting the population? 00:58:10 #15M: When the epidemic was present, [healthy people] did not have contact with those that had contracted the disease. They remained within their rooms and did not venture where the disease was since the epidemic was infectious. Q: When they had to take them out of town, did they bury people or cremate the bodies? You said there was no room in town, in the village—no room left. So you took the bodies outside. Did they burn them, cremate them or did they bury the bodies? 00:59:22 #15M: They might have buried them close to each other. Q: Pa-la, how long did this last? Like a month or one week or how long were people sick before it went away? #15M: It might have been one month or two months. The epidemic came and [the number of sick] increased. Q: How many months did it take altogether? 01:00:14 #15M: About two months. Q: And the nun they said brought the disease, do you know what happened to her, pa-la? #15M: It was said that the nun left and the disease was at an end. Q: Just that when she left, there was no disease left. 01:00:54 #15M: Yes. Q: Does he believe it was the nun's fault for the disease? #15M: That's what people used to say. Q: Did you believe that to be true? 01:01:11 #15M: Yes, I thought that was true. I was sick myself. Look, there are windows in a row here [points around the interview room]. Let's take them as the monks' quarters. In each of these quarters lived a teacher and two or three students. So imagine how many would have died in a community hall like this. I was the only one who became well. If we take this hall as an example, I was the only one who survived. The rest died. How many would have died in the other houses! If we take these windows as the quarters, how many monk students were in each room! I was the only monk student in my quarters. My teacher's home was below the monastery. They brought chang from there and mixed it with latsi 'musk.' After drinking that, I became well. I was the only one who survived, while all those who were afflicted died. Q: From which animal do you get latsi? #15M: Latsi is derived from a wild animal called musk deer. Q: Was the latsi its waste matter or blood or what was it? 01:03:20 #15M: It was obtained from the genital of the male animal. Q: And did his teacher survive? #15M: He did not fall sick. He was older. Q: Pa-la, do you know after this epidemic, how many people died from the epidemic in Lhasa? 01:04:41 #15M: I think it was countless because there were more monks in Sera and Drepung than Gaden. [Imagine] how many would have died! Q: This epidemic happened when you were 15 years old and you had gone back to the monastery when you were 13. I just want to review. You studied meditation and scriptures for two years and then the epidemic came. #15: Then I became well and everything was good. [Interviewer to interpreter]: So what does he do next? He is the only student in his group, is that right, that survived? [Interpreter to interviewer]: Yes. Q: And then pa-la, what do you do next? 01:06:29 #15M: Generally if people died from diseases other than the epidemic, there were thomdhen who conducted the chadhor by cutting the flesh and feeding it to the birds. The birds arrived who also had their rules. One of the vultures flew, while all the rest of the birds sat bowing [bows head]. The leader of the vultures took a bite of the flesh and flew away. Then the rest of the [vultures] went to eat. Q: Was that later on because you said none of the people who died in the epidemic were given to the vultures, so we are talking about a later time now. [Interpreter to interviewer]: A later time. [Interviewer to interpreter]: How does he know about the sky burial so much? #15M: I have seen it with my eyes. There was a [sky burial] place at Digung Thay, which was considered very holy. It used to be said that not a day passed when a corpse was not brought there. There is a very holy cemetery in India called Siwatse Dhutoe. It was said that there is no difference between the Siwatse Dhutoe and the Digung Thay cemetery. Q: Does it mean that all the flesh gets eaten here? It was eaten by the birds? 01:09:23 #15M: After the birds had eaten [the flesh], only the bones were left behind. The bones were ground and mixed with tsampa; even the brain within the head was ground and mixed with tsampa and they were once again fed to the birds. Everything got eaten. There was nothing left behind. Q: This area was near you when you were a child or after you left the monastery? #15M: That area was called Digung Thay. That was the monastery where I told you I lived for two years. Q: During the two years near Gaden Monastery? [Interpreter to interviewer]: Not Gaden. [Interviewer to interpreter]: He was in Drepung? [Interpreter to interviewer]: He was in Gaden and not in Drepung. [Interviewer to interpreter]: What monastery did he go to? [Interpreter to interviewer]: He went to the Gaden Monastery but earlier, before when he was at the age of 9, or something like that, with uncle he stayed. [Interviewer to interpreter]: With his uncle, he stayed and then he saw the mountain. [Interpreter to interviewer]: Because nearby, the holy place was located. [Interviewer to interpreter]: Got it. I understand. So he saw it with his own eyes. 01:11:39 #15M: I am not relating anything more [than it actually happened]. I am not telling any lies. I am relating exactly what happened. Q: This is important information. Did people wish to have a sky burial? Is that their first choice or were there other kinds of burials that they wanted? #15M: If it [the death] was not from a bad disease, not an infectious disease like the one I told you about now, all those that did not have infectious diseases were fed to the birds. Q: You wanted us to know about the sky burial and my question was, did people prefer the sky burial or were there other forms of burial that they wanted? 01:12:51 #15M: When someone died, rituals were performed in the home. Then it [the body] was taken to the cemetery. Inviting monks to read prayers depended on the economic situation of the family, whether to invite monks from the main monastery or the datsang [section in a monastery]. Offerings were made [to the monks]. Q: Why was the sky burial the first choice? Why was it not buried or cremated? #15M: That was the tradition since long ago. Q: And what was the next option? 01:13:54 #15M: It was always given to the birds. Q: But if you didn't live near a mountain to do that, what other kind of burial could you have? #15M: [Speaks before question is interpreted] These days if someone dies, he is cremated at the cemetery. [I am] old and if [I] could go back to Tibet and die there in my country, I could have the chadhor. [I] would prefer that. Chadhor is preferred to burning. [Question is repeated.] 01:14:43 #15M: It would be taken there, wherever the [sky burial] cemetery was. The person who conducted the chadhor would be there. Q: So everybody who died in his village, do they have a sky burial? #15M: Yes. However, it was not everybody who performed the chadhor [makes cutting motion with hand]. There was one particular person who conducted it. Nobody else touched [the body]. Q: Pa-la, did you ever witness with your own eyes a sky burial? 01:16:03 #15M: I have seen it with my eyes. I told you that I stayed for two years at the meditation monastery at Digung Thay, where there were two tsam-pa Monasteries and a [regular] monastery. There used to be a chadhor held everyday at the cemetery. Q: Have you been to witness it? #15M: Yes, I have been to witness it. The vultures sat there and a person with a stick stood guard over them. The vultures sat thus [bends head and shoulders]. Then the leader of the vultures flew down. When the leader landed on the ground, all the vultures sat with bowed heads, just like humans do when they show respect to someone. Q: Did he see the body being dissected? Has he witnessed that? 01:17:32 #15M: [Speaks before question is interpreted] After they landed, their wings moved like this [moves hands up and down]. He [the leader of the vultures] took a bite from the dissected flesh and flew away. [Question is repeated.] #15M: Yes, I have witnessed that. Q: Do they start with any particular part of the body? 01:18:03 #15M: Yes, the person [who dissected the body] was called thomdhen. [Question is repeated.] #15M: He put on a different type of attire, meditated and then dissected with a knife. Q: Which part did he do first? 01:18:25 #15M: It was started from the upper part of the body. Q: And then did he cut straight down? #15M: No, the body was laid face down. Q: Did he cut straight down or sever the hands? 01:18:35 #15M: The hands were not severed. [Makes cutting motion with hand.] Q: Right down the middle? #15M: Right down the middle starting from the upper part. Q: And what happens to the head? 01:18:59 #15M: The head was ground. The brain was removed and mixed with tsampa. The bones were ground finely and mixed with tsampa and given to the vultures. There was nothing that was left behind. Everything was cleaned. That was what I witnessed. Q: What about the organs in the body, the heart, kidneys, lungs? #15M: It was cut here [indicates front portion of body] and [the organs] removed. They were fed to the birds along with the flesh. Q: How long does it take for the vultures to finish taking away a whole body? 01:20:35 #15M: It took about an hour. After all the bones were eaten, they flew away and slept on the rocky mountains, with their wings stretched out in the sun. Q: Does every village have a place where they take their bodies to be dissected for the vultures? #15M: Yes, they did. Q: And does every village have a man who does that work? 01:21:33 #15M: There was never any burial [underground]. As long as it [the death] was not from a bad disease, there never was any burial. It was considered bad to bury. It was considered good [for the body] to be given to the birds. [Question is repeated.] #15M: Yes, most villages had [a place for sky burial]. In some cases, if they did not have one, [the bodies] were brought on horses and yaks from distance of two or three days. Q: Do they do the feeding of the bodies in the spring, summer, winter, fall, all year long? 01:22:40 #15M: It was done throughout the seasons. It was done throughout. Q: What happens to the person's possessions, their earrings and things like that? What happens to them? #15M: Those were offered to the monasteries. They were offered to the monasteries and lamas. Q: Does the monastery keep those items? 01:23:34 #15M: Then they sold them. Q: And are the monks, do they have sky burials the same as lay people? #15M: Whether one was a monk or a lay person, it was the same. Q: Was it the same for women? 01:24:11 #15M: It was the same for women. Q: So before we heard about the sky burial, I was asking you when the epidemic was over, pala, in the monastery, what did you do next? #15M: I continued to be a monk. Q: What happened then? 01:24:48 #15M: I continued to be a monk and then I lived separately from my teacher. There are the monasteries called Gyuto, relocated in Dharamsala [Himachal Pradesh, India] and the Gyumey, relocated in Hunsur [Karnataka, India]. After completing his Geshe Degree 'Master in metaphysics,' my teacher left for Gyuto Monastery. And then my teacher was deputed as an abbot to a branch monastery of the Gyuto Monastery. I accompanied him as his steward. I was the steward to the abbot. Q: And where is this monastery located? #15M: The Gyuto Monastery was located in Lhasa. It was at Ramoche in Lhasa. Both the Gyuto and Gymey Monasteries are located at Ramoche. From there he had to go to a branch monastery of the Gyuto Monastery as an abbot. He took me along as his steward. Q: Does the teacher travel very much in a year? 01:27:38 #15M: Until he reached the monastery where he was deputed, he was provided a certificate by the government authorizing him to tax people for a horse for his travel and animals for the transportation of his belongings. When he produced the certificate from the government, he was escorted from one place to the next. He would receive a donkey, a horse, a yak or an ox to load his things. They [the tax payers] also brought him a horse to ride on. This was done from one point to the next. Q: And this special letter; is it from the Tibetan government or is it from…yeah, from the Tibetan government? #15M: It was a letter from the Tibetan government. Q: The epidemic is over and it's 1952. What happens between '52 and the next five years? What happens in his life? 01:29:59 #15M: I lived separately [from my teacher]. In autumn and during the time of cultivation, I went to work in the fields. During the sowing and harvesting seasons, I went home to help my parents in field work. Q: How old were you then? #15M: I was 23 years old when I escaped in 1959. Until then, I stayed at home and helped my parents. I did not stay relaxing at home on account of my being a monk. I helped my parents in the fields. I did not plow the lands, but pulled out the weeds from the fields of wheat, peas and barley. I helped them in whatever way they required. I did not sit relaxing at home just because I was a monk. [Interviewer to interpreter]: Was he still traveling with his teacher at that time? [Interpreter to interviewer]: No, no. He left the teacher and went back to the house. Q: How many years was he with the teacher? #15M: I was eight years with the teacher. Q: Eight years? From which year? You traveled with your teacher who became an abbot after you became well from the epidemic… #15M: Then I lived separately. I did not live with my teacher. When the teacher was leaving [for Gyuto Monastery] he could get other stewards but he preferred to take me, who was his student, with him. So I left with him. Q: After he took you with him, how many years did you stay with him? 01:32:39 #15M: [I] stayed about two years. And then I went back to the monastery. Q: Which monastery? Gaden? #15M: Yes, I went back to Gaden. His Holiness the Dalai Lama was holding the ceremony of offering of the Geshe tsenthak at the three monasteries of Sera, Drepung and Gaden. Q: What is Geshe tsenthak? 01:33:18 #15M: His Holiness the Dalai Lama had to make an offering for the Geshe 'Buddhist philosophy' Degree. Q: His Holiness had to make the offering. #15M: Yes, the offering had to be made. It was thukpa patsema 'specially-prepared rice' mixed with apricots, dates, grapes and liquid butter. That was thukpa patsema. [The monks] had huge bowls like this [joins palms together to form shape of bowl]. A ladleful [of thukpa patsema] was put into it and pressed down [shows action of ladle pressing down on the food in the bowl].Then another ladleful was poured onto that and again pressed down. And once more another ladleful was put on it. The bowl looked heaping. Q: What's in the thukpa? 01:34:54 #15M: There were dates, white grapes and apricots in it. Q: What else? #15M: Liquid butter. The butter from dri 'female yak' was used. Q: Were there rice or wheat in it? 01:35:24 #15M: It was [made of] rice. I was one of those who carried the thukpa in containers and served tea. Q: So that was the special ceremony. [Interpreter to interviewer]: He got the opportunity to come back to Gaden. Q: And then do you stay at the monastery there or what happens? #15M: My teacher told me that I must accompany him to the monastery, but my mother and grandmother arrived and said, "Times are very bad. Please do not go back [to the monastery with your teacher]. Stay [at home] or we might never get to see each other again." About 500 monks of Gaden had left to join the Chushi Gangdrug [Defend Tibet Volunteer Force]. There was a separate division called Gaden Division [in the Force]. I was not allowed to accompany my teacher. Had they sent me with my teacher, I would not be here. Q: What was the danger of going to the monastery? 01:37:33 #15M: Times were bad because there was a war looming over. Q: Did he join those monks [who went to fight]? #15M: I did not join the force. I became sick during the Monlam Festival and my mother and older sister came to see me. They asked me to come home. I lived at home and then [received a message which] said that monks should not stay in the villages but return to their monasteries. On my way back to the monastery, as I left the district [headquarters] of Meto Gongkar the next morning, Lhasa was being shelled by the Chinese. Lhasa was covered in smog and echoed with the sound "dhing, dhing." Q: You heard artillery. And then what happens next in your story? We're going to have to wrap up. 01:39:36 #15M: When the Chinese first appeared in Tibet, it was during the Monlam Festival in Lhasa that they first came to Lhasa. Q: What year was it? #15M: I do not know which year but it was during the Monlam Festival. Q: When did you first see [the Chinese]? 01:40:02 #15M: It was several years after I had become a monk. Then there was the battle at Sera [Monastery]. There was a monastery in Lhasa called Tsomoling and close to it a big road called Chanzesha which led to the Potala Palace. On one side of the road was the rented house where we stayed during the Great Monlam Festival in Lhasa. In the courtyard of this rented house was a small house in which lived a very high Chinese official and a woman. We were young monks then and used to play around and he complained to the older monks after which we got a beating on the head. Once it was night and the other monks had gone to attend the assembly, while I was alone [in the house]. The house where the Chinese official lived was in the courtyard and I could see a lamp burning. I peeped in and saw the Chinese official break four eggs and stir it. The woman was cutting some onions. I wanted to spite them. If I moved in front, they would have seen me. I took a handful of dust and waited. [They] fried the onion in the pan and then added the eggs. Just then I threw the dust in the pan and fled. Q: It sounds like it was your protest. We are going to have to wrap up now but it sounds like when you heard the shelling in the background, was that Lhasa being bombed? Was that 1959? 01:43:39 #15M: That was in the year 1959. Q: Do you know the month? #15M: It was in March. Q: Had His Holiness left at that time or not? 01:43:49 #15M: When the shelling was going on, His Holiness was there [in Lhasa]. Q: After Lhasa was attacked and occupied, how soon after that did you leave Tibet? #15M: It was on the 15 th or 16 th of March 1959 that I left the monastery. Then I went to escort a lama who belonged to my village. Q: Where? To Gaden? 01:44:55 #15M: No, he belonged to my village and needed to be escorted to India. When I reached home, I told my parents that I wanted to join the Chushi Gangdrug and fight. My father agreed, but my mother cried and pleaded with me not to go. She said we would never meet again. Q: Your mother would not give permission. #15M: [She] asked me not to go but I insisted that I wished to go. At that time there was no thought about going to India. I believed I would fight in the war and be back after that. I never thought that I would go to India. Q: Did you join the Chushi Gangdrug? 01:46:57 #15M: I did not join the Chushi Gangdrug. When we reached there, the Chushi Gangdrug had left for India. That was in the 4 th Tibetan lunar month. There was a double 6 th lunar month that year and we left during the last days of the second 6 th lunar month. They [the Chinese] had seized all the boats. We found one boat in which we managed to cross. We could not go to the villages to buy tsampa as the Chinese had arrived there. Had we gone there, we'd be captured by the Chinese. Q: Maybe we'll talk to you about that again, but right now we're going to wrap up for today. #15M: [Interrupts] I had a gun. It was a short-barrel English-made rifle. I had only five bullets. [Smiles] Q: Did you fire your gun? 01:48:39 #15M: I did a trial. I fired at a target but could not hit it. I had never used a gun before. Q: So you obeyed your grandmother and your teacher and you didn't join the Chushi Gangdrug but you tried to fire your gun somewhere and it didn't work. #15M: I tried the gun. [Smiles] Q: We're going to conclude our interview now and I want to thank you very much for your story. We have many more things to talk to you about and maybe we can do that another time but for today, I want to thank you for this very helpful interview. 01:50:01 #15M: Okay. Q: And if this interview was shown in Tiber or China, would this be a problem for you? #15M: There will be no problem for me because I am living here. There will be no problem. Q: Can we use your real name for this project? 01:50:32 #15M: Yes, you can. I have relatives in Tibet but there has been no contact between us. I had a relative who passed away on the 15 th of November 2002. [The relative] died from hypertension and diabetes. [The relative] visited Tibet twice but I have not been there since [I left]. 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Barriers for Educational Technology Integration in Contemporary Classroom Environment Conrado I. Dotong, Evelyn L. De Castro, Joselito A. Dolot, Maria Theresa B. Prenda Asia Pacific Journal of Education, Arts and Sciences Vol. 3 No.2, 13-20 April 2016 P-ISSN 2362-8022 E-ISSN 2362-8030 www.apjeas.apjmr.com College of Engineering, Lyceum of the Philippines University, Batangas City, Philippines email@example.com Date Received: January 11, 2016; Date Revised: April 5, 2016 Abstract - This literature review explores the extent of integrating educational technology in contemporary classroom environment among the ASEAN Member States focusing more on the undeveloped and developing countries. It describes the profile of the countries under study in terms of the total population, gross national income (GNI), literacy rating and ICT development index (IDI) and to determine the barriers for educational technology integration; and test the correlation among the profile variables. Results showed that some of the identified probable causes of educational technology integration in most developing countries are: inadequate financial support and infrastructure, human capital, management support, as well as behavioural and environmental aspects. Gross National income is considered a factor that can directly or indirectly influence the Literacy rating and ICT Development Index value of the country while the total population based on ranking of countries has nothing to do with the ranking of GNI, Literacy Rating and IDI value of each country. Keywords: educational technology, basic education, ASEAN, ICT Development Index INTRODUCTION Technology has brought numerous transformations and innovations in the way society manages and deals with business, politics, religion, economy, education and many others. In all aspects of life, it directly affects negatively and positively the development of the fast changing environment. The benefits of such advancement in computer technology has tremendously succeeded its objectives of providing convenience in the way people learn and communicate through receiving, sending and processing information that makes everything moves faster than ever. People learn from formal or informal schooling which describes education based on experience from the environment where technology plays an important part of learning process to make the transfer of knowledge more consistent, reliable and effective. This is where educational technology shows a perfect illustration of teachers and students having fruitful discussion and sharing of knowledge and values through the use of appropriate modern-day instructional materials. It is hard to believe that since the beginning of educational technology until its proliferation in the contemporary classroom environments, there are still some teachers who resist and refuse to accept the role of technology in the development of learners' ability and there are those who never given an opportunity to experience the benefit it would bring due to lack of resources [1]. This is where creativity of teachers brings out the instructional materials coming from being resourceful. The image of classroom environments in the Third World countries like the Philippines is a mixture of faded black and white with a brighter sense of hope from teachers that through their efforts, there will be colorful lives among the pupils that will stand out in the crowded pigments of the future. Latchem [2] noted that after four decades of digital experiments in classrooms and the expenditure of billions, it really should not be so difficult to find strong evidence of significant overall improvement in educational outcomes The integration of technology in the delivery of instruction is considered vital in the implementation of student-centered approach of teaching method. But due to inadequate financial resources [3] of third world countries, the government could hardly provide enough support for basic education to sustain quality teaching and learning process. There is great faith that these technologies will improve teaching and learning, and consequently afford these countries a greater stake in today's knowledge society [4]. Aside from financial resources, it is the task of this study to review the status and other barriers on the integration of educational technology in the contemporary classroom environment among the ASEAN members states considered as developing countries. This study is conducted to compare the status of ICT integration among ASEAN Member states and how far the differences of these neighboring countries in terms of ICT development. The growth of education is an important aspect of economic development where the nation depends on the capacity of its people. If the human resources are not equipped with appropriate skills based on how they were educated in formal schooling due to inadequate resources and facilities for learning, there will be insufficient leadership capacity to lead and sustain the progress of a country. Therefore, findings of the study may serve as substantial input to the policymakers who are considered to be in a unique position to bring about change (Wallet, 2014) to transform the teaching and learning process [5], [6] into a more dynamic system of cultivating the young minds for inclusive innovation. OBJECTIVES OF THE STUDY This literature review explores the extent of integrating educational technology in contemporary classroom environment among the ASEAN Member States. Specifically, this study aims to describe the profile of the countries under study in terms of the total population, gross national income (GNI), literacy rating and ICT development index (IDI); educational technology integration in principle and practice as well as the barrier for its integration; and test the correlation among the profile variables. METHODS This study utilized qualitative analysis using Literature Research Methodology which is to classify information contained in literatures, to select typical examples to re-organize and come to conclusion on the basis of qualitative description. The qualitative analysis of literatures has special values in distinguishing the past trends and forecasting future models [7]. This study also applied inferential statistics to test correlation among the profile variable of the countries. Local literatures on the status of integration of technology on these countries were also reviewed and investigated. Three papers from the report published by the UNESCO Institute for Statistics were reviewed and served as secondary source of data and information. RESULTS AND DISCUSSION Profile of ASEAN Member States In terms of classification, there are 70 per cent of the ASEAN member-states considered developing countries and 1 per cent which is Myanmar belonging to undeveloped while Brunei is graduating to developed economy and Singapore to advanced/ developed economy based on the Gross National Income per capita of World Bank national accounts data. There are so many improvements need to be addressed among the member states in order to reach the status of Brunei and Singapore as developed economy. The identity of each country in terms of population is also diverse wherein poverty is number one concern of the national government. The profile describes the total population, gross national income (GNI), literacy rating and ICT development index (IDI) of developing countries among ASEAN Member States. These are considered some contributing factors in achieving the mission of quality education through integration of educational technology in contemporary classrooms in ASEAN community. In terms of population, Indonesia has the highest total population among the ten ASEAN member states with 3.5 percent of world share followed by the Philippines and Viet Nam while Singapore and Brunei Darussalam obtained the least total populations which are considered developed countries among the member states. There is no reviewed literature that tells population of the country has significant contribution in the integration of ICT in education. But when two samples compared between one group with large population and the other one with small population, it is more manageable to provide instruction to smaller population and the attention to be given to each individual is higher than in a group with large population [8]. Gross National Income per Capita is also presented in the study to determine how countries performed over the other that could provide baseline information and insight as to reasons for the barriers of technology integration in education. Among the developing countries, Malaysia has the highest Gross National Income per capita based on 2011 to 2014 World Bank national accounts data while Cambodia, Lao PDR, Myanmar and Vietnam obtained the least [9]. drops from 11 in 2010 to 19 in 2015 as well as Brunei Darussalam from 53 in 2010 to 71 in 2015 while Thailand and the Philippines climb 18 and 7 spots, respectively for five years. In terms of literacy rating among ASEAN Members States, Singapore obtained the highest rating of 96.8 per cent followed by Thailand (96.7%), Philippines (96.3), Brunei (96%) and Malaysia (94.6%). However, Viet Nam (94.5%), Indonesia (93.9%), Myanmar (93.1%), Laos (79.9%) and Cambodia (77.2%) obtained the least percentage among the ASEAN Member States [10]. ICT Development Access Sub-Index 2015 captures ICT readiness, and includes five infrastructure and access indicators (fixed-telephone subscriptions, mobile-cellular telephone subscriptions, international Internet bandwidth per Internet user, households with a computer, and households with Internet access). Singapore, Brunei and Malaysia are the top 3 with the highest IDI access sub-index value in 2015 while Cambodia, Laos and Myanmar obtained the least values. ICT Development Index 2015 The Information and Communication Technology (ICT) Development Index (IDI), which has been published annually since 2009, is a composite index that combines 11 indicators into one benchmark measure. It is used to monitor and compare developments in information and communication technology (ICT) between countries and over time [11]. The main objectives of the IDI are to measure the level and evolution over time of ICT developments within countries and the experience of those countries relative to others; progress in ICT development in both developed and developing countries; the digital divide, i.e. differences between countries in terms of their levels of ICT development; and the development potential of ICTs and the extent to which countries can make use of them to enhance growth and development in the context of available capabilities and skills. The Index is designed to be global and reflect changes taking place in countries at different levels of ICT development. It therefore relies on a limited set of data which can be established with reasonable confidence in countries at all levels of development. Singapore obtained an IDI value of 8.08 in 2015 followed by Malaysia (5.90), Brunei Darussalam (5.53), Thailand (5.36) and Philippines (4.57). However, Viet Nam obtained a score of 4.28 followed by Indonesia (3.94), Cambodia (2.74), Lao P.D.R. (2.45) and Myanmar (2.27) as the least group of countries in IDI 2015. The ICT Development Index for ASEAN Member States shows that Singapore, Malaysia and Brunei are the top 3 countries with the highest IDI value in 2015 while Cambodia, Laos and Myanmar obtained the least values. The rank of Singapore in the world rank Singapore obtained the highest IDI value of 8.64 on 2015 for access sub-index among ASEAN Member States followed by Brunei Darussalam (7.25), Malaysia (6.61), Thailand (5.20) and Indonesia (4.60). However, Viet Nam (4.43), Philippines (4.39), Cambodia (3.77), Lao P.D.R. (3.03) and Myanmar (2.47) obtained the least scores [11]. The skills sub-index seeks to capture capabilities or skills which are important for ICTs. It includes three proxy indicators (adult literacy, gross secondary enrolment, and gross tertiary enrolment). As these are proxy indicators, rather than indicators directly measuring ICT-related skills, the skills sub-index is given less weight in the computation of the IDI than the other two sub-indices. Singapore, Thailand and Brunei are the top 3 countries with the highest IDI skills sub-index value in 2015 while Myanmar, Laos and Cambodia obtained the least values. Singapore obtained the highest skills sub index value of 7.93 followed by Thailand (7.83), Brunei Darussalam (7.34), Philippines (6.97) and Indonesia (6.93). However, Malaysia (6.75), Viet Nam (6.54), Myanmar (5.22), Lao P. D. R. (4.94) and Cambodia (4.60) obtained the least scores in the skills sub index for 2015 among ASEAN Members states [11]. The use sub-index captures ICT intensity, and includes three intensity and usage indicators (individuals using the Internet, fixed broadband subscriptions, and mobile-broadband subscriptions). Singapore, Malaysia and Thailand are the top 3 countries with the highest IDI use sub-index value in 2015 while Cambodia, Laos and Myanmar obtained the least values. Singapore still obtained the highest value of 7.61 in the use sub-index followed by Malaysia (4.76), Thailand (4.28), Philippines (3.55) and Viet Nam (3.01). However, Brunei Darussalam (2.90), Indonesia (1.79), Cambodia (0.78), Lao P.D. R. (0.64) and Myanmar (0.58) obtained the least scores [11]. Barriers for Integration Many aspects are being considered in making technology integration possible and measuring its impact could hardly get a few from the rest of the developing countries in ASEAN member states. It is always easier said than done those plans of integrating innovations in teaching and learning process. Some of the probable causes of educational technology integration in most developing countries are: inadequate financial support and infrastructure, human capital, management support, as well as behavioural and environmental aspects. Rural youth for whom the Internet is more aspiration than avocation and whose schools may not even have electricity, let alone a computer, or for whom 'computer time' means the two hours a month spent in a crowded school computer lab learning how to use a word processing program while waiting, waiting, waiting for their desperately slow Internet connection to bring up a single web page: Such young people and circumstances represent the reality of current technology use in education across Asia as well [12]. Economic strength or financial capability of developing countries in considered one of the major challenges in the integration and even the rest of the world. Lack of appropriation for ICT due to corruption and strong influence of politics might be some barriers to believe as reasons. Most organizations and industries from developed countries are giving out their support to alleviate the digital divide among nations. But only few stayed focus and committed from the beginning of the project until it has produced impact to the community and society at large. Huge amount of funds and human resources should be invested in such projects to become sustainable. Providing schools with the computer units without access to internet and other communication media could not serve its purpose into full extent. Teacher preparation is insufficient [4]. The workforce must be well-equipped with the skills necessary to provide effective transfer of knowledge from the teachers and learners. Such technology is being used to support the delivery of instruction and to train students on how computer works and its fundamental operation as well as its applications in the development of an informed and educated community. The infrastructure or facility where to place donated computers in an environment that can ensure temperature conducive to preserve the functionality of computer system is another story. The bill of the school will also increase and it will add up to their expenses. If the management will not adequate support in the utilization of computers in the delivery of instruction, conflicts will occur at times. Policies should also be clearly written and well-established for proper implementation and guidance of teachers and students. In order to gauge national capacity to support the integration of ICT in education, measuring the share of educational institutions with electricity and a telephone communication facility provides basic information for policymakers to assess current gaps in infrastructure, as well as help inform decisions about which ICT tools would be appropriate for short- and longer-term planning. Telephone communication facilities are more or less universal wherever electricity is widespread. However, in Malaysia, which has electricity in all schools, telephone communication facilities are just available in 88% of primary schools and 76 percent of secondary schools. In countries where electricity remains a challenge, telephone communication facilities are also typically less than universal. For example, telephone communication devices are present in 14 percent of primary-level and 38% of secondary-level schools in Lao People's Democratic Republic. Telecommunication devices are also uncommon in some schools with relatively high levels of electricity, for example in the Philippines. While privately-owned mobile telephones are excluded from the current definition, mobile units are increasingly used by teachers in developing countries for both pedagogical and administrative purposes [13]. There are numerous constraints on the use of ICT within Myanmar generally and within the education sector specifically: Lack of infrastructure, Lack of financial resources for ICT education, limited access to and awareness of ICT [3]. In Cambodia, there is lack of financial resources, weak telecommunications policies and infrastructure, lack of basic education infrastructure, lack of ICT human capital and difficulty of computerising the Khmer script. Meanwhile, in the process of carrying out developmental work on ICT for education in Thailand, many issues and problems arise that require appropriate remedies. In Cambodia, as with many countries, computers are not well integrated into classroom learning. The cost of equipment is high, electricity costs can be prohibitive, and maintaining the equipment can be problematic [14]. Furthermore, since many areas in Cambodia have limited electricity—and many schools cannot afford the electricity costs that conventional labs require Improved Basic Education in Cambodia Project (IBEC) installs solar panels to run each of the labs. The low energy consumption and solar panels reduce energy use and minimize running and maintenance costs, making the thin client labs not only costeffective, but also a sustainable solution to providing students with access to technology [14]. In revealing problems the schools encountered with the Thin Clients labs, every school surveyed cited maintenance problems and energy costs as the top two problems [14]. Using technology to link education with teachers and students has come at a critical time where most Cambodian schools do not have sufficient amount of teachers to balance out the increasing school-age population [15]. In the study of Richardson [16] revealed that the biggest challenges to adopting the use of new technologies in Cambodia were hardware incompatibility; complexity; language barriers; the lack of electricity, computers, Internet access, and of practice for trainees; and the inability to understand the advantages of these technologies. of ICT in education, real implementation in day-today learning is still limited. Teachers' fear of technology still hinders the optimal use of ICT-related skills in their teaching activities. Other constraints include the traditional mindset of the school principals, inadequacy of ICT facilities, the lack of adequate maintenance of the available/existing ICT resources, dependence for financial investment on the central government and dependence on ICT service providers for software/courseware [18]. Despite various training programmes having been provided to teachers, there is still a need to embark on a comprehensive and sustained in-service training for teachers. Likewise, a systematic development programme for education managers needs also to be implemented to change the mindset of principals so they appreciate the value of ICT in education [19]. Considering the lack of technical staff for maintaining computers and computer networks, as well as providing user support for Internet-related activities, lease arrangements rather than procurement should be explored as an alternative. Another constraint that has had a significant impact on the use of ICT in classrooms is the availability of courseware. Naturally, in the best of all possible worlds, educational institutes could provide unlimited ICT support, but the reality is somewhat different as limited fiscal resources slow progress toward ICT implementation. Moreover, availability does not necessarily equate with usage [17]. As in other developing non-English speaking countries, constraints on ICT use in education seem to be related to content and access. Specifically, significant problems in Viet Nam include: the lack of Vietnamese language software for use in educational applications. This effectively restricts the likely user population for the Internet to the 10 per cent or so of Vietnamese who understand some English; limited ICT facilities that do exist have not been effectively used in general teaching, training and educational management; limited access to Internet for education due to high cost of access; and lack of qualified personnel, including trained teachers [1]. Even though the Philippine government has initiated several programmes and projects for the use In Indonesia, there is no national strategic plan for implementing ICT in education. All the initiatives have been conducted as project-based activities, which tend to be ad hoc, unsustainable and without longterm goals. Due to financial difficulties, government priority in basic education has been put on the rehabilitation of school buildings, teacher training on the pedagogical aspects of teaching and on teachers' welfare. ICT for education has, therefore, not yet been considered a priority. Hence, even though some teachers have been trained to use ICT in their teaching activities, they cannot use their new skills because of the lack of facilities (hardware). Moreover, the number of teachers who have been trained is very small in relation to the total number of primary and secondary school teachers in the country. The major factors perceived to inhibit the growth of ICT use in Malaysian education is described by Lee Huei Min, Senior Analyst with IDC Malaysia, are "the cost of Internet access, which includes the cost of hardware, access and knowledge [and the stagnant] Internet experience…as broadband Internet applications are yet to be deployed." Another constraint that seems to hinder the actual use of ICT in classrooms is the lack of teachers' ability to integrate ICT-related skills they have learned into their teaching activities [20]. Table 1. Correlation Matrix of the Profile of ASEAN Countries Correlation is significant at the 0.01 level (2-tailed). \| \| \| Classification \| Population \| GNI \| Literacy \| IDI \| \|---\|---\|---\|---\|---\|---\|---\| \| Classification \| Correlation Coefficient \| 1.000 \| .208 \| .915() \| .817() \| .895() \| \| \| Sig. (2-tailed) \| . \| .565 \| .000 \| .004 \| .000 \| \| Population \| Correlation Coefficient \| .208 \| 1.000 \| .273 \| .030 \| .273 \| \| \| Sig. (2-tailed) \| .565 \| . \| .446 \| .934 \| .446 \| \| GNI \| Correlation Coefficient \| .915() \| .273 \| 1.000 \| .830() \| .915() \| \| \| Sig. (2-tailed) \| .000 \| .446 \| . \| .003 \| .000 \| \| Literacy \| Correlation Coefficient \| .817() \| .030 \| .830() \| 1.000 \| .842() \| \| \| Sig. (2-tailed) \| .004 \| .934 \| .003 \| . \| .002 \| \| IDI \| Correlation Coefficient \| .895() \| .273 \| .915() \| .842(**) \| 1.000 \| \| \| Sig. (2-tailed) \| .000 \| .446 \| .000 \| .002 \| . \| There is a significant relationship between country classification and the GNI, Literacy Rating and ICT Development Index with p-values less than 0.01. It is expected to have very high correlation between GNI and country classification because country classification depends on GNI while in terms of Literacy rating, those countries with high GNI have also high Literacy rating and ICT Development Index Rating. This signifies that the development of educational technology and literacy rating of a certain country depend on its Gross National Income. However, country population is not a factor that influences GNI, Literacy Rating and IDI. No matter how large or small the population will be as much as the country has the capability to manage its GNI, all people can be served equally. overstretched in the Philippines (412:1) at the primary level while based on combined data for the primary and secondary levels, computer resources are also greatly overstretched in Indonesia (136:1). The use of technology is a burgeoning trend in all higher education [21] but has limited use in basic education. CONCLUSION Majority of the ASEAN member states belong to the classification of undeveloped to developing countries. Only Brunei Darussalam and Singapore are considered graduating to developed economy and advanced/developed economy, respectively. Indonesia and Philippines have the highest total population while Singapore and Brunei have the least population but with the highest Gross National Income per Capita. In terms of literacy rating, Singapore, Thailand and Philippines obtained the highest percentage more than 96 percent while Laos and Cambodia obtained the least with less than 80 percent. Singapore has the highest ICT Development index Value while Myanmar obtained the least. Malaysia and Vietnam have the highest percentage of GDP in expenditure on education while the Philippines obtained the least percentage. Available computer resources are greatly Many secondary classroom teachers and academic administrators remain uncertain on how to implement new technologies to replace out-dated forms of classroom instruction. By relying on technology that is not completely understood [22], its potential benefits could be attenuated [23]. Some of the probable causes of educational technology integration in most developing countries are: inadequate financial support and infrastructure, human capital, management support, as well as behavioural and environmental aspects. There is electricity divide [12] between rural and urban areas in some parts of the country. Therefore, availability of electricity is also one of the problems facing by the school administration. Gross National income is considered a factor that can directly or indirectly influence the Literacy rating and ICT Development Index value of the country while the total population based on ranking of countries has nothing to do with the ranking of GNI, Literacy Rating and IDI value of each country. RECOMMENDATION The issue of digital literacy among developing countries will continue to become subject of discussion until such time that the initiative of ICT integration in education will be coming from the school administration itself within the capacity of local community rather than from the national level. Positive views should be encouraged among the members of faculty and community to solicit support from the environment [24], [25] especially from the local government units and non-government organizations. [3] PREL, 2003, Laos, Cambodia: ICT Use in Education, Metasurvey on the Use of Technologies in Education in Asia and the Pacific, UNESCO Bangkok The support of the government and private industries is well-rounded but the challenge of sustainability of ICT in education exists among the end-users on how they will improve the knowledge and skills acquired from the equipment and training provided to them is another part of the issue needed to address. The attitude of the people towards innovation has a great impact towards the achievement of the mission of having quality education through ICT integration. Transforming the approach of teaching and learning process to develop positive attitude with the support of educational technology could be of help to teachers in maintaining the interest of the students to participate in any classroom activity. There are times the overuse of educational technology on the same manner may result to "novelty effect," in which once a new technology becomes standard, students no longer find it exciting [26]. Various teaching pedagogy [27], [28], [29] with appropriate creativity should also be developed in using educational technology in delivering instruction. If something has been already served and implemented, the next major concerns of the beneficiaries are the maintenance and sustainability of the projects where monitoring has an utmost importance. Learning how to protect the computer system and facilities from any kind of destruction would be helpful to reach the life span of the equipment or any electronic device. The cooperation among the ASEAN member states could still be strengthened through mutual agreements and establishing international policies in education that would cater to the needs of developing countries in the integration of educational technology to help each other in the journey towards the realization of the vision of the ASEAN Economic Community in 2025. REFERENCES [1] Belawati, T. (2003), Indonesia, Vietnam: ICT Use in Education, Metasurvey on the Use of Technologies in Education in Asia and the Pacific, UNESCO Bangkok [2] Latchem, C. (2013). Whatever Became of Educational Technology? The Implications for Teacher Education. World Journal on Educational Technology, 5(3), 371-388. [4] Rodrigo, M. M. T. (2001). Information and communication technology use in Philippine public and private schools. Loyola Schools Review: School of Science and Engineering, 1, 122-139. [5] Laguador, J. M., Deligero, J. C. L., & Cueto, A. (2015). Students'evaluation On The Teaching Performance Of Tourism And Hospitality Management Faculty Members. Asian Journal of Educational Research Vol, 3(3). [6] Aguado, C. L., Garcia, O. B., Laguador, J. M., & Deligero, J. C. L. (2015). Teaching Performance and Extent of Work Values among Faculty Members in one Asian Maritime Academy. International Journal of Management Sciences, 5(12), 805-816. [7] Lin, G. (2009). Higher Education Research Methodology-Literature Method.International Education Studies, 2(4), p179. [8] Countries in the world by population (2016). This list includes both countries and dependent territories. United Nations Population estimates. Data based on the latest Division http://www.worldometers.info/worldpopulation/population-by-country/, date retrieved: March 20, 2016 [9] World Bank national accounts data, and OECD National Accounts data files.Source: http://data.worldbank.org/indicator/NY.GNP.PCAP. CD [10] Literacy Rating, url: https://www.cia.gov/library/publications/the-worldfactbook/fields/print_2103.html, Date retrieved: March 20, 2016 [11] ICT Development Index 2015, http://www.itu.int/net4/ITU-D/idi/2015/, date retrieved: March 20, 2016 [12] Trucano, M (2014), Surveying ICT use in Education in Asia, EduTect, The World Bank, url: http://blogs.worldbank.org/edutech/surveying-ictuse-education-asia date retrieved: March 25, 2016 [13] UNESCO Institute for Statistics database; UNESCO Bangkok, 2011 [14] World Education, Inc.: Technical Brief, Using Computer Technologies to Improve Basic Education in Cambodia: Thin Client Labs, Boston, MA, URL: http://www.worlded.org/WEIInternet/inc/common/_ download_pub.cfm?id=13309&lid=3 [15] Mahdzar, R. (2015). Using Technology to Improve Education for Cambodian Children, URL: http://geeksincambodia.com/using-technology-toimprove-education-for-cambodian-children/ [16] Richardson, J. W. (2011). Challenges of adopting the use of technology in less developed countries: The case of Cambodia. Comparative Education Review 55(1), 008-029. , [17] Elwood, J., & MacLean, G. (2009). ICT usage and student perceptions in Cambodia and Japan. International Journal of Emerging Technologies and Society, 7(2), 65-82. International Journal of Social Sciences, Arts and Humanities, 2(2), 46-55. [18] Andrada, L.M. & Abcede, V. (2001). "The Use of ICT in Basic Education in the Philippines and Efforts to Measure Its Impact", http://gauge.ugakugei.ac.jp/apeid/apeid02/papers/Philippin.htm [19] Wallet, P. (2014). Information and Communication Technology (ICT) In Education In Asia A comparative analysis of ICT integration and ereadiness in schools across Asia, Information Paper No. 22, UNESCO Institute for Statistics, http://dx.doi.org/10.15220/978-92-9189-148-1-en [20] Bingimlas, K. A. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, Science & Technology Education, 5(3), 235-245. [21] Karns, G. L., and Stephen Pharr. 2001. Editor's corner. Journal of Marketing Education 23 (April): 3-4. [22] Laguador, J. M. (2013). Technology as a Source of Stress Among Employees: Input to Human Resource Management (A Review). International Journal of Information, Business and Management, 5(3), 77. [23] Smith, J. G. (2012). Screen-capture instructional technology: A cognitive tool for blended learning (Doctoral dissertation, Saint Mary's College of California) [24] Bacay, T. E., Dotong, C. I., & Laguador, J. M. (2015). Attitude of Marine Engineering Students on Some School-Related Factors and their Academic Performance in Electro Technology 1 and 2. Studies in Social Sciences and Humanities, 2(4), 239-249. [25] Chavez, N. H., Dotong, C. I., & Laguador, J. M. (2014). Applied Cooperative Learning Approach Employed on Industrial Engineering Laboratory Courses. Asian Journal of Educational Research, 2(2). [26] Clay-Warner, J., & Marsh, K. (2000). Implementing computer mediated communication in the college classroom. Journal of Educational Computing Research, 23(3), 257-274. [28] Laguador, J. M. (2014). Cooperative learning approach in an outcomes-based environment. [27] Mendoza, M. P., Masangcay, R. M., Batalla, E. T., Bacay, T. E., & Laguador, J. M. (2014). Environmental Elements of Learning Style Preference of High and Low Performing Marine Engineering Students. Studies in Social Sciences and Humanities, 1(4), 150-156. [29] Laguador, J. M., & Alcantara, F. (2013). An Assessment of Problems and Needs of Maritime Faculty Members Regarding Student-Discipline. 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October 2014 WHRC in the News Dr. Houghton Accepts ICCG Award in Venice. On October 2, Dr. Houghton attended the International Center for Climate Governance (ICCG) award ceremony in Venice, Italy, and received the award for WHRC as the top-rated think tank active in the field of climate change economics and policy. Dr. Houghton accepted the graceful Murano glass sculpture and delivered a speech entitled, "Beyond REDD+: What management of land can and cannot do to help control atmospheric CO2." http://iccgov.org/ newsletter/2014/events/ international-lectures/ invitation_lecture_2014-1002-en.html The Woods Hole Research Center is an independent research institution where scientists investigate the causes and effects of climate change to identify opportunities for conservation, restoration, and economic development around the globe. Learn more at http://www.whrc.org. Canopy THE MONTHLY NEWSLETTER OF THE Woods Hole Research Center this issue A Vision After Venice • REDD Summer School • Focus: Ekaterina Bulygina • Ecology as Cause and Cure • WHRC in the News, Publications, Grants & Events • A Vision After Venice Dr. Richard Houghton, Acting President My reward for going to Venice to receive the ICCG award for the most influential think tank on climate change was not the motor launch ride through the canals of Venice at 8 o'clock in the morning or bringing home the graceful glass sculpture that came, surprisingly, with the award, but the question I was asked by a student at the end of my acceptance speech. The question seemed mild at the time of asking, and it wasn't until two sleepless travel days later that I knew the real answer. The question/comment was, "Your idea for stabilizing the concentration of CO2 in the atmosphere while transitioning from fossil to renewable forms of energy, is based on the assumption that the carbon sinks on land and in the ocean will continue." "Of course," I agreed, "and it's an assumption that I am not very confident about. I would expect those sinks to have declined already, when, in fact, they have only grown in proportion to the emissions of carbon to the atmosphere." But the real answer that I not only missed the opportunity to present, but didn't even have in my mind, is, "Of course. The assumption that the sinks will continue may not be valid, but what's the alternative?" What is the alternative to reducing emissions of carbon from fossil fuels? In theory, we could capture the CO2 released from smoke stacks and tail pipes and sequester it in underground, geological formations (Carbon Capture and Storage), but geologists are far from united that such storage is feasible or long-term. The process is energetically expensive, and the CO 2 might leak back out to the atmosphere. There are other geoengineering schemes, as well, but the risks and our ignorance of the effects make them seem like science fiction, or worse, like flights of fancy that keep us from addressing the real problem: how to live sustainably within our means. The other alternative to moving to a lowcarbon economy is to let climatic disruption play out its course. That's the course we're on – continuing as usual. We're headed for a 4 o C warming by the end of the century, and look at the storms, droughts, and floods we've had with a warming of less than 1 o C. No. The alternatives to moving to a lowcarbon economy are not a burned-up planet or a planet with an ingenious fix for keeping our fossil fuel interests intact. There is no alternative. And if past rates of carbon uptake by land and oceans don't continue into the future, we're fried anyway. The idea of planting trees instead of cutting them down, which is, of course, the idea of managing ecosystems to take CO2 out of the atmosphere, may seem hokey and not very high-tech, but it is something we know how to do. It's part of the solution. It's the part that's essential for keeping the concentration of CO2 from continuing to increase while we're getting out of the fossil fuel business. continued on next page... WHRC in the News continued... Dr. Johan Rockström selected as 2014 recipient of the Lawrence S. Huntington Environmental Prize. The award recognizes leaders in the public or private sector who advance and promote research and communication on climate, Earth sciences and conservation. Dr. Rockström will accept the award at a ceremony in New York City in November. New Publications Postdoctoral Fellow Brendan Rogers coauthored an article demonstrating how remote sensing can be utilized to measure carbon emissions from boreal forest fires. The article, entitled "Quantifying fire-wide carbon emissions in interior Alaska using field measurements and Landsat imagery," was published in the Journal of Geophysical Research: Biogeosciences. http://onlinelibrary.wiley.com/ doi/10.1002/2014JG002657/ abstract Research Assistant Kevin Guay, Drs. Scott Goetz and Alessandro Baccini and colleagues coauthored an article entitled "Vegetation productivity patterns at high northern latitudes: a multi-sensor satellite data assessment" that was published in Global Change Biology. http:// onlinelibrary.wiley.com/ doi/10.1111/gcb.12647/ abstract A Vision After Venice ...continued We can only pack so much carbon onto land in trees and soils before it's essentially full. Doing so while developing renewable technologies and infrastructure for replacing fossil with renewable energy is part of the solution for ending further climatic disruption. It may be hokey, but it's also cheap and something at which we've had centuries of practice. There are difficulties and risks (perhaps the subject of another e-newsletter), but the alternatives are worse. We have little to lose by restoring the Earth with trees and productive soils and much to gain. Thank you, Venice and the International Center for Climate Governance, for recognizing the Woods Hole Research Center and for helping frame in my mind the importance of carbon management on land. ICCG Award photo by Christy Lynch Designs Focus: Ekaterina Bulygina Ekaterina Bulygina came to WHRC in 2005 to run what was then primarily a soils laboratory. Today, she manages the WHRC Luce Laboratory of Environmental Chemistry where she works with scientists to analyze water, soil samples and permafrost cores. PowerWave XS2. These instruments are used to determine the content of carbon, nitrogen or nutrients in samples from soils, rivers, permafrost and oceans. When she arrived at WHRC, the lab contained three pieces of equipment. Now the lab is home to many devices with exotic names like the SHIMADZU TOC-Vcph TNM, UV-1800 Spectrophotometer, HORIBA Fluoromax-4, ASTORIA Analyzer, ATLAS Suntest XLS, and BIOTEX Ekaterina Bulygina Beyond her laboratory skills, Ms. Bulygina has been an invaluable asset for WHRC's Siberian arctic work, serving as laboratory support, den mother, travel adviser and translator. She and Dr. Max Holmes have had many exciting adventures involving multi-day rides on the frozen Lena River, and dark winter snowmobile rides through boreal forests and the arctic tundra to rendezvous with remote reindeer herders. During the summer of 2014, Ms. Bulygina was part of a delegation that traveled to Moscow with the Yukon River Inter-Tribal Council (YRITC), a sector of the Network of Indigenous Knowledge (NIK). NIK is an international non-governmental organization with a focus on watersheds and the people who rely upon them. NIK seeks to integrate indigenous knowledge and modern science by connecting native peoples and scientists confronting the climate crisis and environmental degradation. On this trip, Ms. Bulygina worked with Jon Waterhouse, Director of YRITC, National Geographic photographer Mary Marshall, and YRITC's Jody Insker. Ms. Bulygina has a master's degree in Ecology and Hydrobiology from Moscow State University. Before coming to WHRC, she was with the Upstate Fresh Water Institute in Syracuse, NY. For more information about YRITC, see http://www.yritwc.org WHRC Names Philip Duffy Next President Woods Hole Research Center named Dr. Philip B. Duffy as its next president. Dr. Duffy is a national leader in climate science and policy and brings considerable breadth and depth of expertise in climate change to the Center. Dr. Duffy will begin his tenure as WHRC president in January of 2015. http://whrc.org/ news/pressroom/PR-2014-Oct-08-WHRC-Director.html President Designate Philip Duffy REDD Summer School In the first week of September, WHRC was invited by the government of the Democratic Republic of the Congo (DRC) to describe lessons learned from reducing deforestation and degradation (REDD) programs in Central Africa during a week-long "REDD Summer School" program in Kinshasa. The meetings brought together provincial and national government officials, civil society groups, academics and representatives from the private sector. The purpose of the meeting was to exchange and share field experiences on how the DRC REDD program, initiated in 2009, is progressing and what more needs to be done to reduce deforestation in the most effective way. Projet Equateur, WHRC's REDD project in the Congo, was represented at the Kinshasa meetings by Technical Assistant Joseph Zambo and Project Manager Melaine Kermac. Both Mr. Zambo and Mr. Kermac were encouraged by what they saw as growing political support for REDD in the DRC. No less than six governmental ministers were in attendance, including representatives from the Ministries of Agriculture, Land Rights and Energy. WHRC's Projet Equateur is a unique REDD project, because it is the only Congolese project initially conceived of within the context of REDD. In addition, it approaches REDD as a means rather than an end to stimulating a green economy. The most critical factor in WHRC's program is the community engagement model free prior and informed consent, or FPIC, which is the principle that offers a community the right to give or withhold its consent to proposed projects that affect their lands. For Projet Equateur, this has taken the initial form of participatory workshops to engage and educate community members about their forest capital. Through this process, WHRC has discovered that the ever increasing demand for food combined with the absence of technical and institutional capacity, demands a highly flexible and responsive REDD program for success in the DRC. While the goal of reducing deforestation in the Congo will be a long process involving the engagement of more national and international stakeholders, the Projet Equateur team is confident it can be achieved. Melaine Kermac Senior Scientist Mike Coe co-authored an article examining the relationship between deforestation, climate and hydrology. The article, entitled "Feedbacks between deforestation, climate, and hydrology in the Southwestern Amazon: Implications for the provision of ecosystem services," was published in Landscape Ecology. http:// research.mblwhoilibrary.org/ works/40103 Research Associate Marcia Macedo co-authored an article published in Environmental Research Letters, which describes as the title suggests, "Multiple pathways of commodity crop expansion in tropical forest landscapes." Recent Grants Tom Stone was awarded a grant from the Cape Cod Five Foundation in support of the Ocean Acidification Conference to be held on October 20 in New Bedford, MA. http://whrc. org/news/pressroom/PR-2014Oct-20-Ocean-Acidification.html Dr. Mike Coe was awarded a grant from the Brazilian National Science Council to expand research and policy outreach on the effects of agricultural expansion in Brazil. Promotions Dr. Patrick Jantz was promoted from Postdoctoral Fellow to Research Associate II. Kevin Guay was promoted from Research Assistant I to Research Assistant II. Ecology as Cause and Cure Economics and politics pretty much dominate the news and the daily conversation until wars or drought take over. And between the Middle East and Southern California, with small diversions to West Africa and Australia, wars and drought pretty much have it all right now. Politics and economics are closer to victims than cures. Our business, Ecology and Environment and Laws of Nature, seems to slip totally out of sight. Except that wars and drought each amplify the other's misery and both have roots in ecology as cause – and cure! The climatic disruption is following its predicted course, drying out the continental centers, forcing people off the land, stirring unrest and destabilizing millions. No question, it has contributed to the quagmire of the Middle East as those lands have become parched and less and less habitable, even as Mexico and our own Southwest including California shrivel. The cure? Obviously, a rapid definitive shift away from fossil fuels to reduce the heating of the atmosphere. But then what? The climatic disruption has no cure without close attention to the management of land and forests, especially all of the forests and all of the normally forested land restored to forest and storing billions of tons of carbon annually. No other factor has the potential for reducing the hemispheric burden of carbon dioxide by 1-2% in a few months seasonally and, through respiration, restoring it again in weeks. No other factor controls water flows in drainage basins as powerfully as the natural forests. Cures require a plan. A century-long return to 300 ppm of CO2 in the atmosphere will bring the Earth to a stabilizing, verdant biosphere – potentially the pride, and salvation, of each in habitant. –George M. Woodwell, WHRC Founder Woods Hole Research Center 149 Woods Hole Road Falmouth, MA 02540 508-540-9900 www.whrc.org Please help us to conserve paper. To receive this newsletter electronically, please send your email address to email@example.com.	<urn:uuid:46a36e6e-9c25-4de5-bd85-67c22a9f0a13>	CC-MAIN-2017-13	http://whrc.org/wp-content/uploads/2015/05/WHRC_Newsletter_October2014.pdf	2017-03-27T10:43:20Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00229-ip-10-233-31-227.ec2.internal.warc.gz	399,220,945	2,961	eng_Latn	eng_Latn	0.995622	eng_Latn	0.996638	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 4056, 8035, 11842, 13870 ]	[ 1.3203125 ]	2	2
Become a Friend for Freshwater I wish to pay: monthly (suggested donation is £5) yearly one off gift Title: Name: Address: Postcode: Tel. number: E-mail: Freshwater Habitats Trust Gift Aid - If you are a UK tax payer, we can reclaim the tax on donations increasing the amount by 25% . I am a UK taxpayer and I wish the Freshwater Habitats Trust to reclaim tax on my donation. By ticking the gift aid box and signing this form you are confirming you pay an amount of UK income or capital gains tax at least equal to the tax Freshwater Habitats Trust will claim and that they should treat all gifts of money that I have made in the past 4 years and all future gifts of money that I make from the date of this declaration as Gift Aid donations. You must notify the charity if your tax status changes or you are no longer a UK taxpayer. Signed Date Please return to: Freshwater Habitats Trust, Bury Knowle House, North Place, Headington, Oxford, OX3 9HY Title: Name: Address: Postcode: Tel. number: E-mail: To the Manager (name of Bank/Building society) Address Postcode Name of Account holder Branch Sort Code Bank/Building Society Account Number Please pay Freshwater Habitats Trust Direct Debits from the account detailed in this Instruction subject to the safeguards assured by the Direct Debit Guarantee. Signed Date Banks and Building Societies may not accept Direct Debit instructions from some types of account. Originator No.: 249358 For office use only, DD reference: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ The Direct Debit Guarantee : This Guarantee is offered by all Banks and Building Societies that take part in the Direct Debit Scheme. The efficiency and security of the Scheme is monitored and protected by your own Bank or Building Society. If the amounts to be paid or the payment dates change, Freshwater Habitats Trust will notify you 14 working days in advance of your account being debited or as otherwise agreed. If an error is made by Freshwater Habitats Trust or your Bank or Building Society, you are guaranteed to a full and immediate refund from your branch of the amount paid. You can cancel a Direct Debit at any time by writing to your Bank or Building Society. Please also send a copy of your letter to us. Instruction to your Bank or Building Society to pay by Direct Debit Freshwater Habitats Trust Freshwater Habitats Trust Protecting Freshwater Life for Everyone to Enjoy www.freshwaterhabitats.org.uk Freshwater Habitats Trust Registered Charity Number 1107708 A company registered in England & Wales Number 5317683 Water can turn a landscape from humdrum to magical. Clean water can make it utterly marvellous. Freshwater Habitats Trust There are corners of our countryside where ponds and streams bloom and buzz, where ditches and fens shimmer with almost unimaginable beauty. What connects them all is clean water. As these havens become rarer and clean water harder to find, freshwater plants and animals disappear and life becomes irrevocably poorer - for everyone. The figures make for difficult reading: threequarters of rivers and nine out of ten ponds in the UK are damaged by pollution, making freshwater wildlife one of the most threatened parts of the natural world. We want to change this, with your help. What we do Freshwater Habitats Trust works in three main areas: Research to gather evidence and further knowledge on freshwater protection. A host of vulnerable species like the Water-violet are now extinct in many areas of lowland England - Fowl’s Pill is one of a handful of places in Oxfordshire where Water-violet still survives. Why support us? Research & Policy Policy to push for much needed change in conservation practices in UK and Europe. Practical Projects to protect endangered freshwater wildlife in the UK, while at the same time raising awareness and encouraging participation from local communities. Experience Our team of leading ecologists have been working to protect freshwaters in the UK for over 25 years – so we know what we are talking about! Focus We are the only organisation in the UK dedicated solely to the protection of freshwater wildlife. We focus on the small overlooked habitats, like ponds and headwaters, where their size belies their importance. Innovation We are pioneers in the field of freshwater research, developing new environmental techniques that are employed by organisations far and wide Impact We only do things that are based on sound scientific evidence and that are likely to make a significant difference to freshwater wildlife. Traditionally, research on freshwaters has focused on rivers and lakes. The most abundant waterbodies - ponds, small lakes and headwater streams, which are home to a great variety of endangered species - were more or less ignored. As a result, their conservation was also ignored. FHT research has helped to change this focus, providing the scientific foundation which shows that we need to look after all kinds of freshwater, small and large, to save wildlife. Today, the UK Government's policy on freshwater conservation is beginning to recognise the importance of small water bodies. Water Friendly Farming F arming is one of the main contributors to water pollution in the UK and we want to find effective ways to reduce it. In Water Friendly Farming, we are working together with farmers to determine how effective measures to control water pollution in farmed landscapes actually are. The project is the largest scheme of its kind and was launched in 2010 in conjunction with the Universities of York and Sheffield. It is set in rural Leicestershire, where our team is simulating and assessing pollution control measures, such as buffer strips, ditches and artificial dams, currently used in farms across the UK. The lessons we learn will influence land management practices in the UK and Europe, improving the condition of freshwater habitats. Barkby stream – one of the Water Friendly Farming project sites in Leicestershire Even small changes in government policy can bring huge benefits for wildlife, but to change policy you need evidence. So, together with partners such as some of the UK's leading universities, we lead research to answer critical conservation policy questions. Our current research projects include: * Finding out the best ways to decrease freshwater pollution in farmed landscapes * Identifying Important Freshwater Areas so that conservation efforts can be focused in key areas * Monitoring freshwater biodiversity and water quality across the UK Practical Projects We have some wonderful freshwater sites throughout the country. Our practical projects are designed to protect and, where possible, increase these beautiful places. We work with local communities as much as possible in our projects, giving people the chance to experience and enjoy magical freshwater sites in England and Wales as much as we do. Million Ponds Project We launched the Million Ponds Project in 2008 to start putting clean water back into the landscape. We kick-started this 50 year initiative by supporting land managing and environmental organisations to create over 1000 clean water ponds for the UK's most threatened species, with partners constructing several thousand more. The next stage is to make 30,000 more ponds by 2020. Eventually the UK will have once again have one million ponds, a thriving network of beautifully rich freshwater habitats. People, Ponds and Water People, Ponds and Water launched in 2015 to engage 10,000 people across the UK, from all ages and backgrounds, in practical activities to protect our freshwater heritage. Volunteers are helping to manage some of our most important freshwater Species Protection sites, collecting information about trends in rare freshwater plants and animals, and helping to gather water pollution data on a national scale. People, Ponds and Water will provide much-needed information about the condition of freshwater wildlife in the UK while encouraging widespread public engagement in environmental conservation at the same time! The delicate and particular Glutinous Snail is our rarest aquatic snail. Any changes to the single lake it calls home could make it extinct in the UK. We are working with partners on a backup plan to ensure we don't lose it: a small captive breeding population is being nurtured; giving us an insight into its life, and animals to release back into the wild should the worst happen. How can you help The pressures on freshwater wildlife are huge but, together, there is a lot we can accomplish to protect it. We would be delighted if you would stand with us. Make a donation: We are grateful for all donations, large or small. If you are able to make a Regular Gift this is especially valuable, as it allows us to better predict our income and plan effectively for the longer term. You can make a donation by completing the form overleaf or online at www.freshwaterhabitats.org.uk Get your company involved: Volunteer with us: We work with a number of local, national and international companies who support our commitment to environmental protection. If you'd like to know more about how your company can get involved please email firstname.lastname@example.org or call us on 01865 595 505 for an informal discussion. line on email@example.com or call us on 01865 595 505. We are always looking for an extra pair of hands to help with our survey and monitoring work in England and Wales. No matter your experience, we'd love to hear from you. Just drop us a Thank You Freshwater Habitats Trust	<urn:uuid:6df0f2b4-eba4-45d4-b526-37c43bd5a8c5>	CC-MAIN-2017-13	http://freshwaterhabitats.org.uk/wp-content/uploads/2016/03/About_us_Leaflet_2016_web.pdf	2017-03-27T10:40:19Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00230-ip-10-233-31-227.ec2.internal.warc.gz	145,842,765	1,967	eng_Latn	eng_Latn	0.995337	eng_Latn	0.998133	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2607, 6597, 9654 ]	[ 1.484375 ]	2	2
Project Highlights Location Minocqua, Wisconsin Commissioned December, 2016 Capacity 280 kWdc / 240 kWac Production Estimate 304,600 kWh / first year (20% offset) Panels 1,056 x 265W polycrystalline Mounting Delta Wing Rooftop Inverters 8 x 30 kW/each Lakeland Union High School SunPeak, in partnership with a nationally respected performance contractor, helped Lakeland Union High School (LUHS) achieve its sustainability and renewable energy goals. LUHS now hosts the largest solar system on a Wisconsin school. The 280kWdc rooftop system is comprised of 1,056 panels and will offset approximatel y 20% of the school's energy needs. The school's electrical demand doesn't drop significantly during the summer, because the building is used by summer school classes, office personnel and for weekend events. The panels were mounted with concrete ballast to avoid roof penetrations and face east/west for production efficiency throughout the day. Beyond energy cost savings, the school expects teachers to incorporate the solar system in to its STEAM curriculum (Science, Technology, Engineering, the Arts, and Mathematics.) "If we can help any of our pre-engineering students prepare for becoming involved in this field, it's certainly a feather in our cap, because we are then helping students think about their future" Bouché said. "When students heard about what was going on, they became very enthralled with the idea that their school was involved with energy efficiency." LUHS is proud to be "Energy-wise." Benefits at a Glance Solar reduces electricity costs which has a substantial impact on decreasing overall operating expenses. Solar electricity production is synchronized with electrical demand times for an educational facility. Solar systems can be immediately cash-flow positive using various financing structures. Solar creates a competitive advantage highlighting your commitment to sustainable and efficient business operations. Sustainability The environmental offsets from this project are significant over 30 years. 3,100 tons 2,100 tons 6,400 tons 13,913,400 miles 149,800 trees 8,474,600 kWh "I'm glad we had the opportunity to work with SunPeak on this economic and academic venture! The solar system will benefit our students, staff, communities and our physical plant of just under 300,000 sq. ft." James P. Bouché, Principal / District Administrator Lakeland Union High School About SunPeak SunPeak is a commercial solar developer headquartered in Madison, Wisconsin. Businesses can be confident of SunPeak's capability to professionally assess feasibility, design & engineer, install, commission, and maintain a solar system that will provide decades of emission free electricity from the sun. Projects typically range from 100kW to 5MW and offer significant cost savings relative to conventional utility electric rates. Due to SunPeak's extensive relationships with the world's best-in-class solar component suppliers, clients receive an optimal balance of cost effectiveness and performance. The SunPeak team has successfully installed over 400 MW of clean, green, renewable energy globally. 844.NO.CARBON OR 608.535.4554 440 Science Drive, Madison, WI 53711 firstname.lastname@example.org sunpeakpower.com	<urn:uuid:570f0970-851f-46e6-a7b0-b18dc44d96d8>	CC-MAIN-2017-13	http://www.renewwisconsin.org/pdf/SunPeak%20-%20280kWdc%20Lakeland%20Union%20High%20School.pdf	2017-03-27T10:35:23Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00228-ip-10-233-31-227.ec2.internal.warc.gz	655,047,062	682	eng_Latn	eng_Latn	0.996312	eng_Latn	0.996679	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1531, 3274 ]	[ 1.921875 ]	1	3
Introduction to the School Power Naturally Solar Learning Lab™ Virtual Array Tour: Lesson II in the Series TEACHER INFORMATION LEARNING OUTCOME After experiencing the second of four routes through the Heliotronics SunViewer™ software application, students are able to interpret data from and cite environmental advantages of their school's solar array system. LESSON OVERVIEW In this lesson, students continue to investigate the components and functions of a solar array system, and enhance that learning through interpretation of data that helps them answer the question, why choose solar? GRADE-LEVEL APPROPRIATENESS This Level II and III lesson is appropriate as an introduction to solar energy for students in grades 5–12. MATERIALS A computer or computer lab that has Heliotronics SunViewer™ software installed and receiving data from a Heliotronics Feynman™ data logger Protractors Sufficient copies of Student Handouts One and Two SAFETY No safety precautions are necessary for this lesson. ADDITIONAL SUPPORT FOR TEACHERS There are 64 School Power Naturally (SPN) lessons available for downloading at www.SchoolPowerNaturally.org. Some of the lessons that would mesh well with this solar array tour are listed below, along with a brief description of content. (Note: In addition to this new lesson (lesson II), three other new lessons that are closely related to lesson II are described in the Teaching the Lesson section.) * SPN Lesson #2, Our Dependence on Fossil Fuels (Through a simulation, students become aware of their dependence on fossil fuels.) * SPN Lesson #3, To Go Solar or Not to Go Solar (Through participating in a role-play of a community meeting, students decide on the feasibility of photovoltaics as an alternative source of energy.) * SPN Lesson #5, Energy Resources: Where Are They and How Do We Get Them? (Students learn, through models and interpretive skills, the nature of various energy resources, how they form, and the science that allows them to be discovered and extracted.) * SPN Lesson #6, Energy Solutions: A Brochure (Students communicate to others the benefits of photovoltaic systems as an alternative source of energy, as evidenced by brochures they develop.) * SPN Lesson #8, The Absorption of Solar Energy (Students interact with a simplified model of photosynthesis that explores the relationship between energy transfer and the chemical reactions that produce energy-containing foods in green plants.) * SPN Lesson #10, Solar Energy in New York (Students decide if increasing the amount of energy from photovoltaic systems would be a wise investment in New York State.) * SPN Lesson #19, What Is pH and Why Is It Important? (After using pH paper to test liquids and soluble solids, researching acid deposition, and checking DAS emissionsavoidance data, students explain the comparative relationship of fossil fuels and PV systems to acid deposition.) * SPN Lesson #20, Using Environmental Models to Determine the Effect of Acid Rain on an Ecosystem (After completing a reading on acid precipitation and pH, and conducting small-scale investigations of the effect of acid on ecosystems, students predict the environmental effects of acid precipitation.) * SPN Lesson #21, An Environmental Puzzle: The Carbon Cycle (Through completing readings on our ultimate energy source and completing a carbon dioxide puzzle, students are able to describe the operation of the oxygen–carbon dioxide cycle and relate the use of alternative forms of energy to maintaining levels of oxygen and carbon dioxide in the atmosphere.) * SPN Lesson #30, Chemical Consequences of Burning Fossil Fuels (Students are introduced to the chemical consequences of burning fossil fuels, as they complete chemical reactions such as forming acids, and show that fossil fuel combustion produces acid-forming oxides.) * SPN Lesson #31, Avoiding Carbon Dioxide Emissions from Burning Fossil Fuels (After performing stoichiometric calculations for various alkanes that comprise fossil fuels and working with the emissions-avoidance component of the school's DAS system, students cite quantitative evidence showing how nonfossil fuel sources help to reduce air pollution created by carbon dioxide.) * SPN Lesson #36, Fossil Fuels (Part II), The Geology of Oil: Topographic Mapping, Crustal Deformation, Rock Porosity, and Environmental Pollution (As part of this lesson, students use emissions-avoidance data supplied by the school's DAS system to evaluate the environmental cost of our dependence on petroleum-derived energy.) * SPN Lesson #37, Fossil Fuels (Part III), The Geology of Coal: Interpreting Geologic History (As part of this lesson, students use emissions-avoidance data from the school's DAS system to calculate the environmental cost of coal energy.) * SPN Lesson #38, Temperature and the Tomato (Students are provided experiences that help them predict whether given sets of conditions are conducive to tomato growth. As part of this lesson, they also relate energy production in tomato plants to energy production in photovoltaic panels.) * SPN Lesson #39, Where Do Plants Get Their Food? (In this lesson about the historical development of the scientific method, students replicate van Helmont's classic experiment, and describe the role of light in plant growth.) * SPN Lesson #40, A Photosynthesis Timeline (Students are led to understand that van Helmont's work was limited by the thinking of society at the time and the equipment available to him. They see that even though his conclusion was incorrect, his approach to science and his experiment showing that plants do not obtain food from the soil were significant contributions to our understanding of photosynthesis.) * SPN Lesson #42, Permit Trading (Through a simulation that involves infusing renewable energy resources into the "mix" for electricity generation by employing a "renewable portfolio standard," students explain market-oriented regulation and its impact on the transition to alternative energy sources.) * SPN Lesson #44, Prospects for a Sustainable Energy Future (After exposure to the term sustainable as defined by Thomas B. Johansson and José Goldemberg, students are able to cite criteria that characterize a sustainable energy system. They also evaluate the degree of support for sustainability in the recommendations of Johansson and Goldemberg in Energy for Sustainable Development. * SPN Lesson #45, Heat Pollution and Communities (Students examine the issue of thermal pollution in the broad context of environmental impact, and distinguish between opinions and claims as opposed to facts and data. As part of this lesson, they also collect and compare data from their school's and other schools' DAS systems, citing differences in waste heat amounts for contrasting environments.) TEACHING THE LESSON This is the second in a series of three tour lessons that make use of the Heliotronics SunViewer™ software application. (A fourth lesson makes use of inquiry teaching and learning, using the online School Power Naturally database [SunViewer.net™] developed by Heliotronics. This database presents and archives data from your school's solar array and that of other participating schools throughout New York State.) The first lesson in the series features a virtual array tour that includes screen shots and commentary. In this, the second lesson, the software application is used to facilitate navigation through, and understanding of, the second of four pathways—"Why Choose Solar?"—which provides students their first look at data from an operational photovoltaic array and prompts them to see how their solar array is having a positive impact on the environment. The third lesson features pathways 3 and 4 and includes a projected set of images and pages that relate to data display. In the fourth lesson, such things as portions of the software application that display real time and stored operational data are explored. Lesson I usually is completed before lesson II is begun. In advance, run copies of the Student Handouts for the students in your classroom. In some portions of this lesson, the information provided for teachers suggests that the students expand their learning using the Internet. Typically, ideas have been offered for criteria to be entered into search engines. When dealing with more advanced students, the teacher may not want to provide the search criteria, but rather allow the students to come up with their own. Search criteria in this section are identified with the following font style: SEARCH CRITERIA. The third lesson in the series explores such things as portions of the software application that display real time and stored operational data. The pathways "What Is It Doing?" and "How Well Is It Working?" are included in this lesson. If you did not launch the Heliotronics SunViewer™ software application as part of the initial tour, do so now. Find the SunViewer™ icon (see figure 1). Click the icon to launch the Heliotronics SunViewer™ software application. Watch the home page pop up (see figure 2): Locate the "end" button (see figure 3): You may click "end" to end the program now, or if you have time, follow the pathway suggested for this lesson. Note that you may end the program at any time by clicking the "home" button and then "end." For now, let's go on. We see that there are four buttons (see figure 4) on the home page: This lesson is limited to the "Why Choose Solar?" pathway (the other three pathways are for use in the other lessons in the series). So we will click the "Why Choose Solar?" button. This takes us to figure 5: The text boxes on the "Why Chose Solar?" page provide data on the electrical energy production of your solar array and the pollution that it prevents: * Cumulative system energy (energy production) * Carbon dioxide (pollution prevented) * Nitrogen oxides (pollution prevented). * Sulfur oxides (pollution prevented), and Since your school's solar array is producing some of the electricity used by your school, the school does not need to purchase that amount of electricity from the utility company. Therefore, the utilities' fossil fuel power plants do not need to produce quite as much electricity, and the noxious emissions from those plants are reduced by the amounts shown. Distribute Student Handout One, and have your students copy the data from the screen graphic (figure 5) onto the appropriate locations. Either carry out the following discussion now, or come back to it after you complete the "Why Choose Solar?" pathway of the tour. Guide the students by asking the following questions: Virtual Array Tour: Lesson II * How was the quantity recorded beside "Cumulative System Energy in Kilowatt-Hours" arrived at? (See figure 5.1 note, page 12.) Will the quantity increase, decrease, or stay the same over time? (See figure 5.2 note, page 12.) * How were the quantities for the next three items—carbon dioxide in kilograms, sulfur oxides in kilograms, nitrogen oxides in kilograms—determined? (See figure 5.3 note, page 12.) Have students solve the three items listed on page 3 of Student Handout One to determine how much carbon dioxide (as well as sulfur oxides and nitrogen oxides) is saved by the production of one kWh of electricity from solar energy. (See item 3 below and figure 5.4 note, page 12.) Discuss with your students how electricity is typically produced in your area. Follow these steps as you lead the discussion: 1. Use brainstorming and a chart, chalkboard, or overhead projector to generate a list of possible methods by which your electricity is generated at the present time. A site that will provide teachers and students with a useful overview of energy generation types is http://www.powerfrontiers.com/index.html. Have the students list the generation types (e.g., "fossil fuel plants") in three columns—Conventional, Renewable, Other—on Student Handout Two. (See electricity production note #1, page 12.) 2. Using the list generated by the students, discuss which of these are available now and which are still being researched or are in pilot use. Strive to find out from students which are available in your area, which are not, and why. (See electricity production note #2, page 13.) 3. Have the students use the website http://www.epa.gov/cleanenergy/energy-and-you/how clean.html to determine the current mix of energy sources for generating electricity for your zip code. 4. Have your students use the circle provided on Student Handout Two, along with protractors, to make a pie chart that represents your energy mix for generating electricity. For a review of pie charts, go to http://bdaugherty.tripod.com/KeySkills/pieCharts.html. (See electricity production note #3, page 13.) 5. Now have your students think about some other areas of the country that might be of interest to them, and also might have different proportions in their mix of energy sources. Use the website listed in step #3 above to learn more. Compare the mix that is present in your area with that of other areas and see if the students can explain the differences. For instance, proximity to Hoover Dam or to Niagara Falls could explain an increase of hydroelectricity in the mix and reduced emission of pollutants. (See electricity production note #4, page 13.) Now that the students have accumulated knowledge about electricity generation and the mix of energy resources for your region, you should be able to prompt them for the question, why choose solar?, and expect an enhanced response to the question,—percentage increases in the component alternative energies within the mix of resources used to generate energy lessens degradation of the environment. When you are ready to return to the tour, there are three graphics on this window that serve as buttons to choose from (see figure 6): Click the first graphic on the left (see figure 7): That choice results in the following window, which relates how global warming occurs and describes the long-term effects of solar warming (see figure 8): You may want to have your students research and report on the long-term effects of global warming (typically referred to as "global climate change") that are described in figure 8. Click "close," and then choose the second graphic as the one to click (see figure 9): Virtual Array Tour: Lesson II The window that comes up provides a narrative on emissions from automobiles (see figure 10): The narrative for figure 10 describes the typical emissions from an automobile. Help the students see that reducing carbon dioxide emissions by 4,800 kilograms through the use of solar energy is equivalent to taking one car off the road for a year. You might want to have the students record the cumulative amount of CO2 avoided by your solar array (go back to figure 5 to get this figure). A month from now, have them record the amount again and determine the difference to reinforce the positive environmental impact of using renewable solar energy. (See figure 10 note, page 14.) Click "close" to return to the previous window, and then select the third graphic to click (see figure 11): Clicking that graphic will bring up figure 12, "Plants and Carbon Sequestration": You might want to consider using the following SPN lessons, which deal with plants and carbon sequestration: * SPN Lesson #8, The Absorption of Solar Energy Temperature and the Tomato * SPN Lesson #38, * SPN Lesson #39, Where Do Plants Get Their Food? Click "close" and then "home" to end this tour. Invite the students into a classroom discussion about why this pathway is entitled "Why Choose Solar?" Some ideas that may help you guide the discussion follow: * The use of solar energy might impact climate change. * PV-generated electricity is usually two to three times more expensive than conventionally generated electricity. * Use of PV doesn't pollute. * PV systems are like flat-panel computer displays and other manufactured products, in terms of how production is related to expense: the more you produce, the less expensive each item becomes. * Some areas offer subsidies to help pay for solar energy. What are the arguments for and against this? See whether students can name some industries that are vital to the economy that have or are receiving subsidies. (See subsidy note #1, page 14.) BACKGROUND INFORMATION Virtual Tour Notes for the Teacher Figure 5.1 Note: A component of the photovoltaic array measures and records the amount of electrical energy produced by the solar array. Figure 5.2 Note: It is a cumulative amount so it will increase. Figure 5.3 Note: If students know the components of their solar array, they will realize that no component of the solar array directly measures and records quantities for these items. You might have to ask the students leading questions to get them to realize that, since the display states that these pollutants have been avoided due to electricity being generated by the solar array, the array's software must be able to mathematically estimate and record how much of each pollutant has been avoided. There is a direct relationship between the solar energy produced and the fossil fuels containing pollutants whose use has been avoided. Figure 5.4 Note: If, in figure 1 of Student Handout One, the "Cumulative System Energy in Kilowatt-Hours" reads 34,567, and "Carbon Dioxide in Kilograms" reads 12,904, how much carbon dioxide would be saved by the next kWh of solar energy produced? 34,567 kWh are equivalent to 12,904 CO2 kg 1 kWh is equivalent to x kg CO2 Solving the equation for x gives an answer of .37 kg of CO2 per kWh. Electricity Production Note #1: Older students should be able to come up on their own with lists that resemble the following: a. CONVENTIONAL (Fossil fuel plants heat water to spin turbines, which turn generators. Such plants also burn gas to turn turbines similar to those that power jet planes. These turbines, in turn, turn electrical generators.) i. Coal-fired power plant (COAL-FIRED POWER PLANT) ii. Oil-fired power plant (OIL, ELECTRICITY) iii. Gas-fired power plant (GAS ELECTRICITY GENERATION) iv. Gas turbine (COMBINED CYCLE GAS TURBINE) b. RENEWABLE i. Wind (ELECTRIC WIND TURBINE MW MEGAWATT) ii. Solar photovoltaic cells 1. Flat plate (GRID-CONNECTED PV) 2. Tracking (PV TRACKING ARRAYS) 3. Concentrating (PV CONCENTRATORS) iii. Solar thermal 1. Parabolic trough (PARABOLIC TROUGH) 2. Dish Stirling (DISH STIRLING) 3. Power towers (SOLAR POWER TOWER) iv. Biomass (BIOMASS POWER GENERATION) c. OTHER i. Nuclear (NUCLEAR POWER PLANT) ii. Geothermal (GEOTHERMAL POWER GENERATION) The classification of geothermal energy as "other" is debatable in that this kind of energy has been typically considered renewable. Discuss why the classification is debatable, asking questions such as the following: Where is the energy coming from? How does it renew? Can it be depleted? This likely will invite a discussion of physical geology. Electricity Production Note #2: For example, dish Stirling engines are being deployed in commercial quantities in California but not in the East. In the East, the diffuse irradiance from frequent cloud cover renders such engines uneconomical. But in the Southwest, sparse cloud cover yields direct sunlight that is readily concentrated using mirrors; abundant sunshine makes the use of these engines very effective. Electricity Production Note #3: Pie charts are circles sliced into segments whose areas represent proportions. Should you prefer not to work with protractors, have the students simply estimate and then check their estimates, or have them compare and correct each other's estimates. For instance, you might ask the question, approximately how much of our electricity is generated from nuclear energy? Then you could elicit that, for instance, 22% is a little less than one-fourth of the whole, and ask them to mark a little less than one-fourth of the circle as nuclear. Should oil and gas turn out to be 46%, which is a little less than half, they should make the oil and gas part a little less than half of the circle. Coal is likely to be most of the remaining part of the circle. Let's say that coal is 31%, which is a little less than one-third, so the coal wedge will be slightly less than one-third of the circle. Remind students to leave a little space for hydro, which might be 1%. If something is off, they can try again, adjusting the size of the wedges as necessary. Electricity Production Note #4: For example, students might look up the zip codes 97221(Portland, OR), 02173 (Lexington, MA), or 80002 (Denver, CO). Expect your students to come up with other sites to check, and have them use search engines to look them up. You might want to prompt students with questions such as: * Why does Portland have low CO2 emissions? * What is a city name that interests you and what is its zip code? * What are the relative proportions of the various power sources for that area? * How do the emissions for that area relate to the national average? Why is this so? Figure 10 Note: To determine the difference, subtract the two to determine how much CO2 has been avoided due to the power production from the solar array. Then have the students consider how many miles would have to be driven to produce that same amount of CO2. Subsidy Note #1 Against Subsidies: Subsidies skew the market. Some say "let the market decide" and feel that subsidies are harmful to the economy. This assumes that we have a free market that monetizes all aspects of a purchase decision. For Subsidies: In many cases, not all aspects of the purchase decision are monetized. For example, nuclear power producers only are required to insure for $500 million to cover accidents. In the unlikely event that a large accident were to occur, there could be $10s of billions in damages. Cleanup for larger accidents will be paid for by the federal government. So this risk is borne by the taxpayer even if they choose renewable energy that does not have this risk. In a fully monetized market, the nuclear power plant operator would be required to carry much more insurance and the cost of that insurance would be passed on to the ratepayer. And if someone chose a renewable energy source for their electricity, they would not need to pay for the insurance. Those who favor subsidies point out that it is impractical to monetize all aspects of the purchase transition so it is typically easier to frame things differently and build in subsidies designed to achieve objectives such as cost reduction of clean energy. The majority of infrastructure industries that are of vital importance to our economy have been or are being subsidized. Examples include electric, aviation, rail, banking, farming, the Internet, housing, forestry, and auto. SOURCE FOR THIS ADAPTED ACTIVITY This activity is based on the Heliotronics SunViewer™ software that was provided to SPNparticipating schools. LINKS TO MST LEARNING STANDARDS AND CORE CURRICULA Standard 1—Analysis, Inquiry, and Design: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions. M1.1b: Identify relationships among variables including direct, indirect…. M1.1c: Apply mathematical equations to describe relationships among variables in the natural world. S1.1a: Formulate questions about natural phenomena. S3.1a: Organize results, using appropriate graphs, diagrams, data tables, and other models to show relationships. S3.2h: Use and interpret graphs and data tables. T1.2: Locate and utilize a range of printed, electronic, and human information resources to obtain ideas. Standard 4—Science: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. 4.1a: The Sun is a major source of energy for Earth. Fossil fuels contain stored solar energy and are considered nonrenewable resources. They are a major source of energy in the United States. Solar energy, wind, moving water, and biomass are some examples of renewable energy resources. 4.1b: Fossil fuels contain solar energy and are considered nonrenewable resources. They are a major source of energy in the United States. Solar energy, wind, moving water, and biomass are some examples of renewable energy resources. 4.1c: Most activities in everyday life involve one form of energy being transformed into another. For example, the chemical energy in gasoline is transformed into mechanical energy in an automobile engine. Energy in the form of heat is almost always one of the products of energy transformation. 4.1d: Different forms of energy include heat, light, electrical, mechanical, sound, nuclear, and chemical. Energy is transformed in many ways. 4.4d: Electrical energy can be produced from a variety of energy sources and can be transformed into almost any other form of energy. 4.5a: Energy can not be created or destroyed, but only changed from one form into another. 5.1d: The methods for obtaining nutrients vary among organisms. Producers such as green plants use light energy to make their food…. 6.1c: Matter is transformed from one organism to another and between organisms and their physical environment. Water, nitrogen, carbon dioxide, and oxygen are examples of substances cycled between the living and nonliving environment. 6.2a: Photosynthesis is carried on by green plants and other organisms containing chlorophyll. In this process, the Sun's energy is converted into and stored as chemical energy in the form of sugar…. 7.1e: The environment may contain dangerous levels of substances (pollutants) that are harmful to organisms. Therefore, the good health of the environment and individuals requires the monitoring of soil, air, and water and taking care to keep safe. 7.2c: Industry brings an increased demand for and use of energy and other resources including fossil and nuclear fuels. This usage can have positive and negative effects on humans and ecosystems. 7.2d: Since the Industrial Revolution, human activities have resulted in major pollution of air, water, and soil. Pollution has cumulative ecological effects such as acid rain, global warming, or ozone depletion. The survival of living things on our planet depends on the conservation and protection of Earth's resources. Standard 5—Technology: Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs. Standard 7—Interdisciplinary Problem Solving: Students will apply knowledge and thinking skills of mathematics, science and technology to address real-life problems and make informed decisions. 1.1: Make informed consumer decisions by seeking answers to appropriate questions about products, services, and systems, determining the cost-benefit and risk-benefit trade-offs; and applying this knowledge to a potential purchase. Produced by the Research Foundation of the State University of New York with funding from the New York State Energy Research and Development Authority (NYSERDA) www.nyserda.org Special thanks to Heliotronics, Inc. for their contribution in developing the content for this lesson Should you have questions about this activity or suggestions for improvement, please contact Bill Peruzzi at firstname.lastname@example.org (STUDENT HANDOUT SECTION FOLLOWS) Name__________________________________________ Date___________________________________________ Introduction to the School Power Naturally Solar Learning Lab™ Virtual Array Tour: Lesson II in the Series STUDENT HANDOUT ONE Background Information Your school, which participates in the School Power Naturally (SPN) program, has been provided: * a Solar Learning Lab™, which includes a solar array that generates electricity from sunlight * an educational data-monitoring system that monitors and displays the energy and power production of the solar array, the meteorological quantities that affect its output and the emissions avoided by use of the solar array * a site license for Heliotronics SunViewer™ educational data display software. In addition, archived data has been displayed on the Internet for viewing by anyone in the world. Your teacher has been introducing you to the Solar Learning Lab by conducting a virtual tour by means of the Heliotronics SunViewer™ software application. This lesson is a continuation of that tour. DEVELOP YOUR UNDERSTANDING Materials A computer or computer lab that has Heliotronics SunViewer™ software installed Protractors Sufficient copies of Student Handouts One and Two Procedures 1. When your teacher pauses in the tour and tells you to record the numbers displayed on the "Why Choose Solar?" screen graphic, use figure 1 on Student Handout One to do so. Then use those numbers to respond to the three other items on page 3 of Student Handout One. 2. When your teacher pauses in the tour and asks you to gather information to construct a pie chart, use Student Handout Two for that purpose. Your teacher will expect you to gather information on energy resources for generating electricity in your area and the percentages of that energy mix in order to construct the pie chart. Name__________________________________________ Date___________________________________________ WHY CHOOSE SOLAR? Avoiding Pollutants Figure 1 Use the array tour's figure 5 to fill in the blank areas on figure 1 above. Consider that recorded information in responding to these items: 1. 1 kWh is equivalent to _____kg CO2 Show your work here: Then, use the actual figures you recorded in figure 1 to complete items #2 and #3 below. Again, show your work. 2. 1 kWh is equivalent to _____kg sulfur oxides Work: 3. 1 kWh is equivalent to ______kg nitrogen oxides Work: Name__________________________________________ Date___________________________________________ STUDENT HANDOUT TWO WHY CHOOSE SOLAR? Renewable Energy What are the ways by which electricity is generated in your area at the present time? List the generation types (e.g., "fossil fuel plants") for your area in the three columns below: CONVENTIONAL RENEWABLE OTHER Fossil Fuel Plants Once you know how electricity is generated in your area, your teacher will help you determine the amounts for the energy mix that produces electricity in your area. Record those amounts below as percentages, arranging them from greatest to smallest. The energy mix percentages for your area are as follows: (Note: You may need more or less than five sources and percentages.) Source 1 and percentage: Source 2 and percentage: Source 3 and percentage: Source 4 and percentage: Source 5 and percentage: Lesson II: Student Handout Two 4 Using those percentages for your various energy sources, convert the circle below into a pie chart that displays the sources and their percentages:	<urn:uuid:c94443a4-863e-4d0d-ab8d-3b9e537007be>	CC-MAIN-2017-13	http://heliotronics.com/educators/lessons/Virtual%20array%20tour%20lesson%20II.pdf	2017-03-27T10:38:39Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00230-ip-10-233-31-227.ec2.internal.warc.gz	168,862,017	6,429	eng_Latn	eng_Latn	0.99503	eng_Latn	0.997374	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1578, 4794, 8020, 9088, 9633, 10668, 13729, 14073, 14373, 15161, 15909, 18263, 21092, 23631, 26661, 27533, 29373, 29661, 29951, 30883, 31032 ]	[ 4.4375, 4.25 ]	3	21
Ages of Famous Personalities Junior Level Part 1: Data Collection: You will be seeing photographs of twenty famous people. As you see the photos, record the names of each individual and your best estimate as to the person's age. If you do not know the person, take your best guess as to the age from observing the photo. Actual ages will be the age at the end of the current year. \| Famous Personality \| Estimated Age \| \|---\|---\| \| 1 \| \| \| 2 \| \| \| 3 \| \| \| 4 \| \| \| 5 \| \| \| 6 \| \| \| 7 \| \| \| 8 \| \| \| 9 \| \| \| 10 \| \| \| 11 \| \| \| 12 \| \| \| 13 \| \| \| 14 \| \| \| 15 \| \| \| 16 \| \| \| 17 \| \| \| 18 \| \| \| 19 \| \| Name________________________________ Ages of Famous Personalities Junior Level Part 2: Analysis of the Data: 1. Using the grid below, prepare a scatter plot using the estimated age on the x-axis and the actual age on the y-axis. Be sure to label your axes and scale, and place a title on the graph. 2. Choosing two points, find the equation of the line of best fit (model equation) for your data. 3. If you had guessed all of the ages correctly, what would be the equation of the line representing these correct guesses? Name________________________________ 4. Based upon your scatter plot, did you, in general, overestimate or underestimate the ages? _____________________ Explain how you made this decision by examining the scatter plot. 5. a. What percent of your estimated ages were correct? b. What percent of your estimated ages were above the actual ages? 6. Interpolate: If you guessed that a person’s age was 26, what would the exact age be based upon your model equation from question #1? 7. Interpolate : If a person’s actual age was 37, what would have been the estimated age based upon your model equation from question #1? 8. Extrapolate: If a person’s estimated age was 80, what would have been the actual age based upon your model equation from question #1? 9. a. What is your age? __________ b. Based upon the your model equation from question #1, what would have been your estimated age? 10. a. Which personality had the greatest difference between the estimated age and the actual age? b. What is the AVERAGE of the differences between the actual ages and the estimated ages for all of the personalities?	<urn:uuid:87a92729-54ba-44ea-b45c-1224fbf23b3b>	CC-MAIN-2017-13	http://mathbits.com/MathBits/PPT/Ages%20of%20Famous%20People%20JUNIOR%20wkst.pdf	2017-03-27T10:42:48Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00229-ip-10-233-31-227.ec2.internal.warc.gz	229,425,657	585	eng_Latn	eng_Latn	0.999195	eng_Latn	0.999441	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 656, 1186, 2267 ]	[ 4.0625 ]	1	9
Want to make a difference? Collect soccer equipment for kids in Haiti! Global Outreach And Love of Soccer (GOALS) relies on donated soccer equipment that is new or lightly used. These donations go directly to kids in Haiti who play soccer every day without basic equipment. With your help, GOALS can give these players soccer balls, cleats, socks, shin guards, shorts, shirts, and goalkeeper gear. In addition, we can supply teams with materials such as pinnies, cones, soccer balls, pumps, needles, bags, water bottles, and first aid supplies. With enough donated equipment, GOALS can start programs in new areas, which include soccer, community service, and learning activities. A little bit can go a long way in Haiti, so every donation makes a big difference! GOALS is a registered non-profit that uses soccer to engage kids in community work that improves their quality of life, the environment, and local leadership www.goalshaiti.org What our players in Haiti need: 1. Soccer equipment for boys and girls of all ages: cleats, socks, shin guards, athletic shorts and jerseys, uniforms, gloves, goalie apparel, etc. 2. Sport-related materials: balls, goal nets, bags or backpacks, cones, corner flags, etc. 3. Classroom and program materials such as notebooks, pencils, coloring books, etc. 4. We do not accept: (a) Dirty, torn, or unusable donations; or (b) Clothing unsuitable for sports activities in Haiti, such as jeans, tank tops, sweatshirts, etc. How to organize an equipment drive for GOALS 1. Register your equipment drive with GOALS by emailing email@example.com. 2. Determine the goal for your drive: is there a deadline? A certain amount of equipment you'd like to collect? 3. Spread word about your drive by contacting your friends, family members, colleagues, classmates, and neighbors. We recommend you contact local soccer clubs and organizations in the area. 4. Collect equipment! Make sure you keep an inventory and check quality of donations 5. When your drive is complete, please fill out our "In-kind donation form," which can be found at goalshaiti.org/donate-equipment 6. Send the gear to GOALS! Please mail donations to 1201 Tree Bay Lane / Sarasota, FL 34242 with your name or organization clearly marked on the outside of the box. We then take responsibility for shipping the equipment down to Haiti. Please note: a $50 donation is suggested for each box. This will allow us to ship the materials to Haiti to reach the players in need immediately. Thank you! 7. Thank you! GOALS will send you a thank you card or email along with photos of our players. Keep in mind it may take up to 4 weeks for donations to be processed and for cards and emails to be sent. Don't forget to visit www.facebook.com/goalshaiti and www.twitter.com/goalshaiti for photos and updates from our programs.	<urn:uuid:60850cfb-4b4b-4ad0-bd7b-0623dd196f4a>	CC-MAIN-2017-13	http://goalshaiti.org/wp-content/uploads/2013/09/GOALS-equipment-drive1.pdf	2017-03-27T10:38:28Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00229-ip-10-233-31-227.ec2.internal.warc.gz	157,666,220	627	eng_Latn	eng_Latn	0.996725	eng_Latn	0.996884	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 942, 2824 ]	[ 1.5234375 ]	1	0
19 NINA MONASEVITCH: Aloha. Thank you for 25 country to defend, there will be no business, and there 1 will be no survival if we do not sustain our oceans. 2 The oceans are in a critical state of decline; 3 serious, serious, major problems. Sonar is one of the 4 most important stressors including entanglement, 5 overfishing, ship strikes, acidification, pollution. 6 The list goes on and on. But the fact that we're 7 inundating the entire oceans with sound and killing the 8 ecosystem with sound and not knowing how it's effecting 9 all the other marine organisms including the fish to 10 sustain human life is just downright irresponsible. 11 And the predictions to deafen 1,600 whales per 12 year and kill 200 per year is absolutely unacceptable. 13 So I would like us to consider that life on the planet 14 will not continue if we don't malama the ocean. We're 15 an ocean planet. 16 And I'd like to echo some of the other comments 17 here, especially what Michael said about listening to 18 your heart and your soul and caring compassionately for 19 other species. There's seven billion people on the 20 planet. Not that I'm against human beings, but without 21 the biodiversity, humans will not continue to survive 22 here. Mahalo. (Applause.) ``` 20 the opportunity to be here. I appreciate your presence. 21 My name is Nina Monasevitch. I'll give you my card. 22 I'm the co-founder and chair of Kohola Leo, Kohola 23 meaning whales, and Leo meaning voice. We started the 24 group to be a voice for the whales. 25 There's been a lot of discussion here about 1 impacts to marine mammals, and I just want to say 2 unequivocally sonar kills marine mammals. It tortures, 3 it causes excruciable pain to all cetaceans and other 4 marine life. I've done a lot of research. I've read 5 all the scientific papers. 6 The fact that the Navy is even continuing to 7 consider decimating marine animals, particularly 8 cetaceans with sonar is unconscionable. Especially 9 within the Hawaiian Islands Humpback Whale National 10 sanctuary where we're the only meeting and birthing 11 grounds in the United States for these endangered 12 whales. 13 I have briefed some of the EIS. But, of 14 course, it's very long. I haven't read it all. And 15 I've given documentation throughout the years on several 16 scientific papers that I'd like you to include, but I 17 haven't checked whether or not you've included all of 18 those. 19 But the evidence is clear, scientifically sonar 20 kills whales and other marine life. 21 And just as a reminder to all of us here, we're 22 on an ocean planet. Seventy-one percent of our surface 23 is covered by the ocean. It is the breath of life of 24 our planet. There will be no life, there will be no ```	<urn:uuid:5b0cab1b-2b84-49bf-94fa-8349aa53a86d>	CC-MAIN-2017-13	http://hstteis.com/portals/hstteis_p3/hstteis/deis_public_comments/individuals/Monasevitch(oral).pdf	2017-03-27T10:35:45Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00230-ip-10-233-31-227.ec2.internal.warc.gz	177,860,003	723	eng_Latn	eng_Latn	0.994251	eng_Latn	0.998498	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 102, 2862 ]	[ 2.0625 ]	2	1
THAILAND TRAVEL FAQs Weather: Common prohibited items not to be brought into Australia: The weather in Thailand is generally hot and humid: typical of its location within the tropics. Generally speaking, the best time to visit Thailand is November - February, however, this is also the most expensive time to travel for Australian & New Zealanders. Temperatures rage between 18-34 degrees but can often reach 40 degrees with humidity levels at around 75%. Dining in Thailand: Water - Bottled water is the safest bet. Brushing your teeth in the tap water shouldn't pose any problems. Food / budget - If you're eating on the street 2 meals a day (breakfast is usually covered in your accommodation, we budget $20 AUD a day or 500THB. If you're eating in Restaurants then you usually need to budget a little more each day. Seafood & good Steak and Wine can be very expensive in Thailand. Alcohol - Is usually very cheap. A standard bottle of beer is around $2.50 AUD 60THB.. Cocktails around $6 AUD - 150THB. Language: 92% of the population speak Thai. English is spoken and understood throughout much of Thailand. Religion: 94.6% of Thais are Buddhist, 4.6% Muslim and .07% Christian. Buddhism is a Philosophy encompassing a variety of traditions, beliefs and practices, largely based on teachings attributed to Siddhartha Gautama, commonly known as the Buddha. Money: Currency - Thai Baht. Which comes in both coin and bank note form. 1 Australian Dollar = approx. 25 Thai Baht ATMs ? Are almost on every corner along with Currency Exchange Booths. Bargaining? While bartering is an essential part of the Thai shopping experience. If an item has a price tag then you're not expected to barter, also in restaurants. While there is no 'rule' as to how much you should try and negotiate off the price. We usually suggest start off at 50% discount and then work towards a price that suits both you and the vendor (without the vendor losing money). There may be rules with your airline about what you can and cannot take on as cabin baggage, so make sure you check with your airline. Wooden & Woven items - are allowed IF free from bark, insects, signs of insect damage. Leather & Fur - are allowed if they have been fully tanned. Laser Pointers - Hand held Laser pointers. Guns, lighters, electric shock devices, fireworks, swords, Swiss army knives, Fake designer goods, pirated DVDs. *These must be declared on your incoming passenger card. Fines can apply or items can be confiscated. Duty Free: Alcohol - 2.25 Litres allowed into Australia 1 Litre allowed into Thailand Tobacco - up to 50 cigarettes allowed into Australia up to 200 cigarettes General - $900 of general goods duty free into Australia Time: Thailand is 3 hours behind AEST. And 1 hour behind AWST. Police: The Thai police certainly hav had a bad rap in the past. But overall they are not to bad. Never yell, point your finger or try to strike an officer. If you have been involved in a serious situation you can contact the Tourist Police on 1155 or +66 (0)76 214368. Heath Advise for Thailand: While no inoculations are officially required when entering Thailand. Sometimes it's better to talk to your own GP and see what they advise in regards to vaccinations. VISA requirements: No VISA is required unless you are traveling for more than 30 days.	<urn:uuid:dcc8bab5-0874-4195-93e5-54b17481b79c>	CC-MAIN-2017-13	http://somniomedical.com/wp-content/uploads/2016/06/THAI-TRAVEL-FAQs-2016.pdf	2017-03-27T10:35:13Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00230-ip-10-233-31-227.ec2.internal.warc.gz	330,471,579	764	eng_Latn	eng_Latn	0.998378	eng_Latn	0.998378	[ "eng_Latn" ]	false	docling	[ 3352 ]	[ 1.46875 ]	1	5
PRIVATE LIFE OF NAPOLEON BONAPARTE - V9 CONSTANT ∗ PREMIER VALET DE CHAMBRE TRANSLATED BY WALTER CLARK 1895 CONTENTS: CHAPTER I. to CHAPTER VII. CHAPTER I. In September, 1811, the Emperor decided to make a journey into Flanders in company with the , Empress, that he might personally ascertain if his orders had been carried out in all matters concerning both the civil and religious administration. Their Majesties left Compiegne on the 19th, and arrived at Montreuil-sur-Mer at nine o'clock in the evening. I accompanied the Emperor on this journey. I have read in O'Meara's Memorial that M. Marchand was at that time in the service of Napoleon. This is incorrect; for M. Marchand did not enter the Emperor's private service until 1814, at Fontainebleau. His Majesty at that time ordered me to select from the domestics of the service an intelligent young man to assist me in my duties near his person, since none of the ordinary 'valets de chambre' were to remain on the island of Elba. I mentioned the name of M. Marchand, son of a nurse of the King of Rome, as a suitable person for the place. He was accepted by his Majesty, and from that time M. Marchand formed a part of the private service of the Emperor. He may have been on this journey to Holland; but Napoleon was not aware of it, as his duties did not bring him near his Majesty's person. ∗ PDF created by pdfbooks.co.za I will now relate some of the circumstances which occurred on this journey, and are not generally known to the public, and at the same time take advantage of the opportunity to refute other assertions similar to those I have just mentioned, and which I have read with surprise, sometimes mixed with indignation, in the Contemporary Memoirs. I deem it important that the public should have correct information as to everything pertaining to this journey, in order that light may thus be thrown on certain incidents, by means of which calumny has attacked the honor of Napoleon, and even my own. A devoted though humble servant of the Emperor, it is natural that I should be deeply interested in explaining all that seems doubtful, in refuting all falsehoods, and in giving minute corrections of many incorrect statements which might inﬂuence the judgment of the public concerning my master and myself. I shall fulﬁl this duty with perfect frankness, as I have suﬃciently proved in the foregoing volumes of these Memoirs. A little incident occurred at Montreuil, which I take pleasure in narrating, since it proves how carefully Napoleon examined both the fortiﬁcations and improvements being made in the towns, either by his personal orders, or from the impulse given by him to these important departments of public service. After investigating the work done in the past year on the fortiﬁcations of Montreuil, and having made a tour of all the ramparts, the Emperor returned to the citadel, whence he again emerged to visit the exterior works. An arm of the river Canche, which lies at the foot of the wall on one side of the city, intercepted his route. The whole suite set to work to construct a temporary bridge of planks and logs; but the Emperor, impatient at the delay, walked through the stream in water up to his knees. The owner of a mill on the opposite shore took his Majesty by the arm to assist him in mounting the bank, and proﬁted by this opportunity to explain to the Emperor that his mill, being in the line of the projected fortiﬁcations, would necessarily be torn down; whereupon the Emperor turned to the engineers and said, "This brave man must be indemniﬁed for any loss he may sustain." He then continued his rounds, and did not re-enter his carriage until he had examined everything at leisure, and held a long interview with the civil and military authorities of Montreuil. On the route a soldier who had been wounded at Ratisbon was presented to him; and his Majesty ordered that a present should be made him on the spot, and that his petition should be presented to him on his arrival at Boulogne on the 20th. This was the second time Boulogne had received the Emperor within its walls. Immediately on his arrival he went on board the ﬂotilla and held a review. As an English frigate was evidently preparing to approach in order to observe more closely what was taking place in the roadstead, his Majesty immediately sent out a French frigate under full sail against the hostile ship, whereupon the latter, taking the alarm, at once disappeared. On the 29th of September his Majesty reached Flushing, and from Flushing went to visit the fortiﬁcations at Tervueren. As he was overlooking the various works at that place, a young woman threw herself at his feet, her cheeks wet with tears, .and extended a petition to the Emperor with a trembling hand. Napoleon most graciously assisted her to rise, and inquired the object of her petition. "Sire," said the poor woman between her sobs, I am the mother of three children, whose father is conscripted by your Majesty; the children and the mother are in the deepest distress."–"Monsieur," said his Majesty to some one of his suite, "make a note of this man's name; I will make him an oﬃcer." The young woman tried to express her gratitude, but her emotion and tears prevented the utterance of a word, and the Emperor went on his way. Another kind act marked his departure from Ostend. On leaving that town he followed the course of the Estrau, and as he did not care to pass through the locks, in order to cross the Swine, entered a ﬁshing-boat in company with the Duke of Vicenza, his grand equerry, Count Lobau, one of his aides-de-camp, and two chasseurs of the guard. This boat, which was owned by two poor ﬁshermen, was worth only about one hundred and ﬁfty ﬂorins, including its equipment, and was their only source of wealth. The crossing required about half an hour, and his Majesty alighted at Fort Orange, on the island of Cadsand, where the prefect with his suite awaited him; and as he was wet and suﬀering with the cold, a large ﬁre was kindled, by which he warmed himself with evident enjoyment. The ﬁshermen were then asked how much they charged for the passage, and upon their replying a ﬂorin for each passenger, Napoleon ordered that a hundred napoleons should be counted out to them, and they should be granted a pension of three hundred francs for life. It is impossible to give an idea of the joyful surprise of these poor men, who had not in the least suspected the exalted rank of their passenger; but no sooner were they informed than the whole country was told, and thus many hearts were won for Napoleon; while at the same time the Empress Marie Louise was being welcomed on his account at the theater, and whenever she appeared on the streets, with sincere and vociferous applause. Preparations had been made everywhere in Holland two months before the arrival of their Majesties, in order that they might be suitably received; and there was no village on the Emperor's route so small that it was not eager to earn his approbation by the proportional magniﬁcence of the welcome accorded his Majesty. Almost the whole court of France accompanied him on this journey, and grand dignitaries, ladies of honor, superior oﬃcers, aides-de-camp, chamberlains, equerries, ladies of attire, quartermasters, valets de chambre, regulators of soldiers' quarters, the kitchen service–nothing was wanting. Napoleon intended to dazzle the eyes of the good Dutchmen by the magniﬁcence of his court; and, in truth, his gracious manner, his aﬀability, and the recital of the numerous beneﬁts he scattered around his path, had already had their eﬀect in conquering this population, in spite of the frowning brows of a few, who, as they smoked their pipes, murmured against the impediments to commerce caused by the Continental system. The city of Amsterdam, where the Emperor had decided to remain some time, found itself suddenly in a condition of peculiar embarrassment, owing to the following circumstance: This town had a very extensive palace, but no coaches nor stables attached to them, which for the suite of Napoleon was a prime necessity; and the stables of King Louis, besides their insuﬃciency, were placed too far from the palace to be occupied by even a portion of the Emperor's service. Consequently there was great embarrassment in the city, and much diﬃculty was experienced in quartering the Emperor's horses; since to improvise stables in a few days, almost in a moment, was impossible, and to build carriage-houses in the midst of courts would have had a ludicrous eﬀect. But fortunately this diﬃcult situation was ended by one of the quartermasters of the palace named M. Emery, a man of great intelligence, and an old soldier, who, having learned from Napoleon and the force of circumstances never to be overcome by diﬃculties, conceived the happy thought of converting the ﬂower-market into stables and coach-houses, and placing the equipages of the Emperor there under immense tents. The Emperor at last rejoined his august spouse at Brussels, where the enthusiasm excited by his presence was unanimous. On a suggestion from him, which was as delicate as politic, Marie Louise during her stay bought laces to the value of one hundred and ﬁfty thousand francs, in order to encourage the manufacturers. The introduction into France of English merchandise was at that time severely prohibited, and all that was found was indiscriminately burned. Of the whole system of oﬀensive policy maintained by Napoleon against the maritime tyranny of England, nothing more nearly aroused open opposition than the vigorous observance of prohibitory decrees. Belgium then contained a quantity of English merchandise, which was most carefully concealed, and which every one was anxious to obtain, as is ever the case with forbidden fruit. All the ladies in the suite of the Empress made large purchases of these articles; and one even ﬁlled several carriages with them, not without fear, however, that Napoleon might be informed of this, and might seize everything on its arrival in France. These carriages, bearing the arms of the Emperor, passed the Rhine ﬁlled with this precious luggage, and arrived at the gates of Coblentz, which furnished an occasion of painful uncertainty to the oﬃcers of the custom-house, while they deliberated whether they should arrest and examine the carriages, or should permit a convoy to pass unmolested because it professed to belong to the Emperor. After mature deliberation, the majority adopted this alternative; and the carriages successfully passed the ﬁrst line of French custom-houses, and reached port in safety,–that is to say, Paris,–with its cargo of prohibited merchandise. If the carriages had been stopped, it is probable that Napoleon would have highly applauded the courage of the inspectors of customs, and would have pitilessly burned the conﬁscated articles. Their Majesties arrived at Utrecht the 6th of October, and found every house on the quays as well as the streets decorated with ribbons and garlands. The rain was falling in torrents; but this did not prevent the authorities being on foot from early in the morning, and the population ﬁlling the streets. As soon as he alighted from his carriage, Napoleon, in spite of the weather, mounted his horse, and went to hold a review of several regiments stationed at the gates of Utrecht, accompanied by a numerous staﬀ, and a large number of curious persons, most of them wet to the skin. After the review Napoleon entered the palace, where the entire deputation awaited him in an immense hall, still unfurnished, though it had been built by King Louis, and without changing his clothing gave audience to all who were eager to congratulate him, and listened with most exemplary patience to the harangues addressed to him. The entrance of their Majesties into Amsterdam was most brilliant. The Empress, in a chariot drawn by splendid horses, was a few hours in advance of the Emperor, who made his entry on horseback, surrounded by a brilliant staﬀ, glittering with gold and embroideries, who advanced at a slow pace amid shouts of admiration and astonishment from the good Hollanders. Through his simple and unaﬀected bearing there shone a profound satisfaction, and perhaps even a natural sentiment of pride, in seeing the welcome accorded to his glory here as elsewhere, and the universal sympathy aroused in the masses by his presence alone. Drapery in three colors, which produced a very ﬁne eﬀect, hung from posts erected at regular intervals and formed the decoration of the streets through which his Majesty was to pass; and he who three years later was to enter the palace of the Tuileries by night, and as a fugitive, after having with much diﬃculty gained admission through the gates of the chateau, passed then under arches of triumph, with a glory yet unsullied by defeat, and a fortune still faithful. These reminiscences are painful to me, but they recur to my mind even against my will; for no year of the Empire was marked by more fetes, more triumphant entries, or more popular rejoicings, than that which preceded the disastrous year of 1812. Some of the actors of the French Theater at Paris had accompanied the court to Holland, and Talma there played the roles of Bayard and d'Orosmane; and M. Alissan de Chazet directed at Amsterdam the performance by French comedians of a vaudeville in honor of their Majesties, the title of which I have forgotten. Here, again, I wish to refute another assertion no less false made by the author of these 'Contemporary Memoirs', concerning a ﬁctitious liaison between the Emperor and Mademoiselle Bourgoin. I cite the passage in question: "Mademoiselle Bourgoin, one of the delegates from the court of Thalia, in order to be permitted to accompany the party on this journey, had thoughtlessly succumbed to the temptation of making indiscreet revelations; even boasting aloud that she attracted the Emperor to the theater in which she played; and these boasts, which were by no means virtuous, having reached the Emperor's ears, he would no longer attend the theater. He charged Talma, for whom he had much consideration, to urge the pretty actress to be silent; and to inform her that on the slightest indiscretion she would be reconducted to France under good escort." This by no means agrees with what his Majesty said one day in regard to this actress while at Erfurt. These words, which the author of the Memoirs would do well to recall, prove that the Emperor had no views in regard to her; and the most important proof of all, is the great discretion which the Emperor always exercised in regard to his amours. During the entire passage through Holland, the Emperor showed himself cordial and aﬀable, welcoming every one most kindly, and accosting each in a suitable manner, and at no time was he ever more amiable or anxious to please. He visited the manufactures, inspected dock-yards, reviewed troops, addressed the sailors, and attended the ball's given in his honor in all the towns through which he passed; and amid this life of seeming pleasure and distraction, he exerted himself almost more than in the quiet, monotonous life of the camp, and was aﬀable, gracious, and accessible to all his subjects. But in these processions, in the very midst of these fetes, amid all this acclamation of whole cities rushing out to meet him, eager to serve as his escort, under these arches of triumph which were erected to him sometimes even at the entrance of an obscure village, his abstraction was deeper than ever, and his heart more oppressed with care; for his thoughts were from this time ﬁlled with the expedition to Russia. And perhaps into this amenity of manner, this friendliness, and these acts of benevolence, most of which were foreign to his character, there entered the design of lessening in advance the discontent which this expedition would produce; and perhaps in attaching all hearts to himself, in exhausting every means of pleasing, he imagined he was obtaining pardon in advance, by means of the enthusiasm of his subjects, for a war which, whatever might be the result, was to cost the Empire so much blood and so many tears. During their Majesties' stay at Amsterdam, there was placed in the apartments of the Empress a piano so constructed as to appear like a desk with a division in the middle, and in this space was placed a small bust of the Emperor of Russia. Soon after, the Emperor wished to see if the apartments of the Empress were suitable, and while visiting them perceived this bust, which he placed under his arm without a word. He afterwards said to one of the ladies of the Empress, that he wished this bust removed; and he was obeyed, though this caused considerable astonishment, as it was not then known that any coolness had arisen between the two Emperors. A few days after his arrival at Amsterdam, the Emperor made several excursions into the country, accompanied by a somewhat numerous suite. He visited at Saardam the thatched cottage which sheltered Peter the Great when he came to Holland under the name of Pierre Michaeloﬀto study ship-building; and after remaining there half an hour, the Emperor, as he left, remarked to the grand marshal of the palace. "That is the ﬁnest monument in Holland." The evening before, her Majesty the Empress had visited the village of Broek, which is the pride of the whole north of Holland. Almost all the houses of the village are built of wood, and are of one story, the fronts ornamented with numerous paintings in accordance with the caprice of the owners. These paintings are cared for most zealously, and preserved in a state of perfect freshness. Through the windows of clearest glass are seen curtains of embroidered China silk, and of painted muslin and beautiful India stuﬀs. The streets are paved with brick and very clean, and are washed and rubbed daily, and covered with ﬁne white sand, in which various ﬁgures are imitated, especially ﬂowers. Placards at the end of each street forbid the entrance of carriages into the village, the houses of which resemble children's toys. The cattle are cared for by hirelings at some distance from the town; and there is, outside the village, an inn for strangers, for they are not permitted to lodge inside. In front of some houses I remarked either a grass plot or an arrangement of colored sand and shells, sometimes little painted wooden statues, sometimes hedges oddly cut. Even the vessels and broom-handles were painted various colors, and cared for like the remainder of the establishment; the inhabitants carrying their love of cleanliness so far as to compel those who entered to take oﬀtheir shoes, and replace them with slippers, which stood at the door for this singular purpose. I am reminded on this subject of an anecdote relating to the Emperor Joseph the Second. That prince, having presented himself in boots at the door of a house in Broek, and being requested to remove them before entering, exclaimed, "I am the Emperor!" –"Even if you were the burgomaster of Amsterdam, you should not enter in boots," replied the master of the dwelling. The good Emperor thereupon put on the slippers. During the journey to Holland their Majesties were informed that the ﬁrst tooth of the King of Rome had just made its appearance, and that the health of this august child was not impaired thereby. In one of the little towns in the north of Holland, the authorities requested the Emperor's permission to present to him an old man aged one hundred and one years, and he ordered him brought before him. This more than centenarian was still vigorous, and had served formerly in the guards of the Stadtholder; he presented a petition entreating the Emperor to exempt from conscription one of his grandsons, the support of his old age. His Majesty assured him, through an interpreter, that he would not deprive him of his grandson, and Marshal Duroc was ordered to leave with the old man a testimonial of Imperial liberality. In another little town in Friesland, the authorities made the Emperor this singular address: "Sire, we were afraid you would come with the whole court; you are almost alone, and thereby we see you the better, and the more at our ease." The Emperor applauded this loyal compliment, and honored the orator by most touching thanks. After this long journey, passed in fetes, reviews, and displays of all kinds, where the Emperor, under the guise of being entertained, had made profound observations on the moral, commercial, and military situation of Holland, observations which bore fruit after his return to Paris, and even while in the country, in wise and useful decrees, their Majesties left Holland, passing through Haarlem, The Hague, and Rotterdam, where they were welcomed, as they had been in the whole of Holland, by fetes. They crossed the Rhine, visited Cologne and Aix-la-Chapelle, and arrived at Saint-Cloud early in November, 1811. CHAPTER II. Marie Louis was a very handsome woman. She had a majestic ﬁgure and noble bearing, fresh complexion, blond hair, and blue eyes full of expression; her hands and feet were the admiration of the court. Her ﬁgure was, perhaps, a triﬂe too stout; but she lost some of this superﬂuous ﬂesh during her stay in France, though thereby she gained as much in grace and beauty. Such was her appearance. In her intercourse with those immediately around her she was aﬀable and cordial; and the enjoyment she felt in the freedom of these conversations was depicted on her countenance, which grew animated, and took on an inﬁnite grace. But when she was obliged to appear in public she became extremely timid; formal society served of itself to isolate her; and as persons who are not naturally haughty always appear so with a poor grace, Marie Louise, being always much embarrassed on reception days, was often the subject of unjust criticism; for, as I have said, her coldness in reality arose from an excessive timidity. Immediately after her arrival in France, Marie Louise suﬀered from this embarrassment to a very great degree, which can be easily understood in a young princess who found herself so suddenly transported into an entirely new society, to whose habits and tastes she felt obliged to conform, and in which, although her high position must naturally attract the world to her, the circumstances of this position rendered it necessary that she should take the initiative in any advances made, a fact which explains the awkwardness of her early relations with the ladies of her court. After intimacies had been formed, and the young Empress had chosen her friends with all the abandon of her young heart, then haughtiness and constraint vanished, or reappeared only on occasions of ceremony. Marie Louise was of a calm, thoughtful character; it took little to arouse her sensitive spirit; and yet, although easily moved, she was by no means demonstrative. The Empress had received a very careful education, her mind was cultivated and her tastes very simple, and she possessed every accomplishment. She detested the insipid hours passed in idleness, and liked occupation because it suited her tastes, and also because in a proper employment of her time she found the only means of driving away ennui. I think she was, in fact, a most congenial wife for the Emperor. She was too much interested in the concerns of her own private life to ever mingle in political intrigues, and, although she was both Empress and Queen, very often was in entire ignorance of public aﬀairs, except what knowledge she obtained from the journals. The Emperor at the end of days ﬁlled with agitation could ﬁnd a little relaxation only in a quiet domestic hearth, which restored to him the happiness of family life; and, consequently, an intriguing woman or a talkative politician would have annoyed him exceedingly. Nevertheless, the Emperor sometimes complained of the want of aﬀability the Empress showed to the ladies of her court, and said that this excessive reserve was injurious to him in a country where the opposite extreme is most common. This was because he was recalling the past somewhat, and thinking of the Empress Josephine, whose constant gayety was the chief charm of the court. He was necessarily struck by the contrast; but was there not some injustice at the foundation of this? The Empress Marie Louise was the daughter of an Emperor, and had seen and known only courtiers, and, having no acquaintance with any other class, knew nothing of any world outside the walls of the palace of Vienna. She arrived one ﬁne day at the Tuileries, in the midst of a people whom she had never seen except as soldiers; and on this account the constraint of her manner towards the persons composing the brilliant society of Paris seems to me to a certain point excusable. It seems to me, besides, that the Empress was expected to show a frankness and simplicity which were entirely misplaced; and, by being cautioned over and over again to be natural, she was prevented from the observance of that formality also suitable on the part of the great, who should be approached only when they themselves give the signal. The Empress Josephine loved the people because she had been one of them; and in mounting a throne her expansive nature had everything to gain, for she found it was only extending her friendship among a larger circle. Inspired by her own kind heart, the Empress Marie Louise sought to make those around her happy; and her benevolent deeds were long the subject of conversation, and, above all, the delicate manner in which they were performed. Each month she took from the sum allotted for her toilet ten thousand francs for the poor, which was not the limit of her charities; for she always welcomed with the greatest interest those who came to tell her of distresses to be alleviated. From the eagerness with which she listened to those soliciting aid, it would seem that she had been recalled suddenly to a duty; and yet it was simply an evidence that the chords of her sensitive heart had been touched. I do not know if any one ever received from her a refusal of a demand of this sort. The Emperor was deeply touched each time that he was informed of a benevolent act of the Empress. At eight o'clock in the morning the curtains and blinds were half opened in the apartments of the Empress Marie Louise, and the papers were handed her; after reading which, chocolate or coﬀee was served, with a kind of pastry called tongue. This ﬁrst breakfast she took in bed. At nine o'clock Marie Louise arose, made her morning toilet, and received those persons privileged to attend at this hour. Every day in the Emperor's absence, the Empress ascended to the apartment of Madame de Montebello, her lady of honor, followed by her service, composed of the chevalier of honor, and some of the ladies of the palace; and on her return to her apartments, a light breakfast was served, consisting of pastry and fruits. After her lessons in drawing, painting, and music, she commenced her grand toilet. Between six and seven o'clock she dined with the Emperor, or in his absence with Madame de Montebello, the dinner comprising only one course. The evening was spent in receptions, or at concerts, plays, etc.; and the Empress retired at eleven o'clock. One of her women always slept in the room in front of her bedroom, and it was through this the Emperor was obliged to pass when he spent the night in his wife's room. This customary routine of the Empress was changed, however, when the Emperor was at the chateau; but when alone she was punctual in all her employments, and did exactly the same things at the same hours. Her personal domestics seemed much attached to her; for though cool and distant in her manner, they always found her good and just. In the Emperor's absence the portrait of the Duchess of Montebello ornamented the Empress's room with those of the entire Imperial family of Austria; but when the Emperor returned, the portrait of the duchess was removed; and during the war between Napoleon and the Emperors of Austria and Russia, the portrait of Francis II. was removed from his daughter's room, by order of his Majesty, and was, I think, consigned to some secret spot. The King of Rome was a very ﬁne child; and though he resembled the Emperor less than the son of Hortense had done, his features were an agreeable union of those of his father and mother. I never knew him except in his infancy, and what was most remarkable in him at that age was the great kindness and aﬀection he showed to those around him. He was much devoted to a young and pretty person named Fanny Souﬄot, daughter of the ﬁrst lady of the bedchamber, who was his constant companion; and, as he liked to see her always well dressed, he begged of Marie Louise, or his governess, Madame the Countess of Montesquiou, any ﬁnery that struck his fancy, which he wished to give to his young friend. He made her promise to follow him to the war when he was grown, and said many charming things which showed his aﬀectionate disposition. There was chosen as companion for the little king (as he styled himself) a young child named Albert Froment, I think, the son of one of the ladies of honor. One morning as they were playing together in the garden on which the apartments of the king opened at Saint-Cloud, Mademoiselle Fanny was watching them without interfering with their games, Albert tried to take the king's wheelbarrow; and, when the latter resisted, Albert struck him, whereupon the king exclaimed, "Oh, suppose some one had seen you! But I will not tell!" I consider this a ﬁne evidence of character. One day he was at the windows of the chateau with his governess, amusing himself by looking at the passers-by, and pointing out with his ﬁnger those who attracted his attention. While standing there he saw below a woman in deep mourning, holding by the hand a little boy also dressed in mourning. The little child carried a petition, which he waved from a distance to the prince, and seemed to be entreating him to receive. Their black clothing made a deep impression on the prince, and he asked why the poor child was dressed all in black. " Doubtless because his papa is dead," replied the governess, whereupon the child expressed an earnest desire to speak to the little petitioner. Madame de Montesquiou, who especially desired to cultivate in her young pupil this disposition to mercy, gave orders that the mother and child should be brought up. She proved to be the widow of a brave man who had lost his life in the last campaign; and by his death she had been reduced to poverty, and compelled to solicit a pension from the Emperor. The young prince took the petition, and promised to present it to his papa. And next day when he went as usual to pay his respects to his father, and handed him all the petitions presented to him the evening before, one alone was kept apart; it was that of his little protege. "Papa," said he, "here is a petition from a little boy whose father was killed on your account; give him a pension." Napoleon was deeply moved, and embraced his son, and orders for the pension were given that day. This conduct in so young a child gives undeniable evidence of an excellent heart. His early training was excellent; as Madame de Montesquiou had an unbounded inﬂuence over him, owing to the manner at once gentle and grave in which she corrected his faults. The child was generally docile, but, nevertheless, sometimes had violent ﬁts of anger, which his governess had adopted an excellent means of correcting, which was to remain perfectly unmoved until he himself controlled his fury. When the child returned to himself, a few severe and pertinent remarks transformed him into a little Cato for the remainder of the day. One day as he was rolling on the ﬂoor refusing to listen to the remonstrances of his governess, she closed tie windows and shutters; and the child, astonished by this performance, forgot what had enraged him, and asked her why she did this. "I did it because I was afraid you would be heard; do you suppose the French people would want you as their prince, if they knew that you gave way to such ﬁts of anger?"–"Do you think they heard me?" he inquired; "I would be very sorry if they had. Pardon, Mamma Quiou [this was his name for her], I will not do it again." The Emperor was passionately devoted to his son; took him in his arms every time he saw him, and jumped him up and down most merrily, and was delighted with the joy he manifested. He teased him by carrying him in front of the glass and making grimaces, at which the child laughed till he cried. While at breakfast he took him on his knee, dipped his ﬁnger in the sauce and made him suck it, and smeared his face with it; and when the governess scolded, the Emperor laughed still more heartily, and the child, who enjoyed the sport, begged his father to repeat it. This was an opportune moment for the arrival of petitions at the chateau; for they were always well received at such times, thanks to the all-powerful credit of the little mediator. The Emperor in his tender moods was sometimes even more childish than his son. The young prince was only four months old when his father put his three-cornered hat on the pretty infant. The child usually cried a good deal, and at these times the Emperor embraced him with an ardor and delight which none but a tender father could feel, saying to him, "What, Sire, you crying! A king weeping; ﬁe, then, how ugly that is!" He was just a year old when I saw the Emperor, on the lawn in front of the chateau, place his sword-belt over the shoulders of the king, and his hat on his head, and holding out his arms to the child, who tottered to him, his little feet now and then entangled in his father's sword; and it was beautiful to see the eagerness with which the Emperor extended his arms to keep him from falling. One day in his cabinet the Emperor was lying on the ﬂoor, the king riding horseback on his knee, mounting by jumps up to his father's face, and kissing him. On another occasion the child entered the council chamber after the meeting had ended, and ran into his father's arms without paying attention to any one else, upon which the Emperor said to him, "Sire, you have not saluted these gentlemen." The child turned, bowed most gracefully, and his father then took him in his arms. Sometimes when going to visit the Emperor, he ran so fast that he left Madame de Montesquiou far behind, and said to the usher, "Open the door for me, I want to see papa." The usher replied, "Sire, I cannot do it." –"But I am the little king."–"No, Sire, I cannot open it." At this moment his governess appeared; and strong in her protection he proudly repeated, "Open the door, the king desires it." Madame de Montesquiou had added to the prayers which the child repeated morning and evening, these words: "My God, inspire papa to make peace for the happiness of France." One evening the Emperor was present when his son was retiring, and he made the same prayer, whereupon the Emperor embraced him in silence, smiling most kindly on Madame de Montesquiou. The Emperor was accustomed to say to the King of Rome when he was frightened at any noise or at his grimaces, "Come, come! a king should have no fear." I recall another anecdote concerning the young son of the Emperor, which was related to me by his Majesty himself one evening when I was undressing him as usual, and at which the Emperor laughed most heartily. "You would not believe," said he, "the singular reward my son desired of his governess for being good. Would she not allow him to go and wade in the mud?" This was, true, and proves, it seems to me, that the greatness which surrounds the cradle of princes cannot eradicate from their minds the singular caprices of childhood. CHAPTER III. All the world is familiar with the name of the Abbe Geoﬀroy of satirical memory, who drove the most popular actors and authors of the time to desperation. This pitiless Aristarchus must have been most ardently enamored of this disagreeable profession; for he sometimes endangered thereby, not his life, which many persons would have desired earnestly perhaps, but at any rate his health and his repose. It is well, doubtless, to attack those who can reply with the pen, as then the consequences of the encounter do not reach beyond the ridicule which is often the portion of both adversaries. But Abbe Geoﬀroy fulﬁlled only one of the two conditions by virtue of which one can criticise,–he had much bitterness in his pen, but he was not a man of the sword; and every one knows that there are persons whom it is necessary to attack with both these weapons. An actor whom Geoﬀroy had not exactly ﬂattered in his criticisms decided to avenge himself in a piquant style, and one at which he could laugh long and loud. One evening, foreseeing what would appear in the journal of the next day, he could think of nothing better than to carry oﬀGeoﬀroy as he was returning from the theater, and conduct him with bandaged eyes to a house where a schoolboy's punishment would be inﬂicted on this man who considered himself a master in the art of writing. This plan was carried out. Just as the abbe regained his lodging, rubbing his hands perhaps as he thought of some ﬁne point for tomorrow's paper, three or four vigorous fellows seized him, and conveyed him without a word to the place of punishment; and some time later that evening, the abbe, well ﬂogged, opened his eyes in the middle of the street, to ﬁnd himself alone far from his dwelling. The Emperor, when told of this ludicrous aﬀair, was not at all amused, but, on the contrary, became very angry, and said that if he knew the authors of this outrage, he would have them punished. "When a man attacks with the pen," he added, he should be answered with the same weapon." The truth is also that the Emperor was much attached to M. Geoﬀroy, whose writings he did not wish submitted to censure like those of other journalist. It was said in Paris that this predilection of a great man for a caustic critic came from the fact that these contributions to the Journal of the Empire, which attracted much attention at this period, were a useful diversion to the minds of the capital. I know nothing positively in regard to this; but when I reﬂect on the character of the Emperor, who wished no one to occupy themselves with his political aﬀairs, these opinions seem to me not devoid of foundation. Doctor Corvisart was not a courtier, and came rarely to the Emperor, except on his regular visit each Wednesday and Saturday. He was very candid with the Emperor, insisted positively that his directions should be obeyed to the letter, and made full use of the right accorded to physicians to scold their negligent patient. The Emperor was especially fond of him, and always detained him, seeming to ﬁnd much pleasure in his conversation. After the journey to Holland in 1811, M. Corvisart came to see the Emperor one Saturday, and found him in good health. He left him after the toilet, and immediately went to enjoy the pleasures of the chase, of which he was exceedingly fond. He was in the habit of not announcing where he was going, solely in order that he might not be interrupted for some slight cause, as had happened to him sometimes, for the doctor was most obliging and considerate. That day after his breakfast, which, according to custom, he had devoured rapidly, the Emperor was taken suddenly with a violent colic, and was quite ill. He asked for M. Corvisart, and a courier was dispatched for him, who, not ﬁnding him in Paris, hastened to his country house; but the doctor was at the chase, no one knew where, so the courier was obliged to return without him. The Emperor was deeply vexed, and as he continued to suﬀer extremely, at last went to bed, and Marie Louise came and spent a few moments with him; at last M. Yvan was summoned, and administered remedies which soon relieved the Emperor. M. Corvisart, somewhat anxious perhaps, came on Monday instead of Wednesday; and when he entered Napoleon's room, the latter, who was in his dressing-gown, ran to him, and taking him by both ears, said, "Well, Monsieur, it seems that if I were seriously ill, I should have to dispense with your services." M. Corvisart excused himself, asked the Emperor how he had been aﬀected, what remedies he had used, and promised always to leave word where he could be found, in order that he might be summoned immediately on his Majesty's orders, and the Emperor was soon appeased. This event was really of advantage to the doctor; for he thus abandoned a bad habit, at which it is probable his patients rejoiced. M. Corvisart had a very great inﬂuence with the Emperor, so much so that many persons who knew him gave him the soubriquet of doctor of petitions; and it was very rarely he failed to obtain a favorable answer to his requests. Nevertheless, I often heard him speak warmly in favor of M. de Bourrienne, in order to impress upon the Emperor's mind that he was much attached to his Majesty; but the latter always replied, "No, Bourrienne is too much of an Englishman; and besides, he is doing very well; I have located him at Hamburg. He loves money, and he can make it there." It was during the year 1811 that Cardinal Fesch came most frequently to the Emperor's apartments, and their discussions seemed to me very animated. The cardinal maintained his opinions most vehemently, speaking in a very loud tone and with great volubility. These conversations did not last more than ﬁve moments before they became very bitter, and I heard the Emperor raise his voice to the same pitch; then followed an exchange of harsh terms, and each time the cardinal arrived I felt distressed for the Emperor, who was always much agitated at the close of these interviews. One day as the cardinal was taking leave of the Emperor, I heard the latter say to him sharply, "Cardinal, you take advantage of your position." A few days before our departure for Russia the Emperor had me summoned during the day, and ordered me to bring from the treasury the box of diamonds, and place it in his room, and not to go far away, as he had some important business for me. About nine o'clock in the evening I was again summoned, and found M. de Lavalette, director-general of the post, in the Emperor's room. His Majesty opened the box in my presence, and examined the contents, saying to me, "Constant, carry this box yourself to the count's carriage, and remain there till he arrives." The carriage was standing at the foot of the grand staircase in the court of the Tuileries; and I opened it, took my seat, and waited until half-past eleven, when M. de Lavalette arrived, having spent all this time in conversation with the Emperor. I could not understand these precautions in delivering the diamonds to M. de Lavalette, but they were certainly not without a motive. The box contained the sword, on the pommel of which was mounted the regent diamond, the handle also set with diamonds of great value; the grand collar of the Legion of Honor; the ornaments, hatcord, shoulderpiece, and buttons of the coronation robes, with the shoe-buckles and garters, all of which were of immense value. A short time before we set out for the Russian campaign, Josephine sent for me, and I went at once to Malmaison, where this excellent woman renewed her earnest recommendations to watch most carefully over the Emperor's health and safety; and made me promise that if any accident, however slight, happened to him, I would write to her, as she was exceedingly anxious to know the real truth concerning him. She wept much; talked to me constantly about the Emperor, and after a conversation of more than an hour, in which she gave full vent to her emotions, presented me with her portrait painted by Saint on a gold snuﬀ-box. I felt much depressed by this interview; for nothing could be more touching than to see this woman disgraced, but still loving, entreating my care over the man who had abandoned her, and manifesting the same aﬀectionate interest in him which the most beloved wife would have done. On entering Russia, a thing of which I speak here more according to the order of my reminiscences than in the order of time, the Emperor sent out, on three diﬀerent roads, details of select police to prepare in advance lodgings, beds, supplies, etc. These oﬃcers were Messieurs Sarrazin, adjutant-lieutenant, Verges, Molene, and Lieutenant Pachot. I will devote farther on an entire chapter to our itinerary from Paris to Moscow. A short time before the battle of La Moskwa, a man was brought to the camp dressed in the Russian uniform, but speaking French; at least his language was a singular mixture of French and Russian. This man had escaped secretly from the enemy's lines; and when he perceived that our soldiers were only a short distance from him, had thrown his gun on the ground, crying in a very strong Russian accent, "I am French," and our soldiers had at once taken him prisoner. Never was prisoner more charmed with his change of abode. This poor fellow, who seemed to have been forced to take arms against his will in the service of the enemies of his country, arrived at the French camp, called himself the happiest of men in ﬁnding again his fellowcountrymen, and pressed the hand of all the soldiers with an ardor which delighted them. He was brought to the Emperor, and appeared much overawed at ﬁnding himself in the presence of the King of the French, as he called his Majesty. The Emperor questioned him closely, and in his reply he declared that the noise of the French cannon had always made his heart beat; and that he had feared only one thing, which was that he might be killed by his compatriots. From what he told the Emperor it appeared that he belonged to that numerous class of men who ﬁnd themselves transplanted by their family to a foreign land, without really knowing the cause of their emigration. His father had pursued at Moscow an unremunerative industrial profession, and had died leaving him without resources for the future, and, in order to earn his bread, he had become a soldier. He said that the Russian military discipline was one of his strongest incentives to desert, adding that he had strong arms and a brave heart, and would serve in the French army if the general permitted. His frankness pleased the Emperor, and he endeavored to obtain from him some positive information on the state of the public mind at Moscow; and ascertained from his revelations, more or less intelligent, that there was much disturbance in that ancient capital. He said that in the street could be heard cries of, "No more of Barclay! –[Prince Michael Barclay de Tolly, born in Livonia, 1755, of Scottish extraction; distinguished himself in wars against Sweden, Turkey, and Poland, 1788 and 1794, and against the French, 1806; commanded Russian army against Napoleon in 1812, until superseded, after battle of Smolensk, by Kutusoﬀ, and commanded the right wing at Borodino; afterwards commanded at Bautzen and Leipsic; died 1818]– Down with the traitor! dismiss him! Long live Kutusoﬀ!" The merchant class, which possessed great inﬂuence on account of its wealth, complained of a system of temporizing which left men in uncertainty, and compromised the honor of the Russian arms; and it was thought unpardonable in the Emperor that he had bestowed his conﬁdence on a foreigner when old Kutusoﬀ, with the blood and the heart of a Russian, was given a secondary position. The Emperor Alexander had paid little attention to these energetic complaints, until at last, frightened by the symptoms of insurrection which began to be manifest in the army, he had yielded, and Kutusoﬀhad been named generalissimo, over which important event there had been rejoicings and illuminations at Moscow. A great battle with the French was talked of; enthusiasm was at its height in the Russian army, and every soldier had fastened to his cap a green branch. The prisoner spoke with awe of Kutusoﬀ, and said that he was an old man, with white hair and great mustaches, and eyes that struck him with terror; that he lacked much of dressing like the French generals; that he wore very ordinary clothes–he who could have such ﬁne ones; that he roared like a lion when he was angry; that he never started on a march without saying his prayers; and that he crossed himself frequently at diﬀerent hours of the day. "The soldiers love him because they say he so much resembles Suwarrow. I am afraid he will do the French much harm," said he. The Emperor, satisﬁed with this information, dismissed the prisoner, and gave orders that he should be allowed the freedom of the camp; and afterwards he fought bravely beside our soldiers. The Emperor made his entrance into Gjatsk with a most singular escort. Some Cossacks had been taken in a skirmish; and his Majesty, who was at this time very eager for information from every quarter, desired to question these savages, and for this purpose had two or three brought to his headquarters. These men seemed formed to be always on horseback, and their appearance when they alighted on the ground was most amusing. Their legs, which the habit of pressing their horses' sides had driven far apart, resembled a pair of pincers, and they had a general air of being out of their element. The Emperor entered Gjatsk, escorted by two of these barbarians on horseback, who appeared much ﬂattered by this honor. I remarked that sometimes the Emperor could with diﬃculty repress a smile as he witnessed the awkward appearance made by these cavaliers from the Ukraine, above all when they attempted to put on airs. Their reports, which the interpreter of the Emperor had some diﬃculty in comprehending, seemed a conﬁrmation of all his Majesty had heard concerning Moscow. These barbarians made the Emperor understand by their animated gestures, convulsive movements, and warlike postures, that there would soon be a great battle between the French and the Russians. The Emperor had brandy given them, which they drank like water, and presented their glasses anew with a coolness which was very amusing. Their horses were small, with cropped manes and long tails, such as unfortunately can be seen without leaving Paris. It is a matter of history that the King of Naples made a most favorable impression on these barbarians. When it was announced to the Emperor one day that they desired to appoint him their hetman, the Emperor was much amused by this oﬀer, and said jestingly that he was ready to indorse this choice of a free people. The King of Naples had something theatrical in his appearance which fascinated these barbarians, for he always dressed magniﬁcently. When his steed bore him in front of his column, his beautiful hair disordered by the wind, as he gave those grand saber strokes which mowed down men like stubble, I can well comprehend the deep impression he made on the fancy of these warlike people, among whom exterior qualities alone can be appreciated. It is said that the King of Naples by simply raising this powerful sword had put to ﬂight a horde of these barbarians. I do not know how much truth there is in this statement, but it is at least possible. The Cossacks, in common with all races still in their infancy, believe in magicians. A very amusing anecdote was told of the great chief of the Cossacks, the celebrated Platoﬀ. Pursued by the King of Naples, he was beating a retreat, when a ball reached one of the oﬃcers beside him, on which event the hetman was so much irritated against his magician that he had him ﬂogged in presence of all his hordes, reproaching him most bitterly because he had not turned away the balls by his witchcraft. This was plain evidence of the fact that he had more faith in his art than the sorcerer himself possessed. On the 3d of September, from his headquarters at Gjatsk, the Emperor ordered his army to prepare for a general engagement. There had been for some days much laxity in the police of the bivouacs, and he now redoubled the severity of the regulations in regard to the countersigns. Some detachments which had been sent for provisions having too greatly prolonged their expedition, the Emperor charged the colonels to express to them his dissatisfaction, adding that those who had not returned by the next day could not take part in the battle. These words needed no commentary. The country surrounding Gjatsk was very fertile, and the ﬁelds were now covered with rye ready for the sickle, through which we saw here and there broad gaps made by the Cossacks in their, ﬂight. I have often since compared the aspect of these ﬁelds in November and September. What a horrible thing is war! A few days before the battle, Napoleon, accompanied by two of his marshals, made a visit of inspection on foot in the outskirts of the city. On the eve of this great event he discussed everything in the calmest manner, speaking of this country as he would have done of a beautiful, fertile province of France. In hearing him one might think that the granary of the army had here been found, that it would consequently furnish excellent winter quarters, and the ﬁrst care of the government he was about to establish at Gjatsk would be the encouragement of agriculture. He then pointed out to his marshals the beautiful windings of the river which gives its name to the village, and appeared delighted with the landscape spread before his eyes. I have never seen the Emperor abandon himself to such gentle emotions, nor seen such serenity manifested both in his countenance and conversation; and at the same time I was never more deeply impressed with the greatness of his soul. On the 5th of September the Emperor mounted the heights of Borodino, hoping to take in at a glance the respective positions of the two armies; but the sky was overcast. One of those ﬁne, cold rains soon began to fall, which so often come in the early autumn, and resemble from a distance a tolerably thick fog. The Emperor tried to use his glasses; but the kind of veil which covered the whole country prevented his seeing any distance, by which he was much vexed. The rain, driven by the wind, fell slanting against his ﬁeld-glasses, and he had to dry them over and over again, to his very great annoyance. The atmosphere was so cold and damp that he ordered his cloak, and wrapped himself in it, saying that as it was impossible to remain there, he must return to headquarters, which he did, and throwing himself on the bed slept a short while. On awaking he said, "Constant, I hear a noise outside; go see what it is." I went out, and returned to inform him that General Caulaincourt had arrived; at which news the Emperor rose hastily, and ran to meet the general, asking him anxiously, "Do you bring any prisoners? " The general replied that he had not been able to take prisoners, since the Russian soldiers , preferred death to surrender. The Emperor immediately cried, "Let all the artillery be brought forward." He had decided that in his preparations to make this war one of extermination, the cannon would spare his troops the fatigue of discharging their muskets. On the 6th, at midnight, it was announced to the Emperor that the ﬁres of the Russians seemed less numerous, and the ﬂames were extinguished at several points; and some few said they had heard the muﬄed sound of drums. The army was in a state of great anxiety. The Emperor sprang wildly from his bed, repeatedly exclaiming, "It is impossible!" I tried to hand him his garments, that he might clothe himself warmly, as the night was so cold; but he was so eager to assure himself personally of the truth of these statements, that he rushed out of the tent with only his cloak wrapped around him. It was a fact that the ﬁres of the bivouac had grown paler, and the Emperor had reason for the gravest suspicions. Where would the war end if the Russians fell back now? He re-entered his tent much agitated, and retired to bed again, repeating many times, "We will know the truth to-morrow morning." On the 7th of September, the sun rose in a cloudless sky, and the Emperor exclaimed, "It is the sun of Austerlitz!" These words of the Emperor were reported to the army, and repeated by them amid great enthusiasm. The drums were beaten, and the order of the day was read as follows: SOLDIERS,–Behold the battle you have so long desired! Henceforth that victory depends on you which is so necessary to us, since it will furnish us abundant provisions, good winter quarters, and a prompt return to our native land. Conduct yourselves as at Austerlitz, at Friedland, at Witepsk, at Smolensk, and let the most remote posterity refer with pride to your conduct on this day; let it be said of you, "He took part in the great battle under the walls of Moscow." The army replied by reiterated acclamations. The Emperor, a few hours before the battle, had dictated this proclamation, and it was read in the morning to the soldiers. Napoleon was then on the heights of Borodino; and when the enthusiastic cries of the army struck his ear, he was standing with folded arms, the sun shining full in his eyes, reﬂected from the French and Russian bayonets. He smiled, then became more serious until the aﬀair was terminated. On that day the portrait of the King of Rome was brought to Napoleon. He needed some gentle emotion to divert his mind from this state of anxious suspense. He held this portrait long on his knees, contemplating it with delight, and said that it was the most agreeable surprise he had ever received, and repeated several times in a low tone, "My good Louise! This is a charming attention!" On the Emperor's countenance there rested an expression of happiness diﬃcult to describe, though the ﬁrst emotions excited were calm and even melancholy. "The dear child," was all that he said. But he experienced all the pride of a father and an Emperor when by his orders oﬃcers, and even soldiers, of the old guard came to see the King of Rome. The portrait was placed on exhibition in front of the tent; and it was inexpressibly touching to see these old soldiers uncover themselves with respect before this image, in which they sought to ﬁnd some of the features of Napoleon. The Emperor had at this moment the expansive joy of a father who knows well that next to him his son has no better friends than his old companions in endurance and glory. At four o'clock in the morning, that is to say one hour before the battle opened, Napoleon felt a great exhaustion in his whole person, and had a slight chill, without fever, however, and threw himself on his bed. Nevertheless, he was not as ill as M. de Segur states. He had had for some time a severe cold that he had somewhat neglected, and which was so much increased by the fatigue of this memorable day that he lost his voice almost entirely. He treated this with the soldier's prescription, and drank light punch during the whole night, which he spent working in his cabinet without being able to speak. This inconvenience lasted two days; but on the 9th he was well, and his hoarseness almost gone. After the battle, of every six corpses found, one would be French and ﬁve Russian. At noon an aide-de-camp came to inform the Emperor that Count Auguste de Caulaincourt, brother of the Duke of Vicenza, had been struck by a ball. The Emperor drew a deep sigh, but said not a word; for he well knew that his heart would most likely be saddened more, than once that day. After the battle, he expressed his condolences to the Duke of Vicenza in the most touching manner. Count Auguste de Caulaincourt was a young man full of courage, who had left his young wife a few hours after his marriage to follow the French army, and to ﬁnd a glorious death at the battle of La Moskwa. He was governor of the pages of the Emperor, and had married the sister of one of his charges. This charming person was so young that her parents preferred that the marriage should not take place until he returned from the campaign, being inﬂuenced in this decision by the fate of Prince Aldobrandini after his marriage with Mademoiselle de la Rochefoucault before the campaign of Wagram. General Auguste de Caulaincourt was killed in a redoubt to which he had led the cuirassiers of General Montbrun, who had just been fatally wounded by a cannon-ball in the attack on this same redoubt. The Emperor often said, in speaking of generals killed in the army, "Such an one is happy in having died on the ﬁeld of honor, while I shall perhaps be so unfortunate as to die in my bed." He was less philosophical on the occasion of Marshal Lannes's death, when I saw him, while at breakfast, weeping such large tears that they rolled over his cheeks, and fell into his plate. He mourned deeply for Desaix, Poniatowski, and Bessieres, but most of all for Lannes, and next to him Duroc. During the whole of the battle of the Moskwa the Emperor had attacks resembling stone in the bladder. He had been often threatened with this disease unless he was more prudent in his diet, and suﬀered much, although he complained little, and only when attacked by violent pain uttered stiﬂed groans. Now, nothing causes more anxiety than to hear those complain who are unaccustomed to do so; for then one imagines the suﬀering most intense, since it is stronger than a strong man. At Austerlitz the Emperor said, "Ordener is worn out. There is only one time for military achievement in a man's life. I shall be good for six years longer, and after that I shall retire." The Emperor rode over the ﬁeld of battle, which presented a horrible spectacle, nearly all the dead being covered with wounds; which proved with what bitterness the battle had been waged. The weather was very inclement, and rain was falling, accompanied by a very high wind. Poor wounded creatures, who had not yet been removed to the ambulances, half rose from the ground in their desire not to be overlooked and to receive aid; while some among them still cried, Vive l'Empereur!" in spite of their suﬀering and exhaustion. Those of our soldiers who had been killed by Russian balls showed on their corpses deep and broad wounds, for the Russian balls were much larger than ours. We saw a color-bearer, wrapped in his banner as a winding-sheet, who seemed to give signs of life, but he expired in the shock of being raised. The Emperor walked on and said nothing, though many times when he passed by the most mutilated, he put his hand over his eyes to avoid the sight. This calm lasted only a short while; for there was a place on the battleﬁeld where French and Russians had fallen pell-mell, almost all of whom were wounded more or less grievously. And when the Emperor heard their cries, he became enraged, and shouted at those who had charge of removing the wounded, much irritated by the slowness with which this was done. It was diﬃcult to prevent the horses from trampling on the corpses, so thickly did they lie. A wounded soldier was struck by the shoe of a horse in the Emperor's suite, and uttered a heartrending cry, upon which the Emperor quickly turned, and inquired in a most vehement manner who was the awkward person by whom the man was hurt. He was told, thinking that it would calm his anger, that the man was nothing but a Russian. "Russian or French," he exclaimed, "I wish every one removed!" Poor young fellows who were making their ﬁrst campaign, being wounded to the death, lost courage, and wept like children crying for their mothers. The terrible picture will be forever engraven on my memory. The Emperor urgently repeated his orders for removing the wounded quickly, then turned his horse in silence, and returned to his headquarters, the evening being now far advanced. I passed the night near him, and his sleep was much disturbed; or, rather, he did not sleep at all, and repeated over and over, restlessly turning on his pillow, "Poor Caulaincourt! What a day! What a day!" CHAPTER IV. As I have announced previously, I shall endeavor to record in this chapter some recollections of events personal to the Emperor which occurred during the journey between the frontiers of France and Prussia. How sad a contrast results, alas! as we attempt to compare our journey to Moscow with that of our return. One must have seen Napoleon at Dresden, surrounded by a court of princes and of kings, to form an idea of the highest point which human greatness can reach. There more than ever elsewhere the Emperor was aﬀable to all; fortune smiled upon him, and none of those who enjoyed with us the spectacle of his glory could even conceive the thought that fortune could soon prove unfaithful to him and in so striking a manner. I remember, among other particulars of our stay at Dresden, a speech I heard the Emperor make to Marshal Berthier, whom he had summoned at a very early hour. When the marshal arrived, Napoleon had not yet risen, but I received orders to bring him in at once; so that while dressing the Emperor, I heard between him and his major-general a conversation of which I wish I could remember the whole, but at least I am sure of repeating correctly one thought which struck me. The Emperor said in nearly these words:– "I wish no harm to Alexander; it is not on Russia that I am making war, no more than on Spain; I have only one enemy,–England, and it is her I am striving to reach in Russia; I will pursue her everywhere." During this speech the marshal bit his nails, as was his constant habit. On that day a magniﬁcent review was held, at which all the princes of the Confederation were present, surrounding their chief as great vassals of his crown. When the various army-corps marshaled from the other side of the Elbe had advanced to the conﬁnes of Poland, we left Dresden, meeting everywhere the same enthusiasm on the advent of the Emperor. We were as a result sumptuously entertained in every place at which we halted, so anxious were the inhabitants to testify their regard for his Majesty, even in the person of those who had the honor of serving him. At this time there was a general rumor in the army, and among the persons of the Emperor's household, that his intention was to re-establish the kingdom of Poland. Ignorant as I was, and from my position should naturally be, of all political matters, I heard no less than others the expression of an opinion which was universal, and which was discussed openly by all. Sometimes the Emperor condescended to ask me what I heard, and always smiled at my report, since I could not tell the truth and say anything that would have been disagreeable to him; for he was then, and I do not speak too strongly, universally adored by the Polish population. On the 23d of June we were on the banks of the Niemen, that river already become so famous by the interview between the two Emperors, under circumstances very diﬀerent from those in which they now found themselves. The passage of the army began in the evening, and lasted for forty-eight hours, during which time the Emperor was almost constantly on horseback, so well he knew that his presence expedited matters. Then we continued our journey to Wilna, the capital of the Grand Duchy of Lithuania, and on the 27th arrived in front of this town, occupied by the Russians; and it may truly be said that there, and there alone, military operations began, for up to this time the Emperor had traveled as he would have done in the departments of the interior of France. The Russians, being attacked, were beaten and fell back, so that two days after we entered Wilna, a town of considerable size, which seemed to me to contain about thirty thousand inhabitants. I was struck with the incredible number of convents and churches which are there. At Wilna the Emperor was much gratiﬁed by the demand of ﬁve or six hundred students that they should be formed into a regiment. It is needless to say that such solicitations were always eagerly granted by his Majesty. We rested for some time at Wilna; the Emperor thence followed the movement of his armies, and occupied himself also with organizing the Grand Duchy of Lithuania, of which this town, as is well known, is the capital. As the Emperor was often on horseback, I had suﬃcient leisure to acquaint myself thoroughly with the town and its environs. The Lithuanians were in a state of enthusiasm impossible to describe; and although I have seen during my life many fetes, I shall never forget the joyous excitement of the whole population when the grand national fete of the regeneration of Poland was celebrated, which owing either to a singular coincidence, or the calculation of the Emperor, was appointed for the 14th of July. The Poles were still uncertain as to the ultimate fate which the Emperor reserved for their country; but a future bright with hope shone before their eyes, until these visions were rudely dispelled by the Emperor's reply to the deputation from the Polish confederation established at Warsaw. This numerous deputation, with a count palatine at its head, demanded the integral re-establishment of the ancient kingdom of Poland. This was the Emperor's reply:– "Messieurs, deputies of the Confederation of Poland, I have heard with interest what you have just said. Were I a Pole, I should think and act as you have done, and I should have voted like you in the assembly at Warsaw; for love of country is the ﬁrst virtue of civilized man. In my position I have many opposing interests to reconcile, and many duties to fulﬁll. If I had reigned at the time of the ﬁrst, second, or third division of Poland, I would have armed all my people to sustain you. As soon as victory permitted me to restore your ancient laws to your capital and to a part of your provinces, I have done so readily, without, however, prolonging a war which would have shed the blood of my subjects. I love your nation. For sixteen years I have seen your soldiers by my side on the ﬁelds of Italy as on those of Spain. I applaud all that you have done; I authorize the eﬀorts you wish to make; and all that depends on me to carry out your resolutions shall be done. If your eﬀorts are unanimous, you may indulge the hope of forcing your enemies to recognize your rights. But in these countries, so distant and so extensive, any hope of success can be founded only on the unanimous eﬀorts of the population which occupies them. I have maintained the same position since my ﬁrst appearance in Poland. I should add here that I have guaranteed to the Emperor of Austria the integrity of his States, and I could authorize no movement tending to disturb him in the peaceful possession of what remains to him of the Polish provinces. Let Lithuania, Samogitia, Witepsk, Polotsk, Mohilow, Wolhynia, Ukraine, and Podolia be animated by the same spirit I have seen in great Poland, and Providence will crown with success the holiness of your cause; it will recompense this devotion to your native country which has made you such an object of interest, and has obtained for you the right to my esteem and protection, on which you may rely under all circumstances." I have thought it best to give here the entire reply of the Emperor to the deputies of the Polish confederation, as I was a witness of the eﬀect it produced at Wilna. A few Poles with whom I was associated spoke to me of it with sorrow; but their consternation was not loudly expressed, and the air did not the less resound with cries of "Vive l'Empereur!" each time the Emperor showed himself in public, which is to say almost every day. During our stay at Wilna some hopes were entertained that a new peace was about to be concluded, as an envoy had arrived from the Emperor Alexander. But these hopes were of short duration; and I have since ascertained that the Russian oﬃcer, M. Balochoﬀ, fearing, like almost all of his nation, a reconciliation between the two emperors, delivered his message in such a manner as to rouse the pride of his Majesty, who sent him back after a cool reception. Everything smiled on the Emperor. He was then at the head of the most numerous as well as most formidable army he had ever commanded. On M. Balachoﬀ's departure everything was set in order for the execution of his Majesty's plans. When on the point of penetrating into the Russian territory, his Majesty no longer maintained his customary serenity; at least, I had occasion to remark that he was unusually silent at the hours I had the honor to approach him; and, nevertheless, as soon as his plans were made, and he had brought his troops from the other side of the Vilia, the river on which Wilna is situated, the Emperor took possession of the Russian territory with the enthusiastic ardor one would expect in a young man. One of the escort which accompanied him related to me that the Emperor spurred his horse to the front, and made him run at his utmost speed nearly a league through the woods alone, and notwithstanding the numerous Cossacks scattered through these woods which lie along the right bank of the Vilia. I have more than once seen the Emperor much annoyed because there was no enemy to ﬁght. For instance, the Russians had abandoned Wilna, which we had entered without resistance; and again, on leaving this town scouts announced the absence of hostile troops, with the exception of those Cossacks of whom I have spoken. I remember one day we thought we heard the distant noise of cannon, and the Emperor almost shuddered with joy; but we were soon undeceived, the noise was the sound of thunder, and suddenly the most frightful storm I have ever seen burst over the army. The land for a space of more than four leagues was so covered with water that the road could not be seen; and this storm, as fatal as a battle could have been, cost us a large number of men, several thousand horses, and a part of the immense equipments of the expedition. It was known in the army that the Russians had done an immense amount of work at Drissa, where they had constructed an enormous intrenched camp; and the number of troops collected there, the considerable sums expended in the works, all gave reason to believe that the Russian army would await the French at this point; and this belief was all the more reasonable since the Emperor Alexander, in his numerous proclamations disseminated through the army, and several of which fell into our hands, boasted of conquering the French at Drissa, where (said these proclamations) we should ﬁnd our grave. It was otherwise ordained by destiny; for the Russians, constantly falling back towards the heart of Russia, abandoned this famous camp of Drissa on the approach of the Emperor: I heard it said by many general oﬃcers that a great battle would have been at that time a salutary event for the French army, in which discontent was beginning to increase, ﬁrst, for want of enemies to ﬁght, and second; because privations of every kind became each day more unendurable. Whole divisions lived, so to speak, by pillage. The soldiers devastated the dwellings and cottages found at rare intervals in the country; and, in spite of the severe orders of the Emperor against marauding and pillaging, these orders could not be executed, for the oﬃcers themselves lived for the most part on the booty which the soldiers obtained and shared with them. The Emperor aﬀected before his soldiers a serenity which he was far from feeling; and from a few detached words which I heard him pronounce in this grave situation, I am authorized to believe that the Emperor desired a battle so ardently, only in the hope that the Emperor Alexander would make him new overtures leading to peace. I think that he would then have accepted it after the ﬁrst victory; but he would never have consented to retrace his steps after such immense preparations without having waged one of those great battles which furnish suﬃcient glory for a campaign; at least, that is what I heard him say repeatedly. The Emperor also often spoke of the enemies he had to combat with an aﬀected disdain which he did not really feel; his object being to cheer the oﬃcers and soldiers, many of whom made no concealment of their discouragement. Before leaving Wilna, the Emperor established there a kind of central government, at the head of which he had placed the Duke of Bassano, with the object of having an intermediate point between France and the line of operations he intended to carry on in the interior of Russia. Disappointed, as I have said, by the abandonment of the camp of Drissa by the Russian army, he marched rapidly towards Witepsk, where the greater part of the French forces were then collected: but here the ire of the Emperor was again aroused by a new retreat of the Russians; for the encounters of Ostrovno and Mohilev, although important, could not be considered as the kind of battle the Emperor so ardently desired. On entering Witepsk, the Emperor learned that the Emperor Alexander, who a few days before had his headquarters there, and also the Grand Duke Constantine, had quitted the army, and returned to St. Petersburg. At this period, that is to say, on our arrival at Witepsk, the report was spread abroad that the Emperor would content himself with taking position there, and organizing means of subsistence for his army, and that he would postpone till the next year the execution of his vast designs on Russia. I could not undertake to say what his inmost thoughts were on this subject; but what I can certify is that, being in a room adjoining his, I one day heard him say to the King of Naples, that the ﬁrst campaign of Russia was ended, and that he would be the following year at Moscow, the next at St. Petersburg, and that the Russian war was a three years' campaign. Had it pleased Providence that his Majesty had executed this plan, which he outlined to the King of Naples so earnestly, so many of the brave would not have laid down their lives a few months after in the frightful retreat, the horrors of which I shall hereafter describe. During our stay at Witepsk, the heat was so excessive that the Emperor was much exhausted, and complained of it incessantly; and I have never seen him under any circumstances so oppressed by the weight of his clothing. In his room he rarely wore his coat, and frequently threw himself on his bed to rest. This is a fact which many persons can attest as well as I; for he often received his general oﬃcers thus, though it had been his custom never to appear before them without the uniform which he habitually wore. Nevertheless, the inﬂuence which the heat had on his physical condition had not aﬀected his great soul; and his genius ever on the alert embraced every branch of the administration. But it was easily seen by those whose positions enabled them best to know his character that the source of his greatest suﬀering at Witepsk was the uncertainty whether he should remain in Poland, or should advance without delay into the heart of Russia. While he was hesitating between these two decisions he was nearly always sad and taciturn. In this state of vacillation between repose and motion, the Emperor's preference was not doubtful; and at the end of a council where I heard it said that his Majesty met with much opposition, I learned that we were to move forward and advance on Moscow, from which it was said that we were only twenty days' march distant. Among those who opposed most vehemently this immediate march on Moscow, I heard the names cited of the Duke of Vicenza and the Count of Lobau; but what I can assert of my own knowledge, and which I learned in a manner to leave no room for doubt, is that the grand marshal of the palace tried on numerous occasions to dissuade the Emperor from this project. But all these endeavors were of no avail against his will. We then directed our course towards the second capital of Russia, and arrived after a few days march at Smolensk, a large and beautiful city. The Russians, whom he thought he had caught at last, had just evacuated it, after destroying much booty, and burning the greater part of the stores. We entered by the light of the ﬂames, but it was nothing in comparison to what awaited us at Moscow. I remarked at Smolensk two buildings which seemed to me of the greatest beauty,–the cathedral and the episcopal palace, which last seemed to form a village in itself, so extensive are the buildings, and being also separated from the city. I will not make a list of the places with barbarous names through which we passed after leaving Smolensk. All that I shall add as to our itinerary during the ﬁrst half of this gigantic campaign is that on the 5th of September we arrived on the banks of the Moskwa, where the Emperor saw with intense satisfaction that at last the Russians were determined to grant him the great battle which he so ardently desired, and which he had pursued for more than two hundred leagues as prey that he would not allow to escape him. CHAPTER V. THE day after the battle of the Moskwa, I was with the Emperor in his tent which was on the ﬁeld of battle, and the most perfect calm reigned around us. It was a ﬁne spectacle which this army presented, calmly reforming its columns in which the Russian cannon had made such wide gaps, and proceeding to the repose of the bivouac with the security which conquerors ever feel. The Emperor seemed overcome with fatigue. From time to time he clasped his hands over his crossed knees, and I heard him each time repeat, with a kind of convulsive movement, "Moscow! Moscow!" He sent me several times to see what was going on outside, then rose himself, and coming up behind me looked out over my shoulder. The noise made by the sentinel in presenting arms each time warned me of his approach. After about a quarter of an hour of these silent marches to and fro, the sentinel advanced and cried, "To arms!" and like a lightning ﬂash the battalion square was formed around the Emperor's tent. He rushed out, and then re-entered to take his hat and sword. It proved to be a false alarm, as a regiment of Saxons returning from a raid had been mistaken for the enemy. There was much laughter over this mistake, especially when the raiders came in sight, some bearing quarters of meat spitted on the ends of their bayonets, others with half-picked fowls or hams which made the mouth water. I was standing outside the tent, and shall never forget the ﬁrst movement of the sentinel as he gave the cry of alarm. He lowered the stock of his gun to see if the priming was in place, shook the barrel by striking it with his ﬁst, then replaced the gun on his arm, saying, "Well, let them come; we are ready for them." I told the occurrence to the Emperor, who in his turn related it to Prince Berthier; and in consequence the Emperor made this brave soldier drink a glass of his best Chambertin wine. It was the Duke of Dantzic who ﬁrst entered Moscow, and the Emperor came only after him. This entry was made in the night, and never was there a more depressing scene. There was something truly frightful in this silent march of an army halted at intervals by messages from inside the city, which seemed to be of a most ominous character. No Muscovite ﬁgures could be distinguished except those of a few beggars covered with rags, who watched with stupid astonishment the army ﬁle past; and as some few of these appeared to be begging alms, our soldiers threw them bread and a few pieces of money. I cannot prevent a sad reﬂection on these unfortunate creatures, whose condition alone remains unchanged through great political upheavals, and who are totally without aﬀection and without national sympathies. As we advanced on the streets of the faubourgs, we looked through the windows on each side, and were astonished to perceive no human being; and if a solitary light appeared in the windows of a few houses, it was soon extinguished, and these signs of life so suddenly eﬀaced made a terrible impression. The Emperor halted at the faubourg of Dorogomilow, and spent the night there, not in an inn, as has been stated, but in a house so ﬁlthy and wretched that next morning we found in the Emperor's bed, and on his clothes, vermin which are by no means uncommon in Russia. We were tormented by them also to our great disgust, and the Emperor did not sleep during the whole night he passed there. According to custom, I slept in his chamber; and notwithstanding the precaution I had taken to burn vinegar and aloes wood, the odor was so disagreeable that every moment the Emperor called me. "Are you asleep, Constant?"–"No, Sire."–"My son, burn more vinegar, I cannot endure this frightful odor; it is a torment; I cannot sleep." I did my best; but a moment after, when the fumes of the vinegar were evaporated, he again recommended me to burn sugar or aloes wood. It was two o'clock in the morning when he was informed that a ﬁre had broken out in the city. The news was received through Frenchmen residing in this country, and an oﬃcer of the Russian police conﬁrmed the report, and entered into details too precise for the Emperor to doubt the fact. Nevertheless, he still persisted in not believing it. "That is not possible. Do you believe that, Constant? Go, and ﬁnd out if it is true." And thereupon he threw himself again on his bed, trying to rest a little; then he recalled me to make the same inquiries. The Emperor passed the night in extreme agitation, and when daylight came he knew all. He had Marshal Mortier called, and reprimanded both him and the young guard. Mortier in reply showed him, houses covered with iron the roofs of which were uninjured, but the Emperor pointed out to him the black smoke which was issuing from them, pressed his hands together, and stamped his heels on the rough planks of his sleeping-room. At six o'clock in the morning we were at the palace of the Kremlin, where Napoleon occupied the apartment of the Czars, which opened on a vast esplanade reached by a broad stone staircase. On this same esplanade could be seen the church in which were the tombs of the ancient sovereigns, also the senatorial palace, the barracks, the arsenal, and a splendid clock tower, the cross on which towers above the whole city. This is the gilded cross of Ivan. The Emperor threw a satisﬁed glance over the beautiful scene spread out before him; for no sign of ﬁre was yet seen in all the buildings which surrounded the Kremlin. This palace is a mixture of Gothic and modern architecture, and this mingling of the two styles gives it a most singular appearance. Within these walls lived and died the old dynasties of the Romanoﬀand Ruric; and this is the same palace which has been so often stained with blood by the intrigues of a ferocious court, at a period when all quarrels were settled with the poniard. His Majesty could not obtain there even a few hours of quiet sleep. In fact, the Emperor, somewhat reassured by the reports of Marshal Mortier, was dictating to the Emperor Alexander words of peace, and a Russian ﬂag of truce was about to bear this letter, when the Emperor, who was promenading the length and breadth of his apartment, perceived from his windows a brilliant light some distance from the palace. It was the ﬁre, which had burst out again ﬁercer than ever; and as the wind from the north was now driving the ﬂames in the direction of the Kremlin, the alarm was given by two oﬃcers who occupied the wing of the building nearest the ﬁre. Wooden houses of many various colors were devoured in a few moments, and had already fallen in; magazines of oil, brandy, and other combustible materials, threw out ﬂames of a lurid hue, which were communicated with the rapidity of lightning to other adjoining buildings. A shower of sparks and coals fell on the roofs of the Kremlin; and one shudders to think that one of these sparks alone falling on a caisson might have produced a general explosion, and blown up the Kremlin; for by an inconceivable negligence a whole park of artillery had been placed under the Emperor's windows. Soon most incredible reports reached the Emperor; some said that Russians had been seen stirring the ﬁre themselves, and throwing inﬂammable material into the parts of houses still unburned, while those of the Russians who did not mingle with the incendiaries, stood with folded arms, contemplating the disaster with an imperturbability which cannot be described. Except for the absence of cries of joy and clapping of hands they might have been taken for men who witness a brilliant display of ﬁreworks. It was soon very evident to the Emperor that it was a concerted plot laid by the enemy. He descended from his apartment by the great northern staircase made famous by the massacre of the Strelitz. The ﬁre had already made such enormous progress that on this side the outside doors were half burned through, and the horses refused to pass, reared, and it was with much diﬃculty they could be made to clear the gates. The Emperor had his gray overcoat burned in several places, and even his hair; and a moment later we were walking over burning ﬁrebrands. We were not yet out of danger, and were obliged to steer clear of the burning rubbish which encumbered our path. Several outlets were tried, but unsuccessfully, as the hot breezes from the ﬁre struck against our faces, and drove us back in terrible confusion. At last a postern opening on the Moskwa was discovered, and it was through this the Emperor with his oﬃcers and guard succeeded in escaping from the Kremlin, but only to re-enter narrow streets, where the ﬁre, inclosed as in a furnace, was increased in intensity, and uniting above our heads the ﬂames thus formed a burning dome, which overshadowed us, and hid from us the heavens. It was time to leave this dangerous place from which one means of egress alone was open to us,–a narrow, winding street encumbered with debris of every kind, composed of ﬂaming beams fallen from the roofs, and burning posts. There was a moment of hesitation among us, in which some proposed to the Emperor to cover him from head to foot with their cloaks, and transport him thus in their arms through this dangerous passage. This proposition the Emperor rejected, and settled the question by throwing himself on foot into the midst of the blazing debris, where two or three vigorous jumps put him in a place of safety. Then ensued a touching scene between the Emperor and the Prince of Eckmuhl, who, wounded at the Moskwa, had himself borne back in order to attempt to save the Emperor, or to die with him. From a distance the marshal perceived him calmly emerging from so great a peril; and this good and tender friend by an immense eﬀort hastened to throw himself into the Emperor's arms, and his Majesty pressed him to his heart as if to thank him for rousing such gentle emotions at a moment when danger usually renders men selﬁsh and egotistical. At length the air itself, ﬁlled with all these ﬂaming masses, became so heated that it could no longer be breathed. The atmosphere itself was burning, the glass of the windows cracked,' and apartments became untenable. The Emperor stood for a moment immovable, his face crimson, and great drops of perspiration rolling from his brow, while the King of Naples, Prince Eugene, and the Prince de Neuchatel begged him to quit the palace, whose entreaties he answered only by impatient gestures. At this instant cries came from the wing of the palace situated farthest to the north, announcing that the walls had fallen, and that the ﬁre was spreading with frightful rapidity; and seeing at last that his position was no longer tenable, the Emperor admitted that it was time to leave, and repaired to the imperial chateau of Petrovskoi. On his arrival at Petrovskoi the Emperor ordered M. de Narbonne to inspect a palace which I think had belonged to Catherine. This was a beautiful building, and the apartments handsomely furnished. M. de Narbonne returned with this information; but almost immediately ﬂames burst from every side, and it was soon consumed. Such was the fury of these wretches who were hired to burn everything, that the boats which covered the Moskwa laden with grain; oats, and other provisions, were burned, and sunk beneath the waves with a horrible crackling sound. Soldiers of the Russian police had been seen stirring up the ﬁre with tarred lances, and in the ovens of some houses shells had been placed which wounded many of our soldiers in exploding. In the streets ﬁlthy women and hideous, drunken men ran to the burning houses and seized ﬂaming brands, which they carried in every direction, and which our soldiers were obliged repeatedly to knock out of their hands with the hilts of their swords before they would relinquish them. The Emperor ordered that these incendiaries when taken in the act should be hung to posts in the public squares; and the populace prostrated themselves around these gallows, kissing the feet of those executed, praying, and signing themselves with the sign of the cross. Such fanaticism is almost unparalleled. One incident of which I was a witness proves that those hired to carry out this vast plot acted, evidently, according to instructions given by higher authorities. A man covered with a sheepskin, old and tattered, with a miserable capon his head, boldly mounted the steps of the Kremlin. Under this ﬁlthy disguise an elegant costume was concealed; and when a stricter surveillance was instituted, this bold beggar himself was suspected, arrested, and carried before the police, where he was questioned by the oﬃcer of the post. As he made some resistance, thinking this proceeding somewhat arbitrary, the sentinel put his hand on his breast to force him to enter; and this somewhat abrupt movement pushing aside the sheepskin which covered him, decorations were seen, and when his disguise was removed he was recognized as a Russian oﬃcer. He had on his person matches which he had been distributing to the men of the people, and when questioned admitted that he was specially charged to keep alive the ﬁre of the Kremlin. Many questions were asked, each eliciting new confessions, all of which were made in the most indiﬀerent manner, and he was put in prison, and was, I think, punished as an incendiary; but of this I am not certain. When any of these wretches were brought before the Emperor, he shrugged his shoulders, and with gestures of scorn and anger ordered that they should be removed from his sight, and the grenadiers sometimes executed justice on them with their bayonets; but such exasperation can be well understood in soldiers thus driven by these base and odious measures from a resting-place earned by the sword. In Petrovskoi, a pretty residence belonging to one of Alexander's chamberlains, a man was found concealed in one of the apartments his Majesty was to occupy; but not being armed he was released, as it was concluded that fright alone had driven him into this dwelling. The Emperor arrived during the night at his new residence, and waited there in intense anxiety till the ﬁre should be extinguished at the Kremlin, intending to return thither, for the pleasure house of a chamberlain was no suitable place for his Majesty. Thanks to the active and courageous actions of a battalion of the guard, the Kremlin was preserved from the ﬂames, and the Emperor thereupon gave the signal for departure. In order to re-enter Moscow it was necessary to cross the camp, or rather the several camps, of the army; and we wended our way over cold and miry ground, through ﬁelds where all was devastation and ruin. This camp presented a most singular aspect; and I experienced feelings of bitter melancholy as I saw our soldiers compelled to bivouac at the gates of a large and beautiful city of which they were the conquerors, but the ﬁre still more than they. The Emperor, on appointing Marshal Mortier governor of Moscow, had said to him, "Above all, no pillage; you will answer for it with your head." The order was strictly enforced up to the moment the ﬁre began; but when it was evident that the ﬁre would devour everything, and that it was useless to abandon to the ﬂames what would be of much value to the soldiers, liberty was given them to draw largely from this great storehouse of the north. It was at once sad and amusing to see around poor plank sheds, the only tents our soldiers had, the most magniﬁcent furniture, silk canopies, priceless Siberian furs, and cashmere shawls thrown pell-mell with silver dishes; and then to see the food served on these princely dishes,– miserable black gruel, and pieces of horseﬂesh still bleeding. Good ammunition-bread was worth at this time treble all these riches, and there came a time when they had not even horseﬂesh. On re-entering Moscow the wind bore to us the insuﬀerable odor of burning houses, warm ashes ﬁlled our mouths and eyes, and frequently we drew back just in time before great pillars which had been burned in two by the ﬁre, and fell noiselessly on this calcined soil. Moscow was not so deserted as we had thought. As the ﬁrst impression conquest produces is one of fright, all the inhabitants who remained had concealed themselves in cellars, or in the immense vaults which extend under the Kremlin; and driven out by the ﬁre like wolves from their lairs, when we re-entered the city nearly twenty thousand inhabitants were wandering through the midst of the debris, a dull stupor depicted on faces blackened with smoke, and pale with hunger; for they could not comprehend how having gone to sleep under human roofs, they had risen next morning on a plain. They were in the last extremity of want; a few vegetables only remained in the gardens, and these were devoured raw, while many of these unfortunate creatures threw themselves at diﬀerent times into the Moskwa, endeavoring to recover some of the grain cast therein by Rostopchin's orders; –[Count Feodor Rostopchin, born 1765; died 1826. He denied that Moscow was burnt by his authority. He claimed that it was burnt partly by the French, and partly by Russians without orders.]– and a large number perished in the water in these fruitless eﬀorts. Such was the scene of distress through which the Emperor was obliged to pass in order to reach the Kremlin. The apartments which he occupied were spacious and well lighted, but almost devoid of furniture; but his iron bedstead was set up there, as in all the chateaux he occupied in his campaigns. His windows opened on the Moskwa, and from there the ﬁre could still be plainly seen in various quarters of the city, reappearing on one side as soon as extinguished on the other. His Majesty said to me one evening with deep feeling, "These wretches will not leave one stone upon another." I do not believe there was ever in any country as many buzzards as at Moscow. The Emperor was annoyed by their presence, and exclaimed, Mon -Dieu! will they follow us everywhere?" There were a few concerts during our stay at the Emperor's residence in Moscow; but Napoleon seemed much dejected when he appeared at them, for the music of the saloons made no impression on his harassed mind, and the only kind that ever seemed to stir his soul was that of the camp before and after a battle. The day after the Emperor's arrival, Messieurs Ed—- and V—- repaired to the Kremlin in order to interview his Majesty, and after waiting some time without seeing him, were expressing their mutual regret at having failed in this expectation, when they suddenly heard a shutter open above their heads, and, raising their eyes, recognized the Emperor, who said, "Messieurs, who are you?"–"Sire, we are Frenchmen!" He requested them to mount the stairs to the room he occupied, and there continued his questions. "What is the nature of the occupation which has detained you in Moscow?"–"We are tutors in the families of two Russian noblemen, whom the arrival of the French troops have driven from their homes. We have submitted to the entreaties made by them not to abandon their property, and we are at present alone in their palaces." The Emperor inquired of them if there were still other Frenchmen at Moscow, and asked that they should be brought to him; and then proposed that they should charge themselves with maintaining order, appointing as chief, M. M—-, whom he decorated with a tri-colored scarf. He recommended them to prevent the pillage of the French soldiers in the churches, and to have the malefactors shot, and enjoined them to use great rigor towards the galley-slaves, whom Rostopchin had pardoned on condition that they would set ﬁre to the city. A part of these Frenchmen followed our army in its retreat, seeing that a longer stay at Moscow would be most disagreeable to them; and those who did not follow their example were condemned to work on the streets. The Emperor Alexander, when informed of the measures of Rostopchin, harshly rebuked the governor, and ordered him at once to restore to liberty these unfortunate Frenchmen. CHAPTER VI. We re-entered the Kremlin the morning of the 18th of September. The palace and the hospital for foundlings were almost the only buildings remaining uninjured. On the route our carriages were surrounded by a crowd of miserable Muscovites begging alms. They followed us as far as the palace, walking through hot ashes, or over the heated stones, which crumbled beneath their feet. The poorest were barefoot; and it was a heart-rending sight to see these creatures, as their feet touched the burning debris, give vent to their suﬀerings by screams and gestures of despair. As the only unencumbered part of the street was occupied by our carriages, this swarm threw themselves pell-mell against the wheels or under the feet of our horses. Our progress was consequently very slow, and we had so much the longer under our eyes this picture of the greatest of all miseries, that of a people burned out of their homes, and without food or the means to procure it. The Emperor had food and money given them. When we were again established at the Kremlin, and had resumed our regular routine of living, a few days passed in perfect tranquillity. The Emperor appeared less sad, and in consequence those surrounding him became somewhat more cheerful. It seemed as if we had returned from the campaign, and taken up again the customary occupations of city life; but if the Emperor sometimes indulged in this illusion, it was soon dispelled by the sight Moscow presented as seen from the windows of his apartments, and each time Napoleon's eyes turned in that direction it was evident that he was oppressed by the saddest presentiments, although he no longer manifested the same vehement impatience as on his ﬁrst stay at the palace, when he saw the ﬂames surrounding him and driving him from his apartments. But he exhibited the depressing calm of a careworn man who cannot foresee how things will result. The days were long at the Kremlin while the Emperor awaited Alexander's reply, which never came. At this time I noticed that the Emperor kept constantly on his table Voltaire's history of Charles XII. The Emperor was a prey to his genius for administration, even in the midst of the ruins of this great city; and in order to divert his mind from the anxiety caused by outside aﬀairs, occupied himself with municipal organization, and had already arranged that Moscow should be stocked with provisions for the winter. A theater was erected near the Kremlin, but the Emperor never attended. The troupe was composed of a few unfortunate French actors, who had remained in Moscow in a state of utter destitution; but his Majesty encouraged this enterprise in the hope that theatrical representations would oﬀer some diversion to both oﬃcers and soldiers. It was said that the ﬁrst actors of Paris had been ordered to Moscow, but of that I know nothing positively. There was at Moscow a celebrated Italian singer whom the Emperor heard several times, but only in his apartments, and he did not form part of the regular troupe. Until the 18th of October the time was spent in discussions, more or less heated, between the Emperor and his generals, as to the best course to be pursued. Every one well knew that retreat had now become inevitable, and the Emperor was well aware of this fact himself; but it was plainly evident that it cost his pride a terrible struggle to speak the decisive word. The last days preceding the 18th were the saddest I have ever known. In his ordinary intercourse with his friends and counselors his Majesty manifested much coldness of manner; he became taciturn, and entire hours passed without any one present having the courage to begin a conversation. The Emperor, who was generally so hurried at his meals, prolonged them most surprisingly. Sometimes during the day he threw himself on a sofa, a romance in his hand which he simply pretended to read, and seemed absorbed in deep reverie. Verses were sent to him from Paris which he read aloud, expressing his opinion in a brief and trenchant style; he spent three days writing regulations for the French comedy at Paris. It is diﬃcult to understand this attention to such frivolous details when the future was so ominous. It was generally believed, and probably not without reason, that the Emperor acted thus from motives of deep policy, and that these regulations for the French comedy at this time, when no bulletin had yet arrived to give information of the disastrous position of the French army, were written with the object of making an impression on the inhabitants of Paris, who would not fail to say, "All cannot be going so badly, since the Emperor has time to occupy himself with the theater." The news received on the 18th put an end to all uncertainty. The Emperor was reviewing, in the ﬁrst court of the Kremlin palace, the divisions of Ney, distributing the cross to the bravest among them, and addressing encouraging words to all, when an aide-de-camp, young Beranger, brought the news that a sharp engagement had taken place at Winkowo between Murat and Kutusoﬀ, and that the vanguard of Murat had been overwhelmed and our position taken. Russia's intention to resume hostilities was now plainly evident, and in the ﬁrst excitement of the news the Emperor's astonishment was at its height. There was, on the contrary, among the soldiers of Marshal Ney an electric movement of enthusiasm and anger which was very gratifying to his Majesty. Charmed to see how the shame of a defeat, even when sustained without dishonor, excited the pride and aroused a desire to retrieve it in these impassioned souls, the Emperor pressed the hand of the colonel nearest to him, continued the review, and ordered that evening a concentration of all the corps; and before night the whole army was in motion towards Woronowo. A few days before quitting Moscow, the Emperor had the churches of the Kremlin stripped of their ﬁnest ornaments. The ravages of the ﬁre had relaxed the protection that the Emperor had extended to the property of the Russians. The most magniﬁcent trophy in this collection was the immense cross of the great Ivan. It was necessary to demolish a part of the tower on which it stood in order to take it down, and it required stupendous eﬀorts to break this vast mass of iron. It was the Emperor's intention to place it upon the dome of the Invalides, but it was sunk in the waters of Lake Semlewo. The evening before the Emperor was to hold a review, the soldiers were busily employed polishing their arms and putting everything in order, to conceal as far as possible the destitute condition to which they were reduced. The most imprudent had exchanged their winter clothing for provisions, many had worn out their shoes on the march, and yet each one made it a point of honor to make a good appearance on review; and when the glancing rays of the sun shone on the barrels of the well-polished guns, the Emperor felt again in witnessing this scene some slight return of the emotions with which his soul was ﬁlled on the glorious day of his departure for the campaign. The Emperor left twelve hundred wounded at Moscow, four hundred of whom were removed by the last corps which quitted the city. Marshal Mortier was the last to go. At Feminskoe, ten leagues from Moscow, we heard the noise of a frightful explosion; it was the Kremlin which had been blown up by the Emperor's orders. A fuse was placed in the vaults of the palace, and everything arranged so that the explosion should not take place within a certain time. Some Cossacks came to pillage the abandoned apartments, in ignorance that a ﬁre was smoldering under their feet, and were thrown to a prodigious height in the air. Thirty thousand guns were abandoned in the fortress. In an instant part of the Kremlin was a mass of ruins. A part was preserved, and a circumstance which contributed no little to enhance the credit of their great St. Nicholas with the Russians was that an image in stone of this saint remained uninjured by the explosion, in a spot where almost everything else was destroyed. This fact was stated to me by a reliable person, who heard Count Rostopchin himself relate it during his stay in Paris. On the 28th of October the Emperor retraced his way to Smolensk, and passed near the battle-ﬁeld of Borodino. About thirty thousand corpses had been left on this vast plain; and on our approach ﬂocks of buzzards, whom an abundant harvest had attracted, ﬂew away with horrible croakings. These corpses of so many brave men presented a sickening spectacle, half consumed, and exhaling an odor which even the excessive cold could not neutralize. The Emperor hastened past, and slept in the chateau of Oupinskoe which was almost in ruins; and the next day he visited a few wounded who had been left in an abbey. These poor fellows seemed to recover their strength at the sight of the Emperor, and forgot their suﬀerings, which must have been very severe, as wounds are always much more painful when cold weather ﬁrst begins. All these pale countenances drawn with suﬀering became more serene. These poor soldiers also rejoiced to see their comrades, and questioned them with anxious curiosity concerning the events which had followed the battle of Borodino. When they learned that we had bivouacked at Moscow, they were ﬁlled with joy; and it was very evident that their greatest regret was that they could not have been with the others to see the ﬁne furniture of the rich Muscovites used as fuel at the bivouac ﬁres. Napoleon directed that each carriage of the suite should convey one of these unfortunates; and this was done, everybody complying with the order with a readiness which gratiﬁed the Emperor exceedingly; and the poor wounded fellows said in accents of most ardent gratitude, that they were much more comfortable on these soft cushions than in the ambulances, which we could well believe. A lieutenant of the cuirassiers who had just undergone an amputation was placed in the landau of the Emperor, while he traveled on horseback. This answers every accusation of cruelty so gratuitously made against the memory of a great man who has passed away. I have read somewhere with intense disgust that the Emperor sometimes ordered his carriage to pass over the wounded, whose cries of agony made not the slightest impression on him; all of which is false and very revolting. None of those who served the Emperor could have been ignorant of his solicitude for the unfortunate victims of war, and the care he had taken of them. Foreigners, enemies, or Frenchmen,–all were recommended to the surgeon's care with equal strictness. From time to time frightful explosions made us turn our heads, and glance behind us. They were caissons which were being exploded that we might no longer be encumbered with them, as the march became each day more painful. It produced a sad impression to see that we were reduced to such a point of distress as to be compelled to throw our powder to the winds to keep from leaving it to the enemy. But a still sadder reﬂection came into our minds at each detonation,–the grand army must be rapidly hastening to dissolution when the material remaining exceeded our needs, and the number of men still left was so much short of that required to use it. On the 30th, the Emperor's headquarters were in a poor hovel which had neither doors nor windows. We had much diﬃculty in enclosing even a corner suﬃcient for him to sleep. The cold was increasing, and the nights were icy; the small fortiﬁed palisades of which a species of post relays had been made, placed from point to point, marked the divisions of the route, and served also each evening as Imperial headquarters. The Emperor's bed was hastily set up there, and a cabinet arranged as well as possible where he could work with his secretaries, or write his orders to the diﬀerent chiefs whom he had left on the road and in the towns. Our retreat was often annoyed by parties of Cossacks. These barbarians rushed upon us, lance in hand, and uttering rather howls of ferocious beasts than human cries, their little, long-tailed horses dashing against the ﬂanks of the diﬀerent divisions. But these attacks, though often repeated, had not, at least at the beginning of the retreat, serious consequences for the army. When they heard this horrible cry the infantry was not intimidated, but closed ranks and presented bayonets, and the cavalry made it their duty to pursue these barbarians, who ﬂed more quickly than they came. On the 6th of November, before leaving the army, the Emperor received news of the conspiracy of Malet and everything connected with it. He was at ﬁrst astonished, then much dissatisﬁed, and ended by making himself very merry over the discomﬁture of the chief of police, General Savary; and said many times that had he been at Paris no one would have budged, and that he could never leave at all without every one losing their heads at the least disturbance; and from this time he often spoke of how much he was needed in Paris. Speaking of General Savary recalls to my memory an aﬀair in which he was somewhat nonplussed. After quitting the command of the gendarmerie, to succeed Fouche in the oﬃce of minister of police, he had a little discussion with one of the Emperor's aides-de-camp. As he went so far as to threaten, the latter replied, "You seem to think you have handcuﬀs always in your pockets." On the 8th of November the snow was falling, the sky covered with clouds, the cold intense, while a violent wind prevailed, and the roads were covered with sleet. The horses could make no progress, for their shoes were so badly worn that they could not prevent slipping on the frozen ground. The poor animals were emaciated, and it was necessary that the soldiers should put their shoulders to the wheels in order to lighten their burdens. There is something in the panting breath which issues from the nostrils of a tired horse, in the tension of their muscles, and the prodigious eﬀorts of their loins, which gives us, in a high degree, the idea of strength; but the mute resignation of these animals, when we know them to be overladen, inspires us with pity, and makes us regret the abuse of so much endurance. The Emperor on foot in the midst of his household, and staﬀin hand, walked with diﬃculty over these slippery roads, meanwhile encouraging the others with kind words, each of whom felt himself full of good-will; and had any one then uttered a complaint he would have been badly esteemed by his comrades. We arrived in sight of Smolensk. The Emperor was the least fatigued of all; and though he was pale, his countenance was calm, and nothing in his appearance indicated his mental suﬀerings; and indeed they must needs have been intense to be evident to the public. The roads were strewn with men and horses slain by fatigue or famine; and men as they passed turned their eyes aside. As for the horses they were a prize for our famished soldiers. We at last reached Smolensk on the 9th, and the Emperor lodged in a beautiful house on the Place Neuve. Although this important city had suﬀered since we had passed through before, it still had some resources, and we found there provisions of all kinds for the Emperor's household and the oﬃcers; but the Emperor valued but little this privileged abundance, so to speak, when he learned that the army needed food for man and beast. When he learned of this his rage amounted to frenzy, and I have never seen him so completely beside himself. He had the commissary in charge of the provisions summoned, and reproached him in such unmeasured terms that the latter turned pale, and could ﬁnd no words to justify himself, whereupon the Emperor became still more violent, and uttered terrible threats. I heard cries from the next room; and I have been told since that the quartermaster threw himself at the feet of his Majesty, beseeching pardon, and the Emperor, when his rage had spent itself, pardoned him. Never did he sympathize more truly with the suﬀerings of his army; never did he suﬀer more bitterly from his powerlessness to struggle against such overwhelming misfortunes. On the 14th we resumed the route which we had traversed a few months before under far diﬀerent auspices. The thermometer registered twenty degrees, and we were still very far from France. After a slow and painful march we arrived at Krasnoi. The Emperor was obliged to go in person, with his guard, to meet the enemy, and release the Prince of Eckmuhl. He passed through the ﬁre of the enemy, surrounded by his old guard, who pressed around their chief in platoons in which the shell made large gaps, furnishing one of the grandest examples in all history of the devotion and love of thousands of men to one. When the ﬁre was hottest, the band played the air, 'Where can one be better than in the bosom of his family?' Napoleon interrupted them, exclaiming, "Play rather, 'Let us watch over the safety of the Empire.'" It is diﬃcult to imagine anything grander. The Emperor returned from this combat much fatigued. He had passed several nights without sleeping, listening to the reports made to him on the condition of the army, expediting orders necessary to procure food for the soldiers, and putting in motion the diﬀerent corps which were to sustain the retreat. Never did his stupendous activity ﬁnd more constant employment; never did he show a higher courage than in the midst of all these calamities of which he seemed to feel the weighty responsibility. Between Orcha and the Borysthenes those conveyances for which there were no longer horses were burned, and the confusion and discouragement became so great that in the rear of the army most of the stragglers threw down their arms as a heavy and useless burden. The oﬃcers of the armed police had orders to return by force those who abandoned their corps, and often they were obliged to prick them with their swords to make them advance. The intensity of their suﬀerings had hardened the heart of the soldier, which is naturally kind and sympathizing, to such an extent that the most unfortunate intentionally caused commotions in order that they might seize from some better equipped companion sometimes a cloak, sometimes food. "There are the Cossacks!" was their usual cry of alarm; and when these guilty tricks became known, and our soldiers recovered from their surprise, there were reprisals, and the confusion reached its height. The corps of Marshal Davoust was one of those which suﬀered most in the whole army. Of the seventy thousand men with which it left France, there only remained four or ﬁve thousand, and they were dying of famine. The marshal himself was terribly emaciated. He had neither clothing nor food. Hunger and fatigue had hollowed his cheeks, and his whole appearance inspired pity. This brave marshal, who had twenty times escaped Russian bullets, now saw himself dying of hunger; and when one of his soldiers gave him a loaf, he seized it and devoured it. He was also the one who was least silent; and while thawing his mustache, on which the rain had frozen, he railed indignantly against the evil destiny which had thrown them into thirty degrees of cold. Moderation in words was diﬃcult while enduring such suﬀerings. For some time the Emperor had been in a state of great anxiety as to the fate of Marshal Ney, who had been cut oﬀ, and obliged to clear for himself a passage through the midst of the Russians, who followed us on every side. As time passed the alarm increased. The Emperor demanded incessantly if Ney had yet been seen, accusing himself of having exposed this brave general too much, asking for him as for a good friend whom one has lost. The whole army shared and manifested the same anxiety, as if this brave soldier were the only one in danger. A few regarding him as certainly lost, and seeing the enemy threaten the bridges of the Borysthenes, proposed to cut them; but the army was unanimous in their opposition to this measure. On the 20th, the Emperor, whom this idea ﬁlled with the deepest dejection, arrived at Basanoni, and was dining in company with the Prince of Neuchatel and the Duke of Dantzic, when General Gourgaud rushed in with the announcement that Marshal Ney and his troops were only a few leagues distant. The Emperor exclaimed with inconceivable joy, "Can it be true?" M. Gourgaud gave him particulars, which were soon known throughout the camp. This news brought joy to the hearts of all, each of whom accosted the other eagerly, as if each had found a long-lost brother; they spoke of the heroic courage which had been displayed; the talent shown in saving his corps in spite of snows, ﬂoods, and the attacks of the enemy. It is due Marshal Ney, to state here, that according to the opinion I have heard expressed by our most illustrious warriors, his safe retreat is a feat of arms to which history furnishes no parallel. The heart of our soldiers palpitated. with enthusiasm, and on that day they felt the emotions of the day of victory! Ney and his division gained immortality by this marvelous display of valor and energy. So much the better for the few survivors of this handful of braves, who can read of the great deeds they have done, in these annals inspired by them. His Majesty said several times, "I would give all the silver in the vaults of the Tuileries to have my brave Ney at my side." To Prince Eugene was given the honor of going to meet Marshal Ney, with a corps of four thousand soldiers. Marshal Mortier had disputed this honor with him, but among these illustrious men there were never any but noble rivalries. The danger was immense; the cannon of Prince Eugene was used as a signal, understood by the marshal, to which he replied by platoon ﬁres. The two corps met, and even before they were united, Marshal Ney and Prince Eugene were in each other's arms; and it is said that the latter wept for joy. Such scenes make this horrible picture seem somewhat less gloomy. As far as the Beresina, our march was only a succession of small skirmishes and terrible suﬀerings. The Emperor passed one night at Caniwki, in a wooden cabin containing only two rooms. The one at the back was selected by him, and in the other the whole service slept pell-mell. I was more comfortable, as I slept in his Majesty's room; but several times during the night I was obliged to pass into this room, and was then compelled to step over the sleepers worn out by fatigue. Although I took care not to hurt them, they were so close together that it was impossible not to place my feet on their legs or arms. In the retreat from Moscow, the Emperor walked on foot, wrapped in his pelisse, his head covered with a Russian cap tied under the chin. I marched often near the brave Marshal Lefebvre, who seemed very fond of me, and said to me in his German-French, in speaking of the Emperor, "He is surrounded by a set of who do not tell the truth; he does not distinguish suﬃciently his good from his bad servants. How will he get out of this, the poor Emperor, whom I love so devotedly? I am always in fear of his life; if there were needed to save him only my blood, I would shed it drop by drop; but that would change nothing, and perhaps he may have need of me." CHAPTER VII. The day preceding the passage of the Beresina was one of terrible solemnity. The Emperor appeared to have made his decision with the cool resolution of a man who commits an act of desperation; nevertheless, councils were held, and it was resolved that the army should strip itself of all useless burdens which might harass its march. Never was there more unanimity of opinion, never were deliberations more calm or grave. It was the calm of men who decide to make one last eﬀort, trusting in the will of God and their own courage. The Emperor had the eagles brought from each corps and burned, since he thought that fugitives had no need of them. It was a sad sight to see these men advancing from the ranks one by one, and casting in the ﬂames what they valued more than their lives, and I have never seen dejection more profound, or shame more keenly felt; for this seemed much like a general degradation to the brave soldiers of the battle of La Moskwa. The Emperor had made these eagles talismans, and this showed only too plainly he had lost faith in them. And although the soldiers realized that the situation of aﬀairs must be desperate to have come to this, it was at least some consolation to think that the Russians would have only the ashes. What a scene was presented by the burning of these eagles, above all to those who like myself had been present at the magniﬁcent ceremonies attending their distribution to the army in the camp of Boulogne before the campaign of Austerlitz! Horses were needed for the artillery, and at this critical moment the artillery was the safeguard of the army. The Emperor consequently gave orders that the horses should be impressed, for he estimated the loss of a single cannon or caisson as irreparable. The artillery was conﬁded to the care of a corps composed entirely of oﬃcers, and numbering about ﬁve hundred men. His Majesty was so much touched at seeing these brave oﬃcers become soldiers again, put their hand to the cannon like simple cannoneers, and resume their practice of the manual of arms in their devotion to duty, that he called this corps his sacred squadron. With the same spirit which made these oﬃcers become soldiers again, the other superior oﬃcers descended to a lower rank, with no concern as to the designation of their grade. Generals of division Grouchy and Sebastiani took again the rank of simple captain. When near Borizow we halted at the sound of loud shouts, thinking ourselves cut oﬀby the Russian army. I saw the Emperor grow pale; it was like a thunderbolt. A few lancers were hastily dispatched, and we saw them soon returning waving their banners in the air. His Majesty understood the signal, and even before the cuirassiers had reassured us, so clearly did he keep in mind even the possible position of each corps of his army, he exclaimed, "I bet it is Victor." And in fact it was Marshal Victor, who awaited us with lively impatience. It seemed that the marshal's army had received very vague information of our disasters, and was prepared to receive the Emperor with joy and enthusiasm. His soldiers still fresh and vigorous, at least compared with the rest of the army, could hardly believe the evidence of their own eyes when they saw our wretched condition; but the cries of "Vive l'Empereur" were none the less enthusiastic. But a diﬀerent impression was made when the rear guard of the army ﬁled before them; and great confusion ensued, as each one of the marshal's army who recognized a friend rushed out of the ranks and hastened to him, oﬀering food and clothing, and were almost frightened by the voracity with which they ate, while many embraced each other silently in tears. One of the marshal's best and bravest oﬃcers stripped oﬀhis uniform to give it to a poor soldier whose tattered clothing exposed him almost naked to the cold, donning himself an old cloak full of holes, saying that he had more strength to resist the freezing temperature. If an excess of misery sometimes dries up the fountains of the heart, sometimes also it elevates men to a great height, as we see in this instance. Many of the most wretched blew out their brains in despair; and there was in this act, the last which nature suggests as an end to misery, a resignation and coolness which makes one shudder to contemplate. Those who thus put an end to their lives cared less for death than they did to put an end to their insupportable suﬀerings, and I witnessed during the whole of this disastrous campaign what vain things are physical strength and human courage when the moral strength springing from a determined will is lacking. The Emperor marched between the armies of Marshal Victor and Marshal Oudinot; and it was a depressing sight to see these movable masses halt sometimes in succession,–ﬁrst those in front, then those who came next, then the last. And when Marshal Oudinot who was in the lead suspended his march from any unknown cause, there was a general movement of alarm, and ominous rumors were circulated; and since men who have seen much are disposed to believe anything, false rumors were as readily credited as true, and the alarm lasted until the front of the army again moved forward, and their conﬁdence was somewhat restored. On the 25th, at ﬁve o'clock in the evening, there had been thrown across the river temporary bridges made of beams taken from the cabins of the Poles. It had been reported in the army that the bridges would be ﬁnished during the night. The Emperor was much disturbed when informed that the army had been thus deceived; for he knew how much more quickly discouragement ensues when hope has been frustrated, and consequently took great pains to keep the rear of the army informed as to every incident, so that the soldiers should never be left under cruel delusions. At a little after ﬁve the beams gave way, not being suﬃciently strong; and as it was necessary to wait until the next day, the army again abandoned itself to gloomy forebodings. It was evident that they must endure the ﬁre of the enemy all the next day. But there was no longer any choice; for it was only at the end of this night of agony and suﬀering of every description that the ﬁrst beams were secured in the river. It is hard to comprehend how men could submit to stand up to their mouths in water ﬁlled with ice, and rallying all the strength which nature had given them, with all that the energy of devotion furnished, and drive piles several feet deep into a miry bed, struggling against the most horrible fatigue, pushing back with their hands enormous blocks of ice, which would have submerged and sunk them with their weight; in a word, warring even to the death with cold, the greatest enemy of life. This marvelous feat was accomplished by our French pontoon corps. Many perished, borne away by the current or benumbed by the cold. The glory of this achievement, in my opinion, exceeds in value many others. The Emperor awaited daylight in a poor hut, and in the morning said to Prince Berthier, "Well, Berthier, how can we get out of this? "He was seated in his room, great tears ﬂowing down his cheeks, which were paler than usual; and the prince was seated near him. They exchanged few words, and the Emperor appeared overcome by his grief. I leave to the imagination what was passing in his soul. At last the King of Naples opened his heart to his brother-in-law, and entreated him, in the name of the army, to think of his own safety, so imminent had the peril become. Some brave Poles had oﬀered themselves as escort for the Emperor; he could cross the Beresina higher up, and reach Wilna in ﬁve days. The Emperor silently shook his head in token of refusal, which the king understood, and the matter was no longer considered. Amid overwhelming disasters, the few blessings which reach us are doubly felt. I observed this many times in the case of his Majesty and his unfortunate army. On the banks of the Beresina, just as the ﬁrst supports of the bridge had been thrown across, Marshal Ney and the King of Naples rushed at a gallop to the Emperor, calling to him that the enemy had abandoned his threatening position; and I saw the Emperor, beside himself with joy, not being able to believe his ears, go himself at a run to throw a searching glance in the direction they said Admiral Tschitzakoﬀhad taken. This news was indeed true; and the Emperor, overjoyed and out of breath from his race, exclaimed, "I have deceived the admiral." This retrograde movement of the enemy was hard to understand, when the opportunity to overwhelm us was within his reach; and I doubt whether the Emperor, in spite of his apparent satisfaction, was very sure of the happy consequences which this retreat of the enemy might bring to us. Before the bridge was ﬁnished, about four hundred men were carried part of the way across the river on two miserable rafts, which could hardly sustain themselves against the current; and we saw them from the bank rudely shaken by the great blocks of ice which encumbered the river. These blocks came to the very edge of the raft, where, ﬁnding an obstacle, they remained stationary for some time, then were suddenly ingulfed under these frail planks with a terrible shock, though the soldiers stopped the largest with their bayonets, and turned their course aside from the rafts. The impatience of the army was at its height. The ﬁrst who reached the opposite bank were the brave Jacqueminot, aide-de-camp of Marshal Oudinot, and Count Predzieczki, a brave Lithuanian, of whom the Emperor was very fond, especially since he had shared our suﬀerings with such ﬁdelity and devotion. Both crossed the river on horseback, and the army uttered shouts of admiration as they saw that the chiefs were the ﬁrst to set the example of intrepidity. They braved enough dangers to make the strongest brain reel. The current forced their horses to swim diagonally across, which doubled the length of the passage; and as they swam, blocks of ice struck against their ﬂanks and sides, making terrible gashes. At one o'clock General Legrand and his division were crossing the bridge constructed for the infantry, while the Emperor sat on the opposite bank, and some of the cannon becoming entangled had for an instant delayed the march. The Emperor rushed on the bridge, put his hand to the work, and assisted in separating the pieces. The enthusiasm of the soldiers was at its height; and it was amid cries of "Vive l'Empereur" that the infantry set foot on the opposite bank. A short time after, the Emperor, learning that General Partonneaux had laid down his arms, was deeply aﬀected by this news, and gave vent to reproaches which were somewhat unjust to the general. Later, when he had received more correct information, he understood perfectly the part which necessity and despair had played in this surrender. It is a fact that the brave general did not come to this decision till he had done all that a brave man could under the circumstances; for it is permitted a man to recoil when there is nothing left but to let himself be killed to no purpose. When the artillery and baggage-wagons passed, the bridge was so overloaded that it fell in; and instantly a retrograde movement took place, which crowded together all the multitude of stragglers who were advancing, like a ﬂock being herded, in the rear of the artillery. Another bridge had been constructed, as if the sad thought had occurred that the ﬁrst might give way. But the second was narrow and without a railing; nevertheless, it at ﬁrst seemed a very valuable makeshift in such a calamity. But how disasters follow each other! The stragglers rushed there in crowds. The artillery, the baggage-wagons, in a word, all the army material, had been in the front on the ﬁrst bridge when, it was broken; and when, from the sudden panic which seized on those in the rear of this multitude, the dreadful catastrophe was learned, the last there found themselves ﬁrst in gaining the other bridge. It was urgent the artillery should pass ﬁrst, consequently it rushed impetuously towards the only road to safety which remained. No pen can describe the scene of horror which now ensued; for it was literally over a road of trampled human bodies that conveyances of all sorts reached the bridge. On this occasion could be seen how much brutality, and even cold-blooded ferocity, can be produced in the human mind by the instinct of self-preservation. There were some stragglers most frantic of all, who wounded, and even killed, with their bayonets, the unfortunate horses which obeyed the lash of their guides; and several caissons were left on the road in consequence of this slaughter. As I have said, the bridge had no railing; and crowds of those who forced their way across fell into the river and were ingulfed beneath the ice. Others in their fall tried to stop themselves by grasping the planks of the bridge, and remained suspended over the abyss until their hands, crushed by the wheels of the vehicles, lost their grasp, and they went to join their comrades as the' waves closed over them. Entire caissons, with drivers and horse were precipitated into the water. Poor women were seen holding their children out of the water in the eﬀort to delay for a few instants their death, and death in such a frightful form, a truly admirable maternal incident, which the genius of the painter has divined in painting scenes from the Deluge, and which we saw in all its heartrending and frightful reality! The Emperor wished to retrace his steps, believing that his presence might restore order; but he was dissuaded from this project so earnestly, that he withstood the promptings of his heart and remained, though certainly it was not his elevated rank which kept him on the bank. All the suﬀering he endured could be seen when he inquired every instant where the crossing was, if they could still hear cannon rolling over the bridge, if the cries had not ceased somewhat in that direction. "The reckless creatures! Why could they not wait a little?" said he. There were ﬁne examples of devotion under these distressing circumstances. A young artilleryman threw himself into the water to save a poor mother with two children, who was attempting to gain the other shore in a little canoe. The load was too heavy; an enormous block of ice ﬂoated against and sunk the little boat. The cannoneer seized one of the children, and, swimming vigorously, bore it to the bank; but the mother and the other child perished. This kind young man adopted the orphan as his son. I do not know if he had the happiness of regaining France. Oﬃcers harnessed themselves to sleds to carry some of their companions who were rendered helpless by their wounds. They wrapped these unfortunates as warmly as possible, cheered them from time to time with a glass of brandy when they could procure it, and lavished on them most touching attentions. There were many who behaved in this manner, many of whose names we are ignorant; and how few returned to enjoy in their own country the remembrance of the most admirable deeds of their lives. The bridge was burned at eight o'clock in the morning. On the 29th the. Emperor quitted the banks of the Beresina, and we slept at Kamen, where his Majesty occupied a poor wooden building which the icy air penetrated from all sides through the windows; nearly all the glass of which being broken, we closed the openings as well as we could with bundles of hay. A short distance from us, in a large lot, were penned up the wretched Russian prisoners whom the army drove before it. I had much diﬃculty in comprehending this delusion of victory which our poor soldiers still kept up by dragging after them this wretched luxury of prisoners, who could only be an added burden, as they required their constant surveillance. When the conquerors are dying of famine, what becomes of the conquered? These poor Russians, exhausted by marches and famine, nearly all perished this night. In the morning they were found huddled pell-mell against each other, striving thus to obtain a little warmth. The weakest had succumbed; and their stiﬀened bodies were propped the whole night against the living without their even being aware of it. Some in their hunger ate their dead companions. The hardihood with which the Russians endure pain has often been remarked. I can cite one instance which surpasses belief. One of these fellows, after being separated from his corps, had been struck by a cannonball which had cut oﬀboth his legs and killed his horse. A French oﬃcer on a reconnoitering tour on the bank of the river where this Russian had fallen, perceived at some distance an object which appeared to be a dead horse, and yet he could see that it moved. He approached, and saw the bust of a man whose extremities were concealed in the stomach of the horse. This poor creature had been there four days, inclosing himself in his horse as a shelter against the cold, and feeding upon infected morsels torn from this horrible retreat. On the 3d of December we arrived at Malodeczno. During the whole day the Emperor appeared thoughtful. and anxious. He had frequent conﬁdential conversations with the grand equerry, M. de Caulaincourt, and I suspected some extraordinary measure. I was not deceived in my conjectures. At two leagues from Smorghoni, the Duke of Vicenza summoned me, and told me to go on in front and give orders to have the six best horses harnessed to my carriage, which was the lightest of all, and keep them in constant readiness. I reached Smorghoni before the Emperor, who did not arrive till the following night. The cold was excessive; and the Emperor alighted in a poor house on a square, where he established his headquarters. He took a light repast, wrote with his own hand the twenty-ninth bulletin of the army, and ordered all the marshals to be summoned. Nothing had yet transpired as to the Emperor's plans, but in great and desperate measures there is always something unusual which does not escape the most clear-sighted. The Emperor was never so amiable nor so communicative, and one felt that he was endeavoring to prepare his most devoted friends for some overwhelming news. He talked for some time on indiﬀerent subjects, then spoke of the great deeds performed during the campaign, referring with pleasure to the retreat of General Ney whom they had at last found. Marshal Davoust appeared abstracted; and the Emperor said to him, "At least say something, Marshal." There had been for some time a little coolness between him and the Emperor, and his Majesty reproached him with the rarity of his visits, but he could not dissipate the cloud which darkened every brow; for the Emperor's secret had not been as well kept as he had hoped. After supper the Emperor ordered Prince Eugene to read the twenty-ninth bulletin, and spoke freely of his plan, saying that his departure was essential in order to send help to the army. He gave his orders to the marshals, all of whom appeared sad and discouraged. It was ten o'clock when the Emperor, saying it was time to take some repose, embraced all the marshals and retired. He felt the need of withdrawing; for he had been oppressed by the constraint of this interview, as could easily be seen by the extreme agitation his countenance manifested at its close. About half an hour after, the Emperor called me into his room and said, "Constant, I am about to leave; I thought I should be able to take you with me, but I have taken into consideration the fact that several carriages would attract attention; it is essential that I experience no delay, and I have given orders that you are to set out immediately upon the return of my horses, and you will consequently follow me at a short distance." I was suﬀering greatly from my old malady; hence the Emperor would not allow me to go with him on the boot as I requested, in order that he should receive his customary attentions from me. He said, "No, Constant, you will follow me in a carriage, and I hope that you will be able to arrive not more than a day behind me." He departed with the Duke of Vicenza, and Roustan on the box; my carriage was unharnessed, and I remained to my great regret. The Emperor left in the night. By daybreak the army had learned the news, and the impression it made cannot be depicted. Discouragement was at its height; and many soldiers cursed the Emperor, and reproached him for abandoning them. There was universal indignation. The Prince of Neuchatel was very uneasy, and asked news of every one, though he would naturally have been the ﬁrst to receive any information. He feared lest Napoleon, who had a feeble escort, should be made prisoner by the Cossacks, who, if they had learned his departure, would make the greatest eﬀorts to carry him oﬀ. This night, the 6th, the cold increased greatly; and its severity may be imagined, as birds were found on the ground frozen stiﬀwith the cold. Soldiers who had seated themselves with their head in their hands, and bodies bent forward in order to thus feel less the emptiness of their stomachs, were found dead in this position. As we breathed, the vapor from our lips froze on our eyebrows, little white icicles formed on the mustaches and beards of the soldiers; and in order to melt them they warmed their chins by the bivouac ﬁre, and as may be imagined a large number did not do this with impunity. Artillerymen held their hands to the horses' nostrils to get a little warmth from the strong breathing of these animals. Their ﬂesh was the usual food of the soldiers. Large slices of this meat were thrown on the coals; and when frozen by the cold, it was carried without spoiling, like salted bacon, the powder from the cartridge-boxes taking the place of salt. This same night we had with us a young Parisian belonging to a very wealthy family, who had endeavored to obtain employment in the Emperor's household. He was very young, and had been received among the boys of the apartments, and the poor child was taking his ﬁrst journey. He was seized with the fever as we left Moscow, and was so ill this evening that we could not remove him from the wagon belonging to the wardrobe service in which he had been made as comfortable as possible. He died there in the night, much to be regretted by all who knew him. Poor Lapouriel was a youth of charming character, ﬁne education, the hope of his family,, and an only son. The ground was so hard that we could not dig a grave, and experienced the chagrin of leaving his remains unburied. I set out next day armed with an order from the Prince de Neuchatel that all on the road should furnish me horses in preference to all others. At the ﬁrst post after leaving Smorghoni, whence the Emperor had set out with the Duke of Vicenza, this order was of invaluable aid to me, for there were horses for only one carriage. I found myself a rival to M. the Count Daru, who arrived at the same time. It is useless to say that without the Emperor's orders to rejoin him as quickly as possible I would not have exercised my right to take precedence over the intendant general of the army; but impelled by my duty I showed the order of the Prince de Neuchatel to M. the Count Daru, and the latter, after examining it, said to me, "You are right, M. Constant; take the horses, but I beg you send them back as quickly as possible." How crowded with disasters was this retreat. After much suﬀering and privation we arrived at Wilna, where it was necessary to pass a long, narrow bridge before entering the town. The artillery and wagons occupied the whole bridge so entirely that no other carriage could pass; and it was useless to say "His Majesty's service," as we received only maledictions. Seeing the impossibility of advancing, I alighted from my carriage, and found there the Prince of Aremberg, ordnance oﬃcer of the Emperor, in a pitiable condition, his face, nose, ears, and feet having been frozen. He was seated behind my carriage. I was cut to the heart, and said to the prince that if he had informed me of his condition I would have given him my place. He could hardly answer me. I helped him for some time; but seeing how necessary it was that we should both advance, I undertook to carry him. He was delicate, slender, and about medium height. I took him in my arms; and with this burden, elbowing, pushing, hurting some, being hurt by others, I at last reached the headquarters of the King of Naples, and deposited the prince there, recommending that he should receive every attention which his condition required. After this I resumed my carriage. Everything had failed us. Long before reaching Wilna, the horses being dead, we had received orders to burn our carriages with all the contents. I lost heavily in this journey, as I had purchased several valuable articles which were burned with my baggage of which I always had a large quantity on our journeys. A large part of the Emperor's baggage was lost in the same manner. A very handsome carriage of Prince Berthier, which had just arrived and had not been used, was also burned. At these ﬁres, four grenadiers were stationed, who with ﬁxed bayonet prevented any one from taking from the ﬁre what had been ordered to be sacriﬁced. The next day the carriages which had been spared were visited in order to be assured that nothing had been kept back. I was allowed to keep only two shirts. We slept at Wilna; but the next day very early the alarm was given that the Russians were at the gates of the town. Men rushed in, beside themselves with terror, crying, "We are lost!" The King of Naples was quickly aroused; sprang from his bed; and the order was instantly given that the Emperor's service should leave at once. The confusion made by all this can be imagined. There was no time for any arrangements; we were obliged to start without delay. The Prince of Aremberg was put into one of the king's carriages with what could be secured for the most pressing needs; and we had hardly left the town before we heard shouts behind us, and the thunder of cannon accompanied by rapid ﬁring. We had to climb a mountain of ice. The horses were fatigued, and we made no progress. 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I READ. I THINK. I COMPREHEND. I SHARE. February 2017 CALENDAR OF EVENTS * Feb. 3 - Wear Red Dress Down Day * Feb. 10 - Patriot's Dress Down Day * Feb. 13 - Family Dance * Feb. 20-24: Winter break - no school The Nurse's Office Happy Valentine's Day! In the month of February we will be sponsoring two fund raisers. Our annual Pennies for Patients, which supports the Leukemia and Lymphoma Society (Childrens' Cancers), will kick off again on February 17th. The student will attend an assembly to explain what blood cancer is, and how they can help other children living with cancer.. And this year will have included our students in the American Heart Association's (AHA) Wear Red Day. AHA sponsors this event every year to raise money to support Women's Heart Health. Heart disease and stroke is the number one killer of women in our country. Through education and lifestyle changes 80 percent of all cardiac events can be prevented. So let's educate our young woman! Students have received red hearts to bring home. Parents can put any name on the heart and sent it back to school and we will display the hearts in the school foyer for the month of February. A donation of any size will be accepted from the students on behalf of the AHA. And as always, thank you in advance for your support. Mrs. Couto We have the school's family dance coming up, February 13, 2017 from 5-7pm at the Boys and Girls Club - invitations were sent home February 6th! We continue to fundraise for the school and have PTO meetings that are open for all to come. Next PTO is scheduled for February 7th at 3:30pm. Call if you are interested! Message From Principal Carvalho Every child at Watson has one similar homework assignment and that is to read and log their time/pages. Studies have proven that the more a child reads, and it doesn't matter what they read, the more successful they are in all areas of their education. Children need to be exposed to all kinds of stories and more importantly, vocabulary. Second quarter is over and time is marching on. Once again, I am asking for your help … Let them read to you then discuss what was read. Ask questions that begin with why, how or I wonder. These types of questions help children think about what they have read and this is another important skill that will help them be successful learners. We have free books in the hall, and all teachers have classroom libraries so there is no need to go out and purchase books. The library is another great choice. What we need from you is to check in with your child every night and take 20 minutes to sit and read with them - the difference that time will make will be huge! Also, our PTO has many great new ideas and plans for the remainder of the year and we need more parent volunteers to make these programs successful! Please think about joining the PTO or become a parent volunteer. Teachers always need help copying and laminating work for your children. In closing, I am very proud of our students this year. They are working hard and showing us their best work. Please have discussions about all the new, exciting things they are doing and learning about … . Thank you, Mrs. Carvalho ATTENDANCE The grade level with the best percentage is grade 5 again with 96.02%!! Go grade 5 you are on your way to a free field trip!. Attendance for the month of January was 94.23%, great job Watson families with making sure your children are in school! We had 47 students with perfect attendance this month. Please make sure students are bundled up walking to school the cold weather will be setting in. We need to stay strong with attendance in these cold months so please make sure your child is here all day every day and on time!! Thank you for your cooperation with ensuring success for your child!! Kindergarten Can you believe we are halfway through the school year! Be on the lookout for a letter regarding our 100th day celebration! We will be sending it home the beginning of next week! We just started unit 3 in ELA and the students are loving it.! We continue to work on letter sounds and sight words. They also have been working very hard on writing sentences. In math, we are focusing on numbers 6-10. The students are really enjoying growing their brains. Please continue to read every night and fill out the reading log! When reading with them try and let them read their sight words or sound out some of the words! You will be amazed at how much they can read! Grade 3 During February in math class, we are learning the meaning of multiplication. The students are using two strategies to determine a product; ratio tables and arrays. We will soon begin memorizing the multiplication tables up to the tens tables. You can expect more information about that soon. In science, we are continuing to learn about how motion can only occur with force and that the directions and strength of such a force affects the motion. In ELA we have finished reading our first novel, Fantastic Mr. Fox. We will begin discussing how people and nature are connected by reading Charlotte's Web. The students will be doing some research about habitats. Be sure your child is reading for 20 minutes as part of their homework! Mrs.Borkman's class has completed their projects for Fantastic Mr. Fox and they are so proud and excited to share it with you. P.E./Music I can't believe we're already in February! The students have been great with the abrupt changes of weather throughout the day which allows us to be outside, or changes the lesson to an indoor activity. Catching and throwing is going to a continuous priority for the K-2 classes, and the upper grades are staying active with movement games that incorporate thinking, strategy, and teamwork. What is Going on In… Grade 1 Grade 2 Wow, first grade is half over and students are that much closer to second grade! In ELA, we have started unit 3 and we are exploring changes around the world. We will read and write about things that change around us- at home, at school, seasons, and how animals change and grow. In math, we are practicing adding and word problem. Continue reading every subtracting within 20. We are adding money and starting to read and solve night! Grade 4 In ELA, we are finishing our first novel study. We've worked very hard on many comprehension skills and will be holding a showcase to show off all of our hard work. Invitation to follow. Next, we will be moving on to a research project on Extreme Weather to help us build background for our next novel study. Please keep encouraging your loved one to read and log every night. In Math, we are working on multiplication and division with bare numbers and word problems. We are taking our assessment soon! Moving on from here will be conversions. Please help your student with their multiplication facts at home! STEM Kindergarten has been working on polar animals and their cold homes. First Grade is starting to work on animal behavior and interactions between parent animals and their children.. Second grade is has recently been looking at states of matter as well as reversible vs. nonreversible reactions! Third grade is working on force and motion and the differences between balanced and unbalanced forces. Fourth grade is learning about waves and how sound is created and light waves. Grade 4 has also been working on their typing skills. Fifth grade is learning about matter and mass of objects. We also are focusing on the scientific method and more specifically on variables. In ELA, we are working on unit three, what does it mean to be creative? We are reading stories about creative ideas and working together to solve problems. As the weekly conventions and phonics skills become more challenging, we ask that you have your student complete the weekly homework packet. Independent practice is very important as the students begin to apply the skills they have learned. In Math, we just began our unit on geometry. This is a very language rich math unit. You can help at home by having your student find and name two and three dimensional shapes. As always, students should be reading and logging at least 20 minutes of reading time each night! Grade 5 In math, we are working on applying our adding and subtracting skills to answer complex word problems. In ELA, we are focusing on reading and finding themes and main ideas. We are finishing up our first novel study "Esperanza Rising", and will soon begin our project! Our projects will be creative and fun, and I cannot wait to begin! Miss Amaral In ELA we will continue our unit on Freedom and will be learning about personal freedom and the law. Students will work on their comprehension and writing skills by using t-charts to show what they learned about Freedom at the end of each week. In math we will wrap up out fraction unit through a project. Students will be working in small groups to understand and explain a fraction concept to the class then to our families. Stay tuned for information regarding this project and presentations! Many students are not keeping up with their homework so please check in with them each night. Homework is important because it helps students practice skills independently and become more confident learners. We want them to grow their brains!	<urn:uuid:6e8a1930-547e-401b-903f-952b01e30506>	CC-MAIN-2017-13	http://fallriverschools.org/NewsletterFebruary.pdf	2017-03-27T10:38:46Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00230-ip-10-233-31-227.ec2.internal.warc.gz	126,782,069	1,959	eng_Latn	eng_Latn	0.999394	eng_Latn	0.999419	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3809, 9328 ]	[ 2.609375 ]	3	1
THE BIRDING COMMUNITY E-BULLETIN ************* February 2010 *********** This Birding Community E-bulletin is being distributed to active and concerned birders, those dedicated to the joys of birding and the protection of birds and their habitats. This issue is sponsored by the Wild Bird Centers of America and the National Bird-Feeding Society. You can access an archive of past E-bulletins in our newsletter archives. Table of Contents: RARITY FOCUS ANOTHER MULTI-MONTH "MAJOR CONTENDER" FEBRUARY: NATIONAL BIRD FEEDING MONTH AND GBBC TEXAS COAST WHOOPING CRANES UP SLIGHTLY TWO WATERFOWL COUNTERS PERISH IN PLANE CRASH SQUEEZING THE LIFE OUT OF SUSTAINABLE COFFEE? CORN VS BIRDS IN PRAIRIE POTHOLE REGION: A NEW REPORT ON ETHANOL IBA NEWS: CANADIAN WEBSITE LAUNCH BOOK NOTES: HUGE NATIONAL GEO TIP OF THE MONTH: RADIO USE WHILE BIRDING HAITI: AFTER THE EARTHQUAKE *************** RARITY FOCUS Late in the afternoon of 24 January, Alan Wormington and Robert Epstein found and photographed a female Amazon Kingfisher in Laredo, Texas. This species normally ranges from Mexico (no closer than southern Tamaulipas) to Argentina and Uruguay. Amazon Kingfisher is the largest "green" kingfisher in the Americas. In April 1999, ABA's BIRDING magazine ran an article on the "next birds" that might be seen in North America, with Amazon Kingfisher featured, not among the half-dozen core predictions to appear as Texas and U.S. first occurrences, but as the first alternate "honorable mention" species. It took a little over a decade, but the prediction was accurate. Wormington and Epstein saw the kingfisher at the mouth of Zacate Creek, then along the creek itself. Zacate Creek is downstream from Las Palmas Park along the Rio Grande, specifically located within the Laredo city limits. Alan Wormington said of the experience, "It is a bit ironic that we were constantly complaining that we had not seen a single kingfisher anywhere during our week-long trip; then we saw FOUR kingfisher species at Zacate Creek!" The two original observers are currently submitting photos and other details for eventual publication. This would be the first record of an Amazon Kingfisher for North America north of Mexico. To see two photos taken on site on 25 January by Dan Jones and Stuart Healy, respectively, see: http://i48.tinypic.com/33aasjs.jpg http://www.aztrogon.com/images/birds/Kingfishers/AMKI20100125TX-f2.jpg As of the end of January, the Amazon Kingfisher was still present at Zacate Creek, and many birders from far and wide were beating a path to Laredo. In fact, the City of Laredo has made a special effort to welcome birders - from local cleanup and cordial police attention, to bringing in portable toilets! The city and the local Monte Mucho Audubon Society also cooperated in putting up bright yellow crowd-control tape to keep birders from inadvertently entering areas too close to the Amazon Kingfisher's favorite perches. ANOTHER MULTI-MONTH "MAJOR CONTENDER" Once again, we have a species that we passed over as the rarity of the month for two consecutive months, bested both times by Texas mega-rarities - Bare-throated Tiger-Heron and Amazon Kingfisher. Nonetheless, this bird and its generous hosts deserve special mention. Since 3 December, Harvey and Brenda Schmidt have hosted a Rustic Bunting at their bird feeder in Creighton, Saskatchewan. The small mining town of Creighton is located near the Saskatchewan-Manitoba border, about 540 miles NNW of Winnipeg and at a latitude roughly the same as the southern end of the Alaska panhandle. The backyard location in north-central Canada is simply amazing for a Rustic Bunting, a species that might normally spend the winter in eastern China. Rustic Bunting, a species that breeds from Scandinavia to eastern Siberia and winters mainly in eastern China, Korea, and Japan, is considered rare to uncommon in North America as a migrant through the western Aleutians and Bering Sea areas. It is considered an accidental migrant and winter visitor from southern Alaska, British Columbia, Washington, Oregon, and California. There are three previous Canadian records, all from coastal British Columbia. In essence, this is a very rare bird for anywhere in interior North America. (You can find the species described in the National Geographic guide on pages 434-435 and in the "large" Sibley on page 503.) The Rustic Bunting visited the Schmidt feeder through the end of January. Birders who braved the cold and drove the distance to see the bunting were generally treated to excellent looks. Most of these travelers were Canadians, with a few from the U.S. For details, including photos and a video by Harvey Schmidt, visit Brenda Schmidt's informative blog: http://birdschmidt.blogspot.com/2009/12/arriving-with-four-juncos-yesterday.html FEBRUARY: NATIONAL BIRD FEEDING MONTH AND GBBC Our report on the Rustic Bunting at the home of Harvey and Brenda Schmidt is an appropriate prelude to February feeder activities for a number of reasons. In January 1994, Congressman John Porter (R-IL) read a resolution into the Congressional Record declaring February "National Bird-Feeding Month." Since then, February has become the month most associated with wild bird feeding promotions and activities, all focused on backyard birds. February has become an ideal month for promoting and enjoying this wholesome, home-based, nature-oriented activity. For example, to see what Mass Audubon has been doing in this regard, see: www.massaudubon.org/Birds_and_Birding/FoF/participate.php This year's theme for National Bird-Feeding Month is "Hatching Out – An Introduction to the Wild Bird Feeding Hobby," being promoted by the National Bird-Feeding Society (NBFS). You can find more details, including a link to a helpful NBFS "Guide to Better Bird Feeding" and associated poster at: www.birdfeeding.org/nbfm.html Also, in 1997 the National Audubon Society and the Cornell Lab of Ornithology, along with a number of bird-feeding retailers, launched the Great Backyard Bird Count (GBBC) in an effort to learn more about late-winter bird distributions. The next GBBC will be held between 12 and 15 February. Anyone can take part, from novice bird watchers to experts. Participants count birds for as little as 15 minutes (or as long as they wish) on one or more days of the count period and report their sightings online. You can find all the details on this citizen's science effort here: www.birdsource.org/gbbc/ Another seasonal reminder is appropriate. Some readers may not already be participating in Project FeederWatch, another effort of the Cornell Lab, in this case with Bird Studies Canada as a partner. The project's reporting season runs through 6 April. If you are not already involved in Project FeederWatch, be sure to consider getting on board, if only next winter season. You can find more details here: www.birds.cornell.edu/pfw/ Appropriately, Harvey and Brenda Schmidt, the hosts of the previously mentioned Rustic Bunting , have been participants in Project FeederWatch since 2006. In addition, two other Rustic Buntings were reported by a participating Feeder-Watcher in Ketchikan, Alaska, last fall. TEXAS COAST WHOOPING CRANES UP SLIGHTLY Last May we reported that the previous winter was the worst on record for the Texas coast Whooping Crane flock. Between 21 and 23 cranes died due to food shortages and the associated drought: www.refugeassociation.org/birding/maySBC09.html#TOC15 Now that the arrival of virtually all the cranes expected along the Texas coast has occurred, it appears that there are about 264 birds present. This is nearly 20 more birds than left Aransas National Wildlife Refuge and nearby areas last spring. Accordingly, the increase just about replaces the individuals lost last winter. For the most recent crane counts, see Tom Stehn's reports: www.birdrockport.com/tom_stehn_whooping_crane_report.htm Unfortunately there is concern that another die-off could occur this winter, owing to a lack of blue crabs in the area and the continuing squeeze on crane habitat from local development and fresh-water use. See this Associated Press story for more information: more information: TWO WATERFOWL COUNTERS PERISH IN PLANE CRASH On 17 January, two USFWS biologists died in a small Cessna aircraft crash while returning from a day of surveying waterfowl in Oregon and Washington. Ray Bentley and Dave Pitkin were highly experienced counters in the Service's mid-winter waterfowl surveys, often flying low and slow, counting ducks, geese, and swans. They were part of an unblemished 54-year history of conducting aerial bird surveys until the fatal crash last month. These surveys take place during both winter and summer and cover over 80,000 air miles each year. Select teams of pilot-biologists and observers conduct the surveys. Ray Bentley had recently flown Chesapeake Bay surveys and was soon scheduled to fly to the Arctic to do surveys there. Dave Pitkin, who left the Service in 2007, was doing surveys on a contractual basis and was an accomplished photographer, according to Roy Lowe, project leader for the Oregon Coast National Wildlife Refuge Complex. Lowe said Pitkin was "a great conservationist." You can read more details in a USFWS release at: www.fws.gov/news/NewsReleases/showNews.cfm?newsId=47C3737C-B35D-099F-611B5E1E5B517371 and a local story: www.gazettetimes.com/news/local/article_38546af0-0587-11df-81cf-001cc4c002e0.html SQUEEZING THE LIFE OUT OF SUSTAINABLE COFFEE? Last month we brought your attention to a fine report on marketing bird-compatible coffee, a report by the Smithsonian Migratory Bird Center: www.refugeassociation.org/birding/janSBC10.html#TOC06 This month, we bring you some sobering trends in coffee economics, trends which put the future of sustainable coffee (shade, organic, fair-traded), and therefore birds, in some jeopardy. A decade ago, with coffee prices at an all-time low, many growers in Latin America and the Caribbean switched to organic for the premium price they might receive. Some growers had a three-year waiting period to certify a pesticideand chemical-free landscape, but for a time this wait was considered worthwhile. Once certified, the organic producers did well. Now the premium price is disappearing, and an estimated 10 percent of organic farmers from Mexico to Costa Rica have stopped organic production over the past three to four years. Similarly, fair-traded coffee was seen as a way to get coffee co-ops a better price for their coffee and to guarantee some social programs for coffee families. Today, while the fair-trade price per pound may be slightly more than the overall market price, it is no longer enough for coffee communities to stay much above subsistence. With Americans drinking one-fifth of the world's coffee, this is a trend to watch. While some major retailers are driving down the prices of coffee, this is not necessarily good for people in coffee communities in the hemisphere, nor can it be good for shade-coffee-seeking birds. If demand for shade, organic, and fair-traded coffees in the U.S. grows, producers in Latin America and the Caribbean may have the incentive to continue with or return to sustainable coffee production. For two recent summaries on these trends (from TIME magazine and THE CHRISTIAN SCIENCE MONITOR) see here: www.time.com/time/magazine/article/0,9171,1926007-2,00.html www.csmonitor.com/World/Americas/2010/0103/Organic-coffee-Why-Latin-America-s-farmers-are-abandoning-it CORN VS BIRDS IN PRAIRIE POTHOLE REGION: A NEW REPORT ON ETHANOL Government incentives boosting corn-based ethanol are accelerating the destruction of North America's Prairie Pothole region, a region where millions of birds find nesting habitat and shelter in the shallow wetlands and grasslands of the Northern Great Plains. This is according to a new study released by the National Wildlife Federation, with data gathered by University of Michigan researchers. The Northern Great Plains unique topography was formed 10,000 years ago when ice-age glaciers scouring the terrain left behind large indentations, today known as "prairie potholes." The Prairie Pothole study covers mainly Iowa, Minnesota, and the Dakotas, but the region actually extends as far west as northern Montana and also includes portions of Alberta, Manitoba, and Saskatchewan. More than 3.2 million acres of prairie potholes and associated grasslands were plowed under across parts of Iowa, Minnesota, North Dakota, and South Dakota between 2005 and 2007 in order to make space for corn. Much of that corn was grown to meet U.S. thirst for ethanol, a fuel which can create cleaner combustion, and curb auto tailpipe emissions when blended with gasoline. But the conversion of prairie pothole habitat to corn also comes at a very high cost to birds and other wildlife. In some areas, species loss has been as high as 30 percent, including declines among local populations of Upland Sandpipers, Grasshopper Sparrows, and Western Meadowlarks. If the demand for biofuel remains steady, farmers could plant an additional 10.6 million acres of corn in the next year to meet ethanol mandates. Moreover, the connection "between ethanol incentives and habitat destruction is fairly clear," , y , states the report released last month. The USDA provides corn-growing incentives, such as crop insurance, that virtually guarantee farmers a profit regardless of the crop yield. This ethanol/habitat study is one of the first to narrow the focus to the Prairie Pothole region, an area identified by multiple conservation groups as one of the most threatened zones in North America as a result of the conversion of wetlands and grasslands to agricultural row crops. "Grassland birds were already in steep decline, making this additional habitat loss quite alarming," said Gary Botzek, executive director at the Minnesota Conservation Federation. The study puts forth several solid recommendations, including reconsidering financial support for corn ethanol, special protections for grassland and wetland habitats, and strengthening of the Farm Bill's Conservation Reserve Program (CRP). The full 24-page study can be found here: www.nwf.org/News-and-Magazines/Media-Center/News-by-Topic/Wildlife/2010/~/media/PDFs/Reports/Wildlife/01-1310-Corn-Ethanol-Wildlife.ashx And it is summarized by NWF here: www.nwf.org/News-and-Magazines/Media-Center/Reports/Archive/2010/~/media/PDFs/Wildlife/01-13-10-Corn-EthanolWildlife.ashx IBA NEWS: CANADIAN WEBSITE LAUNCH Co-partners Bird Studies Canada and Nature Canada have launched an informative new website for the Canadian Important Bird Areas (IBA) Program. The effort has also gained critical support from a number of regional organizations, including BC Nature, Federation of Alberta Naturalists, Nature Saskatchewan, and Nature Quebec, as well as hundreds of volunteers nationwide. TransCanada Corporation and the U.S. Neotropical Migratory Bird Conservation Act grant provided funding for the new website. This new, fully bilingual website provides information, tools, and mapping features to help IBA partners and volunteers more effectively monitor birds and assess conditions at key bird conservation areas. These volunteers, part of the IBA Caretaker Network, are connected to individual IBAs, assigned a lead volunteer, and assisted by other citizen scientists and helpers. There are nearly 600 Canadian IBAs, many of which are not legally or formally protected. To learn more or get involved, visit the new IBA Canada website at: www.ibacanada.ca For additional information about worldwide IBA programs, and those across the U.S., check the National Audubon Society's Important Bird Area program web site at: www.audubon.org/bird/iba BOOK NOTES: HUGE NATIONAL GEO Do you cherish your National Geographic bird guide? Do you carry your old 3rd edition into the field while leaving your crisp, newer 5th edition at home? Do you relish the 5th edition's thumb-marks for fast access to family groups? Do you look for the new name-changes and "splits" with every National Geographic edition? If you answered "Yes." to any one of these questions, you may be a certified National Geo fan, and a birder who might be interested in the ILLUSTRATED BIRDS OF NORTH AMERICA (Jon L. Dunn and Jonathan Alderfer, editors), a large, folio version of the 5th edition of the popular field guide. It was published late last year, and it is nothing short of delicious. At 9.5 inches x 12 inches, it has all the maps, text, and illustrations of the original field guide, only it is much larger. The illustrations, of course, are the real treat, especially because all are beautifully presented only on the right pages. Our only quibble with the presentation of this wonderful book is that the book's 20 original artists who, understandably, had their names placed at the very end of the regular guide, also received the same treatment in this large format version. Given the size of the book and the prominence of the artists' work, it is unfortunate that these talented individuals couldn't receive conspicuous acknowledgment for their accomplishments on the pages where their artwork appears. TIP OF THE MONTH: RADIO USE WHILE BIRDING Cell phones are great, but they have three drawbacks for active birders: 1) under most circumstances they are limited to two-way conversations, 2) some prime birding locations may have poor cell-coverage, and 3) their use is dangerous while driving. On the last point, at least six states (i.e., California, Connecticut, New Jersey, New York, Oregon and Washington) and the District of Columbia prohibit drivers from talking on handheld cell phones while driving. In Canada, it is illegal to use a handheld cell phone while driving in Newfoundland and Labrador, Nova Scotia, and Quebec. Other states and provinces are also considering similar legislation. (Texting while driving is another, but related, issue.) Alternatively, the use of popular FRS/GMRS radios, either for birding caravans or at locations where there is much field activity, can be very useful. All it takes is two or more inexpensive radios and a common channel and local birders can be off and running. In Minnesota, for example, many birders with these handy FRS/GMRS radios use channel 6 with sub-code 6, thus allowing both FRS and GMRS users to communicate. In Iowa, the statewide birding recommendation is channel 5 with sub-code 0 as the first choice, only using channel 6 with sub-code 0 as a backup. The American Birding Association (ABA) suggested the use of FRS channel 11 and sub-code 22 a number of years ago, but that initial suggestion predates the popular spread of GMRS frequencies. For your consideration (in order of preference) we suggest that birders use radio channels/sub-codes: 6/0, 6/6, 5/0, and 11/22. You can find an informative Minnesota birding page by Bob Ekblad packed with radio information here: www.birding-minnesota.com/Radio.htm HAITI: AFTER THE EARTHQUAKE Our sympathy and concern go out to the survivors of last month's devastating earthquake in Haiti. There will need to be both immediate and ongoing disaster recovery, along with long-term rebuilding work in this beleaguered country. If you haven't already done so, we encourage you to consider giving to an organization that is currently doing serious recovery work in Haiti. There are many groups working on addressing key relief issues such as providing food and clean water, medical care, and shelter for families. There are also bird-related and natural resource field projects that will need massive future support. When the time is right and our bird education and bird conservation colleagues in Haiti are able to resume something that resembles normal life, there will be many appropriate ways to help them. These will include replacing lost field equipment and lab supplies, collecting and distributing educational and research materials, and various other ways to help Haitians rebuild a foundation that will revive bird education and conservation in Haiti. Not surprisingly there are projects already being discussed among members of the bird conservation community who have been previously engaged in conservation and education initiatives in Haiti. Let us hope we can all cooperate to help put an effective plan in place that will help our counterparts in Haiti. We intend to provide more information in the future about how you can help to restore important Haitian bird conservation and education programs when the time comes. - - - - - - - - - You can access past E-bulletins on the National Wildlife Refuge Association (NWRA) website: www.refugeassociation.org/birding/birding5.html If you wish to distribute all or parts of any of the monthly Birding Community E-bulletins, we simply request that you mention the source of any material used. (Include a URL for the E-bulletin archives, if possible.) If you have any friends or co-workers who want to get onto the monthly E-bulletin mailing list, have them contact either: Wayne R. Petersen, Director Massachusetts Important Bird Areas (IBA) Program Mass Audubon 718/259-2178 email@example.com or Paul J. Baicich 410/992-9736 firstname.lastname@example.org We never lend or sell our E-bulletin recipient list. HOME \| SITE MAP \| CONTACT US \| JOIN \| PRIVACY POLICY	<urn:uuid:27c2d57b-ccc6-4608-8c52-e48a5a7ae99f>	CC-MAIN-2017-13	http://refugeassociation.org/wp-content/uploads/2011/10/sbc-feb10.pdf	2017-03-27T11:10:20Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00229-ip-10-233-31-227.ec2.internal.warc.gz	316,596,826	4,741	eng_Latn	eng_Latn	0.994572	eng_Latn	0.995745	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2954, 8204, 13318, 18284, 21420 ]	[ 1.734375, 1.6796875 ]	2	2
2016-2017 JCC Rockland Basketball FINAL Game Rules: Kindergarten, 1 st Boys and Girls and 2nd Grade Boys 1. The Home team is listed second on the schedule and wears white, and is responsible for game set up, clean up, time clock, scorebook, and game ball. 2. The game will begin with the visiting team's possession. The alternative possession rule will occur following the visiting team's possession. 3. The basket height will be eight feet for kindergarten, nine feet for 1 st and 2 nd grade.. 4. The basketball will be youth size. 5. The clock will run continuously except for a team timeout. 6. All games will be six, 5-minute periods and timed by one of the bench coaches or designated adult timer. There is no overtime. 7. Each team has four timeouts/game, each one-minute in duration. 8. There is no double-teaming except for inadvertent double teaming as a player drives to the basket. 9. No stealing the ball off the dribble, only off of the pass. Defenders may not attempt to swat or grab the ball from an offensive player who is in control of the ball. 10. Defending an opponent can only occur within the defensive three point area. 11. There is no three-second violation. 12. Ten seconds of standing still, holding the ball is a turnover. 13. Traveling violations will be tolerated, with the exception of running with the ball. "Ref" should instruct the player to dribble. 14. No team fouls or personal fouls are kept. However, if a player is consistently aggressive, this should be addressed by the coach. No foul shots are taken. 15. Man-to-man defense, no Zone. No defender should have their arms around a player when guarding them so they're unable to move. 16. A maximum of two coaches from the same team will be allowed on the team sideline during the game. One timekeeper may also be on the sideline. 17. All out of bounds calls will be made. 18. No scoring is kept during the game and coaches must not discuss who wins or loses. Therefore, no team wins or loses. 19. Each team should start with a minimum of five players available. However, if one team only has four players available, then each team should start the game with four versus four. If a fifth player arrives for both teams, then it will be five vs. five. No game can be played with only 3 players available on a team. 20. It is mandatory that all of the children play about the same amount of time during the game (unless injury or problem has occurred). 21. If a player is injured and a coach or assistant comes onto the court to help... the player MAY stay in the game without requiring him to come off the court until the next allowable substitution. 22. If a player is injured and removed from the game, that period counts in full, toward their minimum play time requirement. 23. After the game, both teams and coaches will line up and shake hands. SPORTSMANSHIP throughout the season is the only way to play! 24. Coaches may not cancel games without approval from the league. * ALL PLAYERS MUST REMAIN ON THE SIDELINE DURING THE GAME (EXCEPT FOR EMERGENCIES AND THE BATHROOM) * ABSOLUTELY NO FOOD IS TO BE BROUGHT INTO THE GYM * ALL T-SHIRTS WORN UNDER A UNIFORM MUST BE ABOUT THE "SAME" COLOR AS THE UNIFORM * NO JEWELRY OR HARD HAIR ORNAMENTS MAY BE WORN DURING THE GAME 25. Coaches must arrive to their game 15 minutes prior to the start time. If there is continued lateness you are subject to removal from the league. 26. Coaches must wear their provided coach's shirts to each game. 27. If a coach or player is ejected from a game (no matter what the reason) they are automatically suspended for the following game. Depending on the severity of the ejection they will be subject to further suspension. The Basketball Committee will meet to discuss if further action is necessary. 28. Only two coaches are allowed on the sideline. Coaches are expected to conduct themselves in an appropriate manner towards, parents, officials, players, other coaches, volunteers and representatives of JCC Rockland. Coaches are expected to exercise good sportsmanship at all times and must adhere to the game rules and the policies set forth by the league. JCC Rockland reserves the right to suspend or remove a coach for any action that they deem to be improper or unsuitable for the JCC Rockland Youth Winter Basketball League. This includes situations that take place before, during and after a practice or a game. Coaches do not necessarily have to be ejected from a game to suffer suspension or removal.	<urn:uuid:26a8ff5b-0460-408e-982b-6f77076abf25>	CC-MAIN-2017-13	http://jccrockland.org/wp-content/uploads/2016/10/K-2-grade-boys-rules.pdf	2017-03-27T10:42:59Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00232-ip-10-233-31-227.ec2.internal.warc.gz	184,951,443	1,019	eng_Latn	eng_Latn	0.999521	eng_Latn	0.999598	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1255, 3490, 4506 ]	[ 1.40625 ]	2	0
RoboCupJunior Singapore 2010 Super Team DANCE PERFORMANCE Team Name: _______________________________ Country: _______________________ Co-operation among teams: give points on the evidence of co-operation As shown in performance and in presentation. (e.g. co-operation in human and robots dance, in props and scenery, etc.) /14 TOTAL /14 Presentation: The presentation prepared by the SuperTeam… TOTALS Involved description about each team in the Super Team (e.g. students background, information of the countries, cities, families, schools, etc. of team members) /4 Showed enough information on the common performance theme (e.g. what the performance is about, how did they choose this specific theme? Did the have disagreements?) /4 Presented difficulties they succeeded to overcome (e.g. speaking languages barriers, different software languages, different cultures, etc.) /4 TOTAL /12 Artistic Design and props: The appearance of the robot involved… Artistic use of existing robot(s) was relevant or enriched the performance. (Note: reward handmade more heavily than commercial, modelling materials may be used as part of design) /3 Props, eg. multiple robots, lights/moving parts/sound or light effects from original performances are effectively used. /4 Props and/or props from original performances are creatively used and completed robot(s) performance. (Does human interaction ADD to robot's performance or DISTRACT from it?) /3 TOTAL /10 Choreography and use of stage: The dance performed by the robot(s)… Included movements and sequencesin timewith the rhythm /beat/change of the music (or complemented the music). (robot's movements random = 0, some match to rhythm = 1-2, some parts sharply in time with music rhythm = 3-4, robots are responsive to change of music and sharply in time with music rhythm = 5-6) /5 Included more difficult movements/sequences: students took risks. (basic and repetitive movement = 0, going close to boundary, risking balance, co-ordination between multiple robots, sequencing robot movement to an event, etc all +1) /6 Made use of the dance space creatively to provide interest. (staying in 1 location = 0, moving about large area on the floorORfilling floor area with props =1-2, creatively used space with robot movement =3-4) /4 TOTAL /15 Entertainment Value: The presentation and performance… Creatively and innovatively used original performances to create a new performance (eg.exciting, entertaining, enthralling, humorous, appealing, etc.) /6 Was varied and non repetitive, used original and/or unusual movements, held interest /4 Presentation was appealing, creative and innovative (an overall theme and atmosphere was created; exciting, entertaining, enthralling, humorous, etc.) /4 TOTAL /14 Reliability: The design and construction of the robot(s) results in… Robot(s), costumes and decorations were stable and reliable throughout the performance. /4 Movements were smooth and controlled. /3 Set-up and performance was within the allotted time (7 mins max: dance > 1 min, < 2 mins,) including restarts (Reduce score by 1 for every 10 sec over 7 min overallORunder 1 min or over 2 min for performance. Stop performance if score gets here to zero. /3 Was performed without restarts (excluding music miscues or factors outside control of team) Restart 1 (-1) / Restart 2 (-2) / no restart after 1 min (only 2 restarts allowed) /2 Was performed without need for human intervention (-1 for each unplanned human contact) /3 TOTAL /15 Country: _______________________ Age Group (tick one) PRIMARY/SECONDARY JUDGE Initials TOTAL SCORE /80	<urn:uuid:d6568ca7-455c-4f68-82b2-067277bead70>	CC-MAIN-2017-13	http://rcj.robocup.org/rcj2010/dance_superteam_scoresheet_2010.pdf	2017-03-27T10:46:51Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00232-ip-10-233-31-227.ec2.internal.warc.gz	289,993,573	842	eng_Latn	eng_Latn	0.992856	eng_Latn	0.992856	[ "eng_Latn" ]	false	docling	[ 3699 ]	[ 1.4140625 ]	1	5
Publication DASC-67P Pasteurella spp.: A Practical Summary for Controlling Mastitis Turner Swartz, Ph.D. Student, Dairy Science, Virginia Tech Christina S. Petersson-Wolfe, Dairy Specialist, Virginia Cooperative Extension Pasteurella spp. are contagious pathogens that are seldom reported as a cause of bovine mastitis. Mastitis caused by Pasteurella spp. usually appears as a thick, creamy-yellow, viscous secretion, sometimes with a foul odor. Pasteurella spp. are Gram-negative and similar in structure to other coliform mastitis pathogens. Additionally, when grown on blood agar, Pasteurella spp. have been found to have irregular, rough colonies that produce a musty odor. Information in this publication was summarized from the National Mastitis Council's Laboratory Handbook on Bovine Mastitis (Hogan et al. 1999). Where are these organisms found? Reservoirs of Pasteurella spp. are the upper respiratory tract of mammals and birds. How does Pasteurella spp. spread to the mammary gland? The spread of Pasteurella spp. is unknown, but most likely is cow to cow. Under suitable conditions, Pasteurella spp. has been found to spread from the respiratory tract of cows to the udder via the blood or lymph system. How can you prevent and control mastitis caused by Pasteurella spp.? When are Pasteurella spp. mastitis infections most likely to occur? New infections can occur at any time during lactation. Cows with teat injuries are at a higher risk. Furthermore, if an infected cow is confirmed, other cows could be at risk. How likely is Pasteurella spp. to be cured? Cows infected with Pasteurella spp. typically do not respond well to antibiotic therapy. Furthermore, cows can become severely ill due to presence of endotoxins in blood, which can result in death. Quick Notes * Pasteurella spp. are contagious pathogens that are rarely seen in bovine mastitis. * The spread of Pasteurella spp. is unknown but is suspected to be from cow to cow. * Preventing teat injuries and removing infected cows are the main ways to prevent and control this pathogen. * Pasteurella spp. do not respond well to antibiotic therapy and can cause endotoxemia, which can result in death; thus, prevention is key. is key. Because Pasteurella spp. can grow in injuries, preventing teat injuries appears to be the best way to control this pathogen from causing mastitis. Due to its contagious behavior, if infection does occur, removing the infected cow from the herd is necessary to prevent the spread to other cows. Until an infected cow can be removed from the herd, the infected cow should be milked with a separate milking unit or segregated and milked last. References Hogan, J. S., R. N. Gonzalez, R. J. Harmon, S. C. Nickerson, S. P. Oliver, J. W. Pankey, and K. L. Smith. (1999). Laboratory Handbook on Bovine Mastitis. Madison, WI: National Mastitis Council. VT/0316/DASC-67P	<urn:uuid:940b3ead-567e-4768-b806-46ee826c8611>	CC-MAIN-2017-13	http://www.pubs.ext.vt.edu/content/dam/pubs_ext_vt_edu/DASC/DASC-67/DASC-67-PDF.pdf	2017-03-27T10:39:04Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00232-ip-10-233-31-227.ec2.internal.warc.gz	647,923,176	666	eng_Latn	eng_Latn	0.994835	eng_Latn	0.994835	[ "eng_Latn" ]	false	docling	[ 2891 ]	[ 1.3828125 ]	2	3
What you need to know about the MB! Scouts will operate in patrols. Patrols should be 4 to 8. Groups less than 8 will likely be combined with other smaller groups for labs. There are no formal MB prerequisites. As with all MBs, Scouts should review the MB book ahead of time. Leaders are encouraged to consider a general review as part of a scout meeting (or two) prior to the event. See the requirements below. Leaders should turn in Scout-completed Blue cards at check-in. You'll find following each requirement below: (b) If applicable, what scouts (and leaders) must know before the weekend and what they must bring with them (IN BOLDFACE); (a) A brief summary of what will happen during DDD (UNDERLINED); (c) If applicable, what activities scouts can do ahead of time to lighten their weekend load (IN ITALICS). The Engineering Merit Badge Requirements 1. Select a manufactured item in your home (such as a toy or an appliance) and, under adult supervision and with the approval of your counselor, investigate how and why it works as it does. Find out what sort of engineering activities were needed to create it. Discuss with your counselor what you learned and how you got the information. Under supervision from a DDD Instructor, scouts in patrols will dismantle a home appliance and discuss the engineering involved in its manufacture and its operation. We are working with a northeastern Ohio appliance manufacturer who is attempting to provide us with an adequate supply of the same appliance, so that all scouts can work on the same appliance. If that manufacturer is unable to fulfill that request, each patrol will need to bring a used appliance to dismantle (check with your scouting parents and your local resale shops). If that is necessary, we will identify the type of appliance that must be brought. In either situation, patrols must bring a basic toolkit: check back for a list of required tools. ____________________________________________________________________________ 2. Select an engineering achievement that has had a major impact on society. Using resources such as the Internet (with your parent's permission), books, and magazines, find out about the engineers who made this engineering feat possible, the special obstacles they had to overcome, and how this achievement has influenced the world today. Tell your counselor what you learned. Scouts will watch the PBS American Experience Video on the making of the Hoover Dam. Scouts will then hike to Dover Dam, where DDD Instructors who are members of the Corp of Army Engineers will discuss the construction of both dams. To lighten your Saturday load, troops may watch the DVD ahead of time. http://www.pbs.org/wgbh/americanexperience/films/hoover/player/ About an hour long - ideal for a scout meeting. It is available at most public libraries. ____________________________________________________________________________ 3. Explain the work of six types of engineers. Pick two of the six and explain how their work is related. 4. Visit with an engineer (who may be your counselor or parent) and do the following: a. Discuss the work this engineer does and the tools the engineer uses. c. Find out how the engineer's work is done and how results are achieved. b. Discuss with the engineer a current project and the engineer's particular role in it. d. Ask to see the reports that the engineer writes concerning the project. e. Discuss with your counselor what you learned about engineering from this visit. DDD Instructors/Engineers will present and discuss the information to satisfy these requirements. For those in Camp on Friday, this will be part of the Friday night session. For those unable to attend Friday night, this session will be presented at lunchtime on Saturday. ____________________________________________________________________________ 5. b. Make an original design for a piece of patrol equipment. Use the systems engineering approach to help you decide how it should work and look. Draw plans for it. Show the plans to your counselor, explain why you designed it the way you did, and explain how you would make it. Scouts will participate in a session where this requirement will be reviewed, and questions answered. On their own time, patrols will work on this requirement throughout the day. Scouts may approach any Instructor at the Dining Hall immediately prior to, or immediately after dinner, to show their plans and explain why they designed it the way they did, and explain how they would make it. Patrols are encouraged (but not required) to work on this prior to the DDD weekend. Patrols may come to the event with their plan fully completed. ____________________________________________________________________________ 6. a. Transforming motion. Using common material or a construction set, make a simple model that will demonstrate motion. Explain how the model uses basic mechanical concepts like levers and inclined planes to demonstrate motion. Describe an example where this mechanism is used in a real product. Led by Carl H. Hager Jr., Ph.D., Tribology Specialist, of The Timken Company, patrols will construct a model to demonstrate motion. ____________________________________________________________________________ e. Converting energy. Do an experiment to show how mechanical, heat, chemical, solar, and/or electrical energy may be converted from one or more types of energy to another. Explain your results. Describe to your counselor what energy is and how energy is converted and used in your surroundings. Lead by DDD instructors who are engineering students (and some who are Eagle scouts) patrol will make a Rube Goldbergesq device showing energy conversion. Check back to see if scouts must bring anything for this requirement ____________________________________________________________________________ 7. Explain what it means to be a registered Professional Engineer (PE). Name the types of engineering work for which registration is most important? 9. Find out about three career opportunities in engineering. Pick one and research the education, training, and experience required for this profession. Discuss this with your counselor, and explain why this profession might interest you. 8. Study the Engineer's Code of Ethics. Explain how it is like the Scout Oath and Scout Law. DDD Instructors/Engineers will present and discuss the information to satisfy these requirements. For those in Camp on Friday, this will be part of the Friday night session. 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Sherida V. Morrison Biography Sherida V. Morrison is best described as a motivator, public speaker, and visionary for today's youth and young adults. She is a native of Chicago (South Side), where she serves as Founder and CEO of Demoiselle 2 Femme, NFP. Demoiselle 2 Femme (D2F), French for "Young Ladies to Women" is a 501-(c)-(3) not-for-profit organization with a rich history of providing community-based programs to girls on the far south side of Chicago as well as the south suburbs. The mission of D2F is to provide holistic services, education, instruction and training to assist adolescent females in a successful transition to womanhood. In fulfilling its mission, D2F has provided prevention and education programs to more than 3,000 girls ages 13-19 in the Chicagoland community for almost 20 years. Under the leadership of Sherida Morrison, Demoiselle 2 Femme challenges girls to utilize critical thinking skills in operation of one of the greatest powers humans possess-the power of choice. The community-based model developed by D2F is an approach which encourages the avoidance of at-risk behaviors as a strategy for success while empowering girls with the hope of accomplishing their educational and professional goals through selfdiscipline, hard work, commitment and service to their community. D2F provides an array of prevention and education programs which address: HIV/AIDS, obesity, teen pregnancy, substance abuse and violence, as well as financial literacy, leadership development, college access, media literacy and STEM (Science Technology Engineering Mathematics) centered programming for girls. D2F is also the convening organization for the South Side Coalition on Urban Girls and Partnership for a Better Roseland. The success of D2F has been featured in the Chicago Tribune, Sun-Times, the Chicago Defender, the STAR Newspapers, N'DIGO and ABC 7 News. The vision of Demoiselle 2 Femme, NFP is to build the HOPE Center for Girls in the Roseland community of Chicago. This state of the art facility will provide social and cognitive development programs to girls ages 12-18 which inspire them to achieve personal, academic and social success. It will also house the first Institute for Research on Urban Girls in the country. Sherida Morrison obtained a Bachelor of Arts degree in Communications from Southern University in Baton Rouge, Louisiana, and a Master of Arts degree in Sociology from DePaul University, Chicago, IL. Sherida enjoys working with youth and has facilitated workshop sessions and served as keynote speaker at churches, universities, community agencies, and at national conferences across the country. She served as Adjunct Faculty at Kennedy King College for seven years as a professor of Sociology. Sherida is the author of the 3-D P.R.I.D.E. (Power Respect Intelligence Desirable Endurance) curriculum, which is comprised of 40 sessions which uses holistic approaches to teach self-esteem and the voidance of atrisk behaviors to adolescent females. The curriculum is approved by the Illinois Department of Human Services and the U.S. Department of Health and Human Services and is currently being evaluated as an evidence-based approach to reduce teen pregnancy by Chapin Hall of the University of Chicago. She has served on federal grant review panels for the Office of Population Affairs, the Maternal Child and Health Bureau, and the Administration for Children and Families. Sherida currently sits on several community boards, and provides consulting services to state and federal entities through SheVash Consulting where she serves as President. Sherida has received numerous awards and commendations which include the "Community Treasure's Award" from the office of Dorothy Brown, Clerk of the Circuit Court of Cook County IL, "Women and Girls Inspiring Change Award" of Global Girls Inc., "Leading Ladies of Chicago Award", "Leadership Service Award" from the Christian Guild of Chicago, and "Woman of the Year Award" on behalf of Working on Wholeness Inc. For more than 20 years, Sherida Morrison has dedicated her time and resources to teach a generation with a questionable identity-leadership, integrity, and service that will refute and eradicate all questions and doubts concerning their future. Sherida ultimately believes that "leadership by example" is critical to the personal, social and educational success of youth. She feels that "youth are the heartbeat of our community, and as adults we have the ability to either produce a healthy heart or contaminate the very blood it needs to survive!"	<urn:uuid:59c02a40-d8be-48a9-8f46-03abd254f5b2>	CC-MAIN-2017-13	http://demoiselle2femme.org/wp-content/uploads/Bio-Sherida-Morrison-PDF.pdf	2017-03-27T10:45:17Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00233-ip-10-233-31-227.ec2.internal.warc.gz	91,687,263	926	eng_Latn	eng_Latn	0.994657	eng_Latn	0.994747	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2265, 4588 ]	[ 1.7734375 ]	1	5
Mission Creek Sail Tours Sailing Fundamentals "Something about sailing a boat brings so many senses and sensations into play that it's very difficult to pinpoint what it is, specifically, that makes me like it so much: the sight of sails and sheets overhanging the water; the foam and spray flying as the bow cuts the water; the motion of the boat; the physical and mental ballet necessary to handle the boat correctly. A sailboat might just be the most beautiful, sensuous, and intelligent blend of man/machine/elements that exists in the world today. The relationship between the three is the most harmonious I have experienced so far. Besides, you can have a beer while you do it." Introduction The stated purpose of the Mission Creek Sail Tours is to provide you a fun, memorable, enjoyable and most of all safe day on San Francisco Bay. When you participate in an MCST sailing event, one of the most important goals is for you to have fun. That being said, there are also things you need to know about the boats you'll be sailing on and sailing in general. The following is not meant as any kind of instruction, it is just to give you an overview on what to expect and some basic knowledge so you can get the most out of your time on the water. Before stepping into a sailboat and going for a sail there are some important things to know. A typical day of sailing involves: preparing and rigging the boat at the dock, leaving the dock, sailing on different points of sail, trimming the sails, tacking, jibing and finally landing back at the dock (hopefully with the same number of persons aboard you left with). Most of the previous tasks will be handled by your MCST Captain and Crew. Safety First In addition to having fun, safety is of primary importance. Your MCST Captain has years of practical experience and is a USCG licensed professional. It is extremely important that you follow his instructions. If, at any time, the skipper feels that there are problems, he may, and probably will, terminate the sail. Also, if you, as part of the crew, for any reason, feel uncomfortable or your safety compromised, you can, and should, request to be taken back to the dock. During races, all skippers and crew are required to wear a PFD (personal floatation device) per YRA rules. During introductory sails, your skipper may ask you to wear a PFD. If you choose not to, you may, and probably will, be returned to the dock. Your first sail Stepping onto a sailboat can be tricky. Because of this it is important to do several things first. When getting onto a boat, make sure that both hands are free. Hand your gear to someone already on the boat or set it down inside the lifelines. When stepping onto the boat get on at the widest part, hold onto the shrouds and then step over the lifelines. Never, ever, jump into, or off of, a boat. The position of the helmsman (the individual who steers the boat) and the crew (the individuals who do not steer) are important to sail safely and efficiently. The skipper usually stands or sits on the windward side (the side of the boat the wind hits first) and the crew may be asked to move to the high side as well when they're done with their assignments. This helps to balance the boat as much as possible in the water. If you need to go forward while the boat is underway, move up the windward side of the boat, keep low (crawl if you have to) and always keep one hand on something solid (not the lifelines). Finish what you went forward to do quickly (and safely), then return to the cockpit as soon as possible. Rules of the Road * A sailboat will always give way to o A disabled vessel or a vessel not under command o Vessels restricted in their ability to maneuver o A vessel restricted by draft o A vessel engaged in fishing * When one sailboat meets another o A boat on a port tack shall give way to one on a starboard tack. o If on the same tack, the windward boat shall give way to a leeward boat when on the same tack. o A boat that is overtaking shall give way to a boat ahead, regardless to the type of vessels or tack. o A boat coming about (tacking) or jibing shall give way to a boat on a steady heading. Thus, if your vessel is the stand-on vessel you are required not to turn or alter course. If the stand-on vessel does alter course it must be to avoid a collision. If your vessel is the give-way vessel you must turn away from the stand-on vessel to avoid a collision. Basic Sailing Fundamentals Sailboats move through the water by a combination of the force of the wind in the sails and the resistance of the keel in the water. Most of the time, depending on the "point of sail", the sails on a modern sailboat will also generate lift, much like an airplane wing, and help pull the boat forward. The natural tendency of a sailboat is to heel, that is to lean away from the wind. In fact, that's what they're designed to do. When a sailboat heels, the waterline of the boat increases and that helps the boat go faster. Most sailboats today are designed for a heeling angle of about 20°. Strong gusts of wind can push the boat over quite a bit and that can be intimidating, but not to worry; the keel, a big chunk of iron or lead, hanging from the bottom of the boat will keep the boat from capsizing. Changing Directions: Turning the sailboat away from the wind is to fall off or bear away. Turning into the wind is to head up or harden up. As the sailboat falls off the sails should be eased or let out. As the sailboat heads up the sails need to be trimmed or moved toward midline. When one changes the point-of-sail it is advantageous to change the position of the mainsail before or during the maneuver, not after. For example, if one is going to change from a close reach to a broad reach, you should change the sail position before completing the turn or the wind will hit the sail at 90 degrees and may excessively heel the boat. Changing Directions through the Wind: Sailing directly into the wind is impossible and sailing directly downwind is difficult and tricky. There are two basic maneuvers to change directions through the wind — Tacking (Coming About) and Jibing. We use one of these two maneuvers anytime the change in our course causes the wind to change from one side of the boat to the other. Both maneuvers will accomplish this objective. Tacking does so by taking the bow (the pointy end) through the wind. Jibing does so by taking the stern (the other end) through the wind. Which one you choose depends upon a number of factors. First is the direction you want to turn. Is it easier to turn to starboard (boat's right) or to port (boat's left) to steer to your new objective? If the closer turn takes the bow through the wind, it is generally better to tack. If it is closer to turn downwind and take the stern through the wind, then generally jibing is the desired maneuver. Other factors to consider are wind strength and proximity to obstructions such as shoals, wharfs or other boats. In stronger winds, jibing can be a more challenging maneuver, often intimidating less experienced sailors as well as subjecting the boat and its equipment to serious stress due to the rapid shift of the wind force from one side to another. If conditions warrant we'll probably do what we call a "Chicken Jibe" which is heading up and tacking around the long way. Tacking: In this maneuver, the bow of the boat goes through the wind as one changes from a close-hauled point-of-sail on one tack (direction) to a close hauled point-of-sail on the other direction. Only the jib needs to be adjusted, the working sheet of the jib is changed and the new working sheet is placed on a winch. The mainsail is left alone and will by itself often assume the correct position. Commands * Skipper - Ready about! * Crew - Ready! * Skipper - Helm's Alee! * Skipper - Trim to course! Jibing: In this maneuver, the stern of the boat goes through the wind as one changes from a broad reach on one tack (direction) to a broad reach in the other tack (direction). Both the jib and mainsail will need adjusting. The mainsail is first centered, the turn made and the mainsail is then let out. Be sure the mainsheet is free to run! The jib's working sheet is changed and the new working sheet is placed on a winch. Commands * Skipper - Prepare to jibe! * Crew - Ready! * Skipper - Center the mainsail! * Crew - Centered! * Skipper - Jibe Ho! * Skipper - Trim to course! One may wish to divide a jibe into a series of steps. First, enter a deep broad reach. This is the point-of-sail just before the jib starts to flap as the mainsail blankets the jib's wind. Turn the boat directly downwind in a run and sail Wing-on-Wing. The jib and jib's working sheet can now be switched to the outer side of the boat and adjusted for the new point of sail. Next, center the mainsail and jibe the boat. Unlike coming-about, in a jibe the boat only needs to be turned a few degrees to allow the mainsail to switch to the other side. Once the mainsail swings to the other side, quickly ease its sheet and trim the main for the new tack. Finally It's been said a great day sailing is one that ends with the same number of people you left the dock with and they all have their limbs and appendages in roughly the same condition; and every MCST sail has been a great sail! We plan on keeping it that way. We encourage everyone to provide feedback to our Staff so we can continue to improve our program. Email: email@example.com	<urn:uuid:22d19b26-926c-43f7-8b14-fe274afbddf0>	CC-MAIN-2017-13	http://sfsailtours.com/docs/Sailing_Fundamentals.pdf	2017-03-27T10:34:35Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00231-ip-10-233-31-227.ec2.internal.warc.gz	311,861,776	2,175	eng_Latn	eng_Latn	0.998645	eng_Latn	0.998965	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2447, 4470, 7388, 7896, 9131, 9531 ]	[ 1.984375 ]	1	3
Date of completion: 27 July 2006 BLOWING SUNSHINE #2: TRANSFORMING INCONVENIENT TRUTHS INTO CONVENIENT TRUTHS John Cairns, Jr. Department of Biological Sciences, Virginia Polytechnic Institute and State University, Blacksburg, Virginia 24061, USA Often it does seem a pity that Noah and his party did not miss the boat. Mark Twain A comedian has a hard time making a living when Congress is in session. Will Rogers So many opportunities exist to "blow sunshine" these days, that I could not resist another try. 1. The inconvenient truth is that the US Congress is pushing new legislation that could, if passed, eliminate the ability of California and other US states to ban or strictly limit the use of pesticides and toxic industrial chemicals that can jeopardize human health (Coile 2006). The convenient truth is that it will make the United States more egalitarian – all citizens will share the same health risks. How much more democratic can it get? 2. The inconvenient truth is that Governor Ernie Fletcher, US State of Kentucky, uses a Lincoln town car, driven by a state trooper, to go to and from his government office across the street from his residence. The governor, a physician by training, has been urging his constituents to walk for their health (Associated Press 2006). In my home state of Virginia, and in West Virginia, the governors walk the short distance from residence to office daily. However, Governor Chris Gregoire (Washington), Governor Rick Perry (Texas), and Governor Harley Barbour (Mississippi) routinely ride to work from their homes next door. Security is the reason given for avoiding a walk across the street; however, walking across the street could give the non-walking governors some sense of the risks that American service people face in Iraq. The governors might even be given token hazardous duty pay for walking across the street, which would save taxpayers money, release the state trooper or other driver for other duties, and even make a tiny reduction in greenhouse gas emission. The convenient truth is that most citizens walk to their offices if they are near their residence. 3. The inconvenient truth is that "Deliberate obsolescence in all its forms – technological, psychological, or planned – is a uniquely American invention. Not only did we invent disposable products, ranging from diapers to cameras to contact lenses, but we invented the very concept of disposability itself" (Giles Slade, author of Made to Break as quoted by Grossman 2006). However, even proponents of planned obsolescence (i.e., throwing things away) are beginning to be concerned that humankind is running out of "away." Perhaps the era of the "throwing" culture is ending. The convenient truth is that people are beginning to realize this is not a sustainable lifestyle and are slowly moving toward a sustainable lifestyle. 4. Cigarette smokers rejoice! Smoking is not bad for human health (or at least not as bad as everyone states). For example, smoking need not damage fertility (Goodchild and Hodgson 2006). In fact, some World War II era movies depict every alluring female and virile male star smoking cigarettes. Since they were rarely married, too much fertility was doubtless a major concern. So, ignore those health nuts and light up, folks! 5. People living near proposed nuclear plants and wind farms in Britain will lose their rights to question the necessity of these developments or their own general safety (Henderson and Smith 2006). Get with it folks, democracy is just too indecisive and time consuming! Power to the people (nuclear power, that is)! 6. Theoretical physicist Stephen Hawking asked: "In a world that is in chaos politically, socially, and environmentally, how can the human race survive the next hundred years?" (Sample 2006). The inconvenient truth is (as Professor Hawking hinted in his seminar in Hong Kong recently) to leave Earth and occupy another planet. The convenient truth for the 30+ million other species with which humans share the planet is: "hey, we don't have to put up with these humans much longer; then we can get to work restoring our planet." 7. The 178-nation "Happy Planet Index" confirms that people can live long, happy lives without consuming large amounts of Earth's resources (BBC News 2006). The index, developed by the New Economics Foundation, is based on consumption levels, life expectancy, and happiness rather than national economic wealth measurements such as GDP. The inconvenient truth is that, among the world's largest economies, Germany is ranked 81 st , Japan 95 th , and the United States 150 th (out of 178). Despite many material possessions, the United States ranks low in the happiness index. The convenient truth is that one need not "shop until you drop," especially if material possessions do not ensure happiness but do impoverish future generations. The highest ranked country (Vanuatu) has far fewer material possessions than the United States. 8. The inconvenient truth is that "spin doctors" are altering the interpretation of scientific evidence that offends special interest groups. The "pocketbook nerve" is the most sensitive in the human body (my undergraduate advisor Professor Robert Enders of Swarthmore College used to say). These tactics are used to imply that a statement is absurd without actually stating that it is untrue. In the United States, many people use "spin" as a pejorative term, indicating a heavily biased viewpoint. All too often, the spin doctor's professional credentials do not accompany the statements. The credentials, if any, can easily be found, however, through any Internet search engine for scholars. People point out to me articles in magazines and newspapers that have contrary viewpoints to mine. My usual answer is to ask about the evidence for the contrary viewpoint and about the author's scientific credentials. Gullible humans may fall for spin, but the convenient truth is that is has no impact on natural laws. 9. The inconvenient truth is that the scenic Eiger Mountain in Switzerland is crumbling because the Grindelwald Glacier, which used to support the rockface, is melting (Swinford 2006, Bott 2006). The convenient truth is that the Swiss are flocking to the area while they can still view this disappearing national treasure – thus, boosting the local economy. 10. The inconvenient truth is that the world is experiencing a major demographic shift as populations of many countries age. In 2020, about one-third of Shanghai China's present 13.6 million will consist of people over the age of 59 – a profound demographic shift (French 2006). In China, this change will result in a shortage of cheap labor and emerging problems, such a health care, that are associated with a large group of elderly citizens. Most mammalian species do not have such problems because starvation, disease, and predators eliminate any aging population. However, at age 83, this "solution" lacks appeal, even though the process is part of nature's laws, which humankind proclaims as part of the interdependent web of life. Another solution would be to cease using the cheap labor that results from exponential population growth for the purpose of making more "stuff" (material goods). With a 24% ecological overshoot, Earth cannot afford to have natural resources used at a rate far greater than the replacement rate. The convenient truth is that the time saved by not "shopping until you drop" can be used to watch sunsets and even talk to other people. 11. A major issue at stake in the United States and elsewhere is whether policy decisions should be based on evidence or on ideology (Editorial 2006). For example, National Aeronautics and Space Administration scientist James Hansen stated: "In my more than three decades in government, I have never seen anything approaching the degree to which information flow from scientists to the public has been screened and controlled as it is now" (Editorial 2006). The inconvenient truth is that governments and corporate funded "think tanks" are distorting scientific evidence and denigrating the scientists who published the evidence in peer-reviewed professional journals. The convenient truth is that scientists are speaking up about this tragic situation and, perhaps, the pubic will respond. 12. The inconvenient truth is that women outnumber men by a substantial margin in most US colleges and universities. The convenient truth is that, in a type of reverse affirmative action, small colleges and universities are establishing football teams to increase male enrollment, and the plan is working (Pennington 2006). Since this new gender divide will have females in laboratories and males on the football fields, the plan may also help stabilize the human population. 13. The inconvenient truth is that Britain's frogs and toads face the threat of extinction (Roberts 2006). What effect will this situation have on all the children's books produced in Britain? Mr. Toad – never heard of him. The convenient truth is that this extinction provides a dazzling array of opportunities for writers of children's books. Writers can use species with which today's children are acquainted – Mrs. Cockroach, Mr. Housefly, Childe Ant, etc. 14. The inconvenient truth is that scientists testing the deep geologic disposal of the greenhouse gas carbon dioxide find that, although it seems to be staying where it is put, it is chewing up minerals (Kerr 2006). However, carbon dioxide might possibly reach an overlying aquifer. The possible convenient truth would be carbonated well water. Acknowledgments. I am indebted to Darla Donald for typing the handwritten draft and for expertise editorial assistance. LITERATURE CITED Associated Press. 2006. Kentucky governor takes time to cross the street. MSNBC News 28 June http://www.msnbc.msn.com/id/13597660. BBC News. 2006. Happiness doesn't cost the Earth. BBC News 12 July http://www.news.bbc.co.uk/1/hi/5169448.stm. Bott, M. 2006. Swiss tourists flock to watch Eiger mountain crumble. The Independent 14 July http://www.news.independent.co.uk/europe/article1174345.ece. Coile, A. House eyes national toxics law. SF Gate 13 July http://www.sfgate.com/cgibin/article.cgi?file=/c/a/2006/07/13/MNG20JU7DK1.DTL. Editorial. 2006. Don't ask, don't ask. Boston Globe 22 June http://www.boston.com/news/globe/editorial_opinion/editorials/articles/2006/06/22/dont_ask_ dont_ask? French, H. W. 2006. As China ages, a shortage of cheap labor. New York Times 30 June Late editionfinal, Section A, p. 1, col. 2. Goodchild, S. and M. Hodgson. 2006. Tobacco industry: smoking isn't bad for your health. The Independent 12 July http://www.news.independent.co.uk/world/americas/article1090210.ece. Grossman, E. 2006. Them's the breaks. Grist Magazine 29 June http://www.grist.org/advice/books/2006/06/29/grossman/index.html. Hendersen, M. and L. Smith. 2006. Britain to enter a new nuclear age, whether you like it or not. Times Online 12 July http://www.timesonline.co.uk/printFriendly/0,,1-2-226158-2,00.html. Kerr, R. A. 2006. A possible snag in burying CO2. Science 28 June http://www.sciencenow.sciencemag.org/cgi/content/full/2006/628/3. Pennington, B. 2006. Small colleges, short of men, embrace football. New York Times 10 July Late edition-final, Section A, p. 1, col. 2. Roberts, G. 2006. Britain's frogs and toad face threat of extinction. The Independent 7 July http://www.news.independent.co.uk/environment/article1164564.ece. Sample, I. 2006. Hawking turns to Yahoo for answers to his big question. Guardian Unlimited 8 July http://www.guardian.co.uk/science/story/0,,1815754,00.html. Swinford, S. 2006. Climate change brings Eiger to Earth. Times Online 9 July http://www.timesonline.co.uk/article/0,,2087-2262238,00.html.	<urn:uuid:22e09d04-6ac5-4037-8bd3-c0d685ade292>	CC-MAIN-2017-13	http://johncairns.net/Commentaries/blowing2.pdf	2017-03-27T10:47:10Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00231-ip-10-233-31-227.ec2.internal.warc.gz	177,930,728	2,680	eng_Latn	eng_Latn	0.982244	eng_Latn	0.997242	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2878, 6870, 10485, 11838 ]	[ 1.328125 ]	3	3
Creationists vs. Geologists and Evolutionists A naturalist's thoughts about science and religion Based on a talk presented by Ben Gadd at The Grand Prairie College Festival of Science, October 2005 In March of 2003 I received a disturbing e-mail. Hello Mr. Gadd, My name is [withheld] and I am currently taking a high school philosophy class. My art teacher referred your name to me so I could ask you some questions. Over the past week our philosophy teacher has been talking about evolution, and some ideas of why it is wrong. (He truly believes it is wrong.) There are of course some holes in the theory of evolution, but not enough to toss it out the window. He has also made the claim that the Earth is only 5000 years old. Today we talked about Mt. St. Helen's and when it exploded. He brought up some very interesting points on some very interesting topics. Mr. [withheld] told us today that the Grand Canyon was formed over a couple of days, and that dragons (the ones from our fairy tale books) do exist. Could you please help me defend science and make good points? Here are some of the questions that arose today in our classroom: 1. How was the Grand Canyon formed? (and is it fact of how it was formed?) 2. Is there a possibility of it forming any other way? 3. How are coal layers/oil pits formed? 4. How long do they take to make? 5. Could dragons ever exist? (the ones from books, not lizards of today) 6. Could dinosaurs ever co-exist with human beings? 7. How old is the Earth? 8. How is it proved how old the Earth is? (not using radio-metric dating or layers of the Earth) 9. How long does it take mountains to form? We have discussed all of these questions in our classroom and our teacher believes that he is right without a doubt. He does not want to discuss things that he does not know about (how oil is formed and how long that takes) so our class is having a hard time trying to convince him otherwise. If you could please email me back with some answers or explanations you would be of great help! Uh oh. The topics were familiar, seen often in literature issued by proponents of Christian creationism. I'm a naturalist with a degree in Earth science and a special interest in geology, so I'm always speaking to the public about geological time and the results of evolution, which means that I'm always having to deal with questions like these. I responded to the student right away, providing the answers that science has discovered. Ensuing e-mails brought more questions, and soon I was invited to speak to the class. The course was being offered in a public high school in a nearby town. It was being taught as an elective by a shop teacher who was, indeed, a creationist. I spoke with him over the phone. He was friendly. Yes, he agreed that he was pushing the envelope on this. I could have gone to the school board about it. But he did have a genuine interest in philosophy—his course outline included the ancient Greeks and so on—and he was teaching the subject on his own time. I decided to keep an open mind. Perhaps the course was a good thing. Perhaps high-school students should be exposed to the issues surrounding the argument between scientists and creationists. The teacher told me further that he wasn't really interested in debating me. Nor was I interested in possibly making him look bad in front of his students. (I'm a teacher myself and know how that feels.) He was happy to have me attend as someone knowledgeable about geology who could speak to whatever was on the students' minds. I did attend, driving two hours through blowing snow to get there. The class was packed, because the teacher had invited students from the previous year to sit in. A student asked me if it was okay to videotape the proceedings. Sure. The teacher invited me to speak first, so I began by reading some passages from a handout I had written just for this class, to show where I was coming from. One of the paragraphs posed a question: Suppose we are listening in on a debate between two brilliant people. One is a Christian creationist, the other a biologist who studies evolution. Each is trying to show that the opposing ideas are wrong. The arguments go round and round. Who will win? Who is right? Which philosophy do you support, that of religion or that of science? "Let's actually vote, just for fun," I said. "How many of you would side with science's view of geology and evolution over the religious view?" Surprise: nearly everyone was pro-science! Yet this high school served a rural area that was home to many fundamentalist Christians. "Okay, now how many of you would side with the religious view?" Only one student put up her hand. She sighed and looked resigned. I guess the teacher had not been very persuasive in trying to convince the students that Genesis was literally true. I asked for questions. Here was the first one: "Mr. Gadd, how do geologists know how old rock is? I mean, how do they really know?" I explained that the work of Albert Einstein was essential for this. The students were impressed. Einstein! Indeed, we can thank Einstein for reliable rock dating. His special theory of relativity gave us the mathematics for computing accurately the half-lives of radioactive elements. Any rock that was once molten contains radioactive elements, and those elements—isotopes, properly speaking—become part of various minerals when the rock solidifies. Then, through radioactive decay, the isotopes gradually change. By determining the proportion of an original isotope to one resulting from radioactive decay, you can work out the time that has elapsed since the rock solidified. Creationists are always attacking radiometric dating. And most people do not understand how fossils can be used to assign ages to sedimentary rocks, which have never been molten. So that was the next question: "What about fossils? How can you tell how old a fossil is?" I drew on the board, showing a layer of shale. Imbedded in the shale was a fossil snail. I told the students to think of this snail as an index fossil: a species that is easily identified and found in many places around the world. Further, to be a good index fossil it had to be a species that wasn't around for very long, maybe for only a few million years. The students laughed. Only a few million years? I laughed, too. "Geologists have this distorted sense of time …" I turned back to the drawing and added a layer of lava below the shale. "Since the lava was deposited before the shale, the snail can't be any older than the lava. Not any older than 20 million years. We don't know how old the snail is. It could be a lot younger than 20 million years. But it can't be any older, right?" The students nodded. So did the teacher. Then I drew another layer of lava, this one above a layer of limestone. And in the limestone I drew the same species of snail. "In this case the limestone was deposited first, then the lava flowed out on top of it. Let's say the lava was dated to be 15 million years old. That means the snail can't be any younger than 15 million years. We are tempted to think that this species of snail existed only between 15 and 20 million years ago, but just to be sure, we look at lots of situations like this, using the same species of snail, and we never find an example that shows the snail to be older than 20 million years or younger than 15 million years. So we conclude that any rock containing this particular snail, anywhere in the world, is between 15 million years old and 20 million years old. By using the snail, we can date the rock." The students got it. One of them thumped the desk. "Right on!" And so it went. I answered other questions about how geologists once tried to deduce the age of the Earth from the saltiness of the sea (they were way off), how mountains are made, how plate tectonics works, how evolution works—and then the class was over. The teacher, who had spoken very little the whole time, thanked me. So did some of the students as they picked up copies of my handout. One of them said, "You really know your stuff, Mr. Gadd." That was gratifying, but what struck me more was that I had learned this 'stuff' forty years ago in Geology 101 and Biology 101, yet it was still being taught today. Forty years is a long time in science. Basic concepts of geology and biology have been holding up well. I walked down the hall with the creationist. "So what do you think?" I asked him. "Was this worthwhile?" "Well, you certainly had the answers they were looking for," he replied. He looked down. "But how about you? Did this clear up anything for you?" "No, I take my instruction from the Bible. I just wish I could do more. Kids are so mixed up today. All this drug stuff. Crime. Girls getting pregnant at 14." "That concerns me, too." We had reached the door. We shook hands. As I drove home (the snow had turned to rain), I thought about the long-running conflict between science and religion. Soon after arriving I turned my student handout into an essay. Here is the most recent version. cience versus religion? This is a matter of fact versus belief. Beliefs that are incorrect should yield to scientific rigor, and most do, but not religious beliefs. Religious beliefs sustain themselves despite the lack of evidence for them. They are cultural, not logical. They don't have to be true. They just have to be shared among likeminded people. If your mom and dad brought you up to believe in God, and most of those around you believe in God, then you're going to find it difficult to disbelieve. S To my way of thinking, here are some of the more important differences between science and religion. 1. Science is about understanding the natural world. You gain information about it firsthand, or by referring to the work of others who have that first-hand experience. You use your eyes and ears and brain. You extend the reach of your senses by using equipment— laboratories, microscopes, telescopes, computers, space probes. You apply logic and mathematics. You believe that, through reason and effort, you can figure out how the natural world works. This is an article of faith among scientists. In science, knowledge comes from gathering evidence and testing ideas. Something about the natural world catches your interest. For example, you see an insect walking across the snow in February. This puzzles you. How can it live at temperatures below freezing? You identify the bug—it's a type of crane fly, scientific name Chionea— and you check out the scientific literature about it, looking for an explanation. You can't find one. So you formulate an idea of your own: perhaps Chionea crane flies have some kind of antifreeze in them. You capture a few specimens and take them to a laboratory that can identify the various compounds in their bodies. The lab does the analysis and reports the results to you: the bugs contain unusually large amounts of glycerol, which is a natural form of antifreeze. You were right! This is how science works. Ask a question, formulate a possible answer (the "hypothesis") and test it by gathering evidence. In science, things divine are not required. In fact, they are not acceptable. 2. Religion is also partly about the natural world, but it is about much more than that. In many religions the natural world is explained through accounts of the creation of the Earth and how the animals, plants and people on it came to be. Then religion goes further. It deals with the supernatural, meaning things that lie outside our senses and beyond our understanding. Religion offers knowledge of gods, ghosts and demons. Religion takes on difficult philosophical problems and provides answers. It tells us what is good and what is evil, how we should live our lives and how we should interact with others. It tells us what happens after we die. Divine intervention in the natural world is assumed, even desired. Most religions show us ways in which we can influence events, and some predict the future. 3. Rather than using evidence, religious knowledge is typically revealed from divine sources and handed down from one generation to the next, often in the form of sacred books. Reading these books critically is unnecessary and not encouraged. One need only believe and act accordingly. In most Judeo-Christian religions the pressure to believe is strong. Same with Islam. In some religions one can be punished in various ways for not believing. In the Judeo-Christian tradition one can be punished after death, in hell. For believers who live righteous lives, heaven awaits. 4. Religious beliefs resist change. Religions pride themselves on how old their beliefs are and how long they have endured without significant alteration. Religious change is typically a painful process for those involved. For example, the Catholic Reformation of Europe sparked wars, caused countless deaths and brought on the horrors of the Inquisition. Religious intolerance has had a lot to do with the settlement of North America by people wanting to escape persecution. 5. Science, on the other hand, welcomes change. (Some individual scientists do not. I have heard it said that "science advances when old professors retire.") Scientific understanding improves as more knowledge is acquired, better tools are brought to bear and different minds do the analysis. Science is self-correcting. As time goes by, ideas that are shown to be wrong are replaced with newer, better ones. In my career I have had the pleasure of working with scientists. On occasion I have done a little science myself, learning a few new things about the Canadian Rocky Mountains. Some of these observations have raised questions that I may never be able to answer, but I won't be invoking supernatural forces by way of explanation. In science, the statement "I don't know" is perfectly acceptable. Perhaps someone, some day, will do the work required to find out. he gulf between science and religion is wide. It has to be. History has shown that science and religion—especially some branches of Christianity—have not been a good mix. That's because scientific discoveries have contradicted passages in religious texts such as the Old Testament. In response, many of the world's politically powerful religious bodies have held science back and oppressed scientists. Science has had to break free from religious control to become what it is today. The Enlightenment period of the 18th century, when intellectual and religious freedom swept Europe, provided that opportunity. Science has since become very strong, in no small part because, for its own good, it is completely secular. T What, then, does one make of "creation science"? The science/religion divide has not stopped some Christian believers in divine creation from trying to combine science with biblical revelation—by relating the geological time periods to Genesis, for example—but without success. Failure is to be expected. The effort seems pointless. Some fundamentalist Christians attack science, attempting to discredit wellestablished scientific ideas. They pick away at what they perceive as inconsistencies and unknowns. Yes, there are certainly inconsistencies and unknowns in science. Solving such problems is what science is all about. But these issues are far fewer and less serious than creationists make them out to be. The edifice of science is in no danger of crumbling. Nor is science out to destroy the edifice of religion. 1 Yet the creationist camp is clearly anti-science. It keeps pressing its argument, which seems to boil down to this: science is wrong about the geological history of the Earth and the evolution of human beings, and thus we should all accept the explanations given in the Bible instead. Since there is no hard evidence for these concepts, they must be taken on faith. Okay, lots of things can be taken on faith, but there are all the other biblical interpretations available, and all the other sacred books in the world claiming to be correct. How does one choose? This is why Canadian public schools are secular. Adopting only the Christian view would be undemocratic, and observing the many religions represented among the students would be impractical. As a nonreligious person I don't have any quarrel with most creationists. Let them believe whatever they wish. However, I am disturbed by the work of those creationists who call themselves "creation scientists." They promote an idea called "intelligent design," which is another term for divine intervention. Mainstream geologists and biologists have looked into the published results of creation science. They have found many errors. Essential information is often left out—easily accessible facts that any diligent researcher could have located in the scientific literature. Minus these facts, some creationist claims look plausible. But with the missing information included, such claims are obviously incorrect. For many examples of this, go to www.talkorigins.org. Creationists who try to pass off flawed studies as proper science must know that they are violating a fundamental rule of the scientific method, which is to account for all the known information that bears on one's findings, leaving nothing out intentionally. To ignore relevant data is poor science. It won't stand up to peer review, which is to say that it won't be accepted as valid by eagle-eyed, PhD-level scientists who are acknowledged experts. To them, failing to tell the full story is a form of intellectual dishonesty. 2 For this reason creation science has been labelled pseudo-science, meaning false science, and dismissed. For the many well-intentioned, sincere creationists who teach in religiously oriented schools, this is unfortunate. The source of their information has been 1 Still, as Richard Dawkins explains so cogently in his book The God Delusion, scientists are free to examine religious claims objectively. When they do, such claims are routinely found to be unsupportable. Thus, science does tend to discredit religion. Dawkins presents convincing scientific and historical reasons for his view that religion is actually a bad thing. 2 In 2004 I visited the Creation Evidence Museum in Texas (www.creationevidence.org), a project of creation science. I was not impressed. The exhibits were not credible, among them "human" footprints in Cretaceous rock (dinosaur-era rock). Such prints have long been known to have been faked, as the people who carved them have freely admitted. The people working at the museum must have known this. Yet they were telling the visitors that the carvings were natural. This was not ethical behavior. tainted. I know some of these academics, and I feel for them. But next to mathematics, science is the most rigorous of the academic disciplines, and creation science will not become a widely accepted field of study until its practitioners improve the quality of their work. What about scientists who also practice religion? How can they do that? Is it possible to accept both the scientific and religious belief systems? Indeed it is. The physicists Isaac Newton, Michael Faraday and James Maxwell all are known to have believed in God. (Einstein, thought by some to believe in God, probably did not.) I know geologists who do science from Monday to Friday and worship in Christian churches on the weekend. Somehow they manage to balance their beliefs. Is it possible to show convincingly that our world was created by a divine being? After all, the idea of a universe that created itself from nothing is hard to swallow. Surely there must have been something there. To say it was God, though, begs the question. Where did God come from? Some sort of god-creator? And who or what created that? This problem reminds me of an oft-repeated apocryphal story about an elderly person who, at the end of a lecture about the origin of the Earth, raised her hand to insist that our planet rested on the back of a giant turtle. When the speaker asked her what lay beneath the turtle, the person replied, "Another turtle, of course." And below that? "Ah, you're very clever, young man," came the retort, "but it's turtles all the way down." That's amusing, but thinking about the ultimate origin of everything leaves me pasted on the front of science's speeding bus. The Big Bang, quantum mechanics, the concept of infinity, the idea that nothing, nothing at all, lies outside the universe, even though we seem to be inside it—well, it's just too much. It's frightening. My brain can't handle it. How inviting it would be for me, as for so many people the world over, to substitute comforting belief for things I simply cannot understand. But I won't let myself do that, not when a few brave and brilliant minds have taken on the basic mysteries of the cosmos and turned paradox into paradigm. Stephen Hawking is one such scientist. This is a person who can study the bizarre workings of a black hole and reduce them to sensible equations. Perhaps someone with Hawking's intelligence and skill will one day bridge the gap between science and religion. 3 In the meantime, I prefer science. There is a wonderful cleanness to it, an openness. 4 In good science, what you see is what you get. What you get are answers to some fundamental questions. You want to know the purpose of life? Read a good general biology textbook, and you will find that life appeared on its own, as an inevitable consequence of our planet's chemistry, and it exists 3 In 2003 Random House published The Probability of God: A Simple Calculation That Proves the Ultimate Truth, by physicist Stephen Unwin. The book concludes that there is a 67-percent chance that God exists. But this result depends on numbers assigned subjectively. So the conclusion of numerous philosophers and theologians still stands: the existence of God can be neither proved nor disproved. 4 Well, not completely clean and not completely open. Science has always served the military, often in secret, to produce weapons and other tools of war. simply to reproduce. 5 DNA replicates itself, and all else follows from that. What is this process we call "thinking"? It's neurons firing along pathways in the brain. What are emotions, what is the "self," and what is reality? More of what we merely perceive these things to be, depending on what's physically going on in our heads. (If you doubt the electrochemical basis of mental processes, consider the many pharmacological creations that will put you out of your mind.) Sounds awfully cold, doesn't it, this view of the world? Yet it is a view I have come to accept, even to cherish. Here's why. * For me it's science only—except in my imagination. I wasn't brought up in a religious family. My mother was a doubter, my father was an atheist, and I spent very little time in Sunday school. Still, out of interest I read some of the world's great sacred books—the Bible, the Koran, Teachings of the Buddha, works of Hinduism, the Book of Mormon— and found in them much that was interesting, even uplifting. I also found them to be full of things that were clearly untrue. Some of what I read offended me. So to this day I have no religion. Nor do I miss having one. The natural world alone is quite acceptable to me. It has order. In most ways it makes sense. And that is enough. I seldom think about gods, ghosts, clairvoyance and other things supernatural. I am, in more ways than one, a natural-ist. I will admit, though, to writing a novel in which the supernatural is front and centre. People ask me about that. They say, "Ben, how could you write a book like Raven's End and not believe what you have written?" My reply is that it's only a story, and in a story the author can write whatever he pleases. In Raven's End it was important to the plot of the novel to invent a raven creation story and other things that I attributed to raven culture. I was assuming, just for fun, that these very interesting, very smart birds were capable of having their own system of beliefs. Who knows? Perhaps they actually do. It also pleased me to write as if raven mythology were true, as if some ravens could be immortal, as if animals could speak with one another, as if deities existed. Why not? This is the joy of imagination. * A naturalist's world view. The real world, the natural world, is more beautiful and mysterious and surprising than anything a mere writer could ever invent. I love that world. As a naturalist, teacher and interpretive guide, I have made nature my life's work. Doing so has been satisfying and rewarding. The fact that natural history does not have all the answers doesn't bother me. Science can never have all the answers. Science has given us the Heisenberg uncertainty principle, which tells us that we cannot know everything. This truth has set me free. I don't dwell on whether God exists or whether there is an afterlife. These things are neither provable nor disprovable, and to me they don't matter very much. What matters far more is what I understand of the world around me. Not what I don't understand, but what I do understand. This is knowledge with elegance and power. It's not religion, but it moves me when I think about it. 5 Death, however, does have at least one purpose: it removes each organism from the ecosystem after a time, so that a new one can take its place, presenting slightly modified genes. Death is necessary for evolution. For example, I know that my body will die, but I also know that part of me will live on in my offspring. My children have come directly from my wife and me, each from a single cell of her own (the egg) to which one of mine (the sperm) has been added. So our cells and genes—physical bits of us—have become our two boys. Our living tissue has grown with them, and it will remain part of them until they die. Each of our children has also reproduced. Again, a physical part of them, plus that bit from us, resides in their offspring. All parents transfer life forward, and they have been doing so for countless generations of humans. 6 In other words, yes, there really is immortality! Perhaps not life after death in the supernatural sense, but immortality nonetheless. This is stunning news, and it has come from the work of science. No wonder that so many religions have embraced the idea of reincarnation. One life has indeed led to the next, over and over, as undying DNA has been passed along from organism to organism. The same kind of immortality reaches far, far back in time. My genes originated in the first living thing to use DNA as its genetic code. Every cell in my body contains DNA handed down from primitive life forms that drifted about in ancient oceans 3.7 billion years ago. 7 My body is built along the same basic plan as that of the first fish, which swam the Cambrian seas 500 million years back. 8 The blood that flows through my veins is a lot like the blood that coursed through the dinosaurs. I am descended from small mammals that escaped the likes of T-rex and Velociraptor. Life's many-branched DNA lineage includes every organism that has ever lived, including me. This means that every living thing is related, however distantly. The bears and the birds and the wildflowers in the mountains out my window are all my relatives, and the notion delights me. I belong. I'm part of planet Earth's great family, an ecosystem so strong, so resilient that it has bounced back from several global disasters. In such numbers there is safety. Which brings up another of important scientific finding. Gene by gene, generation after generation, the process of evolution has kept up with the astonishing changes the Earth has gone through. Over the eons, Earth's orbit has varied in shape. Its axis of rotation has tilted and wobbled. The continents have moved; ice ages have come and gone; asteroids have struck. In one deadly episode 251 million years ago, the whole planetary environment became poisonous and about 96 percent of all marine species were wiped out, along with 70 percent of the vertebrate species living on land. Yet the world was soon bustling with life again, much of it in the form of new species. That's because DNA changes slightly with each generation. Mutations occur in the genes of our reproductive cells. Such alterations are caused mainly by errors in cell division and self-repair, by radiation damage and by the effects of substances and conditions in an organism's environment. These changes are random, not working according to any plan or toward any goal. Modified DNA produces modified life forms that try themselves out in modified circumstances. Most fail and die before they 6 This is true whether we reproduce or not. Families share many genes, so if one couple is childless most of their genes will still be passed along by reproducing sisters, brothers and cousins. 7 Latest dates: age of the planet, 4.6 billion; oldest evidence of life, 3.9 billion; earliest cells, 3.7 billion. 8 We used to think that fish arose later, in the Ordovician Period, but recent fossil evidence from China suggests that the first fish species appeared way back in the early Cambrian. reproduce, but some succeed and carry on new genetic code that is better suited to whatever the world is becoming. This is the process of natural selection, Charles Darwin's great discovery. Coupled with random mutation, it explains how the world's vast diversity of animals and plants, millions and millions of different species, have come to exist. As Darwin himself put it so simply and elegantly in the title of his most famous book, it explains The Origin of Species. And here is a follow-up message, one that ought to convince anyone who doubts that evolution is a fact. Evolution is essential to survival on this planet. Without the means to modify the code and test it, that is to say, without evolution, life might not have been able to meet the challenge of a changing Earth and could have disappeared long ago. umming up, my thesis in this essay has been that the creationist attack on biology and geology is unfortunate. It some respects it is misguided, even fraudulent. Some fundamentalist Christians are stridently anti-science. Others try to pass off pseudoscience as the real thing. S What scares me is that so many poorly informed people buy the creationist argument, at least to the extent that they doubt the validity of well-established facts about the evolution of species and the length of geological time. This has disturbing implications. Fundamentalist religion has shown itself to be dangerous to intellectual freedom, especially when it winds up in control of education. Free academic enquiry is curtailed when closed minds control the funding. Science is not seriously threatened by school-board fights over whether or not "evolution is just a theory." But we have to resist the erosion of science's right to be taught properly. When a legislature decrees that "intelligent design"—meaning creationism—has to be presented to public-school students as equal in scientific stature to Darwin's achievement, then an injustice has occurred. Religion is not the factual equivalent of science. Science is not the spiritual equivalent of religion. One shouldn't mix physics and metaphysics, astronomy and astrology, psychology and parapsychology. We owe it to our students to teach them the difference. A final word. Despite my rejection of religion, please know that I run my life by some of the more commonly held Judeo-Christian ethics and rules of conduct. These are excellent conventions, time-tested and worth following regardless of whether one believes in God or not. Of the Ten Commandments, one through four are meant for believers only, but my wife and I certainly practice commandments five through ten. 9 The Golden Rule— "Do unto others as you would have them do unto you"—is a terrific piece of advice, and there is a version of it in most any religion you care to name. Of all the Christian precepts, we particularly like a motto that one hears in Restoration Movement churches and among the Quakers. We try to live by it. 1. In essentials, unity (we all agree to abide by certain rules) 2. In non-essentials, liberty (for everything else we have freedom of choice) 3. In all things, charity (whatever we do, we are kind and we are fair) 9 As interpreted liberally, in modern terms and in brief: be good to your parents and the elderly, don't kill people, be faithful to your spouse, don't steal, don't lie about others, and don't be jealous of them. This is where religion and science share some common ground. What makes a better human being also makes a better scientist. I'll bet that the creationist high-school teacher who prompted this essay would agree with that. ***	<urn:uuid:35450ee0-e733-444f-87e9-469867526966>	CC-MAIN-2017-13	http://bengadd.com/Downloads/Creationists%20vs%20scientists.pdf	2017-03-27T10:36:48Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00233-ip-10-233-31-227.ec2.internal.warc.gz	34,780,333	6,906	eng_Latn	eng_Latn	0.999377	eng_Latn	0.99946	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2906, 5934, 8443, 11659, 15021, 18704, 22094, 25490, 29224, 32621, 32848 ]	[ 3.15625, 1.4453125 ]	1	9
Couple Dance Tip Sheet ~ General Tips ~ (waltz cont'd) Internalize the rhythm & tempo. First, feel the rhythm throughout your body—move in time to the music. Don't just do the steps by rote —have a feel for how they fit with the rhythm. The all-important dance "frame". A good frame maintains the connection and good spacing between you and partner. In the closed position frame the gent's left hand and lady's right hand are palm to palm at about shoulder height, and the man's right arm reaches around his partner's back; lady's left hand on top of man's right shoulder. Ladies, you should feel yourself pushing, but not leaning, into the hand that is on your back. The joined hands should be relaxed with a little pressure against your partner's palm (but don't clamp down like an "alligator clip") The frame works best when bodies are parallel, rather than a V formation, and offset (nose to right shoulder, rather than nose to nose). Small steps work best. Small, short steps enable you to keep up with the music, especially when the tempo is fast. Small steps conserve energy and they help keep your feet underneath your weight, thus maintaining better balance. ~ Waltz ~ Waltz is the beautiful dance that never goes out of style. It's a graceful dance, light on the feet. Waltz music has 3 beats/steps per measure. Try starting by standing in place and sway to the rhythm before starting to move your feet. Feel and dance to waltz music in phrases of two measures (six beats). The gent starts on his left foot: Left, R, L (1,2,3); R, L, R (4,5,6). Each odd measure starts on the gent's left, each even measure starts on the gent's right. The opposite is true for the lady. The hesitation step is a handy rest during fast tempos: You can take one step per measure—take a step on the 1st beat and hold for beats 2 & 3 before taking a step on the 1st beat of the next measure. When waltzing in line-of-direction without turning it works best for the feet to go straight ahead rather than side-to-side. (Imagine you're on railroad tracks that go around the room.) Step styling: think long, short, short, or step, toe, step. ~ East Coast Swing ~ East Coast Swing can be smooth or exuberant to match each particular swing tune. The partner connection can be "open" (connecting with one or both hands) or "closed" (gent's arm around women's back.) The basic step pattern is 6 counts/beats: counts 1-2 man steps on his left foot; counts 3-4 he steps on his right foot; 5-6 rock-step (quick springy steps back & forth (left & right)) Lady mirrors her partner. ~ Polka ~ The polka is a lively 19-century Bohemian dance. Each 4-count measure has three steps and a hop, and you alternate feet on each successive measure. ~ Schottische ~ The schottische is a light-hearted relatively easy dance that makes for a nice change of pace. Part 1 is danced in promenade position (8 counts): Step, step, step, hop, step, step, step, hop. Part 2 in closed position and rotating (8 counts): Step, hop, step, hop, step, hop, step, hop. Stay close to the ground on the hops. ~ Zwiefacher ~ The zwiefacher (pronounced tswee' fa khur) is a traditional dance associated with Bavaria & Austria. Zwiefachers alternate between repeating measures of 3-beat (waltz) and 2 or 4-beats (pivots). Each tune has its own pattern—some that are simple and predictable; others are complicated and challenging.	<urn:uuid:8241e8f8-98b4-4c1f-8249-cf1789ae1bfa>	CC-MAIN-2017-13	http://www.mostlywaltz.com/TipSheetSep13.pdf	2017-03-27T10:32:26Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00231-ip-10-233-31-227.ec2.internal.warc.gz	600,584,086	828	eng_Latn	eng_Latn	0.998767	eng_Latn	0.998767	[ "eng_Latn" ]	false	docling	[ 3400 ]	[ 1.8125 ]	2	4
Cub Scout Character Development Developing the Character of the Cub Scout Scouting, from Tigers, through all levels of Cub Scouts, to Boy Scouts and beyond, is a character development program. It is the long-standing idea of a Game with a Purpose. The Game is the fun we have in all our activities. The Purpose is to place the ideals of Scouting -- the Promise and Law for the Cub Scouts -- in their hearts to be with them throughout their lives. There are many methods that we can use in Cub Scouts to implement this purpose: Association with adults who demonstrate the Scout ideals Doing Good Turns and service projects Using the "Ethics in Action" exercises in Den meetings. In an unobtrusive manner, develop the spiritual life of the Cubs This section of the Pow Wow Book presents material to help you in Cub Scout Spiritual Development. There are activities in this section similar to the Ethics in Action exercises, which will help your Scouts learn how to think about their choices and responsibilities. It is proper for adult leaders and Cub Scouts to pray at times, and reflect on their relation to the world around them. Thus, there are sections of invocations, prayers, songs, readings, and benedictions. These may be used for Den or Pack meetings, and can be used to build a Scouts Own. The Scouts Own is a time set aside for reflection, usually on Sunday morning of a family or Webelos campout. Within this section, the Scouts Own is described and there are examples given. The Founder wrote: "The scout, in his promise, undertakes to do his duty to his king and country only in the second place; his first duty is to God. It is with this idea before us and reckoning that God is the one Father of us all, that we scouts count ourselves a brotherhood despite the differences among us of country, creed, or class. We realize that in addition to the interest of our particular country, there is a higher mission before us - namely, the promotion of the kingdom of God; that is, the rule of peace and goodwill on earth. In the Scouts, each form of religion is respected and its active practice encouraged, and through the spread of brotherhood in all countries, we have the opportunity of developing the spirit of mutual goodwill and understanding. "There is no religious side of the movement. The whole of it is based on religion that is, on the realization and service to God. "Let us, therefore, in training our Scouts, keep the higher aims in the forefront, not let themselves get too absorbed in the steps. Don't let the technical outweigh the moral. Field efficiency, backwoodsmanship, camping, hiking, good turns, jamboree, and comradeship are by all means not the end. The end is character with a purpose. "And that purpose, that the next generation may be sane in a insane world, and develop the higher realization of service, active service of love, and duty to God and neighbor. "Our objective in the scout movement is to give such help as we can in bringing about God's kingdom on earth by inoculating among the youth the spirit and the daily practice in their lives of selfish goodwill and cooperation." -- Robert S. S. Baden-Powell An Introduction to Spiritual Development It is altogether proper to begin the development of character in our Cub Scouts, through spiritual development. Spiritual development within the organization may take on the aspects of a particular religion, faith or sect, depending on the circumstances. This is where the sponsoring organization may or may not take on a significant role in this development. In general, we accept these principles of spiritual development. * To develop an inner discipline and training * To be involved in corporate activities * To understand the natural world around them * To help to create a more tolerant and caring society * To discover the need for prayer and worship Spiritual Development Activities Wisdom (To develop an inner discipline and training.) Activity I - Game - Blind Pirate. An individual Scout is selected to be the blind pirate. He is blindfolded and sits in the middle of the floor cross-legged. A bell or bunch of keys or anything noisy is placed in front of him. One at a time Scouts who are sitting around cross-legged in a circle try to get up, sneak out, take the bell and return to their places without making a sound. The 'pirate' tries to point to the individual that is moving. If he succeeds they change over. This game like many others often played in Scouts develops a particular discipline. It might be worth spending five minutes at the end of the game or at the end of the evening discussing how they felt having to keep silent for long periods. Activity 2 - Project - Keep a diary for a week. If you have the facility, produce an eight-page diary covering one week for each Scout. (Two sheets of paper folded with the days and perhaps the dates). Get them to keep as accurately as they can an hour by hour time table of what they have done for the week: time they went to bed, got up, started breakfast, finished breakfast, left for school, got to school, etc. Then at your next meeting (it might be helpful to have calculators) analyze how much time has been spent on each of a number of activities during the week. You might make a list like sleeping, eating, at school, doing homework, watching TV, Scout activities, etc. Produce league tables, or bar charts or whatever the troop wants. Finally consider what this shows about priorities, inner discipline, etc. Activity 3 - Project - What influences you? Ask them to conduct a survey during the week using questions like: * What makes you decide which TV programs to watch? * Who or what influences what you wear? How you spend you money? Your aims in life? * Who or what influences the things you think are right and wrong? For some it may be enough for them to consider this for themselves. Others may be able to get a few answers from friends and family. Collate the answers. Then discuss who or what they follow. Discuss why they follow who or whatever and how this affects their life. Do they think that this will change as they get older? Activity 4 - Game - The waiting game. Provide a bucket half full of water and a large denomination coin in the bottom. (This one could cost you!) Give each person a penny to drop in to try to cover the large coin. It is almost impossible. The trick takes time and patience. Discuss the need for patience, and when and why it may be appropriate. Activity 5 - Who am I? There are millions of people in the world, we are all unique, and all are citizens of the world. Get the scouts to write a page or draw a poster about themselves and the gifts that they have. Write a prayer based on this information. Work (To be involved in corporate activities.) Activity 1 - Project - Produce a picture story. This can be done over Den meetings. Each Den needs access to a camera. Each should be provided with one roll of film and a photograph album. The Scouts then need to select some story. This could be from the Bible or other Holy Book or a favorite story or a story written by themselves. The next step is to produce a storyboard as they will have seen in comics or on TV, being careful that they have a fixed number of photographs on the roll. Then set up and take the photographs. Get the photos developed at a fast outlet. Finally they can put the pictures into the album with appropriate words alongside. Activity 2 -- Team work. Many activities can be used to illustrate teamwork. Provide each Den with a list of things to find out. Such as: * What number of bus stops at the bus stop nearest the Den meeting place? * What are the names of all the streets around the block where the Den meets? * How much does a fish sandwich combination meal cost at McDonalds? * What is the phone number of the nearest supermarket? Then leave them to get on with it and have a cup of tea. The teams which all rush round together will not do as well as those who plan and divide up the task. Discuss the benefits of planning, teamwork, using the strengths and weaknesses of the team, etc. Activity 3 - Friends. What is it that makes someone a friend? Encourage the Scouts to think about friendship by thinking of something friendly to do for a new Scout? Activity 4- Money. Ask the Scouts to keep a record of how they spend their pocket money, what they spend it on and how much they save, etc. Encourage them to discuss as a Den how much should be spent, saved or given away? Activity 5 - Helping others. As a Pack think of an organization which you could help and explain their work at a Pack meeting. Consider what you might do, as Dens or as a Pack, to help this organization. Activity 6- The Scout Family. How does everyone work together to form Scouting? Explain to the Den the structure of local Scouting. Why are the young people the most important? Activity 7 - Sport. Have the Scouts design a poster showing lots of team games. Then ask the Scouts why they take part in games and write the answers around the pictures. Wonder (To understand the natural world around us.) Activity 1 - A blindfold meal. At a planned outing, such as a Den picnic, get everyone to eat a simple meal or undertake a simple activity blindfolded. Care needs to be taken that no one gets burnt or hurts him or herself. Afterwards encourage the Scouts to consider how wonderful their gift of sight is. This could develop into a discussion on the idea that there are different types of blindness. Blindness to the needs of others, blindness to the world that we live in, blindness to the obvious existence of God. Activity 2 - Deny a sense. Undertake some game or activity without using an essential sense. As in #1 above it could be blindfold or without talking, or with one hand tied behind your back or with fingers taped together, or legs tied together, etc. Perhaps each Scout could be denied a different sense. Later discuss how hard it is to do without and how wonderful these senses are. Activity 3 - Project - Think Rubbish. If you are at a camp, or meeting place, see what can be done to collect different types of rubbish (glass, metal, paper) in different containers and then dispose of them in your local recycling system. Welcome (To help create a more tolerant and caring society) Activity 1 - "What is the cost?" Have ready a selection of every day items such as a Mars Bar, an audiocassette, a pair of socks and so on. You also need to know how much each of these items cost to buy. Then play a game of "The price is right". Produce your items one at a time. Get each Scout to suggest "What is the cost?" Each Scout takes it in turn to start. No one is allowed to say the same price as some one else. Two points for being exactly right one for being the closest. Then move on to part two. Produce a sheet of paper for each Scout, headed up with one of the following or similar: * What is the cost of learning to play the piano? * What is the cost of keeping up a friendship? * What is the cost of owning a dog? Activity 2 - Game - Helping the blind man. The Den selects a member to be blindfolded. Once the blindfold has been put on set up a very simple slalom course with chairs. The Den then has to steer their blind man through the course by shouting instructions. Afterwards get them to say how it felt, (dependence, frustration, fear, etc.). If you wish, this discussion could move on to the problems blind people have, or perhaps faith, and the faith that blind people have to put in guide dogs, etc. Activity 3 - Helping Others. Encourage the Scouts to adopt a grandparent. This works well if three or four are "allocated" to each grandparent. They will soon realize that visits are greatly appreciated. Activity 4 - Communication games. There are large number of games such as charades and Pictionary which are basically about communication. Spend time thinking about those who find communicating difficult. This could lead on to considering the issues of distrust and social unrest and the theory that much of it is based on a lack of understanding of others. Activity 5 - Illness. Have any of the Scouts been in hospital? Ask the Scouts to think of how they, as a Patrol, can help to make young people happier in hospital. Ask a nurse or doctor, or a patient for guidance. Activity 6 - Sign Language. Learn a few words, letters of the alphabet and then try to communicate messages. Are there any times when this form of communication would be useful? Living Space Take four Scouts out to the front and stand them at the four corners of a square 8 feet by 8 feet. Take four others from the group and tell them to sit down inside the square. See how much - or little - space there is left. Make the point that more than half the population of the world lives in huts and shacks little larger than the 8-foot square and, some, in smaller spaces. See how much of the ordinary things of living - dressing, sleeping, cooking, eating and so on can be done in the tiny space. And the promise we make as Scouts is to make it possible for people who have to live like that to be able to live better, freer lives. -- from "God. Are you still in there?" Worship (To discover the need for prayer and worship) Activity 1 - Hope. Ask the Scouts to write down their hopes. Draw five footsteps and ask them to identify five things they will need to do to realize their hopes. Discuss with them how easy or difficult this will be. Activity 2 - God is love. What is love? Ask the Scouts to identify what love is and how people express love. The word 'love' is widely used. Encourage the Scouts to think about love in its widest sense: Love for friends, family, animals, and activities in addition to boy/girl friends. Activity 3 - World Faiths. Many other Faiths involve food a great deal in certain ceremonies. Ask the Scouts as a Patrol, to find out about a traditional religious meal from a particular Faith. Have them prepare some or all the meal and allow the other Patrols to try some. Activity 4 - Scouts Own. Have the Patrols prepare a short Scouts Own on a theme. Remember that this does not have to be in a traditional format. Discuss how you think a short Scouts' Own should be run, then do it. Activity 5 - Sunrise. Encourage the Scouts to plan an overnight hike or walk in order to be in a suitable place to watch the sunrise. Try to make the venue as spectacular as possible to fully appreciate the experience. Prayers Thanksgiving for Scout Brotherhood You be enabled to live according to our Promise and Law; through Jesus Christ our Lord. Amen. Prayers For Use In The Brotherhood of Scouts Thanks for the Beauty of Children We give thanks for the beauty of children and their joy in all beautiful things, for their mirth and laughter, and for the joy and light they bring into the world, for their enthusiasm, their abounding energy and their love of the heroic and adventurous, for their candid generous trust in those around them, and for their quick response to calls of love and service. Amen. -- Prayers For Use In The Brotherhood of Scouts For Harmony Amongst Ourselves Father, we pray for harmony; as we seek to preserve in our Scouts the natural spirit of mutual good will, help us to show them a true example. Grant that the relations between all Scouters may ever be those of hearty cooperation and true affection. Let no class, race or policy divide us. Let personal ambition be far from us, and may we ever regard it as our chief privilege to serve You in this holy labor; through Jesus Christ our Lord. Amen -- Prayers For Use In The Brotherhood of Scouts Leadership O Lord, grant that we may so carry out in our lives the spirit of the Scout Law that we may teach it to others by living it ourselves. Grant also, 0 Lord, that we may understand the true meaning of Service for others, and humbly follow the great example of Our Lord Jesus Christ. Amen. Prayers For Use In The Brotherhood of Scouts The Quest of Beauty O God, who has made the world so full of beauty, keep us, from the evil which the sin of man has brought into it. Teach us to love whatever is beautiful and true and good in nature, in art and in the lives of men; strengthen us that we may accept all the activity of life as a gift from You and enable us to be fellowworkers with Your Son, Jesus Christ our Lord. Amen. Prayers For Use In The Brotherhood of Scouts O Lord, we give You thanks for the gift of Scouting. We thank You for the wisdom and foresight of our Chief, whose first camp on Brownsea was the forerunner of our Brotherhood. We thank You for the enthusiasm and self-sacrifice of those, his immediate followers, to whom the early guidance of our movement was entrusted. Above all, 0 Lord, we thank You that You have permitted us, Your servants to take our share in the service of the boyhood of our country; and for all the inspiration and happiness that Scouting has brought into our own lives. We ask for Your blessing on our Chief, upon the boys whom we are privileged to lead, and upon the Brotherhood of Scouts throughout the world. May we go forward re-dedicated to this, Your service, and in humble gratitude for Your many mercies. Grant this, 0 Lord, for the sake of Your son, Jesus Christ. Amen. -- Brownsea Island, April 1927, Prayers For Use In The Brotherhood of Scouts A Scout is a Friend to All Fill us, 0 Lord, with Your spirit that we may observe Your command, "Love one another, even as I loved you." May we know the love that sees only the good and is patient and forbearing; that grows stronger when difficulties increase; and that overleaps the barriers of class, of creed, and of country. Help us to love the neighbor we know so that we may learn to love our fellow men whom we have not seen. Strengthen the bond between Scout and Scout in our Group, in our land, and throughout the World. So may we further the coming of Your Kingdom of goodwill and love; following the example of Jesus Christ. Amen Prayers For Use In The Brotherhood of Scouts To Be Scoutlike Grant to us, Lord, the spirit to think and to think and to do always such things as be Scoutlike; that we, who cannot do any good thing without You, may by Live Together in Love and Joy and Peace O God, who has joined us together in the fellowship of our Troop, teach us to live together in love and joy and peace. Help us to guard our Honor and to live loyal to You, our leaders and all our friends; that, with gallant and high-hearted happiness, we may strive for the setting up of Your Kingdom in the world; through Him who loved us and gave Himself for us, Jesus Christ our Lord. Amen. Prayers For Use In The Brotherhood of Scouts For Our Country Almighty God, our Heavenly Father, bless our country that it may be a blessing to the world. Grant that our ideals and aspirations may be in accordance with Your will, and help us to see ourselves as others see us. Keep us from hypocrisy in feeling or action. Grant us sound government and just laws, good education and clean lives, justice in our relations with one another, and, above all a spirit of service which well abolish pride of place and inequality of opportunity; through Jesus Christ our Lord. Amen. Prayers For Use In The Brotherhood of Scouts For Courage and Strength 0 God help us always to be of good cheer. Let us not be disheartened by our difficulties. Let us never doubt Your love or any of Your promises. Give us grace to be encouragers of others, never discouragers. Let us not go about with sadness or fear among men, but let us always make life easier, never harder, for those who come within our influence; for the sake of Jesus Christ Amen. Prayers For Use In The Brotherhood of Scouts A Closing Prayer May the blessing of Almighty God rest upon us and upon all our work; may He give us Light to guide us, Courage to support us, and Love to unite us, now and evermore. Amen. Prayers For Use In The Brotherhood of Scouts Benediction May the Lord bless us and keep us; the Lord make His face to shine upon us and be gracious to us; the Lord lift up the light of His countenance upon us and give us peace, this day (or night) and for evermore. Amen. (Adapted from the Aaronic Blessing, Bible, Numbers 6, 24.) Prayers For Use In The Brotherhood of Scouts Prayers for Peace from Westminster Abbey O God, the Father of all mankind, strengthen, we pray thee, all who are striving after true brotherhood and who are working for righteousness and peace. Guide the hearts and minds of rulers and statesmen, that they may seek first thy kingdom and the establishing of justice and freedom for all peoples, both great and small. Amen Lord, make us instruments of thy peace. Where there is hatred, let us sow love; where there is injury, pardon; where there is discord, union; where there is doubt, faith; where there is despair, hope; where there is darkness, light; where there is sadness, joy; for thy mercy and for thy truth's sake. Amen For the Joy of the Year Our Lord and creator, We thank You today for the beauty of our world. For sunshine and flowers, Storm-cloud and starry nights, For the first radiance of dawn And the last glow of sunset. We thank you for physical joy, For clear water to swim in, For the fresh smell of rain on dry ground, For hills to climb and work to do together. Make our hearts wide open to these gifts, And help us to live in thanksgiving to You, Our Lord and our creator. Prayer of Thanks Giving We thank you today For the adventure of Scouting, For the unselfishness of parents, For the patience of teachers And for the encouragement of friends. Prayer of Thanks for the Founder We give thee thanks, O Lord, for our Founder's life of service and for his gift of Scouting to the world. Help us to hold firmly to the Law, which he gave us for guidance, and so to understand more fully thy will. Inspire us to find a way of life, in which the youth of all nations may find unity and true brotherhood. Amen. God of the Open Air God of the open air, we kneel reverently in this temple not made with hands. The tall pines lift our thoughts above us to the Source of all this beauty. The singing of the feather-throated choir puts a melody in our hearts, a song of joy and praise and trust. All the discordant notes of the world are muted; all the problems of life are forgotten. We are filled with an inner peace and know that here we have found Thee. As we leave this hallowed spot, may the reality of Thy presence go with us to give us courage and strength for our daily tasks. Amen. -- Dorothy Wells Pease God of the Sea God of the sea, the winds, the tides, we praise thee for the greatness of thy power and the certainty of thy laws. We see careless picnickers throw their litter to be carried far out into the sea by the outgoing tied, but the next morning it lies stranded on the beach where the high tide has left it. So it is, our Father, in our lives. We throw out a careless word, an unkind thought, and it comes back to us in resentments and friendlessness. A selfish act, a yielding to temptation, or a deed left undone comes back as a haunting memory, another's failure, or a missed opportunity. Help us, Our Father, to cast only good upon the waters that good may come back with the tide. Amen. -Dorothy Wells Pease We Thank Thee We thank Thee For flowers that bloom about our feet; For tender grass so fresh and sweet; For song of bird and hum of bee; For all things fair we hear and see, Father in heaven, we thank Thee! -Ralph Waldo Emerson Camping in the Snow Lord, we are camping in the snow today; We may fear the cold, But we trust that your Spirit Will guide and warm us. Beaver Prayer The air we breathe, the friends we meet, The walk to use our eyes and feet, The things around us make us say, Thank you, God, for each new day! -- From Scouting (U.K.) magazine A Scout's Prayer We have hiked along life's pathway, Our packs upon our backs, We have pitched our tents and rested Here and there along the tracks. We have used our compass wisely To guide us on our way And hope to reach the campsite Of our Great Chief Scout some day. We have tried to be trustworthy Kept our honor high and clean, We have been as loyal as any To our Country and our Queen. We have done our best at all times Kept our Promise - been prepared, And hope our good deeds please Him When at last our souls are bared. We have lightened others' burdens, With our smiles along the way, We have kept our hand in God's hand, Walked beside Him day by day. And when our span of life runs out, We'll make this gentle plea May we sit around His Campfire At the Final Jamboree. -- from "Scouting in New South Wales" Prayer for Peace God, make me an instrument of Your Peace; Where there is hatred, let me sow love; Where there is injury, pardon; Where there is doubt, faith; Where there is despair, hope; Where there is darkness, light; And where there is sadness, joy; That I may seek to console, rather than to be consoled, To understand rather than to be understood, To love rather than to be loved: For it is in giving that we receive, In self-forgetfulness that we find our true selves, In forgiving that we are forgiven: God, make me an instrument of Your Peace. -From the organizers of "A Million Minutes of Peace" Sioux Prayer Ho! Great Spirit, Grandfather, you have made everything and are in everything. You sustain everything, guide everything, provide everything, and protect everything, because everything belongs to you. I am weak, poor and lowly; nevertheless, help me to care, in appreciation and gratitude to you and for everything. I love the stars, the sun and the moon, and I thank you for our beautiful mother, the Earth, whose many breasts nourish the fish, the fowls and the animals, too. May I never deceive Mother Earth; may I never deceive my people; may I never deceive myself; and above all, may I never deceive you. Thanks Be to God Thanks to God for things we see, The growing flower, the waving tree, Our mother's face, the bright blue sky Where birds and clouds go floating by; Thanks be to God for seeing. Thanks to God for things we hear, For sounds of friends who laugh and cheer, The merry bells, the songs of birds, For stories, tunes, and kindly words; Thanks be to God for hearing. -- from Hazel Tagg Beaver Prayer II Now, before I run to play, Don't let me forget to pray To God who keeps me through the night And wakes me up with morning light; Help me, Lord, to love you more Than I have ever loved before, In my work and in my play; Thank you, God, for another day. - 8th Belleville Beavers Lord We Thank You Lord, we thank you for this day. Help us to do our best every day, And forgive us when we slip. Teach us to be kind to other people and to help them at all times Bless our parents and teachers and leaders and all the members of Scouting Bless us, Lord in your love for us Help us to be better Scouts And let us do our best for you Amen We Thank You Lord.... For the lives of Lord and Lady B.P. For all the fun and adventures we have in Scouting For the worldwide brotherhood of Scouts For the beauty of the world and all the marvelous things You have made in nature For keeping us fit and well and happy For our homes, our parents, and all who look after us Please help us.... To be good sportsmen, fair and honest in work as in play and in everything we do. To find ways of serving you by helping other people as best we can To be worthy of our uniform and loyal to our promise, Behaving as true brothers to all mankind To look after your creation and keep this world as lovely a place as you intended it to be To help all children who are not so lucky as we, Especially those who are hungry or lonely, sick or sad To be loving and caring as we grow older and to do our Best to repay your blessings in every way we can. Thanks to Hazel Addis, Scouting (UK.) Jamaican Camp Grace Lift up your hearts; Hearts and minds and voices all give thanks For this our bread; Hearts and minds and voices all give thanks For these our friends; Hearts and minds and voices all give thanks For this our camp; Hearts and minds and voices all give thanks For this our world; Hearts and minds and voices all give thanks We thank the Lord; Hearts and minds and voices all give thanks Lord's Prayer (Translated from Chinook) Our father who stayeth in the above God in our hearts be Thy name, God Thou Chief among all people God Thy will upon earth As in the above. Give us every day our food; If we do evil, Be not Thou very angry, and if Anyone evil towards us Not we angry towards them Send away far from us all evil. Canoeing Prayer Lord, we will be canoeing today; We shall be very busy; If, during the course of the day We forget about you, Please don't forget about us. Beaver Prayer III Thank you God, who loves us, For every happy day, For trees and grass and flowers and sun, For friends to share our games and fun, Thank you God, we love you. Amen Guide us Through and Out Our Father, who art in heaven and who art on earth, even journeying with your people, thank you for being faithful and for never abandoning us. When we are in the wilderness, guide us through and out. When we are lost, please find us. When we cry out, please hear us - in the name of the One who said, "Lo, I am with you always." Amen -- From "Meditation" by Bruce Miles, Presbyterian Record March 1985 Michael Row the Boat Ashore Michael, row the boat ashore, Alleluia, Michael, row the boat ashore, Alleluia. Jordan's River is chilly and cold, Alleluia, Kills the body but not the soul, Alleluia. Jordan's River is deep and wide, Alleluia, Meet my mother on the other side, Alleluia. Gabriel, blow the trumpet horn, Alleluia, Blow the trumpet loud and long, Alleluia. Brother, lend a helping hand, Alleluia, Brother, lend a helping hand, Alleluia. Michael's boat's a gospel boat, Alleluia, Michael's boat's a gospel boat, Alleluia. Michael, row the boat ashore, Alleluia, Michael, row the boat ashore, Alleluia. Amazing Grace Amazing grace, how sweet the sound That saved a wretch like me. I once was lost, but now I'm found; Was blind, but now I see 'Twas grace that taught my heart to fear, And grace my fear relieved. How precious did that grace appear The hour I first believed. Through many dangers, toils and snares We have already come. 'Twas grace that brought us safe this far, And grace will bring us home. Amazing grace, how sweet the sound That saved a wretch like me. I once was lost, but now I'm found; Was blind, but now I see Songs This is my Father's World This is my Father's world, and to my listening ears, All nature sings and 'round me rings The music of the spheres This is my Father's world. I rest me in the thought, Of rocks and trees, of skies and seas, His hand the wonders wrought. This is my Father's world. The birds their carols raise; The morning light, the lily white, Declare their Maker's praise. This is my Father's world. He shines in all that's fair; In the rustling grass I hear Him pass, He speaks to me everywhere. Scout Vespers Softly falls the light of day, As our campfire fades away. Silently, each Scout should ask, "Have I done my daily task?" "Have I cared and have I tried, Can I guiltless sleep tonight? Have I done and have I dared, Every thing to be prepared?" Kum Ba Ya (Traditional) Kum ba ya, My Lord, Kum ba ya. Kum ba ya, My Lord, Kum ba ya. Oh Lord, Kum ba ya. Some one's crying Lord, Kum ba ya. Some one's laughing Lord, Kum ba ya. Some one's shouting Lord, Kum ba ya. Some one's praying Lord, Kum ba ya. Kum ba ya, My Lord Kum ba ya. Kum Ba Ya -- The Scout Law Version Kum-ba-yah my Lord, Kum-ba-yah Kum-ba-yah my Lord, Kum-ba-yah Kum-ba-yah my Lord, Kum-ba-yah O, Lord, Kum-ba-yah. A Scout's trustworthy Lord, Kum-ba-yah, A Scout is loyal, Lord, Kum-ba-yah, A Scout is helpful, Lord, Kum-ba-yah, O, Lord, Kum-ba-yah. A Scout is friendly, Lord, Kum-ba-yah, A Scout is courteous, Lord, Kum-ba-yah, A Scout is kind, Lord, Kum-ba-yah, O, Lord, Kum-ba-yah. A Scout's obedient, Lord, Kum-ba-yah, A Scout is cheerful, Lord, Kum-ba-yah, A Scout is thrifty, Lord, Kum-ba-yah, O, Lord, Kum-ba-yah. A Scout is brave, Lord, Kum-ba-yah A Scout is clean, Lord, Kum-ba-yah A Scout is reverent, Lord, Kum-ba-yah O, Lord, Kum-ba-yah. Kum-ba-yah my Lord, Kum-ba-yah Kum-ba-yah my Lord, Kum-ba-yah Kum-ba-yah my Lord, Kum-ba-yah O, Lord, Kum-ba-yah. God Bless America God Bless America, land that I love Stand beside her, and guide her, Through the night with the light from above, From the mountains, to the prairies, To the ocean, white with foam, God bless America, my home sweet home. God bless America, my home sweet home. Let There Be Peace on Earth Let there be peace on earth, and let it begin with me. Let there be peace on earth, the peace that was meant to be. With God as our Father, brothers all are we. Let me walk with my brother in perfect harmony. Let peace begin with me, let this be the moment now. With every step I take, let this be my solemn vow: To take each moment and live each moment in peace eternally! Let there be peace on earth And let it begin with me. For the Beauty of the Earth For the Beauty of the Earth, For the Beauty of the skies For the love which from our birth, over and around us lies Lord of all, to Thee we raise, This our hymn of grateful praise. For the wonder of each hour, of the day and of the night Hill and vale, tree and flower, sun and moon and stars of light Lord of all, to Thee we raise, This our hymn of grateful praise. For the joy of ear and eye, For the heart and mind's delight For the mystic harmony linking sense to sound and sight Lord of all to Thee we raise, This our hymn of grateful praise Morning Has Broken Morning has broken, Like the first morning, Blackbird has spoken, Like the first bird, Praise for the singing! Praise for the morning! Praise for them springing fresh from the word. Sweet the rain's new fall sunlit from heaven, Like the first dew fall on the first grass Praise for the sweetness of the wet garden, Sprung in completeness Where His feet pass. Mine is the sunlight! Mine is the morning, Born of the one light Eden saw play! Praise with elation, Praise every morning, God's recreation of the new day! America the Beautiful O beautiful for spacious skies For amber waves of grain, For purple mountain majesties Above the fruited plain America! America! God shed his grace on thee, And crown thy good with brotherhood from sea to shining sea! O beautiful for patriot dream That sees beyond the years Thine alabaster cities gleam, Undimmed by human tears! America! America! God shed His grace on thee, And crown thy good with brotherhood from sea to shining sea! Kum bah yah (A religious version) Kum bah yah my Lord, Kum bah yah O Lord, Kum bah yah Someone's waiting Lord, Kum bah yah And debating Lord, Kum bah yah Contemplating Lord, Kum bah yah O Lord, Kum bah yah Someone's teaching Lord, Kum bah yah Someone's preaching Lord, Kum bah yah Someone's reaching Lord, Kum bah yah O Lord, Kum bah yah Someone's learning Lord, Kum bah yah Someone's burning Lord, Kum bah yah Someone's turning Lord, Kum bah yah O Lord, Kum bah yah Someone's praying Lord, Kum bah yah And obeying Lord, Kum bah yah And they're staying Lord, Kum bah yah O Lord, Kum bah yah Kum bah yah my Lord, Kum bah yah O Lord, Kum bah yah Church in the Wildwood There's a church in the valley by the Wildwood. No lovelier place in the dale, No spot is so dear to my childhood, As the Little Brown Church in the vale. CHORUS: 0, come, come, come, come, Come to the Church in the Wildwood, 0, Come to the church in the dale. No spot is so dear to my childhood, As the Little Brown Church in the vale. How sweet on a bright Sabbath morning, To listen to the clear ringing bells; It's tones so sweetly are calling, 0, come to the church in the vale. On Top of Old Smokey (Scout Version) On top of Old Smokey, all covered with snow, I learned a great lesson, all people should know. I met a Scoutmaster, a helper of youth, He was roaming God's mountain, in search of the truth. He told me he'd found it, in the red sunset's glow; In the voice of the thunder, in the touch of the snow. His truth was quite simple, as plain as could be, I'll never forget what, that Leader told me. Do your duty to God, to the red, white, and blue. To all others be helpful, to thine own self be true Inspirational Readings and Short Subjects The Golden Principle Blessed are those who prefer others before themselves. -- Baha'i Faith Hurt not others in ways that you would you yourself would find hurtful. -- Buddhism Do unto others as you would have them do unto you. --Christianity This is the sum of all duty: treat others as you yourself would be treated. -- Hinduism No one of you is a believer until you desire for another that which you desire for yourself. -- Islam In happiness and suffering, in joy and grief, regard all creatures as you would regard your own self. -- Jainism What is hateful to you, do not do to your neighbor. -- Judaism Be not estranged from another for God dwells in every heart. -- Sikhism Human nature is good only when it does not do unto another whatever is not good for its own self. -- Zoroastrianism The Scout Beatitudes Blessed are the Scouts who are taught to see beauty in all things around them...for their world will be a place of grace and wonder. Blessed are the Scouts who are led with patience and understanding... for they will learn the strength of endurance and the gift of tolerance. Blessed are the Scouts who are provided a home where family members dwell in harmony and close communion...for they shall become the peacemakers of the world. Blessed are the Scouts who are taught the value and power of truth...for they shall search for knowledge and use it with wisdom and discernment. Blessed are the Scouts who are guided by those with faith in a loving God...for they will find Him early and will walk with Him through life. Blessed are the Scouts who are loved and know that they are loved...for they shall sow seeds of love in the world and reap joy for themselves and others. The Deck of Cards (Tex Ritter Version) "Friends, this is Tex Ritter with a strange story about a soldier boy and a deck of cards. During a North African campaign a bunch of soldier boys had been on a long hike, and they arrived in a little town called Casino. The next morning being Sunday several of the boys went to church. A Sergeant commanded the boys in church, and after the Chaplain had read the prayer the text was taken up next. Those of the boys who had a prayer book took them out, but this one boy only had a deck of cards, and so he spread them out. The Sergeant saw the cards and said, 'Soldier, put away those cards.' After the services were over the soldier was taken prisoner and brought before the Provost Marshall. The Marshall said, 'Sergeant, why have you brought this man here?' 'For playing cards in church, sir.' 'And what have you to say for yourself, son? 'Not much, sir,' replied the soldier. 'The Marshall said, 'I hope so, for if not, I shall punish you more than any man was ever punished.' The soldier said, 'Sir, I have been on a march for about six days, and I had neither Bible nor Prayer Book, but I hope to satisfy you, Sir, with the purity of my intentions. With that the boy started his story. 'You see, Sir, when I look at the Ace it reminds me that there is but one God. The deuce reminds me that the Bible is divided into two parts; the Old and New Testaments. And when I see the trey I think of the Father, Son, and Holy Ghost. When I see the four I think of the four evangelists who preached the Gospel. There was Matthew, Mark, Luke, and John. And when I see the five it reminds me of the five wise virgins who trimmed their lamps. Ten of 'em; five who were wise and were saved; five were foolish and were shut out. And when I see the six it reminds me that in six days God made this great heaven and earth. And when I see the seven it reminds me that on the seventh day God rested from His great work. When I see the eight I think of the eight righteous persons God saved when he destroyed this earth. There was Noah, his wife, their three sons, and their wives. And when I see the nine I think of the lepers our Savior cleansed, and nine of the ten didn't even thank Him. When I see the ten I think of the Ten Commandments God handed down to Moses on a tablet of stone. When I see the King it reminds me that there is but one King of Heaven, God Almighty. And when I see the queen I think of the Blessed Virgin Mary who is Queen of Heaven. And the jacks or knaves it's the devil. And when I count the number of spots on a deck of cards I find three hundred sixty-five the number of days in a year. Fifty-two cards, the number of weeks in a year. Four suits, the number of weeks in a month. Twelve pictures cards, the number of months in a year. Thirteen tricks, the number of weeks in a quarter. So you see, Sir, my pack of cards serves me as a Bible, almanac, and prayer book.' Friends, I know this story is true, because I knew that soldier." -- Thanks to J. Phil Gilbreath Sermons We See by Edgar A. Guest I'd rather see a sermon than to hear one any day; I'd rather one should walk with me than merely tell the way. The eye's a better pupil and more willing than the ear; Fine council is confusing, but example's always clear; And the best of all the preachers are the men who live their creeds, For to see good put in action is what everybody needs. I soon can learn to do it if you'll let me see it done; I can watch your hands in action, but your tongue too fast may run. And the lecture you deliver may be very wise and true; But I'd rather get my lessons by observing what you do. For I might misunderstand you and the high advice you give, But there's no misunderstanding how you act and how you live. When I see a deed of kindness, I am eager to be kind. When a weaker brother stumbles and a strong man stays behind Just to see if he can help him, then the wish grows strong in me, To become as big and thoughtful as I know that I can be. And all the travelers can witness that the best of guides today Is not the one who tells you, but the one who shows the way. One good man teaches many, men believe what they behold; One deed of kindness noticed is worth forty that are told. Who stands with men of honor learns to hold his honor dear, for right living speaks a language which to everyone is clear. Though an able speaker charms me with his eloquence, I say, I'd rather see a sermon than to hear one, any day. Understanding Happy is the man who finds wisdom, And the man who gets understanding, For the gain from it is better than gain from silver, And its profit is better than gold. She is more precious than jewels, And nothing you desire can compare with her. Long life is in her right hand; In her left hand are riches and honor Her ways are ways of pleasantness, And all her paths are peace. She is a tree of life to those who lay hold of her; Those who hold her fast are called happy. The Lord by wisdom founded the earth; By understanding he established the heavens; By His knowledge the deeps broke forth, And the clouds drop down the dew. My son, keep sound wisdom and discretion; Let them not escape from your sight, And they will be life for your soul And adornment for your neck. Then you will surely walk on your way securely And your foot will not stumble. If you sit down, you will not be afraid; When you lie down, your sleep will be sweet. Do not be afraid of sudden panic, or of the ruin of the wicked, when it comes; For the Lord will be your confidence and will keep your foot from being caught. --Proverbs 3:13-26 Servants The true servants of the Gracious GOD are the following: Those who walk upon earth with humility and when they are tempted by the evil ones, they respond: Peace; Those who pass the hours of the night in prayers and standing before the Lord; Those who pray: Lord turn away from us the punishments of hell, for it is a heavy torment, it is indeed an evil dwelling place; Those who are neither extravagant nor stingy in spending, but keep a balance between the two; Those who repent and believe and do good deeds. --From the Koran, Al-Furquan, Part 19, Chapter 25 The Spirit lives; there is no doubt, Within the heart of every Scout, The hope lives on, the dreams survive, The Scouting spirit is alive! The Spirit Lives In England, many years ago, There lived a man who sought to sow The seeds of brotherhood of man, And there the spirit first began. The Scouting spirit spread about To nations east, west, north and south, And soon, on every land and shore, Young men were taught the Scouting Law. We camped and learned of nature's ways, We gloried in our youthful days, We ventured where all others feared, Because we knew we were prepared. The world has changed as years went by, Society's values went awry, And many ask, "What is the worth of Scouting on this wretched earth?" But each new Scout who learns our law Brings with him hope, and much, much more; Each generation of Scouts gives The proof that Scouting's spirit lives. The treasured values of the past Still guide Scouts of today; they last In spite of changes that we see Around us in society. And still, adventures filled with fun Await today's Scouts, every one; In them that spirit, born of old May yet transform this sorry world. And so we say without a doubt, That in the heart of every Scout The hope lives on, the dreams survive, The Scouting spirit is alive! -- By G.K. Sammy, former Scout of 31st Trinidad, dedicated to the Naparima District Scouts, who attended the XV World Jamboree, 1983 Success is in the way you walk, Success The paths of life each day; It's in the little things you do And in the things you say. Success is not in getting rich Or rising high to fame; It's not alone in winning goals Which all men hope to claim. It's being faithful to your friends And to the strangers kind, It's in the children whom you love And all they learn from you; Success depends on character And everything you do. The Rule of Three Three things to govern: Temper, tongue and conduct. Three things to cultivate: Courage, affection and gentleness. Three things to comment: thrift, industry, and promptness. Three things to give: help to the needy, comfort to the sad, and appreciation to the worthy. If you sit down at set of sun Count That Day Lost And count the acts that you have done, And, counting find One self-denying deed, one word That eased the heart of him who heard; One glance most kind, That fell like sunshine where it went- Then you may count that day well spent. But if, through all the livelong day, You've cheered no heart, by yea or nay- If, through it all You've nothing done that you can trace That brought the sunshine to one face- No act most small That helped some soul and nothing cost- Then count that day as worse than lost. -George Eliot I am but one, But I am one; I can't do everything, But I can do SOMETHING; What I can do, I ought to do, What I ought to do, God helping me, I WILL DO. Native American Commandments Treat the Earth and all that dwell thereon with respect. Remain close to the Great Spirit. Show great respect for your fellow beings. Work together for the benefit of all Mankind. Give assistance and kindness wherever needed. Do what you know to be right. Look after the well being of mind and body. Dedicate a share of your efforts to the greater good. Be truthful and honest at all times. Take full responsibility for your actions. Today's Thought Great Spirit, give us hearts to understand; Never to take from creation's beauty more than we give; Never to destroy only for the furtherance of greed; Never to deny to give our hands for the building of earth's beauty; Never to take from her what we cannot use. Great Spirit, give us hearts to understand; That to destroy earth's music is to create confusion; That to wreck her appearance is to blind us to beauty; That to callously pollute her fragrance is to make a house of stench; That as we care for her she will care for us. We have forgotten who we are. We have sought only our own security. We have exploited simply for our own ends. We have distorted our knowledge. We have abused our power. Great Spirit, whose dry lands thirst, Help us to find the way to refresh your lands. Great Spirit, whose waters are choked with debris and pollution, Help us to find the way to cleanse your waters. Great Spirit, whose beautiful earth grows ugly with misuse, Help us to find the way to restore beauty to your handiwork. Great Spirit, whose creatures are being destroyed, Help us to find a way to replenish them. Great Spirit, whose gifts to us are being lost in selfishness and corruption, Help us to find the way to restore our humanity. Source: Earth Prayers by Glenn Welker Prayer of Saint Francis Assisi Lord, make me an instrument of thy peace! That where there is hatred, I may bring love That where there is wrong, I may bring the spirit of forgiveness That where there is discord, I may bring harmony That where there is error, I may bring truth That where there is doubt, I may bring faith That where there is despair, I may bring hope That where there are shadows, I may bring light That where there is sadness, I may bring joy. Lord, grant that I may seek rather to comfort, than to be comforted To understand, than to be understood To love, than to be loved. For it is by self-forgetting that one finds. It is by forgiving that one is forgiven. It is by dying that one awakens to Eternal Life. The Earnest Promise of a Scout The Scout Oath or Promise is a tool to help encourage each Scout to set goals for himself crystal clear, specific goals in sharp focus, definite objectives that will expand through the years as he lives as an enthusiastic Scout, as his character develops and unfolds. "On my honor," the Scout says, and the words of the phrase help him to focus upon the importance of his personal integrity. His earnest desire to live on a high level is strengthened and reinforced. --Walter MacPeek, from The Scout Oath in Action Different Approaches to God You see many stars at night in the sky but find them not when the sun rises, can you say there are no stars in the heaven by day? So, 0 man! Because you behold not God in the days of your ignorance, say not that there is no God. As one and the same material, water is called by different names by different peoples, one calling it water, another calling it eau, a third aqua, and another pani, so the one Satchitananda, the everlasting intelligent-bliss, is invoked by some as God, by some as Allah, by some as Jehovah, by some as Hari, and by others as Brahman. As one can ascend to the top of a house by means of a ladder or a bamboo or a staircase or a rope, so divers are the ways and means to approach God, and every religion in the world shows one of these ways. Different creeds are but different paths to reach the Almighty. -- Sri Ramakrishna from Searching, p.76 A Strong Combination The statement of the Oath and the adjectives that make up the Law cover any possible description of a welladjusted human; and, if a whole nation ever reached halfway for these goals, it would be approaching Utopia. The concept of honor and the description of courage are vital ideas, almost lost by the wayside in this age of expediency and behavior analysis. Here is a mixture of common sense and high ideals - for every citizen, not just every Scout. God bless Scouting. -- Hugh Downs, from The Scout Oath in Action, Not A Man's Footprint A man was crossing the desert with an Arab guide. Day after day the Arab never failed to kneel on the burning sand and call upon his God. At last one evening, the man said to the Arab, "How do you know there is a God?" The guide fixed his eye upon the scoffer for a moment, and then replied; "How do I know there is a God? How did I know that a camel and not a man passed last night? Was it not by the print of his hoof in the sand?" And pointing to the sun whose rays were fading over the horizon, he added, "That footprint is not of man." Reverence Reverence to God and reverence for one's neighbor and reverence for oneself as a servant of God, is the basis of every form of religion. The method of expression of reverence to God varies with every sect and denomination. What sect or denomination a boy belongs to depends, as a rule on his parents' wishes. It is they who decide. It is our business to respect their wishes and to second their efforts to inculcate reverence, what ever form of the religion the boy professes. --Robert Baden-Powell, Aids to Scoutmastership, p.38 Peace and Brotherhood (readings from the Koran, of Islam) "0 mankind! We created you from a single (pair) of a male and female, and made you into Nations and tribes, that you may know each other (not that ye may despise each other)...." [49:13] "And their Lord hath accepted of them, and answered them: 'Never will I suffer to be lost the work of any of you be he male or female; Ye are members, one of another..."1 (3:195] "The Believers are but a single brotherhood; so make peace and reconciliation between your two (contending) brothers; and fear God that ye may receive mercy." [49:10) "And hold fast, all together, by the rope which God (stretches out for you) and be not divided among yourselves; and remember with gratitude God's favor on you " [3:103] "They ask thee concerning orphans. Say: 'The best thing to do is what is for their good; if ye mix their affairs with yours, they are your brethren; ..." [2:220] "But the god fearing shall be amidst gardens and fountains: 'Enter you them, in peace and security!' We shall strip away all rancor that is in their breasts; as brothers they shall be upon couches set face to face." [15:45) Pure Thought All that we are is the result of what we have thought: it is founded on our thoughts; it is made up of our thoughts. If a man speaks or acts with an evil thought, pain follows him as the wheel follows the foot of the ox that draws the carriage. All that we are is the result of what we have thought: it is founded on our thoughts; it is made up of our thoughts. If a man speaks or acts with an evil thought, pain follows him, like a shadow that never leaves him. 'He abused me, he beat me, he defeated me, he robbed me' -- in those who harbor such thoughts hatred will never cease. For hatred does not cease by hatred at any time; hatred ceases by love -this is an old rule. The world does not know that we must all come to an end here; but those who know it their quarrels cease at once. Buddhist Buddha from Sharing, p.20 Good Neighbor and Sharing Not long ago there was a severe drought in one part of India and in one village the water tanks went dry. There was no water for the crops and it looked as if they must fail. This would be disaster, for the failure of the harvest might mean starvation. One man in the village had water -- a farmer who owned the only well. But he was afraid that if he allowed the whole village to use his well, there might not be enough water for his own crops. And yet he felt that, as a good neighbor, he should be willing to share what he had. In despair he asked God what he should do; and then he waited for the answer. It came. The thought came into his mind as clearly as if God had actually spoken to him. 'As long as your heart does not dry up with selfishness, the well will not dry up.' So he gave the water and there was enough for everyone. -- Hindu from Sharing, p.30 People of All Colors I was born with a bronze skin, and I like it. Some of my friends were born white or black or yellow. They were not consulted. But that's all right. There are yellow roses, white roses and red roses, and the fragrance of the one is about as nice as another. I hope my children will live in a world where people of all colors can sit and work together. -- Native American Chief Walking Buffalo of the Stoney Indians from Sharing, p.35 Who Is Listening? I saw two people walking, Talking with great animation, Both of them speaking at the same time. Could they hear each other, Or were they just talking and not listening? Would one say tomorrow: "But I told you yesterday," And the other reply, "Did you? I don't remember that." Beneath the chatter and the flow of clichés, About the weather, the football and last night's TV, Are people saying things that I do not want to hear? Beneath the banter of lunch time, Are cries for help drowned in the coffee? Is there a scream I cannot hear Behind the tired smiles and the shouts of "See you in the morning?' Friends talk, without hearing. Committees talk, and no one listens. Families talk, and no one pays attention. The lonely weep, but their neighbors are deaf. In the High Street, God himself speaks of His love. Every day He offers eternal life, But His voice is lost in the roar of the traffic. Lord, forgive me that I choose not to hear The voices that disturb me. Help me to hear when someone sighs. To notice a face, see the eyes, To be aware, to be sensitive to the silent shout of a friend in need. Teach me to hear between the words. Open my inward ear so that I will hear Your voice When You speak to me. Remind me, again and again, that You are always listening -- From "Pause for Thought: by Frank Topping, as found in Let Us Pray A Friend An Arab had 17 camels. When he died, he left half his camels to his eldest son; a third to his second son and a ninth to his youngest. Trouble is that 17 will not divide by two, three or nine. A friend heard about the problem and lent the boys a camel. That made 18. Half of 18 is 9; a third is 6; and a ninth is 2. 9+6+2 = 17. So the friend got his camel back and the sons got what was right for each of them. A good Scout will always do what the friend did whatever the cost - to make his neighbors happy. The promise is, of course, that if you sacrifice something (like an expensive camel) you will never lose and others might gain - which is the beginning of happiness. OK? -- from "God. are you still in there?" God Has Created A New Day God has created a new day Silver and green and gold. Live that the sunset may find us Worthy his gift to hold. Hark To The Chimes Hark to the chimes Come bow your head. We thank thee God For this good bread. If We Have Earned The Right If we have earned the right to eat this bread Happy indeed are we. But if unmerited Thou gives to us May we more thankful be. Neath These Tall Green Trees Neath these tall green trees we stand Asking blessings from Thy hand Thanks we give to thee above For Thy help and strength and love. Scottish Grace Some have meat and cannot eat And some have nay that want it But we have meat and we can eat And so the Lord we thanketh. Wayfarer's Grace [Suggested tunes: Doxology, "Praise God From Whom All Blessings Flow", or "For The Beauty of the Earth"] For all the glory of the way For all thy protection night and day For rooftree, fire, and bed and board For friends and home We thank thee Lord. Graces God Is Great (Tune: London Bridge) God is great and God is good God is good, God is good Let us thank him for this food Alleluia! Thank Thee (Tune: Ruben, Ruben) Thank thee, thank thee Heavenly Father For thy blessings we have gathered. Give us strength and understanding, Bless us now, oh Lord. We pray. (Tune: Edelweiss) Blessing Hymn Come dear Lord, be our guest As we gather together. May our heart glow with love, Keep us close to you ever. Friendship and joy may they Bloom and grow. Bloom and grow forever, Bless our homes, bless our friends, Bless our common endeavors. Thank you God, for this day, Bless all those who greet it. May your love glow with peace, May your love go forth from us. Friendship and peace may they bloom and grow Bloom and grow forever. Bless our friends, bless our work Bless each of us forever. Amazing Grace Amazing grace how great Thou art, You meet my every need, You quench my thirst, You guard my home, My soul and body feed. Like The Pearl (Tune: Pearly shells. echo each. line) Like the pearl in the ocean Made by God from a grain of sand. Like the pearl may God's blessings surround me. Make a pearl from this little grain of sand. May God Bless (Tune: Oh dear what can the matter be.) May God bless the boys at this meeting May God bless the food we are eating May God bless the ones who are leading May God bless Cub Scouts everywhere. Orchard And Ocean (Tune: Tell me why) Orchard and ocean Farm and field We thank our maker For all they yield. For earth and water For flower and seed We thank you God in thought, word and deed. Amen A Amen, A Amen, A amen, Amen, Amen. HEAR THE LITTLE CHILDREN A Amen, STANDING AT THIS TABLE, A Amen ASKING FOR YOUR BLESSING Amen, Amen! We Know, We Know (Tune: Hi Ho Hi HO) We know, we know, from whom all blessing flow We thank him then We say Amen We know, we know! (We know, We know, We know-- Repeat 'til tired!) World Hunger Grace For food in a world where many walk in hunger, For faith in a world where many walk in fear, For friends in a world where many walk alone, We give Thee humble thanks, Oh, Lord. Namaste (Tune: THE MORE WE GET TOGETHER) Namaste means thank you means thank you means thank you Namaste means thank you Namaste my Lord. For good food and good friends and feelings that don't end Namaste means thank you Namaste my Lord. (na/ma/stay) Thank The Lord (Tune: Teapot) I am strong and healthy thank the Lord. I have bread, room and board I have good friends and family, God takes very good care of me. He Hears (Tune: On top of old Smokey) My God is so great and I am so small, but it doesn't matter he hears when I call! He hears when I whisper, he hears when I shout he hears my "thank you" 'cause I'm a Cub Scout. Lord, God Of Power (Tune: Down by the station) Lord, God of power, guide me every hour Please bless this food we're about to eat. Forever And A Day (Tune: My hat it has 3 corners) My Lord God almighty, bless us here today grant that we will be worthy forever and a day. God Made The Mountains (Tune: I love the mountains) God made the mountains, God made the rolling hills, God made the flowers, God made the daffodils, God made the field of wheat, for all the bread we eat, alleluia, alleluia, alleluia, alleluia (repeat and fade out.) May (Tune: When Irish eyes are smiling) May the road rise up to meet you, May the wind be at your back, May good friends be there to greet you And your table never lack. May your life be filled with laughter, and your heart be filled with song. May God shine His light upon you, As you live your whole life long. God Is So Very Good (Tune: Animal Crackers) Fruit from the tree, and from the vine. Bread from the oven, tastes diving. Gosh, oh gee but I have fun, Counting my blessings one by one. God is so very good to me, Sends me strength and energy, Thank you God eternally. Be Present Be present at our table Lord Be here and everywhere I go His mercies bless and grant that we May learn to live and die for Thee. Spirit Eternal (Tune: Pop goes the weasel) God almighty, Father of all God the Spirit Eternal Bless us each, one and all Spirit Eternal. Bless the children gathered about, Bless adults who lead them, Bless the children 'round the world, Please help feed them. Before The Night (Tune: After the ball) Before this day is over Before the night begins Help me protect the planet Be one of it's caring friends I thank you for all your blessings May I earn the right To live in harmony with them Before the night. Merci Beaucoup (Tune: Alluetta) Merci Beaucoup Lord God almighty. Merci Beaucoup thank you very much. Chorus: Merci beaucoup Merci beaucoup Thanks to you Thanks to you oh, oh, oh Hawaiian Grace (Tune: Aloha Oy) Aloha to God above Aloha a word that means I love you. Mahalo too means I thank you. Mahalo aloha to God. (Ma/ha/low) Alleluia, alleluia, Alleluia amen, amen. For Health And Strength For health and strength and daily bread we praise Thy name oh Lord. Another version: For health and strength and daily food We praise thy name O Lord. Within this camp and all our days Thy presence we adore, We praise Thy name. We praise Thy name. We praise Thy name O Lord. Jubilate Deo Jubilate Deo, Jubilate Deo, Alleluia. Thanks To God (Tune: Taps) Thanks to God, for our food for our milk, for our stew, for our bread. God is joy, God is love Bow your head. Gelobet Gelobet sei Gelobet sei Der herr mein Gott. Gelobet sei Gelobet sei Der herr mein Gott. Gelobet, Gelobet, Gelobet sei. Der mein Gott. (translation: Praised be the Lord, my God.) Gracias Señor Allelu, allelu, allelu, alleluia. Gracias señor allelu, allelu, allelu, alleluia. Gracias señor Gracias señor alleluia Gracias señor alleluia Gracias señor alleluia Gracias señor. Good Morning God (Tune: Morning is here) Good morning God, this is your day I am your child, show me the way. Everyday (Tune: Camp town races) Thank you God for all you do Ale-luya Thank you God for all you do Every single day. (contributed by Judy Hubbs) Indian Taps Day is done (raise hands up) gone the sun (lower hands) from the lakes (arms stretch in front of you) from the hills (arms stretch upward and diagonal, like a hill) from the sky (arms reach up to sky) all is well (arms in front, bend at elbow toward you) safely rest (arms together cross in front of body--like folding your arms in front of you) God is nigh. (bow head on your crossed arms.) Let Us Break Bread Together Let us break bread together on our knees Let us break bread together on our knees When I fall on my knees with my face to the rising sun, Oh, Lord have mercy on me. God Our Father (Tune: Frere Jacques) God our father, God our father Once again, once again, we would ask thy blessing, we would ask thy blessing amen, amen. Bless Our Food (Tune: Edelweiss) Bless our food, bless our friends come oh Lord and sit with us. Make our talk glow with peace come with your love to surround us. Friendship and peace may they bloom and grow bloom and grow forever. Bless our food, bless our friends, Bless our dear land forever. Thank You For The World So Sweet Thank you for the world so sweet thank you for the food we eat thank you for the birds that sing thank you God for everything. We Gather Together We gather together to ask the Lord's blessing He chastens and hastens his will to make known. The wicked oppressing cease them from distressing Sing praises to his name he forgets not his own. Mountain Meadows Grace (Mountain Meadows is a resident camp in California) We thank the Lord for the food we eat, For camping fun and the friends we meet, For the rushing streams and the calm cool breeze, For lovely meadows and tall green trees. A Grateful Heart This happy meal will happier be If we, O God, remember Thee We thank you, God, for happy hearts, For fine and sunny weather; We thank you, God, for this our food, And that we are together. For every cup and plateful, God make us truly grateful. As we enjoy this earthly food At this table you have spread, We'll not forget to thank you, God, For all our daily bread. A Kindergartner's Prayer Dear Lord, bless this food. Let children everywhere have just as much to thank You for. Please God, hear our prayer. Amen. -- Thanks to Evette Ogden A Blessing For what we are about to do, may the Lord make us truly responsible. For what we are about to think, may the Lord make us truly wise. For what we are about to say, may the Lord make us truly sensible. For what we are trying to achieve, may the Lord accept and bless our efforts. -- Thanks to Sergio Laurenti Bless This House [Tune: Edelweiss] Bless this house, bless this bread, Come oh Lord and sit with us. May our hearts grow with peace. Come with your love and surround us. Friendship and love may they bloom and grow, Bloom and grow forever. Bless our friends, bless us all, Bless all Cub Scouts forever. God Is Great, God Is Good, Alleluia [Tune: Michael Row the Boat]) God is great, God is good, Alleluia Let us thank him for our food, Alleluia. By His hand we all are fed, Alleluia Thank you Lord, for daily bread, Alleluia. God Our Father [Tune: Frere Jacques] God our Father, God our Father. Once again, once again, Thank you for our blessings, thank you for our blessings. A-amen, a-amen. Variation of third line: "We would ask thy blessing . . . ." Health and Strength For health and strength and daily bread We praise thy name, Oh Lord. Peace Is Peace is the bread we break; Love is a river rolling. Life is the chance we take When we make this world our home. Gonna make this world our home. The Scouts Own An Introduction to the Scouts Own The founder of Scouting, Robert Baden-Powell, believed that Reverence and Duty to God should be an important part of the Scout Movement and of every Scout and Scouter. He originated the notion of Scout's Own ..."a gathering the Scouts for the worship of God and to promote fuller realization of the Scout Law and Promise, but supplementary to, and not in substitution for, regular religious observances." (Aids to Scoutmastership, p.38) Let us first consider what Scouts' Owns are not. * They are not Church Services, nor are they meant to be a substitute for them. * They are not a structured liturgy like the Book of Common Order, etc. * They are not a good opportunity for the Leader to bang home some truths with a little bit of God added for effect. * They are not necessarily the Chaplains or Leaders' department or duty. Given those guidelines, let's define what Scouts' Owns are. This is not what they ought to be - this is what they are; and if they do not fulfill one or more of these categories, they are not Scouts' Owns. * They are an acknowledgment of God and his creation and ourselves as part of it, expressed in a way that all the faiths that Scouting embraces can share together. * They are a pause in our activity to discover something deeper and more permanent in the things we are trying to achieve or learn or enjoy. * They are a response to the Creator for the gift of life. Which means, of course, they can be almost everything from a time of silence through a single sentence right up to a kind of service of worship that might include music and singing and stories and readings and prayers. In other words, although the next few paragraphs and pages suggest some material that could be useful for a Scouts' Own and end with a couple of outlines that might be useful for a colony/pack/troop/unit evening or in camp, there really is no "proper form." For example, a group of Venture Scouts [older Scouts or high adventure group] may get to the summit of a mountain after a difficult or challenging rock climb and as they stand or sit down to recover and enjoy the view, one of them says, with feeling, "Thank God we made it!" and the others respond "Too right" (in context, another word for "Amen"), conscious or not, they have experienced a Scouts' Own, because they have recognized both their achievement and their growing because of it. The glory of a sunset and the breaking of the dawn; the sky at night, the hills by day and the flickering friendship round a camp-fire are absolutely natural settings for thinking -sometimes silently, sometimes aloud -- about the power that is the beginning and end of everything and our human place in the complex order of the universe. And that's a Scouts' Own, without the need, even, for a mention of God by name -- only by implication. You see the point? A Scout's Own is really a spiritual experience that happens. But sometimes, especially at the younger ages, it has to be underlined. So a game or an activity that has demanded effort in body or mind or in tolerance and team-work can, on the spot, be turned into a Scouts' Own with a thought and a "thank-you" for God -- no necessity for hymns or uniforms or readings. Of course, there is a place for a Scouts' Own with songs and readings -- when a time is set aside for God. Then it can be good to tell a story of adventure or challenge, where the people have relied on their faith -- whatever their faith -- in the Creator God to achieve their goal; and sing a campfire song or two about sharing and caring and serving. The song "Al lelu, alleluia, praise ye the Lord" can be fun, because, divided into two groups, one does the 'Alleluias' and the other the 'Praise ye the Lord' and whenever they are singing they stand and when not they sit. This is praise that is ordered chaos and fun. Maybe that's a good description of a true Scouts' Own. And prayers. A lot of young folk today find prayer difficult, yet the best prayers come from them. The young Cub Scout who prays "Thank you God for making me" has hit the nail on the head that's a Scouts' Own in a sentence. So it is far better to let the young people make up their own prayers - maybe creating a Group book of prayers and use it, updating it year by year. As a Leader you will never quite match, for them, the depth of their own thinking. Finally, having, hopefully, done away with the mystique surrounding and the necessity of formality or a formal structure for Scouts' Owns, we suggest you go and get on with them - and enjoy them! An Outline Scouts' Own For a Formal Situation The most useful structure is simple - it consists of an Introduction - with or without singing. The second element is the Story. There are hundreds of stories that would be suitable - stories about Baden-Powell or modern adventure and achievement. Something that can be illustrated by audience participation in some way is usually more effective but not absolutely essential. It could simply be a yarn read from a book - but better retold by the leader without the book! And the third element is the Devotional. Nothing complicated or fancy, just a drawing together of things that are eternal like love and beauty and truth and justice and peace - and a suggestion of the vital place that Members of the Scout Movement of all ages have in the winning and maintaining of them. Which is how we do our duty to the Creator Power (God) who is the beginning and the end of everything. Without question, the best and most effective Scouts' Owns are constructed by Scouts themselves. Therefore it should be the practice to involve them in the preparation for the occasion as well as participation in it. You might have to tell the yarn or story; but it might be just as effective for you to give a group a theme and tell them to present it whatever way they feel would be most effective. They may well come up with songs, even things to be read, that you wouldn't have dreamed about, but for their peers it will make the point better than anything you can say. So you might like to suggest themes like these: * Caring for God's World and the people in it * Working for Peace and Justice for everybody * Making the best use of the life God had given to us * How to cope with hurt or handicap Of course there are more obvious themes like holidays, camp, Scouting, friendships, and adventure and so on. All of these have a Scouting significance. You might ask about the abstract - love, hope, beauty, wonder, despair, sadness, forgiveness. Or, why not take the bull by the horns and ask them to express in word, song and mime/drama what they understand about God, Creation, the Universe, themselves. The point is that, formal or not, it doesn't have to be professional - only honest. And it doesn't have to last half an hour - only as long as it takes to say what is necessary. Our bet is that you'll be pleasantly surprised by the things they come up with. And as we said before enjoy it. And from our Founder: Some Ideas on Scouts' Owns For an open Troop, or for Troops in camp, I think the Scouts' Own should be open to all denominations, and carried on in such manner as to offend none. There should not be any special form, but it should abound in the right spirit, and should be conducted not from any ecclesiastical point of view, but from that of the boy. Everything likely to make an artificial atmosphere should be avoided. We do not want a kind of imposed Church Parade, but a voluntary uplifting of their hearts by the boys in thanksgiving for the joys of life, and a desire on their part to seek inspiration and strength for greater love and service for others. A Scouts' Own should have as big an effect on the boys as any service in Church, if in conducting the Scouts' Own we remember that boys are not grown men, and if we go by the pace of the youngest and most uneducated of those present. Boredom is not reverence, nor will it breed religion. To interest the boys, the Scouts' Own must be a cheery and varied function. Short hymns (three verses are as a rule quite enough-never more than four); understandable prayers; a good address from a man who really understands boys (a homely "talk" rather than an address), which grips the boys, and in which they may laugh or applaud as the spirit moves them, so that they take a real interest in what is said. If a man cannot make his point to keen boys in ten minutes he ought to be shot! If he has not got them keen, it would be better not to hold a Scouts' Own at all. By Baden Powell Printed in "The Scouter" November 1928 Some Scouts Own Examples All-Faiths Service For Worship In The Outdoors CALL TO WORSHIP - Psalm 100: 1 - 3 ``Make a joyful noise to the Lord, in all the lands. Serve the Lord with gladness. Come into His presence with singing. Know that the Lord is God. It is He that made us, and we are His; We are His people, and sheep of His pasture.'' OPENING HYMN -`AMERICA THE BEAUTIFUL'' O beautiful, for spacious skies, for amber waves of grain, For purple mountains majesties, above the fruited plain, America, America, God shed his grace on thee, And Crown thy good with brotherhood, from sea to shining sea. RESPONSIVE READING: - ``Canticle of the Sun'' All: O most high, almighty, Lord God, to you belongs praise, glory, honor and all blessing. Leader: Praised be my Lord God with all his creatures, and especially, our brother, the sun, who brings us the day and who brings us the night; fair is he, and shines with a very great splendor; O Lord, he signifies You to us. Response: Praise be my Lord for our sister the moon, and for the stars, which He has set clear and lovely in the heaven. Leader: Praised be my Lord for our brother the wind, and for the air and clouds, calms, and all weather by which you uphold life in all creatures. Response: Praised be my Lord for our sister, water, who is very serviceable to us, and humble and precious... and very clean. Leader: Praised be my Lord for our brother, fire, through whom you give us light in the darkness; he is bright and pleasant and very mighty and strong. Response: Praised be my Lord for our mother, the earth, which sustains us and keeps us, and brings forth grass and diverse fruits and flowers of many colors. All: Praise and bless the Lord, and give thanks to Him and serve Him with great humility. SONG: They That Wait Upon the Lord (in the songbook) A Vietnam Buddhist Chant of Incense: Burning incense spread to the four winds slowly, swirls formed as a wise cloud. Gathering here, we bow and pray, Bring the beautiful garland to the altar! Praying to the omnipotent, benevolent God of Mankind. Deep in our humble heart, we seek the absolute truth Which takes us out of the circle of suffering. Silent Prayer: After a moment, the leader says: "Leader: O God, it is not easy to pray, And yet I pray that these few moments will somehow bring me closer to you” HOMILY: ”A Tell of Three Trees” - as retold by Angela Elwell Hunt OFFERING - For the World Friendship Fund CLOSING HYMN - " God Bless America" God Bless America, land that I love, Stand beside her, and guide her, Though the night, with the light from above, From the mountains, to the prairies, to the oceans, white with foam, God Bless America, My home, sweet, home, God Bless America, My home sweet home. BENEDICTION - (spoken or sung to the tune: Edelweiss) May the Lord, Mighty Lord, bless and keep you forever; Grant us peace, perfect peace, courage in every endeavor. Lift up your eyes and see His face, and His grace forever. May the Lord, Mighty Lord, Bless and keep you forever. Turn Troop back over to Senior Patrol Leader: Pack 92 Scouts Own Service, April 14, 1996 A Scout is Reverent. A Scout is reverent toward God. He is faithful in his religious duties. He respects the beliefs of others. CALL TO PRAYER Leader: Behold, how good and how pleasant it is For brethren to dwell together in unity. Psalms 133:1 Scouts and Parents: I will give thanks to the Lord with my whole heart; I will tell of all your wonderful deeds. I will be glad and exult in you; I will sing praise to your name, O Most High. Psalms 9:1-2 Invocation May the time be not too distant, O LORD, when all your children will understand that they are brothers and sisters, so that, one in spirit and one in fellowship, they may be for ever united before you. Then shall your kingdom be established on earth, and the word of your prophet shall be fulfilled: "The Lord will reign for ever and ever." Amen -- From the Jewish Sabbath Service OPENING SONG America the Beautiful O, beautiful for spacious skies, For amber waves of grain, For purple mountain majesties, Above the fruited plain. America! America! God shed his grace on thee, And crown thy good with brotherhood From sea to shining sea. O, beautiful for patriots dream, That sees, beyond the years, Thine alabaster cities gleam, Undimmed by human tears. America! America! The Scout is Reverent Resource Book God shed his grace on thee, And crown thy good with brotherhood From sea to shining sea. RESPONSIVE READING God is the Eternal One Leader: God is the Eternal One, Who reigned before any being had yet been created; When all was done according to God's will, Already then God's Name was Sovereign. Scouts and Parents: And after all has ceased to be, Still will God reign in solitary majesty; God was, God is, God shall be in glory. Leader: And God is One, Without compare, Without beginning, Without end; To God belongs power and dominion. Scouts and Parents: And the Sovereign of all is my own God, My living Redeemer, My Rock in time of trouble and distress; My banner and my Refuge, My benefactor, to whom in anguish, I can call. All: Into God's hands I entrust my spirit, Both when I sleep as when I wake; And with my spirit, my body also: God is with me, I will not fear. "Adon Olam" ("God is the Eternal One"). An eleventh-century Hebrew prayer composed by the Jewish poet and philosopher Solomon Ibn Gibirol. A TRADITIONAL SCOUTING SONG Kum-Ba-Yah (The Scout Law Version) Kum-ba-yah my Lord, Kum-ba-yah Kum-ba-yah my Lord, Kum-ba-yah Kum-ba-yah my Lord, Kum-ba-yah O, Lord, Kum-ba-yah. A Scout's trustworthy Lord, Kum-ba-yah, A Scout is loyal, Lord, Kum-ba-yah, A Scout is helpful, Lord, Kum-ba-yah, O, Lord, Kum-ba-yah. A Scout is friendly, Lord, Kum-ba-yah, A Scout is courteous, Lord, Kum-ba-yah, A Scout is kind, Lord, Kum-ba-yah, O, Lord, Kum-ba-yah. A Scout's obedient, Lord, Kum-ba-yah, A Scout is cheerful, Lord, Kum-ba-yah, A Scout is thrifty, Lord, Kum-ba-yah, O, Lord, Kum-ba-yah. A Scout is brave, Lord, Kum-ba-yah A Scout is clean, Lord, Kum-ba-yah A Scout is reverent, Lord, Kum-ba-yah O, Lord, Kum-ba-yah. Kum-ba-yah my Lord, Kum-ba-yah O, Lord, Kum-ba-yah. Reading The true servants of the Gracious GOD are the following: Those who walk upon earth with humility and when they are tempted by the evil ones, they respond: Peace; Those who pass the hours of the night in prayers and standing before the Lord; Those who pray: Lord turn away from us the punishments of hell, for it is a heavy torment, it is indeed an evil dwelling place; Those who are neither extravagant nor stingy in spending, but keep a balance between the two; Those who repent and believe and do good deeds. >From the Koran, Al-Furquan, Part 19, Chapter 25 SILENT OBSERVANCE May we observe a moment of silent prayer, each in his own faith. A Thought for Scout Sunday From Baden-Powell, Scouting for Boys The old knights were very religious. They were always careful to attend religious services, especially before going into battle or undertaking any serious difficulty. They considered it the right thing always to be prepared for death. Besides worshipping God in church, the knights always recognized His work in the things which He made, such as animals, plants, and all scenery. And so it is with peace scouts today. Wherever they go they love the woodlands, the mountains, and the prairies, and they like to watch and know about the animals that inhabit them, and the wonders of the flowers and plants. No man is much good unless he believes in God and obeys His laws. So every Scout should have religion. Religion seems a very simple thing: First: Love and serve God. Second: Love and serve your neighbor. In doing your duty to God always be grateful to Him. Whenever you enjoy a pleasure or a good game, or succeed in doing a good thing, thank Him for it, if only with a word or two, just as you say grace at a meal. And it is a good thing to bless other people. For instance, if you see a train starting off, just pray for God's blessing on all that are in the train. In doing your duty towards man, be helpful and generous, and always be grateful for any kindness done to you, and be careful to show that you are grateful. Remember again that a present given to you is not yours until you have thanked the giver for it. While you are living your life on earth, try to do something good which may remain after you. One writer says: "I often think that when the sun goes down the world is hidden by a big blanket from the light of heaven, but the stars are little holes pierced in that blanket by those who have done good deeds in this world. The stars are not all the same size; some are big, some are little, and some men have done great deeds and others have done small deeds, but they have made their hole in the blanket by doing good before they went to heaven." Try to make your hole in the blanket by good work while you are on earth. It is something to be good, but it is far better to do good. BENEDICTION Interfaith Service Randy Neufeld INVOCATION Be merciful to me, O God, Be merciful, for I have taken refuge in You. In the shadow of Your wings, will I take refuge until this time of trouble has gone by. I will call upon the most high God, The God who maintains my cause. He will send from heaven and save me; He will confound those who trample upon me; God will send forth His love and his faithfulness. Amen. HYMN Oh beautiful for spacious skies, For amber waves of grain, For purple mountain majesties, Above the fruited plain. (Chorus) America, America. God shed His Grace on thee, and crown thy good with brotherhood, From sea to shining sea. Oh beautiful for patriot dream, That sees beyond the years, Thine alabaster cities gleam, Undimmed by human tears. (Repeat Chorus) MEDITATION Sanctify our campsite with your presence and joy. By the spirit of affection and service unite our Scouting families, that they may show your praise in our land and in all the world. RESPONSIVE READING (Psalm 46) (Leader) God is our refuge and strength (People) A very present help in trouble (L) therefore we will not fear, though the earth be moved (P) and though the mountains be toppled into the depths of the sea (L) though it's waters rage and foam (P) the Lord of hosts is with us (L) the God of Jacob is our stronghold HYMN Kum Ba Yah my Lord, Kum Ba Yah Kum Ba Yah my Lord, Kum Ba Yah Kum Ba Yah my Lord, Kum Ba Yah Oh, Lord Kum Ba Yah Someone's crying Lord, Kum Ba Yah Someone's crying Lord, Kum Ba Yah Someone's crying Lord, Kum Ba Yah Oh Lord Kum Ba Yah Someone's singing Lord, Kum Ba Yah Someone's singing Lord, Kum Ba Yah Someone's singing Lord, Kum Ba Yah Oh Lord Kum Ba Yah Someone's praying Lord, Kum Ba Yah Oh Lord Kum Ba Yah SERMON OFFERING FOR WORLD FRIENDSHIP FUND HYMN Michael row the boat ashore, Hallelujah Michael row the boat ashore, Hallelujah River Jordan is deep and wide, Hallelujah River Jordan is deep and wide, Hallelujah River Jordan is chilly and cold, Hallelujah Chills the body but not the soul, Hallelujah SCOUTMASTER MINUTE CLOSING PRAYER GREAT SPIRIT PRAYER Oh Great Spirit whose voice in the wind I hear, And whose breath gives life to all in the world Hear me Before you I come, one of your many children Small and weak am I Your strength and wisdom I need Make me walk in beauty Make my heart respect all You have made My ears to hear Your voice Make me wise that I may know all You have taught my people The lessons You have hidden in every rock I seek strength, not to be superior to my brother Make me able to fight my greatest enemy, myself Make me ready to stand before You with clean and straight eyes When life fades, as the fading sunset, may our spirits stand before You without shame. MORNING GRACE Gracious giver of all good Thee we than for rest and food Grant that all we do or say In Thy service be this day Amen NOON GRACE Father for this noonday meal We would speak the grace we feel Health and strength we ask of Thee Help us Lord to faithful be Amen EVENING GRACE Tireless guardian on our way Thou hast kept us well this day While we thank Thee we request Care continued, pardon, rest Amen Non-Denominational Worship Service For The Outdoors Randy Neufeld CALL TO WORSHIP - Psalm 100: 1 - 3 ``Make a joyful noise to the Lord, all the lands. Serve the Lord with gladness. Come into His presence with singing. Know that the Lord is God. It is He that made us, and we are His; we are His people, and the sheep of His pasture.'' OPENING HYMN - `Morning Has Broken'' Morning has broken like the first morning, Blackbird has spoken like the first bird. Praise for the singing, Praise for the morning, Praise for them, springing, fresh from the word. Sweet the rain's new fall, sunlit from heaven, Like the first dewfall on the first grass, Praise for the sweetness of the wet garden, Sprung in completeness where His feet pass. Mine is the sunlight, mine is the morning, Born of the one light Eden saw play. Praise with elation, praise every morning, God's recreation of the new day. RESPONSIVE READING: ``Canticle of the Sun'' All: O most high, almighty, good Lord God, to you belongs praise, glory, honor and all blessing. Leader: Praised be my Lord God with all his creatures, and especially, our brother, the sun, who brings us the day and who brings us the night; fair is he, and shines with a very great splendor; O Lord, he signifies You to us. Response: Praise be my Lord for our sister the moon, and for the stars, which He has set clear and lovely in the heaven. Leader: Praised be my Lord for our brother the wind, and for the air and clouds, calms, and all weather by which you uphold life in all creatures. Response: Praised be my Lord for our sister, water, who is very serviceable to us, and humble and precious... and very clean. Leader: Praised be my Lord for our brother, fire, through whom you give us light in the darkness; he is bright and pleasant and very mighty and strong. Response: Praised be my Lord for our mother, the earth, which sustains us and keeps us, and brings forth grass and diverse fruits and flowers of many colors. All: Praise and bless the Lord, and give thanks to Him and serve Him with great humility. SILENT PRAYER PRAYER God, sometimes I hold something small in my hand... a piece of moss or a budding twig, and - peering closely at this tiny world - I feel a sudden wonder. Help me to remember that you made these worlds, and countless others, and...in remembering...come closer to you. O God, we thank Thee today for the world in which you have placed us; for the universe whose vastness is revealed in the blue depths of the sky; whose immensities are lit by shining stars beyond the strength of mind to follow. We thank you for the beauty of our earth, for the sweetness of the flowers, the solemnity of the stars, the sound of streams and swelling seas, for stretching lands and mighty mountains which rest and satisfy the soul, the purity of dawn which calls us to holy dedication, and the peace of the evening which speaks of everlasting rest. Above all, we thank you for the dignity you have bestowed upon every human being as the crown of your Creation. Give us the grace to let the light of your glory shine through us, in our action, words and thoughts. Amen. OFFERING - For the World Friendship Fund CLOSING HYMN - " This is My Father's World" This is my Father's world, and to my listening ears, All nature sings, and round me rings the music of the spheres. This is my Father's world. I rest me in the thought Of rocks and trees, of skies and seas, His hand the wonders wrought. This is my Father's world. The birds their carols raise. The morning light, the lily white, declare the Maker's praise. This is my Father's world. He shines in all that's fair; In the trusting grass I hear him pass, He speaks to me everywhere. BENEDICTION - (tune: Edelweiss) May the Lord, Mighty Lord, bless and keep you forever; Grant us peace, perfect peace, courage in every endeavor. Lift up your eyes and see His face, and His grace forever. May the Lord, Mighty Lord, Bless and keep you forever. Summaries of Some of World Religions In our society today, it is very likely that you will have boys from different cultures and different religions in your Troop. Not just from the standpoint of Scouts Own preparation, but also to better understand your boys and be sensitive to their beliefs, it is a good idea to learn just a little bit about their religion. Here you will find brief descriptions of some of the world's major religions. Hinduism If you ever have a young person from the Hindu faith in your section or District, you are in touch with the distant eras of history, because Hinduism is the oldest of the world's religions and, partly because of that, it is different from most of the others. For example, it has no rigid set of beliefs, though the Hindu follower will pray with deep devotion before his Dharma or guiding spirit To be a Hindu only two things are required -- to seek the truth and to do no harm to anyone. (Failing to help someone in need can be understood as doing them harm). In order to be able to do these two things properly, the Hindu must prepare his or her mind and body to be capable of undertaking them. Which is very much the heart of Scouting. The Temple is the Hindu's holy place of prayer, but a room set aside for the purpose, or a tent is quite suitable for prayer and meditation. In fact, a Hindu will normally be prepared to use a church or other place of worship for his or her own devotions. The Hindu symbol is important. Hindus do not have a word for God like Jews, Christians and Muslims. The essence of their faith is in the syllable AUM - the symbol - which describes the relationship of the "Spirit" or Brahman to the world: "A" stands for the power of God to create the universe; "U" stands for the power of God to preserve the universe; and "M" stands for the power of God to dissolve this universe. There are two sets of holy writings - the "Isruti" which are divine and eternal; and the "smriti" which are less so. There are 1,000 chants or hymns. The Hindu believes that the great spirit appears in three forms - Brahma, Vishnu and Shiva, using many different guises, human and animal. They also believe in the doctrine of reincarnation - that after this life we shall be born again in another body. The quality of a person's life this time helps determine in what kind of body they will appear next. Most Hindus are vegetarian but some may enjoy chicken and lamb. Beef is strictly forbidden. Hindu Scouts are normally immaculately turned out and will readily join in a Scout's Own. Other Scouts will be welcome in the Hindu Temple. The main Hindu festival is Diwali, the festival of lights celebrated toward the end of November. It would be good to ask a Hindu Scout to tell about it or tell a yarn from the long history of his faith. Judaism There are some Jewish Scout Groups and Jewish Scouts may find a place in one of them. But where there is no large Jewish community, it is very possible that a Jewish boy may want to join your Group and it is important that he is welcomed and his needs met. Jews base their religious practice on the Law of God, the "Torah" found in the five Books of Moses -- Genesis, Exodus, Leviticus, Numbers and Deuteronomy. Although the stories in the early part of Genesis tell of the Creation of the world, the history of Judaism as such really begins with Abraham more than 3,000 years ago, who first recognized that there was only one Supreme Being. It was Abraham's trust in one God that was really the birth of Judaism. It was further developed when Moses led the Israelites out of slavery in Egypt towards the promised land. This was somewhere around 1300 BC. Two events from that time are much in the center of Jewish faith today. The first was the final plague on the people of Egypt, which persuaded Pharaoh to release the Israelites - the spirit of death killed the first-born of every Egyptian family. But it passed over the homes of the Israelites because their door posts were marked with the blood of a lamb. And the other event was the giving of the Ten commandments to Moses. Judaism was then, and still is today, based on a firm belief and active trust in God and in obedience to the rules of life contained in the Ten Commandments. Jewish Scouts will want to keep the Sabbath, their holy day, which runs from sunset of Friday to sunset on Saturday. During these hours no work is done and families gather for a special meal on Friday to welcome the Sabbath, thanking God for his providence. They will go to worship in the Synagogue on the Sabbath. They will also keep the Passover, a festival remembering the spirit of death passing over the Israelite homes in Egypt. That is around mid April - it moves with the day of the new moon. And they will want to keep "Rosh Hashanah" (New Year) and "Yom Kippur ('day of Atonement), very devotional festival around September. Jews do not eat pork and for festivals and holy days use special pots, pans and dishes for their festival food. Jewish Scouts will join in a Scout's Own and most normal Scout activities. Christianity In Britain and America, many Scouts come from a Christian background. Christianity grew out of Judaism. It's leader, Jesus of Nazareth, believed that he was chosen by God to call the people to a true faith and trust in God. His teaching was that God didn't just want people to keep the Jewish laws as a kind of ritual, He wanted them to live out their lives in love and care for their neighbors and for anyone in need - especially the poor and the oppressed. He criticized the chief Priests for keeping God in the Temple and turning the Temple into a business which made it hard for the poor to go to worship. The Chief Priests reacted by plotting to have Jesus killed. They persuaded the Roman Governor, Pontius Pilate, that Jesus was a political danger to him because the common people followed him and, although Pilate couldn't find any proof of the charge, he had Jesus whipped and crucified - nailed to a wooden cross - which was the Roman method of execution at the time. This was done on a Friday - the eve of the Jewish Sabbath. Christians call it Good Friday because they believe that when Jesus died, the forgiveness of God was released for human failure to love, serve and trust in God. Christians also believe that Jesus, having been buried in a cave, rose from the dead on the Sunday (Easter Day) and was seen by his followers many times over several weeks. Certainly, they believed this happened because many of them were executed for saying so and you don't die for something that you know isn't true. Those early followers were all Jews and it wasn't for some time that non-Jews were able to join the new community. It was probably about 30 years before they were called "Christians". It is estimated that there are about 12 billion people in the world who say they follow Jesus. They have special services and celebrations to mark his birth - Christmas Day (25th December) and usually a service at midnight the night before; and at Easter on the Sunday before Easter (Palm Sunday), on Good Friday and, of course on Easter Day. Easter weekend often being a four day holiday, care should be taken to make sure that the significance of Easter for Christians at camp is not forgotten. Islam If you have a Muslim boy in your Group, you have a follower of a world religion of some billion members. And it is almost certain that your member will be a boy because it is unlikely that any Muslim girl will be allowed into Scouting - at least not yet. Islam is a way of life. Muslims are people of the "Book" - the "quar'an" or as we pronounce it, the "Koran". There are some common origins with Judaism - Arabs (Muslims) are said to be descended from Ishmael, who was the son of Hagar, the maidservant of Abraham's wife; Jews are descended from Isaac, the son of Sarah, Abraham's wife. So Islam, Judaism and Christianity are all very closely linked and while Jews and Muslims do not accept that Jesus was the Son of God, Muslims do accept him as a prophet. So Muslim Scouts ought to have no difficulty in sharing fully in a Scout's Own, where it is God who is worshipped. The Muslim boy has to learn the Koran by heart and will want to do his duty to Allah, which is his name for God. His religion has two pails, faith and action and both are essential to him. He has five pillars of faith. First, he believes in the unity of God and in Mohammed (Peace be unto Him) as His Last Messenger. Second, if he is of Scout age he will have to say prayers five times a day - and time must be allowed for this at camp and other events. And he will have to fulfill a special ritual washing before his prayers. Other boys should expect to see him at prayer and respect him for it. Then, third in the month of Ramadan, the Muslim boy will have to fast - have no food or drink - from sunrise to sunset. This is to help the rich experience the pain of the poor. But it will need understanding on the part of other boys and Leaders. At camp a Muslim will eat beef, chicken and lamb if it has been properly killed, but he will not eat pork. It is probably better to provide fish for meals along with cereals and vegetables and so on, because there will be no problem with them. The fourth pillar of the faith involves his giving to the needy, and fifth, if possible, is a pilgrimage to Mecca. The five pointed star in the symbol is a reminder of the five pillars, while the crescent is the sign that the Islamic month begins with the appearance of each new moon. A Muslim will be supported by his parents. Sikhism If you have a Sikh in you Group, there will be no mistaking him for he will be wearing a turban on his head to cover his uncut hair. Sometimes, for sport and games and in camp he will dispense with the turban and tie his hair in a knot or bun on the top of his head with a kind of folded handkerchief on it. This is known as a Pukta. That will give him more flexibility to join in the fun. But the turban to a Sikh is very important because it symbolizes generosity, truthfulness, maturity, piety and fearlessness. Maybe that's why most Sikhs have the name "Singh" which means "lion". The Sikh faith is really a break-away from the Hindu faith and dates back to the second half of the 15th Century when its founder - Guru Nanek - lived. Guru really means "teacher" and the most commonly used name for God in the Sikh Faith is Sat Guru - being the teacher. The name "Sikh" literally means disciple. The reason this religion was founded was to provide a faith that crossed the barriers between religions. The very first thing that Guru Nanek said was "There is no Hindu, there is no Muslim." The whole practice of the Sikh religion is the brotherhood of all people - something like the concept of Scouting. They believe in one God whose name is true, who is the Creator and who has been, is now and will be in every age. But the Sikh believes that it is impossible to gain a concept of God; it is his duty only to worship him and follow his way. The Sikh faith has no ministers or priests and anyone can lead worship. Sikh hymns are usually played on drums and sitars (that's a kind of Guitar). There are no restrictions on food, though many Sikhs are vegetarian. Sikh girls are treated as equals in orthodox families, so they may be interested in sharing in a Venture Scout Unit [Explorer Post] or as a leader in on of the other sections. Both boys and girls, young men and young women will be happy to share in a Scouts' Own because they are encouraged to pray to God as much as possible and to share their goods with the needy. Anyone is welcome at a Gurdwara, which is the name for a Sikh Temple. Sikh's celebrate the birthdays of Guru Nanek at the end of November and Guru Gobind Singh around Christmas time. Buddhism There aren't a great many Buddhists outside Asia and the far East, but many of Scouts from Japan, for example, who attend Jamborees and Jamborettes are Buddhist by Faith. [Note: Many US Scouts of South-east Asian decent are Buddhist.] Buddhism was founded by Siddhartha Gautama who was born about 563 BC. He realized that the ills that strike humanity come from inside the human being and that human life is suffering. His realization came around 528 BC so that is a point from which we can say Buddhism comes. It is a very old faith. It is quite a difficult religion to explain. Buddhists believe that it is possible to move from the suffering of humanity to a state of perfection or salvation called 'Nirvana'. But this state takes a very long time - many lifetimes - to achieve. When someone dies it does not mean that they cease to exist, but that they move into another state of existence. And in this world nothing is permanent even time is a flow of milliseconds having no permanence. Reference Material Internet Resources: Graces, by Sue Wichers -- http://home.earthlink.net/~jmak/Music/Graces/menu.htm. Contact Sue Wichers via email at firstname.lastname@example.org . Scouts Own Resources on the MacScouter Scouting Resources Online -- http://www.macscouter.com/ScoutsOwn Scout Worship Services and Prayers, "A Scout is Reverent" by Steve Tobin -http://www.isd.net/stobin/worship/worship.html Print Resources: Aids to Scoutmastership (reprint), Robert Baden-Powell, Ottawa, Canada: National Council Boy Scouts of Canada. Available through the 1-800-SCOUTER catalog. The Holy Bible Boy Scout Songbook, The Boy Scouts of America, Irving, Texas: Boy Scouts of America, 1970 Buddha. The Intelligent Heart, Alistair Shearer, New York: Thames & Hudson, 1992 Girl Guide Song Book , Guide Association, London, England: Guide Association, 1974 Give Thanks, compiled by Pam Shaw, Newmarket, England: Anglia Girl Guides ('SBN 09515862 The Koran. Interpreted, translation by Arthur J. Arberry, New York: MacMillan Publishing. Co., 1955 Let us Pray, collected by Anne Dunford, Suffolk England: The Guide Assoc., 1986 Our Chalet Song Book (songs from around the world), Guide Chalet Committee, Turbridge Wells, Kent, England: KS Printers Ltd., 1974 Our Chalet Song Book II (songs from around the world), Guide Chalet Committee, Adelboden, Switzerland, 1992 Pathways to Worship, Commission for Church and Youth Serving Agencies, USA, 1986 Prayers for Scouts, Walter Dudley Cavert, New York: Abingdon Press, 1964 Scouting for Boys (reprint), Robert Baden-Powell, Ottawa, Canada: National Council Boy Scouts of Canada. Available through the 1-800-SCOUTER catalog. A Scout is Reverent. A Manual For Scouts of Catholic Faith, National Catholic Committee On Scouting, Irving Texas, Boy Scouts of America, 1982 The Scout Law in Action, compiled by Walter MacPeek, New York: Abingdon Press, 1966 The Scout Oath in Action. compiled by Walter MacPeek, New York: Abingdon Press, 1967 The Scouters Minute, The Church of Jesus Christ of Latter-day Saints Searching. Compiled by Averil Taylor, London, England: Guides Assoc., 1985 The Scout is Reverent Resource Book Sharing, Compiled by Averil Taylor, London, England: Guides Assoc., 1980 Sign's Up. A Collection of Scouting Parables. Vick Vickery, Pensacola, Florida: Good Sign Publishing Company, 1993 When Scouts Worship, The National Protestant Committee on Scouting (BSA) With Jesus on the Scout Trail, Walter Dudley Cavert Young People Talking With God. A Book of Prayers. United Reformed Church and Guide and Scout Fellowship, Swindon, Wiltshire, England: Promise Publications, 1991 UNICEF Book Of Children's Prayers, Compiled And With Photos. by William I Kaufman. Prepared for English-reading children by Rosamond V.P. Kaufman and Joan Gilbert Van Poznak. Harrisburg, Pa. Stackpole Books 1970 95 p. illus. 24 cm. Prayer poems, compiled by O. V. and Helen Armstrong. Freeport, N.Y., Books for Libraries Press <1969, 1942 256 p. 21 cm. (Granger index reprint series) Prayers; Marshall, Peter, edited and with prefaces by Catherine Marshall. New York, McGraw-Hill <1954> 243 p. illus. 21 cm. This Is The Way; Prayers And Precepts From World Religions. by Jones, Jessie Mae (Orton). Illustrated by Elizabeth Orton Jones. New York, Viking Press, 1966, 1951 62 p. Let's Celebrate: A Grab Bag Of Spiritual Ideas For Scouting, an interdenominational Christian book; published by National Council of Boy Scouts of Canada, 1974. Eagles Soaring High: Trail Worship For Christians And Jews; published by Philmont, no date, BSA number(?) 5-877 Pathways to Worship, pub Commission for Church and Youth Service Agencies, 1986 Reference Books on Black Elk, Holy Man of the Oglala Sioux, Black Elk Speaks and Sacred Pipe	<urn:uuid:74315b48-11f2-404a-8f00-09b3c5ca1bb3>	CC-MAIN-2017-13	http://www.cubroundtable.com/assets/pdf-documents/Sermons-and-songs-Character-Development.pdf	2017-03-27T10:42:46Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00232-ip-10-233-31-227.ec2.internal.warc.gz	460,272,241	26,100	eng_Latn	eng_Latn	0.961508	eng_Latn	0.997395	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "jam_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3648, 6762, 10038, 13226, 14495, 18248, 21870, 24955, 28010, 29553, 31777, 34474, 36641, 40629, 43281, 45206, 46460, 47986, 49673, 52602, 56040, 58611, 60436, 62398, 64390, 66373, 68882, 69371, 73757, 77991, 79842, 81102, 83677, 87139, 89283, 90347, 94116, 94348, 98610, 103948, 107180, 109351, 110964 ]	[ 3.75, 2.015625 ]	4	9
Nut Production, Marketing Handout Why grow nuts in Iowa??? Nuts can produce the equivalent of a white-collar salary from a part-time job. They are up to 12 times more profitable per acre than corn was, even back when corn was $8/bushel. Nuts can accomplish the above with just a fraction of the investment in capital, land, and labor. Nuts can be grown in a biologically diverse perennial polyculture system with the following benefits: - Builds soil instead of losing it to erosion - Little or no chemical inputs needed - Sequesters CO2 and builds soil organic matter - Increases precipitation infiltration and storage, reduces runoff, building resilience against drought - Produces high-quality habitat for wildlife, pollinating insects, and beneficial soil microbes - Can build rural communities by providing a good living and a high quality of life for a whole farm family, on a relatively few acres If it's so great, why doesn't everybody do it? "Time Preference" economic principle: the tendency of people to prefer a smaller reward immediately over having to wait for a larger reward. Example: if an average person was to be given the choice between the following…. # 1. $10,000 cash right now, tax-free, no strings, or #2. Work part-time for 10 years with no pay, but after 10 years receive $100,000 per year, every year, for the rest of his/her life, and then for his/her heirs, in perpetuity… Most would choose #1, the immediate, smaller payoff. This is a near-perfect analogy for nut growing. Nut growing requires a substantial up-front investment with no return for the first five years, break-even not until eight to ten years, then up to $10,000 per acre or more at maturity, 12-15 years. This up-front investment with no immediate return will keep most people from ever considering this type of enterprise. So, what does it take to grow nuts in Iowa? It takes less capital, labor, equipment, and technical expertise to grow 10 acres of nuts than it does to grow 100 acres of corn, but it does require some specialized knowledge not often found in the general population. This knowledge is not difficult to acquire, and there are many people willing to share it. The following is a list of the basics: 1. Careful planning and preparation --Select a suitable site, considering climate, soil, slope, aspect, and other topographical features --Install and manage a groundcover compatible with tree survival and growth --Choose a proper layout and spacing --Select species and types with good commercial potential in your area 2. Acquire high-quality nursery stock --Superior genetics --Healthy, strong, well-grown in the nursery 3. Do a good job planting --Dig proper holes—an $8 tree needs an $80 hole --Plant trees at proper depth --Backfill and firm the soil correctly --Water in, then monitor soil moisture, irrigate as needed 4. Provide effective protection from deer, rabbits, mice, etc. (5' tall, ventilated tree shelters) 5. Provide effective protection against weed competition, especially from grasses --Landscape fabric plus mulch (about $300 per acre cost, not including labor), or --Herbicide (Oust, 30 cents/acre cost, not including labor) --Do not use glyphosate ("Roundup") for weed control 6. Keep vegetation mowed short year-round, until trees are well-established 7. Mow vegetation short before nuts start falling (this is the only on-going absolute requirement after trees become well-established) Marketing—how do you sell nuts in Iowa? Several options are available: --Farmers' market or farm stand—may be viable in/near university towns, big cities --Local groceries, restaurants—requires a lot of driving and footwork to deliver usually small quantities --Online, mail order—very common nowadays, can be profitable, but a lot of work --Sell to wholesaler—I have no experience doing this, but I would think this would be the least profitable way to market --Sell to co-operative—easy, convenient, and good prices from Prairie Grove Chestnut Growers at Columbus Junction, IA --PYO—can work if you have a large enough customer base, near enough, and willing to pick. PYO is easily the most profitable way to market, as it eliminates multiple costs: harvesting, handling, sanitation, packaging, refrigeration, shipping, and shrinkage. All those cost savings are pure profit. What kind of nuts can/should I be growing? Nuts that can be grown in Iowa include black walnuts, Persian (so-called "English") walnuts, heartnuts, pecans and other hickory nuts, hazels, almonds, chestnuts, and perhaps a few other minor species. Which ones should I grow, or should I grow them all? Black walnuts—low price and very limited market for in-shell nuts, equipment for harvesting, husking, cracking, and separating is quite sophisticated and expensive. Persian ("English") walnuts—Not well adapted to Midwest climate, trees don't grow or survive well, and are very susceptible to numerous pests/diseases. Pecans—very intensive in terms of labor, equipment, and pesticides in order to be successful. It would be very difficult to compete successfully against southern growers. Also, China may soon become a major low-cost supplier Other hickories—tasty, but tend to be difficult to crack and extract. Also shy and irregular bearers (as in, one good crop every five years). Almonds—Unreliable in bearing due to susceptibility to late frosts and numerous diseases Hazels—grow and bear well in Iowa, but one significant hurdle to profitability: you can buy large quantities of high quality hazel nuts on the world market for less than 20% of the cost of growing them here. Heartnuts—have good commercial potential, but unproven in Iowa (so far). Recommended for experimental planting Chestnuts—best commercial potential by a wide margin: --Can be grown on suitable sites throughout Iowa --Very high value crop—up to $10,000 per acre or more at maturity (12-15 years) --Very high demand statewide, nationwide, worldwide --Easy to grow on suitable sites, long-lived, no serious pest or disease problems in Iowa (so far) --Probably nowhere in Iowa is too far for a PYO market --Easily stackable with other enterprises to increase per-acre profitability—Example: chestnuts, pawpaws, berry bushes, perennial vegetables (asparagus, rhubarb), medicinal roots (ginseng, goldenseal) can be grown on the same acres at the same time.	<urn:uuid:c964296a-cc44-4de3-ae68-fcb378d40da3>	CC-MAIN-2017-13	http://practicalfarmers.org/app/uploads/2017/02/Tom-Wahl-Nut-Growing-and-Marketing-Handout.pdf	2017-03-27T10:39:41Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00232-ip-10-233-31-227.ec2.internal.warc.gz	278,992,258	1,428	eng_Latn	eng_Latn	0.996257	eng_Latn	0.996883	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2233, 4217, 6378 ]	[ 2.46875 ]	1	11
The Macrotheme Review A multidisciplinary journal of global macro trends Preparedness for crisis situations in drinking water supply Jana Gebhartová, Jana Caletková, Ivan Beneš AF-CITYPLAN s.r.o., Czech Republic firstname.lastname@example.org Abstract Looking at our planet, we can think that there is no necessity to save water. Over 70 % of Earth´s surface is water-covered. But we need fresh water that is consumed across all sectors of society. The amount of drinking water on Earth is small and most of it is locked for human consumption in the icecaps or located deep beneath the surface. So there is little water left (about 0,007 % of all water in the world) for direct human use. Due to extensive development of infrastructure in recent years we have brought water to our homes and become fully dependent on functional water supply system. 60 % of the world´s population will live in cities in 2020. Such urbanization will increase pressure on infrastructure functionality in any situation. When the system is interrupted, mostly whole society is paralyzed. Resilient water system and preparedness of the authorities responsible for responding to extraordinary situations in drinking water supply is fundamental condition to ensure state security and population protection. The paper presents first results of research project VF20102014009 "The safety assessment of critical infrastructure elements and alternative possibilities for increasing the security of cities and municipalities in the drinking water in case of major natural disasters and industrial accidents". The project was being solved within Security Research of Ministry of the Interior of the Czech Republic in 2010 – 2014. Keywords: water supply system, critical infrastructure, hazards identification, critical elements 1. Introduction Due to growing population, modern life that is very water intensive, and due to environmental degradation, water has become one of the scarcest goods on Earth. The question how to ensure sufficient amount of water has gradually become key interest of world organizations. The issue is a topic of various research projects and integral part of scenarios for the future. World water day reminds us importance of preserving water resources on 22 nd March that has been world water day since 1993 and associated with numbers of campaigns. Water is critical source mainly because it meets our fundamental (physiological) human needs. Basic needs contain also food requirements and needs for heat essential for our survival. In view of ensuring functional society, physiological needs together with need for safety represent the highest priority. Only if basic needs are satisfied, then we can turn our energy towards "higher" needs leading to development of a person and thus the whole community. This idea is known as Maslow´s hierarchy of needs, defined by American psychologist Abraham H. Maslow in 1943 [1]. Within cities, life support services are provided via infrastructure. Despite the fact we can find differences in definitions across countries, sectors essential to maintenance of vital social functions, security and economic are always called "critical infrastructure". In the Czech Republic there are nine critical infrastructure sectors. The first three systems ensure physiological human needs: 1. Energy, 2. Water management, 3. Food and agriculture [2]. The society must develop critical infrastructure and at the same time increase its resilience including preventive protection in order to meet basic needs in every situations. In view of the fact that population protection is one of primary tasks of government, it is crucial to ensure water supply, food and energy security in normal state, as well as during emergencies and crisis situations. Water resources play a significant input into all key systems of security (water – food – energy). These systems are highly interdepended and their links are strengthened by global trends such as urbanisation, population growth, and climate change (see Figure 1). Source: [3] 2. Global trends and resilient society Less than half the current population lived on Earth 50 years ago [4]. According to current projections, the world population will reach 9 billion by 2050. Such a population explosion means huge pressure on vital resources. The reduction of resources causes number of security threats, including civil disorders and conflicts. Current agriculture is the dominant water user (70 % of global water withdrawals go to irrigation). In the future agriculture consumption of water will be even greater because of growing demand for food and increasing standard of living. Higher economic standard change food habits – consumption of meat and livestock products continue to rise. Producing livestock products takes about 10 times more water than crop production. Higher meat consumption also means that more crops have to be grown for feeding livestock. Any extra feed crops require additional amount of water. Irrigation and sufficient water resources is thus a key factor to ensure food security in many parts of the world. We can observe similar trend in energy sector that is necessary for the production of both food production and distribution of drinking water. All sources of energy and electricity require water during its life cycle, from phase of fuel extraction, growing biofuel crops to generation. According Energy Information Administration global energy consumption is predicted to increase about 49 % from 2007 to 2035. The largest growth will most likely be seen in Africa, severely challenging the ability to provide the water required to produce the necessary amounts of energy as this sector competes with water for food and sanitation [5]. The population growth is related to physical expansion of conurbations. Traditional rural life disappears and modern society migrates to big cities that offer more comfortable way of life. In 1950, there were only two mega-cities with population exceeding 10 million: New York and Tokio. Already in two years (2015), it is projected that there will be 23 such cities, most of them will occur in developing countries [6]. Cities represent concentrated centres of people, assets and economic activity. This concentration increases exposure to the impacts of natural disasters and industry accidents, making urban dwellers particularly vulnerable. With rapid urbanization, cities have to try harder to meet the basic needs of their growing populations. Functional infrastructure is essential condition of life in cities. When a disaster hits, impacts can include the loss of basic services, damage or destruction of homes, reduction or loss of livelihoods, threats to food security, and the rapid spread of malnutrition and water-borne diseases [7]. Vulnerability of city is related not only with its size but mainly with duration of interruption of critical infrastructure ensuring basic human needs. Based on experience of short-term and longterm disasters, in view of security aspects, events are trouble if the society cannot recover physiological and safety needs in few days. After 5th day the collapse of community will certainly come (see Figure 2). On the other hand (see Figure 3), community with high level of resilience and preparedness to long-term extraordinary events can avoid its breakdown [8]. Figure 2: Vulnerability of community during a long term extraordinary event Source: [8] Figure 3: Resilience of community for long-term extraordinary event Source: [8] From the above text it is quite evident how important public water supply is not only within framework of critical infrastructure. Breaking continuity of water supply has negative effects on providing medical care, food and agriculture sector, industry and energy sector, and especially on the primary user – every resident. The objective of the project "The safety assessment of critical infrastructure elements and alternative possibilities for increasing the security of cities and municipalities in the drinking water in case of major natural disasters and industrial accidents" is to develop a systematic approach to critical infrastructure protection in field of drinking water supply and suggest general approach to risk reduction. 3. Risk assessment of drinking water supply system The research project is being dealt with holistic attitude "catchment to tape". It means assessment of all potential threats and risks to the entire system of drinking water supply system – from source (catchment basin, wells) to tap (distribution to consumers). The research team consists of experts to protection and safety of critical infrastructure, water treatment system and water management systems. The specialists deal with extraordinary events with potential to cause malfunction of drinking water supply system for more than 24 hours, either in quantitative or qualitative point of view. Such events can easily escalate into crisis situation and to become an interest of crisis managers. Good preparedness of authorities responsible for responding to emergencies, operators of water supply, and efficient co-operation between them is fundamental condition to manage crisis situation. Preparedness of operators and emergency management authorities to crisis situation is proclaimed by crisis preparedness plan and crisis plan of municipality, respectively region, in the Czech Republic. The subjects of critical infrastructure (water supply operators) must develop crisis preparedness plan and municipalities (regions) must prepare crisis plan according to basic legislative regulation of crisis management – Act No. 240/2000 Coll. on crisis management. Crisis preparedness plan has to contain risk analysis where the operator considers relevant threat scenarios in order to assess vulnerability and potential impact on function of critical infrastructure elements. However, legal regulations do not suggest specific way of analysis or how detailed assessment should be. Based on results of risk analysis, the operator can specify priorities in risk management so quality of risk assessment determines level of operator´s preparedness to crisis situation. In this respect, the objective of research team is to offer operators of drinking water supply an algorithm of risk assessment of water management systems. Relevant outputs of risk analysis should help to increase resilience of the system as well as to improve preparation of emergency management authorities (especially Fire Rescue Service 1 ) for extraordinary events related to ensuring potable water supply for dwellers. The basic step of any risk analysis is description of evaluated system and identification of key assets and threats. Every drinking water supply system can be divided into three subsystems (source water system, water treatment system, distribution networks) and within them it is possible to identify irreplaceable (critical) elements. If these elements do not work or they are damaged, water quality and/or quantity can be influenced in negative way. On the basis of detailed analysis of water supply system, research team has identified 16 critical elements of the system (AT1 – AT16). It is possible to create a model of each drinking water supply system from these elements, according to the occurrence in the Czech Republic. Next, relevant threats can be matched to the identified elements. Experts compiled a list of potentially possible threats in the Czech Republic for each single critical element. Hazards impact selected element directly and thus they pose danger for whole drinking water supply system. Extraordinary events were sorted into four categories – Natural, Human, Technological, and "Dependence" – the last category includes secondary effects of failures of other infrastructures that threaten elements indirectly as a result of interdependence - for example: blackout because of floods, storms, frost or another disaster [9]. The following Figure 4 shows an overview of all identified natural hazards and determination which critical element is affected by particular threat. Colours reflect risk indexes and so weaknesses of the model of drinking water supply system. The red colour represents the elements with the highest risk index – unacceptable risk, the yellow means conditionally acceptable risk, and acceptable risk is the green colour. 1 Fire Rescue Service (FRS) is leading coordinator of Emergency services of Integrated Rescue System (IRS) and guarantor of population protection in the Czech Republic (CR). IRS is determined for co-operation of rescue and clean-up operations in case, where a situation requires operation of forces and means of several bodies. Basic IRS bodies are FRS of CR, Police of CR and Medical Rescue Service. Source: own compilation The risk assessment helps to detect weaknesses of water supply system. Except of that, the evaluating process includes assessment of other factors such as: existence of likelihood or consequence reduction measures, the nature of impacts on consumers (qualitative and quantitative effects), design of appropriate measures to increase resilience of weaknesses in the system, assessment of the territorial impact, and the necessity to involve Integrated Rescue System (Fire Rescue Service) into managing crisis situation. Operator of drinking water supply system should know for each such a situation if he is able to manage it of his own forces and means, or if he requires assistance of FRS (services, equipment). This information can especially help to improve the level of preparation of emergency management authorities to respond to disasters and increase population protection. Sharing relevant results from the risk assessment of drinking water supply system is basic condition for setting co-operation between private sector (operators) and public sector (emergency management authorities, FRS) during crisis situations related with potable water supply. 4. Material and methods Failure Mode and Effects Analysis (FMEA) together with What-If Analysis and brainstorming were used to identify the critical elements. The identification was realized during regular expert meetings. Risk index (IR = Likelihood * Impact) was determined thanks to expert estimation of possibility of hazards (Likelihood), and method Fuzzy Logic and verbal statements was used to estimate hazard consequences (Impact). 5. Conclusion The issue of continuity of life supporting supplies escalates due to global changes and weather extremes that are growing more frequent and intense (floods, hurricanes, earthquake, drought, etc.). Modern society, which is characterized by strong dependence on infrastructure, has to deal with issues of keeping its basic functions, improving level of prevention, preparedness, and managing consequences of emergencies. Water as a basic condition for life, ensuring economic growth of society and national security, plays a crucial role in area of critical infrastructure. Partial or complete interruption of water distribution could paralyze life in the territory or even functions of the state in case of large-scale interruption of water supply. Water management infrastructure is a complex system, vulnerable to a wide range of threats. Risk analysis is the basic tool for increasing resilience of drinking water supply because it enables early detection of "Achilles´ heel" in the system, the operator can determine the priorities in risk management and take necessary measures for increasing his level of preparedness for crisis situations. Both private and public sector must be engaged in disaster recovery thus preparation phase should involve description of the organizational cooperation between the operator and the emergency management authorities responsible for managing crisis situations related to water supply. The article summarizes results of the research project from task focused on analysis and risk quantification of drinking water supply. In the following period, the research team will deal with development and improving of risk assessment algorithm and completion of project outputs methodical instruction intended not only for operators of water supply systems but especially for Fire Rescue Service and emergency management authorities. Acknowledgement The paper was been written as one of the outcomes of research project VF20102014009 "The safety assessment of critical infrastructure elements and alternative possibilities for increasing the security of cities and municipalities in the drinking water in case of major natural disasters and industrial accidents". The project has been solved by companies AF-CITYPLAN s.r.o. (the coordinator of the project); W&ET team; T.G. Masaryk Water Research Institute, public research institution; ViP s.r.o.; and VODNÍ DÍLA – TBD a.s. In the paper there are pieces of information used in research project VF20112015018 "Security of population – crisis management" (AF-CITYPLAN is participant on the project). References [1] Wikipedia. Online: <http://cs.wikipedia.org/wiki/Maslowova_pyramida> Accessed 15.9.2013. [2] Czech Republic. Act No. 432//2010 Coll. on Criteria for determining the elements of critical infrastructure. Online: <http://www.uplnezneni.cz/narizeni/432-2010-sb-o-kriteriich-pro-urceni-prvkukriticke-infrastruktury/> Accessed 12.9.2013 [3] ESCAP - The United Nations Economic and Social Commission for Asia and the Pacific. Online: <http://www.unescap.org/esd/Energy-Security-and-Water-Resources/> Accessed 10.9.2013. [4] Kačerová, Iva (2011). Analysis: We are 7 billion. Demography. Online: <http://www.demografie.info/?cz_detail_clanku=&artclID=779&> Accessed 30.9.2013 [5] Ministry of the Interior of the Czech Republic VF20112015018 "Security of population – crisis management". AF-CITYPLAN s.r.o.: Annual report 2012. [6] WWAP (World Water Assessment Programme). The United Nations World Water Development Report 4: Managing Water under Uncertainty and Risk. Paris, UNESCO, 2012. 909 p. ISBN 978-92-3001045-4. Online: <http://www.unesco.org/new/en/naturalsciences/environment/water/wwap/wwdr/wwdr4-2012/> Downloaded 25.5.2013 [7] The World Bank. Climate change, disaster risk, and the urban poor. Cities Building Resilience for a Changing World. Washington, D.C., The World Bank, 2012. 322 p. ISBN: 978-0-8213-8845-7. [8] Ministry of the Interior of the Czech Republic VF 20102014009 "The safety assessment of critical infrastructure elements and alternative possibilities for increasing the security of cities and municipalities in the drinking water in case of major natural disasters and industrial accidents". AF-CITYPLAN s.r.o.: Summary report – phase 1. [9] Ministry of the Interior of the Czech Republic VF 20102014009 "The safety assessment of critical infrastructure elements and alternative possibilities for increasing the security of cities and municipalities in the drinking water in case of major natural disasters and industrial accidents". AF-CITYPLAN s.r.o.: Summary report – phase 3.	<urn:uuid:245bf509-e913-41ce-8dc4-c623ca7af7b2>	CC-MAIN-2017-13	http://macrotheme.com/yahoo_site_admin/assets/docs/4GebMR27.32040424.pdf	2017-03-27T10:37:59Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00232-ip-10-233-31-227.ec2.internal.warc.gz	220,734,145	3,617	eng_Latn	eng_Latn	0.981208	eng_Latn	0.993883	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2838, 5124, 7462, 10629, 12803, 14867, 18178, 19055 ]	[ 1.734375 ]	1	5
AVIAN ETHOGRAM AND RESEARCH PROJECT AT THE ZOO Mildred Sears Funk Department of Biology Roosevelt University Chicago, IL 60605 INTRODUCTION This ethogram and behavioral research project will be enjoyable for you, if you are interested in animal behavior, and will also help you learn how to more closely observe behavior. Observational skills will be helpful in many careers (e.g., clinical psychology, medicine, law, public relations, to name a few) that require closely watching behavior, accurately describing it, and understanding it in its context. You will practice these skills in the first part of the exercise, constructing an ethogram (a listing and description of species behavior). In this exercise, you will choose a particular species and, together with another student, you will describe the species' activities. The second part of the project, the behavioral research, helps you gain a better understanding of how scientists use the "scientific method." Scientists get their information by observing, experimenting and analyzing. You will choose a research question about some behavior of interest that can be answered through more specific observations of one or two individuals of the species. After collecting and analyzing data, you will interpret the results for the class in a poster session in which you display and discuss your work. You need to actively participate, carrying out observations and designing your project and planning your time well. LEARNING OBJECTIVES You will: * On the basis of the observation, construct a research question * Practice skills of close observation and detailed description * Design an experiment to answer this research question * Graph experimental data and the research process on a poster * Explain what you did and why to the class and what you'd do differently next time MATERIALS Field notebook and pen or pencil for observations and diagrams Timepiece (a second-hand is helpful but not necessary) Optional: tape recorder, camera or camcorder, binoculars 2 2 METHODS Getting started on your subjects Choose an active species. Try to be unobtrusive and quiet because your behavior may affect the birds' activities. Stay close enough to see all the activities but not so close that you disturb your subjects by your proximity or staring at them or by any noise you make. They may flee or become immobile, neither of which is helpful for your data collection. They may become habituated to your presence after some time and then behave in their normal fashion even though aware of your presence. Describe the birds. Field guides in the library will be helpful. Diagram the habitat. After your description of the birds, you need to familiarize yourself with the behavioral repertoire of your chosen species. Observing for an ethogram gives you the time and a framework in which to gain understanding of the animals by noting what they do and how they do it. To get started, watch the birds for an hour and take notes of their different activities. In your field notebook, note the date and time, conditions such as weather, crowd numbers, etc. and then keep track of the time and behavior you see. This is called AD LIB sampling, an informal note-taking procedure of as many behavior patterns as you see. You will be trying to describe at least a dozen. One student can describe the actions and the other can write them down and time them. The behavior may be motoric (e.g., flying and climbing, or concerned with body maintenance [feeding and elimination, bathing and preening] or exploratory, such as searching or scanning, or social: affiliative (friendly) or agonistic (threatening), or other behavior. Talk to the keepers. When are the birds most active? Consult two or three articles in scientific journals about the natural history of the species you have chosen. Then you are ready to begin your ethogram. What is an ethogram? An ethogram is a catalogue of the different action patterns of your species such as those listed above. When you think you are familiar with many of the species behavior patterns that are repeated in their daily routine, start listing these patterns as you watch the animals. Try not to be subjective or label the patterns at the beginning. Use descriptive names. Pretend that you are describing your chosen species and its behavior to a Martian who has never seen the species. Write down careful descriptions of the movements so that others could read your descriptions and recognize those exact same movements. Exactly how was the movement done? Was there any sound? (EXAMPLE: Open beak thrust. One bird is opening its beak and thrusting it in the direction of another bird.) Is there any movement of the rest of the body toward the other bird? Any change in the eyes or in the plumage? Any sound? Any other movement that goes along with the open beak? The above behavior could be a begging movement by young or by a mate for food or it may be a threat display. What was the context of the behavior? Your label for a behavior does not describe the behavior. If you call a behavior a "threat behavior" that label does not tell us what the actions were; it tries to tell us something about the situation, it passes judgment on the action. One must exercise care in labeling behavior patterns. Sometimes the movements may belong also to a different pattern of behavior and then they may be done for different reasons. So, try to keep a human bias out of your observations in the beginning. Simply note that one bird is opening its beak at another and describe what happens. Later, you can label the behavior when you are more familiar with it and the context in which it is performed. Using your list of behavior patterns, you need to find out the frequency of those patterns in an hour's time. For this type of record, you will use FOCAL ANIMAL SAMPLING. You cannot record all activities of a group of animals at the same time, but you can get good behavior notes on one animal for a short period of time. Be sure you can identify the one subject --how does it differ from the rest? Choosing a time when the animals will most likely be active, simply note how the activity is done and when it changes. Again, write down date, time and conditions and then list behavior patterns and times. Abbreviations save time (feeding-FD), but provide a key to your abbreviations. Each person takes a turn at observing or recording activities until you have 3-4 hours of data so that you can calculate the time your subjects spend on the activities you have listed in their behavioral repertoire. The teacher should check your ethograms before you begin the research question part of the project. (No need to re-write all the descriptions if they are legible.) You may need a category for "Other" behavior, such as some activity done when your subject is out of sight. Be sure that all the behavior patterns you see will fit in one of your categories. How will you display the data? Using your data, make an activity chart with percentages of time devoted to each activity. Add up the time spent on each behavior during the time you watched your subjects. Then divide the number of minutes spent in an activity by the total number of minutes spent in all the observations to get the percent of time spent on each activity. Make a Pie Chart of the percentages of time spent in various activities so that the observer can quickly understand the interrelationships of the behavior patterns and their relative frequency in the daily routine of the subject (Figure 2). The percentages on the Pie Chart should add up to 100%. PERCENT OF T IME IN ACTIVITY So far, you have 1) chosen a species, 2) observed group activities, 3) observed individuals for a time budget analysis, and 4) made activity charts and graphs. Now you are ready for the Research Project. Research project: What is your hypothesis? Figure out a question about behavior you have seen that you can eventually answer through tallying more observations. What question do you want to study about your subject? These observations will be taken on one or two animals and you will be looking for "ALL OCCURRENCES OF A SELECTED BEHAVIOR", another sampling method. Familiarized with your chosen species, you should design a simple research question, one that you will be able to answer with several more hours of data collection on the behavior in which you are interested. This question should be framed as a hypothesis, a statement that predicts a set of observations. You should be able to test your hypothesis with a limited set of data. Here are some possibilities: (2) Another question might be comparative in nature: compare time spent on preening behavior (or other types of maintenance behavior) in two species. Null hypothesis: There is no difference in time spent preening in the ___ species and the ____species. Alternative hypothesis: There is a significant difference ................ Describe preening. What parts of the body are preened? Why do birds preen? When? Is there a precise timetable to preening? Do birds in your species allopreen (preen others)? Why would they do this? Does one species preen more often but for shorter periods? (1) The question might concern time budgets: Is feeding intensity the same at noon as in late afternoon? You will then suggest a tentative or "null hypothesis" to be tested: There is no difference between feeding intensity at noon and in late afternoon. The alternative hypothesis: There is a significant difference between feeding intensities at noon and in late afternoon. In such a study, you may also want to consider comparing the zoo birds to what you observe of feeding behavior at your backyard feeder. Find out some of the factors that determine how long a bird in the wild remains in one spot to feed. (3) There is no difference in vocal and motor activity between male and female (species) (5) Juveniles are more exploratory (or playful or aggressive, etc.) than adults. (4) Do juveniles stay closer to each other than to their parents? (There is no difference in proximity of the juvenile to the mother than in proximity to the other young.) (6) _____- (Parrot) species is left-footed (or right-footed) when feeding. Your hypothesis will be supported by your data or disproved. If it is rejected (still a result!), then the statement needs to be changed. Would more data be helpful? What is your new hypothesis? DISCUSSION The poster: How will you present the data? After you collect your data, tabulate your results. You should calculate a statistical measure to determine if your findings can reject your null hypothesis. For help on statistics see Zar (1984) or Hailman and Strier (1997) for a short text on research writing and planning. Graph your data. Do sketches or take pictures of the area and the birds. For the research project, you have (1) chosen your research question, (2) observed individuals to gather data, (3) analyzed that data. Now you are ready to design your poster. Your finished poster (22" X 28" is appropriate) should have 7 parts: (1) Title. (2) Abstract: a paragraph that summarizes your research question and findings. (3) Methods: describe subjects, what you did for the project, where, how often, when. (4) Results: what you found. Include ethogram: one or two sentences to describe each behavior. Draw the time budget graph and chart and give any other data. (5) Discussion: Conclusions. What would you do differently next time? (6) Brief natural history of subjects and bibliography of articles you read about your species. (7) Picture of birds and a diagram of the habitat. When you explain your poster to the class, you can tell them any other information you learned about your species in your research. Special Terms AD LIB (AD LIBITUM) sampling is an informal type of observation and note-taking; describing all the activity that is seen. This method is good at getting information on what leads up to an event and what happens during and after the event. It is a first step in finding out all you can about the activities of various subjects. FOCAL ANIMAL SAMPLING concentrates on getting all possible information about one subject's activities and how those activities are performed. SAMPLING ALL OCCURRENCES OF A SELECTED BEHAVIOR gives the viewer data on just the one behavior of interest to the observer. PIE CHART has each segment of the circle proportional to the frequency of a particular behavior. ACKNOWLEDGEMENTS I thank Bob Shonk for the illustration of morphological terms for birds and Rebecca Popovich and Ben Messmer for use of the activity charts of a mammal. REFERENCES Altmann, J. 1974. Observational study of behavior: sampling methods. Behaviour 49:227-267. Hailman, J. P. and K. B. Strier. 1997. Planning, Proposing, and Presenting Science Effectively. Cambridge University Press, Cambridge. Washington Park Zoo and Minnesota Zoological Garden. 1947. Research methods for studying animal behavior in a zoo setting: Parts 1 and 2 {VHS}. University of Minnesota film and video catalogue. Zar, Jerrold. 1984. Biostatistical Analysis. Prentice-Hall, Englewood Cliffs, NJ. ADDITIONAL SOURCES Brooks, R. and K. Yasakawa. Laboratory exercises in animal behavior. K. Yasakawa: Department of Biology, Beloit College, Beloit, WI 53511. DeCoursey, P. 1994, July. A laboratory exercise: zoo ethograms. Paper presented at the Animal Behavior Society, Seattle, WA. SUGGESTIONS FOR INSTRUCTORS The main campus of Roosevelt University is located a short bus ride from Lincoln Park Zoo in Chicago. Lincoln Park Zoo offers free admission to the public so students can return to observe their chosen subjects whenever they want. If the zoo closest to your school does not have free admission, the instructor can very likely work out arrangements for a free pass for students for a limited time. This exercise could also be adapted for use in watching birds at bird-feeders or watching ducks on a pond or pigeons in a park. Expenditures for this project consist of transportation and posterboard, perhaps some photos of the animals and their enclosure. Students need to understand the time requirements of this exercise. Figuring on groups of 2, each pair should gather 3-4 hours of data to compile for the ethogram activities and then the same amount of time for the research question. They'll need to spend more time finding other information on their chosen species and putting the data and results together and deciding on statistics and the design of the poster. Students should understand that the time budget of a captive animal is not the same as that of a wild animal. This can be a part of a general discussion on zoos: benefits zoos offer (preservation of rare and endangered species, the chance to view these rare animals) and problems (captivity and boredom, excess animals, breaking up mated pairs in order to increase their reproductive potential, etc.). Methods of data gathering should be discussed. Would they prefer to keep a running count of all behavior of one animal or do a "behavior scan" every minute or 30 seconds and record what the animal is doing at that time? Interesting discussions could be based on which method is better for getting duration of a behavior or for getting unusual behaviors, or catching a stimulus for a behavior. This exercise can introduce the many ways of sampling behavior. See discussion in Altmann (1974). A helpful video on ethograms is from Washington Park Zoo (1947). Ethograms are often assigned in animal behavior courses and only that part of the exercise may be done if time is short. When only the ethogram is used in the short session, students may work individually. They try to get an exhaustive catalogue of behavior for their subject species and also locate resources on the natural history of that species. A semester offers sufficient time to combine the ethogram with the research question. This combined exercise is an easy and enjoyable way to acquaint the nonBiology major with scientific investigation. I find that the several parts of the project (the ethogram, research project, oral presentation, and the poster), also make it easier to grade. Students have enjoyed this research at the zoo and everyone seems very interested in the poster session at the end of the class.	<urn:uuid:1863c614-40c1-44d9-b3d2-d435b7c192f3>	CC-MAIN-2017-13	http://www.wilsonsociety.org/wilsonsoc/wosmanual/5.AvianEthogram.pdf	2017-03-27T10:39:07Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00231-ip-10-233-31-227.ec2.internal.warc.gz	738,120,405	3,512	eng_Latn	eng_Latn	0.988595	eng_Latn	0.998067	[ "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn" ]	false	docling	[ 2034, 2040, 3909, 6740, 7919, 11194, 12183, 13583, 13612, 16490 ]	[ 4.875 ]	2	2
Fort Good Hope - Statistical Profile Population Population and Historical Population: NWT Bureau of Statistics, GNWT. Estimates are calculated by allocating the demographic components of growth, down to a community level. Sex, age and ethnicity estimates developed by NWT Bureau of Statistics. Population Dependency Ratio: NWT Bureau of Statistics, GNWT. Ratios for < 15 years refer to the number of people less than 15 years of age divided by the number of people between the ages of 15 and 59. Ratios for 60 years and older refer to the number of people 60 years of age or older divided by the number of people between the ages of 15 and 59. Average Annual Growth Rate: NWT Bureau of Statistics, GNWT. Average annual growth rate (AAGR) is calculated as: Population Projections: NWT Bureau of Statistics, GNWT. Population projections incorporate assumptions regarding fertility, mortality & migration patterns. These assumptions are reflective of historical patterns, as well as recent trends observed for the Northwest Territories. Health & Vital Stats % of Population that Smoke: NWT Bureau of Statistics, GNWT. Refers to the percent of people 15 years of age or older that smoke. Number of Births: Health Statistics Division, Statistics Canada. Teen Births: Health Statistics Division, Statistics Canada. Refers to births to women aged 19 or less. Number of Deaths: Health Statistics Division, Statistics Canada. Cause of Deaths: Health Statistics Division, Statistics Canada. Injury deaths are deaths due to accidents, homicide and suicides. Household & Families Percent of Households with 6 or More People: Census, Statistics Canada (1981, 1986, 1991, 1996, 200, 2006 & 2011); NWT Bureau of Statistics, GNWT (2004, 2009 & 2014). A household refers to an occupied private dwelling. Family Structure: Census, Statistics Canada. Refers to the classification of census families into husband-wife couples, common-law couples, and lone parent families. Tenure: NWT Bureau of Statistics, GNWT. Refers to whether some member of the household owns or rents the dwelling. Percent of Households in Core Need: NWT Bureau of Statistics, GNWT. If a household has any one housing problem (suitability, adequacy, or affordability) or a combination of housing problems, and the total household income is below the Community Core Need Income Threshold, the household is considered to be in core need. The core need income threshold is an income limit for each community that represents the amount of income a household must have to be able to afford the cost of owning and operating a home or renting in the private market without government assistance. Crime Incidents in a particular detachment may include incidents from surrounding communities. Violent Crimes: Canadian Center for Justice Statistics, Statistics Canada. Refers to incidences of homicides, attempted murder, assaults (including sexual assaults), abduction and robbery. Property Crimes: Canadian Center for Justice Statistics, Statistics Canada. Includes but is not limited to incidences of breaking & entering, theft, position of stolen goods and fraud. Other Criminal Code: Canadian Center for Justice Statistics, Statistics Canada. Includes but is not limited to incidences of offensive weapons, bail violation, disturbing the peace and mischief (property damage). Federal Statutes: Canadian Center for Justice Statistics, Statistics Canada. Includes but is not limited to incidences of possession and trafficking of drugs. Traffic: Canadian Center for Justice Statistics, Statistics Canada. Includes but is not limited to incidences of dangerous operation of motor vehicle and impaired operation of motor vehicle. Violent Crime Rates (per 1,000 persons): NWT Bureau of Statistics, GNWT. Rates are determined using population estimates developed by the NWT Bureau of Statistics. Property Crime Rates (per 1,000 persons): NWT Bureau of Statistics, GNWT. Rates are determined using population estimates developed by the NWT Bureau of Statistics. Income Assistance Note: Due to program changes in 2007, data prior to this year is not directly comparable. Beneficiaries (monthly average): Department of Education Culture & Employment, GNWT. Refers to the monthly average number of recipients of income assistance and their dependents, if any, over the year. Cases (monthly average): Department of Education Culture & Employment, GNWT. Refers to the monthly average number of people requesting and receiving social assistance over the year. Payments ($000): Department of Education Culture & Employment, GNWT. Refers to the total amount of payments over the year. Payments are recorded for the month for which assistance was received. Traditional Activities Hunted & Fished (%): NWT Bureau of Statistics, GNWT. Refers to the percent of people 15 years of age or older that hunted or fished during the year. Trapped (%): NWT Bureau of Statistics, GNWT. Refers to the percent of people 15 years of age or older that trapped during the year. Produced Arts & Craft (%)s: NWT Bureau of Statistics, GNWT. Refers to the percent of people 15 years of age or older that made arts and crafts during the year. Households Consuming Country Food: NWT Bureau of Statistics, GNWT. Refers to the percent of households reporting that half, most or all (50% or more) of the meat or fish consumed is harvesting in the NWT. Aboriginal Languages Percent of Aboriginal that Speak an Aboriginal Language: NWT Bureau of Statistics, GNWT. Refers to the percent of aboriginal people 15 years of age or older that can speak an aboriginal language well enough to carry on a conversation. Aboriginal languages include Inuktitut, Inuvialuktun, Inuinnaqtun, Dogrib, Cree, Chipewyan, North Slavey, South Slavey, and Gwich'n. Education Percent with High School Diploma or More: Census, Statistics Canada (1986, 1991, 1996, 2001, 2006 & 2011); NWT Bureau of Statistics, GNWT (1989, 1994, 1999, 2004, 2009 & 2014). Refers to the percent of population 15 years of age or older that have a high school diploma. 2014 Employment Rates: NWT Bureau of Statistics, GNWT. Refers to the employment rate for two groups of people: those who do not have a high school certificate, and those with at least a high school certificate. Employment rate refers to the percentage of persons 15 years of age and over who are working at a job. Labour Force Census, Statistics Canada (1986, 1991, 1996, 2001, 2006 & 2011); NWT Bureau of Statistics, GNWT (1989, 1994, 1999, 2004, 2009 & 2014). Participation Rate: The percentage of persons 15 years of age and over who are in the labour force. See below for definition of labour force. Unemployment Rate: The percentage of the labour force that was unemployed during the week prior to the survey. See below for definition of labour force. Employment Rate: The percentage of persons 15 years of age and over who were employed during the week prior to the survey. Employed: Refers to persons who during the week prior to the survey: (i) did any work at all, excluding housework, maintenance around the home and volunteer work; or (ii) were absent from their job or business because of vacation, illness, on strike or locked out, etc. Unemployed: Refers to persons who during the week prior to the survey: (i) were without work, had actively looked for work in the previous four weeks and were available for work; or (ii) had been on temporary lay-off and expected to return to their job; or (iii) had definite arrangements to start a new job within the next four weeks. Labour Force: Refers to persons who were either employed or unemployed during the week prior to the survey. Not in the Labour Force: Refers to persons who do not participate in the labour force, they are neither employed or unemployed. Potential Available Labour Supply: Refers to those persons who are unemployed. They can be classified into various categories, including, those who want to do rotational work, gender, ethnicity, or level of schooling. Annual Work Pattern: Work pattern measures the amount of work over a given year. Worked in 2013 refers to the percent of people 15 years of age or older who worked in 2013, while worked more than 26 weeks refers to the percent of workers who worked more than 26 weeks in the year. The weeks need not be consecutive. Personal Income Small Area and Administrative Data Division, Statistics Canada. Data is based upon filed tax returns. Total Income ($000): Refers to total money income received from all sources. Average Personal Income ($): Refers to the average money income received from all sources. Employment Income ($000): Refers to total income received by persons 15 years of age and over for any employment. Average Employment Income ($): Refers to average income received by persons 15 years of age and over for any employment. Percent Tax-filers Less Than $15,000: Refers to the percent of taxfilers who report they are making less than $15,000. Percent Tax-filers More Than $50,000: Refers to the percent of taxfilers who report they are making more than $50,000. Family Income Small Area and Administrative Data Division, Statistics Canada. Data is based upon filed tax returns. Refers to the total income of a family; it is the sum of the total incomes of all members of that family. Average Family Income ($): Refers to the average money income received from all sources for the family as a whole. Percent Families Less Than $30,000: Refers to the percent of families who report they are making less than $30,000. Percent Families More Than $75,000: Refers to the percent of families who report they are making more than $75,000. Environment Average Temperature (°C): Environment Canada. Calculated as the mean daily temperatures, averaged over the reference month. The mean daily temperature is the average between the daily maximum and minimum. Community Living % Who Volunteered in 2013: NWT Bureau of Statistics. Refers to the population 15 years of age and over who volunteered during the year. % of Homes with Internet Access in 2013: NWT Bureau of Statistics. Prices Living Cost Differentials: Price Division, Statistics Canada. Food Price Index: NWT Bureau of Statistics, GNWT.	<urn:uuid:54a20028-c7d6-4d86-afe9-8a0354f0f81b>	CC-MAIN-2017-13	http://statsnwt.ca/community-data/Profile-PDF/Fort%20Good%20Hope.pdf	2017-03-27T10:44:38Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00231-ip-10-233-31-227.ec2.internal.warc.gz	327,742,925	2,224	eng_Latn	eng_Latn	0.983138	eng_Latn	0.989957	[ "unknown", "eng_Latn", "eng_Latn" ]	false	docling	[ 36, 5186, 10240 ]	[ 1.6640625 ]	79	2
Why and How Much Do Americans Give? Sixteenth Edition The State of Church Giving through 2004 Will We Will? Excerpt Chapter 7 John L. Ronsvalle Sylvia Ronsvalle empty tomb, inc. Champaign, Illinois ® ® 77 78 The State of Church Giving through 2004 by John and Sylvia Ronsvalle Published by empty tomb, inc. First printing, October 2006 © Copyright, empty tomb, inc., 2006 This publication may not be reproduced in part or whole, in any form or by any means, without prior written permission from empty tomb, inc. empty tomb, inc. 301 N. Fourth Street P.O. Box 2404 Champaign, IL 61825-2404 Phone: (217) 356-9519 Fax: (217) 356-2344 www.emptytomb.org ISBN 0-9679633-6-2 ISSN 1097-3192 The Library of Congress has catalogued this publication as follows: The state of church giving through …—19uu- Champaign, Ill. : Empty Tomb, Inc., v. : ill. ; 28 cm. Annual. 1. Christian giving Periodicals. 2. Christian giving Statistics Periodicals. 3. Church finance—United States Periodicals. 4. Church finance—United States Statistics Periodicals. BV772 .S32 98-640917 Why and How Much Do Americans Give? Why and How Much Do Americans Give? Overview of Why and How Much Americans Give Philanthropy has been part of the American fabric since the nation's founding. The habits practiced today in support of nonprofit activity have deep roots in historical traditions. Why Do Americans Give? One theory for the reason that charitable giving is widely practiced in the U.S. is that the broad practice of religion in North America has fostered charitable giving patterns. As Douglas John Hall observed, the lack of an established church in the U.S. required that church members take personal responsibility for the institution. 1 Each generation has had to train the next in order to sustain religious activity. The training process resulted in the promotion of general philanthropic values. Religion continues to be the seedbed of philanthropic values. The merit of charitable giving and concern for neighbor are taught on a regular basis in houses of worship. Perhaps that is why giving to religion is the largest category in every measurement of charitable giving. Data from the U.S. Bureau of Labor Statistics (BLS) Consumer Expenditure Survey (CES) provides demographic analysis that sheds light on this allocation. Whether the CES data on charitable giving is analyzed in terms of age bracket, region of the U.S., or income categories, religion received the largest portion of income in 2004. Further, the portion of income given to religion increased as people aged. For purposes of the present discussion, the giving patterns of the under-25 age group are of particular interest. Individuals in this group gave the lowest amount of any age bracket, that is, 0.8% of their incomes to charity. However, of the portion of their incomes that they gave, they directed 94% to "churches, religious organizations." In the earliest stages of the practice of philanthropy, religion was the predominant focus, suggesting that the value of giving was taught and encouraged in that venue. The CES data is discussed further in the Details section of this chapter. How Much Do Americans Give? A Comparison of Three Information Sources. The question of how much Americans give is not easily answered. Various data sources provide differing pictures of how much people give. The U.S. Government Bureau of Labor Statistics Consumer Expenditure Survey(CES) is a sophisticated research instrument that affects many aspects of American life. The CES is used to inform the Consumer Price Index which, in turn, is used, among other purposes, to adjust federal tax brackets, Social Security benefits, and military retirement benefits for inflation. The CES refined its charitable giving questions in late 2001, and as a result, 2002 data is consistent with that for 2004. Table 27 presents CES data for the year 2002. 2 The CES data included the categories of: "Cash contributions to charities and other organizations"; "Cash contributions to church, religious organizations"; "Cash contributions to educational institutions"; and "Gifts to non-CU [Consumer Unit] members of stocks, bonds, and mutual funds." The annual average expenditure for the four categories in 2002 was $752.56 per consumer unit. A consumer unit can be defined as an economically interdependent unit. In 2002, there were 112,108,000 consumer units in the United States. When the average annual expenditure amount of $752.56 was multiplied by the number of consumer units, a 2002 estimate of total charitable giving of $84.4 billion resulted. The allocation among the charitable giving categories is also presented in Table27. Table 27: Living Individual Charitable Giving in the United States, Consumer Expenditure Survey, 2002 \| \| A. All Consumer Units Average Annual Expenditure \| B. Column A. Multiplied by 112,108 Consumer Units in 000’s: 000’s of $ \| \|---\|---\|---\| \| “Cash contributions to charities and other organizations” \| $137.62 \| $15,428,303 \| \| “Cash contributions to church, religious organizations” \| $557.29 \| $62,476,667 \| \| “Cash contributions to educational institutions” \| $33.42 \| $3,746,649 \| \| “Gifts to non-CU members of stocks, bonds, and mutual funds” \| $24.23 \| $2,716,377 \| \| Total of above four categories: average annual expenditure \| $752.56 \| \| \| Total \| \| $84,367,996 \| Another source of information about charitable giving is found in the U.S. Internal Revenue Service Form 990. The Form 990 series must be filled out by charitable organizations with at least $25,000 in income, and by foundations. A recent study by the IRS compiled data received by these charitable organizations for 2002. 3 As can be seen in Table 28, nonprofit charitable organizations in the United States reported on Form 990 that they received $103 billion in Public Support in 2002, and another $15 billion from Indirect Public Support. The category of Indirect Public Support includes receipts from parent charitable organizations or groups like the United Way. These two sources of support totaled $118 billion. Organizations with at least $25,000 but less than $100,000 in gross receipts were able to use Form 990-EZ to report receipts of $1 billion in 2002, for a total of $119 billion. A figure of $19.2 billion was added to the Public Support figure to account for giving in 2002 to private foundations. 4 Private foundations are required to file the IRS Form 990-PF. The combined total of $138 billion is the amount that charitable organizations, which completed one of the Form 990 reports, received in 2002. Table 28: Living Individual Charitable Giving in the United States, Form 990 Series, 2002 In order to compare the Form 990 data with the CES estimate of $84.4 billion in 2002, the Form 990 information was adjusted. For example, the CES data presents charitable giving by living individuals. However, the Form 990 data includes receipts from all donor sources. One recommendation to improve the usefulness of information in the Form 990 is that charitable organizations be required to break out contributions from living individuals on a separate line. In order to obtain a figure for contributions from individuals, estimates for 2002 giving by corporations and foundations, and receipts from bequests, 5 were subtracted from the "Gifts to charities and foundations" Details in the above table may not compute to the numbers shown due to rounding. figure of $138 billion. Giving by Living Individuals was thus estimated to be $79.6 billion in 2002. The Form 990 data also includes "other than cash contributions." Because the CES data measured only cash contributions, the value of noncash contributions was subtracted from the Form 990 data to allow a comparison between the numbers. The IRS estimated that Americans deducted $34 billion in noncash contributions in 2002. 6 The noncash contributions category includes stocks, bonds, and mutual funds. The CES data included a value of $2.7 billion in contributions of stocks, bonds, and mutual funds. Therefore, the value of the stocks, bonds, and mutual funds reported on the CES was subtracted from the 2002 noncash contributions figure of $34 billion, resulting in a figure of $31.6 billion. The $31.6 billion adjusted value of noncash contributions was then subtracted from the $79.6 billion figure for Giving by Living Individuals, resulting in a balance of $48 billion. To develop an estimate of Form 990 organizational receipts that could be compared with the CES figure of what people gave required one more step. Churches are not required to file Forms 990. The CES estimate, however, included a measure for charitable contributions to churches and religious organizations. The following procedure was followed to develop a number for church giving to be added to the Form 990 Living Individuals contributions figure. The CES figure for 2002 "Cash contributions to church, religious organizations" was $62.48 billion. It has been estimated by others in the nonprofit field that giving to church represents about 90% of giving to religion. 7 Charitable organizations that combine religion with international or human services activities would be expected to file Forms 990, and therefore be included in the Form 990 Living Individual figure of $48 billion. Subtracting 10% from the $62.48 billion figure for "church, religious organizations" resulted in an estimate of $56.2 billion given to churches in 2002. When the giving to church figure was added to the 2002 Form 990 charitable organization and foundations receipts figure of $48 billion, Total Individual Giving in Cash and Securities was calculated to be $104 billion, based on the Form 990 information. The source of charitable giving information most widely reported in the popular media is from Giving USA, a series begun in the 1950s as an industry information compilation by a former vice president for public relations of a major professional fundraising firm. 8 The series has continued and been refined, and is currently prepared on behalf of professional fundraisers by a university-based center on philanthropy. This report is acknowledged as a fundraising tool for those in the profession, 9 and the publication's most recent estimates of philanthropy are built on the pre-academic measurements in the historical series. Table 29 presents the development of the Giving USA figure to be used in a comparison with the CES and Form 990 data. In order to compare a Giving USA estimate for individual giving in 2002 with the CES data, the $31.6 billion figure for "other than cash" contributions, developed Table 29: Living Individual Charitable Giving in the United States, Giving USA, 2002 for the Form 990 analysis above, also was removed from the Giving USA figure. The 2002 Giving USA estimate for individual giving in 2002 was $172.9 billion. 10 When the $31.6 billion figure for "other than cash" contributions was subtracted from that number, the result was a figure of Total Individual Giving in Cash and Cash equivalents of $141.3 billion. As can be observed in Table 30, the three sources of information on Total Charitable Giving in the U.S. for 2002 differ by billions of dollars. The CES measurement for Total Individual Contributions in 2002 was calculated to be $84.4 billion dollars. Data from the Form 990, Form 990-EZ, and Form 990-PF reports filed by recipient organizations, with an estimate of giving to religion added and other-than-cash contributions subtracted, resulted in a calculation of $104 billion received by nonprofits and foundations in 2002. Meanwhile, a Giving USA number for financial giving by living individuals in 2002, with other-than-cash contributions subtracted, was $141 billion. The adjusted Giving USA estimated was 67% larger than the CES figure, and 36%, or $37 billion, larger than the Form 990 figure. Table 30: Living Individual Charitable Giving in the United States, A Comparison of the Consumer Expenditure Survey, Form 990 Series, and Giving USA, 2002 \| \| U.S. Bureau of Labor Statistics, Consumer Expenditure Survey, (Calculated) 000’s of $ \| Form 990 Series (Adjusted) 000’s of $ \| \|---\|---\|---\| \| Total Individual Giving in Cash, Cash Equivalents, and Securities, 2002 \| $84,367,996 \| $104,263,832 \| The CES is a detailed survey carried out on a quarterly basis. The Form 990 reports are completed by charitable organizations and foundations, based on their accounting records. The Giving USA series is based largely on deductions taken by Americans on their IRS returns. A discussion of problems of noncash contributions estimates was presented in some detail in a previous edition in the State of Church Giving series. 11 Two comments may be relevant in the present review of the widely different estimates of individual giving presented in Table 30. Internal Revenue Service Commissioner Mark W. Everson, in written testimony submitted to a Congressional hearing, in a section titled "Over-stated Deductions" wrote that, "A common problem occurs when a taxpayer takes an improper or overstated charitable contribution deduction. This happens most frequently when the donation is of something other than cash or readily marketable securities." 12 In a Chronicle of Philanthropy article, Mr. Everson was quoted as suggesting that noncash deductions may be overstated by as much as $15 to $18 billion a year. 13 Scott Burns, business writer for The Dallas Morning News and Universal Press Syndicate columnist, considered the topic of "over-statement" of deductions in a 2006 column. A reader wrote in to say that a consultant had told the reader how he "can claim up to 10 percent of the total income as a write-off without proof or receipts." The reader wrote that he was pleased to be getting money back from the IRS, instead of paying taxes. He went on, "Our total income for 2005 was $101,083. My consultant has entered $9,224 for charities, $12,253 for job expenses and certain miscellaneous deductions, and $3,825 for meals and entertainment. I can tell you, those figures are exaggerated. But is it legal?" Scott Burns began his reply with the comment, "Excuse me if I sound like a close relative of Goody Two Shoes, but do you really want to be a lying freeloader just because others are?" Burns also noted that, "The IRS has estimated unpaid taxes exceed $290 billion a year. The Treasury inspector general for tax administration thinks the IRS is low-balling the number." Burns advised the man to keep good records and deduct appropriately. 14 The exchange in Scott Burns' column highlights some of the difficulties with using deductions from IRS returns as a basis for calculating charitable giving in the U.S. The results of this comparison of three estimates of individual giving suggest that the area of philanthropy measurement needs quality attention. How Much Do Americans Give? Recommendations Improving the Measurements. The CES data has become an important source of information on the giving patterns of Americans. The CE survey, by reporting only cash contributions, avoids the problems related to reporting of noncash deductions. It is recommended that the U.S. Department of Labor, Bureau of Labor Statistics, Consumer Expenditure Survey be utilized as the unbiased, broad-gauge benchmark of living Americans' aggregate cash giving to charity, until such time as the U.S. IRS makes summary Form 990 living individual giving data available on an annual basis. With some adjustments, the Form 990 information could also provide a sound basis on which to answer the question of how much Americans give. Three changes in the information requested by the Internal Revenue Service's Form 990 would assist in improving the measurement of philanthropy in the U.S. Contributions from Living Donors. Theoretically, the most accurate measure of individual giving possible is from receipts by nonprofit organizations via a revised Form 990. This information would lessen the level of error inherent both in individual taxpayer reports to the IRS and in survey data. A policy decision needs to be made that it is important to obtain a sound Form 990 measure of individual giving by living donors. Contributions by Source. Form 990 does not now, but should, request that organizations provide donation information based on source of contributions. Self-Definition of Purpose and Governance Type. Form 990 needs to be changed so that reporting, recipient organizations define themselves through the use of a numerical system based on a standard classification such as the National Taxonomy of Exempt Entities. Currently, Form 990 does not provide an organization with the opportunity to define its primary activities from a numbered list of options. In contrast, government forms provide this opportunity to businesses. Another change in Form 990 would be the implementation of a self-definition category describing the governance of the organization as either faith-based or secular. Currently, no such self-description is systematically requested. The result, in some measures of charitable giving, is the undercounting of the role of religion in the philanthropic sector, and consequently, in American society as a whole. An organization that is faith-based and provides, for example, human services should be offered the choice of being categorized as "human services" without the religious component being ignored. The Urban Institute's National Center for Charitable Statistics has worked with the U.S. Internal Revenue Service to categorize nonprofit organizations that return Form 990. Further refinements could help to classify organizations using nationally accepted standards. In 1993, the National Center for Charitable Statistics was housed at Independent Sector. Virginia Hodgkinson authored a report calling for "a check-off list for charities based on the categories developed by Independent Sector for the National Taxonomy of Exempt Entities, an effort to classify all non-profit organizations registered with the IRS." 15 More specifically, the report recommended, "The Form 990 should be revised to allow for institutions of various functions to report their major purposes and programs, taking into account systems already in place to define such institutions." 16 A precedent for this type of information gathering is Schedule C (Form 1040) that is used to report "Profit or Loss from Business (Sole Proprietorship)." This form requires a reporting business to select a category from the "Principal Business or Professional Activity Codes" that best describes the business. In the year 2000, the codes provided 300 activities under 19 general categories. 17 The National Taxonomy for Exempt Entities contains ten core categories from which a nonprofit organization could select, in order to identify its main activity. An important further refinement would provide a more complete picture of philanthropy in America. Before selecting one of the ten core categories, the nonprofit organization would first indicate its form of governance as either "faith-based" or "secular." This identification could provide valuable information to help clarify the role of religion in the area of giving. Form 990 could also require that the organization define itself, first by selecting either faith-based or secular as the category of governance, and then the specific activity described by one or more of the NTEE core codes. The importance of being able to classify giving by both faith-based or secular categories, as well as by specific activity codes can be seen from an observation in Giving USA 1990's discussion of "Giving to Religion." That issue of Giving USA, edited by Nathan Weber, noted, "Further, among many religious groups, giving to religion is considered identical with giving to human services, health care, etc., when such services are administered by organizations founded by the religious groups" (p. 187). An analysis of the CE survey data for 2004 found that donors identified 71% of their charitable donations as given to churches and religious organizations. In their book on the Unified Chart of Accounts, Russy D. Sumariwalla and Wilson C. Levis reproduced a graphic originally prepared by United Way of America that depicts how the account classification would appear in practical application. 18 For purposes of the present discussion, that graphic was adapted to include a statement about receipts classification, and to describe at what point the choice of faith-based or secular governance would be included in the accounting hierarchy (see Figure17). Figure 17: Account Classification Application with Faith-based/Secular Governance Option Included Functional Classification Receipts recorded by Sources: Individuals, Bequests, and Corporations (UCOA, Form 990) Faith-based Secular Program Function Support Function Program Function Support Function Program Services-NTEE Supporting Services Supporting Services Management and General Fundraising Management and General Fundraising Human Services Program Services-NTEE Inter- national Inter- national Human Services Object Expenses Classification Salaries Supplies Telephone Occupancy Printing and Publications Travel Membership Dues Etc. Source: Adaptation of graphic in Sumariwalla and Levis empty tomb graphic 2001 Chapter 7 of The State of Church Giving through 2003 offered several other recommendations for improving the measurement of philanthropy in the United States. 19 Among these recommendations were: * Publish annually, through the Internal Revenue Service, aggregate Form 990 data to provide a basis for estimating charitable giving by Americans. * Change the Urban Institute's Unified Chart of Accounts to account for donations by living individuals. * Do not include donations from private donations in estimates of charitable "giving," since private foundations themselves are charitable institutions receiving donations from individuals. * Establish a Commission on Private Philanthropy and Public Needs. * Develop a journal of philanthropy measurement, that includes peer-reviewed articles. * Elevate the study of the nonprofit sector within the national Bureau of Economic Research to a standing program. * Fund the improved study of the nonprofit sector with either the foundation excise tax levied on foundations by the U.S. Government, or through pooled funds from foundations to establish a "Foundation Research Service," similar to the Congressional Research Service. How Much Do Americans Give? Associated Press Reports Do Not Present Changes in Income and Population. The media has consistently reported the Giving USA figure to the American public as the definitive estimate of charitable giving. The Associated Press article that appears each summer on the release of the new Giving USA report reflects the Giving USA press release focus on the aggregate billions of dollars raised, and the percentage increase in those aggregate billions of dollars from the previous year. The American people have a right to know how their charitable giving patterns are changing from year to year. The measure that validly conveys that information is the category of individual giving adjusted by changes in population and income. As illustrated in earlier chapters in this volume, church giving appears differently when considered in aggregate form, and when giving is considered per member and as a portion of a after-tax income. Data from the Editor & Publisher International Year Book, included in the Statistical Abstract of the United States: 2004-2005, 20 provides a comparison from a different arena that demonstrates the value of adjusting data for changes in population. Newspaper circulation figures are available that are aggregated without regard to changes in population, and that have been adjusted for changes in population. The first data row of Table 31 shows that aggregate total daily newspaper circulation, unadjusted for concomitant changes in United States population, grew steadily at ten-year intervals over the 1970-1990 period and then declined in 2000. Conversely, the second row shows that total daily newspaper circulation, adjusted for U.S. population, declined each decade over the 1970-2000 period. Table 31: Daily Total Newspaper Circulation in the United States, Aggregate and Per Capita, by Decade for 1970-2000 \| Type \| 1970 \| 1980 \| 1990 \| 2000 \| \|---\|---\|---\|---\|---\| \| Circulation (milllions) \| 62.1 \| 62.2 \| 62.3 \| 55.8 \| \| Per Capita Circulation \| 0.3 \| 0.27 \| 0.25 \| 0.2 \| Source: Editor & Publisher Co., New York, NY, Editor & Publisher International Year Book, annual (copyright), in the Statistical Abstract of the United States: 2004-2005 From the data in Table 31, it can be seen that per capita newspaper circulation in the United States that had been adjusted for U.S. population served as a de facto leading indicator, over some 20 years, for the subsequent decline in aggregate newspaper circulation that took place rather steadily after 1990. The decline in aggregate newspaper circulation, affected by major technological shifts, may not have been preventable, even with the insights provided by the early warning system of per capita newspaper circulation. It is, nevertheless, quite possible that mass communication of news about any declines in Americans' charitable giving levels, adjusted for the combined effect of the underlying changes in population and income, would indeed be important information as Americans consider reversing negative giving trends in ways that make a useful contribution to American culture. Analysis of giving trends in terms of population and income might also make a contribution to American culture. In contrast, an analysis of AP reporting of Giving USA releases for the past five years found that in each year, the lead emphasis in the AP article released nationally and internationally was essentially the same as in the Giving USA press release. That is, the article lead emphasized the increase in aggregate billions of dollars raised. Yet, in four of the years analyzed, when a basic adjustment for changes in U.S. population and income were made to the Giving USA aggregate numbers, both individual giving as a percent of income and giving as a percent of U.S. Gross Domestic Project declined rather than increased. Table and Chart regarding the Disparity between Associated Press Reports on Aggregate Charitable Giving Levels, and Giving Adjusted for Population and Income. As pointed out above, the Associated Press charitable giving articles' lead routinely emphasizes the upbeat tone of the Giving USA press releases in terms of aggregate billions of dollars raised, unadjusted for population and income. This pattern of disparity between AP reports on aggregate billions of dollars raised, and the complete picture of changes in charitable giving patterns, can be observed in Table 32. Figure 18 illustrates the disparity in the category of percent changes in aggregate charitable giving reported by the AP and the two categories of charitable giving as a percent of either per capita Disposable Personal Income (DPI), or Gross Domestic Product (GDP). U.S. BEA data; empty tomb analysis In 2002, 2003, 2004, 2005, and 2006, the AP lead emphasized the aggregate billions of dollars raised, as promoted in the related AAFRC Giving USA press release. However, in four of the years, the available Giving USA data actually declined from one year to the next, when considered as a percent of either Disposable Personal Income or Gross National Product. In all years, the Giving USA data, unadjusted for Table 32: Associated Press Reported Aggregate Changes, Americans' Individual Giving Changes as Percent of Disposable Personal Income, and Total Giving Changes as Percent of Gross Domestic Product, 2000-2005, from Prior Year's Base: Giving Data from Giving USA 2002, 2003, 2004, 2005, and 2006 Editions \| Giving USA Edition \| Giving USA Data Interval \| AP: First Percent Change from Previous Year Listed in AP Story: Aggregate Bil. $21 \| Per Capita Individual Giving as % of Per CapitaDPI: % Change from Base Year22 \| Total Giving as % of Gross Domestic Product: % Change from Base Year23 \| AP Headline and AP First Mention of Percent Change \| AP Byline and AP Dateline \| \|---\|---\|---\|---\|---\|---\|---\| \| 2002 \| 2000-01 \| 0.5% \| -2.6% \| -2.8% \| “2001 Charitable Giving Same As 2000” “Total giving by individuals, corporations and other groups amounted to $212 billion, up 0.5 percent from 2000 before inflation is figured in” \| Helena Payne, New York \| \| 2003 \| 2001-02 \| 1.0% \| -4.7% \| -2.5% \| “Donations Held Steady in 2002” “Giving rose 1 percent last year to $240.92 billion from $238.46 billion in 2001” \| Mark Jewell, Indianapolis \| \| 2004 \| 2002-03 \| 2.8% \| -2.0% \| -1.9% \| “Charitable Giving Rises in 2003” “the survey showed a 2.8 percent increase over 2002, when giving amounted to $234.1 billion” \| Kendra Locke, New York \| \| 2005 \| 2003-04 \| 5.0% \| -1.6% \| -1.6% \| “Charitable Giving Among Americans Rises” “Americans increased donations to charity by 5 percent in 2004” \| Adam Geller, New York \| \| 2006 \| 2004-05 \| 6.1% \| 2.0% \| -0.3% \| “Charitable giving in U.S. nears record set at end of tech boom” “The report released Monday by the Giving USA foundation estimates that in 2005 Americans gave $260.28 billion, a rise of 6.1 percent…” \| Vinnee Tong, New York \| population and income, was considerably higher than when adjusted for changes in population and income. The observation may be made that the Associated Press chooses to highlight an industry's interpretation of its own work in an uncritical fashion that omits essential elements of the whole truth. Perhaps the Associated Press regards the annual news about Americans' giving patterns more on the level of society galas than as a vital indicator of the social fabric and a major sector of the U.S. economy. Two Associated Press reporters in two different AP bureaus were asked, in telephone conversations, why the AP stories reflect the Giving USA press release focus on aggregate billions of dollars so closely rather than adjusting for changes in population and income. The response each time was that the AP has to report what they are told by the source, in this case, the Giving USA office. The result is that each year AP reporters tweak the industry promotional press release, which is then widely distributed both nationally and internationally. In this post-Enron era, hindsight has determined that the media's lack of critical reporting was a factor in the ability of Enron's leadership to mislead employees and investors, with disastrous results. It is disconcerting that AP business writers express a similar willingness to publicize a trade organization's estimates, emphasizing the percent change in aggregate billions of dollars as the lead, rather than the levels adjusted for changes in population and income. This annually repeated action on the part of AP raises what might be described as an ethical issue about the media's responsibility to inform the public accurately. Specifically, (1) if, as is found in every measurement of philanthropy, religion is the single largest category; and (2) if, as is indicated in the Consumer Expenditure Survey, religion is the category with the greatest impact on philanthropic values in the young; and, (3) if, as outlined in earlier chapters of this volume, the level of church giving as a portion of income, particularly Benevolences, has been declining over decades; and, (4) if Giving USA data, when adjusted for population and income also shows a decline: then what ethical responsibility does AP have to inform Americans about giving patterns in a way that takes population and income changes into account, rather than leading its reports each year with the industry's promotional announcement of aggregate billions of dollars? Certainly AP's continued lack of critical reporting on this topic raises questions about the confidence that can be placed in the information being disseminated to the American public regarding charitable giving, and in light of Enron and other major corporate scandals, perhaps in other areas as well. Annual Report Card on the Measurement of Philanthropy. As one step toward improving measurement of philanthropy reports, an evaluation scale of those involved with measuring philanthropy was designed to provide an overview of the current situation. The fourth annual Report Card on the Measurement of Philanthropy evaluated twelve national entities involved in one or more aspects of the dissemination and measurement of charitable giving information. 24 The Report Card was developed insofar as, over the years, there were numerous, shifting components of philanthropy measurement. During the period in which these factors were pulled together, articulated and commented upon via the Report card device, the issues became more focused. That is, it became increasingly apparent that the for-profit fundraising industry—with its well-developed access to the media, most importantly, The Associated Press—was quite systematic, through its annual Giving USA Foreword and press releases, in publicizing annual percentage changes in its measure of Total Giving that were not adjusted for population and income. The annual change in aggregate giving, unadjusted for population and income, presented in industry press release headlines, and mirrored in Associated Press headlines and first mention of percentage changes, has been the primary and largest distortion of measures of Americans' generosity. Thus, the detail addressed in the Report Card was not deemed commensurate with the need to address the major source of Americans' perception of their level of generosity. How Much Do Americans Give? An Estimate of Aggregate Giving to Religion, 1968-2004. An estimate of Americans' giving to religion has been calculated for the 1968 to 2004 period. This estimate employed a 1974 benchmark estimate of $11.7 billion for giving to religion provided by the watershed Commission on Private Philanthropy and Public Needs of the 1970s, commonly referred to as the Filer Commission. 25 The amount of change from year to year, calculated for 1968 to 1973 and also 1975 to 2004, was the annual percent change in the composite denomination set analyzed in other chapters of this report. 26 This calculation yielded a total of $8.01 billion given to religion in 1968, and $67.2 billion in 2004. Table 33 presents this data both in aggregate form, and as adjusted for population and income. Table 33: Giving to Religion, Based on the Commission on Private Philanthropy and Public Needs (Filer Commission) Benchmark Data for the Year of 1974, and Annual Changes in the Composite Denomination-Based Series, 1968-2004, Aggregate Billions of Dollars and Per Capita Dollars as Percent of Disposable Personal Income Source: empty tomb, inc. analysis; Commission on Private Philanthropy and Public Needs; YACC adjusted series; U.S. BEA \| Year \| Denomination-Based Series Keyed to 1974 Filer Estimate \| \| \|---\|---\|---\| \| \| Billions Dollars \| Per Capita Dollars as % of Disposable Personal Income \| \| 1968 \| 8.01 \| 1.28% \| \| 1969 \| 8.33 \| 1.24% \| \| 1970 \| 8.67 \| 1.18% \| \| 1971 \| 9.13 \| 1.14% \| \| 1972 \| 9.78 \| 1.13% \| \| 1973 \| 10.69 \| 1.09% \| \| 1974 \| 11.70 \| 1.09% \| \| 1975 \| 12.74 \| 1.07% \| \| 1976 \| 13.87 \| 1.06% \| \| 1977 \| 15.02 \| 1.05% \| \| 1978 \| 16.41 \| 1.02% \| \| 1979 \| 18.15 \| 1.01% \| \| 1980 \| 20.08 \| 1.00% \| \| 1981 \| 22.14 \| 0.99% \| \| 1982 \| 24.00 \| 0.99% \| \| 1983 \| 25.61 \| 0.98% \| \| 1984 \| 27.71 \| 0.95% \| \| 1985 \| 29.40 \| 0.95% \| \| 1986 \| 31.09 \| 0.95% \| \| 1987 \| 32.42 \| 0.94% \| \| 1988 \| 33.68 \| 0.90% \| \| 1989 \| 35.46 \| 0.88% \| \| 1990 \| 36.98 \| 0.86% \| \| 1991 \| 38.37 \| 0.86% \| \| 1992 \| 39.43 \| 0.83% \| \| 1993 \| 40.50 \| 0.82% \| \| 1994 \| 43.37 \| 0.84% \| \| 1995 \| 44.19 \| 0.82% \| \| 1996 \| 47.70 \| 0.84% \| \| 1997 \| 49.42 \| 0.83% \| \| 1998 \| 52.28 \| 0.82% \| \| 1999 \| 55.10 \| 0.82% \| \| 2000 \| 59.36 \| 0.83% \| \| 2001 \| 61.89 \| 0.83% \| \| 2002 \| 64.00 \| 0.82% \| \| 2003 \| 64.79 \| 0.79% \| , Details of Why and How Much Americans Give The U.S. Department of Labor, Bureau of Labor Statistics, Consumer Expenditure (CE) survey provides a benchmark measure of Americans' charitable cash contributions. The CE survey provides the U.S. Government data designed to measure Americans' charitable contributions. An analysis of this data found that Americans gave $92.29 billion in cash contributions to charitable causes in 2004, the latest year for which data was available. This final data total, which was aggregated, conflated, and analyzed by empty tomb, inc., includes the CE survey categories of "Cash contributions to: charities and other organizations; church, religious organizations; and educational institutions." 27 An analysis of the CE survey data resulted in the finding that Americans contributed 71% of their charitable contributions to "church, religious organizations" in 2004. Further detail regarding this analysis of U.S. Department of Labor, Bureau of Labor Statistics, Consumer Expenditure Survey charitable giving data is presented in Table 34. 28 Table 34: U.S. Bureau of Labor Statistics, Consumer Expenditure Survey, 2004 Cash Contributions: Americans' Charitable Giving (Aggregated) \| Item \| Average Annual Expenditures x Number of Consumer Units (billions $) \| \|---\|---\| \| Annual Expenditures Cash Contributions Cash contributions to: charities and other organizations church, religious organizations educational institutions Gifts to non-CU members of stocks, bonds, and mutual funds \| $18.32 65.71 5.36 2.90 \| \| Total \| $92.29 \| Details in the above table may not compute to the numbers shown due to rounding. Source: empty tomb, inc. 2006 analysis of U.S. Bureau of Labor Statistics CE Survey, 2004 Cash Contributions by Income Level, 2004 The CE survey measured Americans' cash contributions to charitable causes by income levels, as displayed in Tables 35 and 36. 29 An analysis was conducted for twelve income levels, ranging from "$5,000 to $9,999" up to both "$120,000 to $149,999" and the highest category of "$150,000 and more," with the average "Income after taxes" for the income levels ranging from $7,800 to $124,273, and $212,610, respectively. 30 It may be observed that 2004 giving as a percent of income after taxes to "church, religious organizations" was higher in each of the twelve income levels, than to Table 35: U.S. Bureau of Labor Statistics, Consumer Expenditure Survey, 2004 Cash Contributions by Income Level \| Item \| All consumer units \| $5,000 to $9,999 \| $10,000 to $14,999 \| $15,000 to $19,999 \| $20,000 to $29,999 \| $30,000 to $39,999 \| $40,000 to $49,999 \| $50,000 to $69,999 \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| Number of consumer units (in thousands) Consumer unit characteristics: Income after taxes Average Annual Expenditures Cash Contributions Cash contributions to: charities and other organizations church, religious organizations educational institutions Gifts to non-CU members of stocks, bonds, and mutual funds \| 116,282 $52,287 $157.51 565.11 46.06 24.97 \| 7,218 $7,800 $14.98 112.52 0.93 0.15 \| 8,950 $12,619 $26.95 222.35 1.79 36.11 \| 8,177 $17,480 $39.28 287.67 11.29 4.70 \| 14,172 $24,298 $62.94 324.53 7.36 1.72 \| 13,125 $34,199 $59.09 384.81 10.26 14.96 \| 11,374 $43,689 $63.00 466.91 11.41 70.78 \| 18,069 $57,122 $105.38 641.64 9.10 31.24 \| \| Total (calculated) \| $793.65 \| $128.58 \| $287.20 \| $342.94 \| $396.55 \| $469.12 \| $612.10 \| $787.36 \| \| Calculated: % of Income after Taxes Cash contributions to: charities and other organizations church, religious organizations educational institutions Gifts to non-CU members of stocks, bonds, and mutual funds \| 0.30% 1.08% 0.09% 0.05% \| 0.19% 1.44% 0.01% 0.00% \| 0.21% 1.76% 0.01% 0.29% \| 0.22% 1.65% 0.06% 0.03% \| 0.26% 1.34% 0.03% 0.01% \| 0.17% 1.13% 0.03% 0.04% \| 0.14% 1.07% 0.03% 0.16% \| 0.18% 1.12% 0.02% 0.05% \| \| Total \| 1.5% \| 1.6% \| 2.3% \| 2.0% \| 1.6% \| 1.4% \| 1.4% \| 1.4% \| Details in the above table may not compute to the numbers shown due to rounding. Source: empty tomb, inc. 2006 analysis of U.S. Bureau of Labor Statistics CE Survey, 2004 Table 36: U.S. Bureau of Labor Statistics, Consumer Expenditure Survey, 2004 Cash Contributions by Higher Income Level \| Item \| All consumer units \| $70,000 to $79,999 \| $80,000 to $99,999 \| $100,000 to $119,999 \| $120,000 to $149,999 \| $150,000 and more \| \|---\|---\|---\|---\|---\|---\|---\| \| Number of consumer units (in thousands) Consumer unit characteristics: Income after taxes Average Annual Expenditures Cash Contributions Cash contributions to: charities and other organizations church, religious organizations educational institutions Gifts to non-CU members of stocks, bonds, and mutual funds \| 116,282 $52,287 $157.51 565.11 46.06 24.97 \| 6,461 $72,236 $156.40 695.64 29.73 15.60 \| 9,246 $84,884 $163.40 919.20 42.43 19.40 \| 5,625 $103,801 $258.90 1,130.03 62.05 54.01 \| 4,245 $124,273 $330.10 1,090.94 103.97 22.95 \| 5,067 $212,610 $1,553.19 1,874.75 654.62 53.25 \| \| Total (calculated) \| $793.65 \| $897.37 \| $1,144.43 \| $1,504.99 \| $1,547.96 \| $4,135.81 \| \| Calculated % of Income after Taxes Cash contributions to: charities and other organizations church, religious organizations educational institutions Gifts to non-CU members of stocks, bonds, and mutual funds \| 0.30% 1.08% 0.09% 0.05% \| 0.22% 0.96% 0.04% 0.02% \| 0.19% 1.08% 0.05% 0.02% \| 0.25% 1.09% 0.06% 0.05% \| 0.27% 0.88% 0.08% 0.02% \| 0.73% 0.88% 0.31% 0.03% \| \| Total \| 1.5% \| 1.2% \| 1.3% \| 1.4% \| 1.2% \| 1.9% \| Details in the above table may not compute to the numbers shown due to rounding. Source: empty tomb, inc. 2006 analysis of U.S. Bureau of Labor Statistics CE Survey, 2004 either "charities and other organizations," "educational institutions," or "Gifts to non-CU members of stocks, bonds, and mutual funds." It was also noted that, with the exception of the "$150,000 and more" income level, giving as a percent of income after taxes to "church, religious organizations" was higher than to "charities and other organizations," and "educational institutions" combined in each of the other income brackets. The distribution among contribution categories was compared between the highest two income brackets. The second highest bracket was also compared to all consumer units. The highest two income brackets were "$150,000 and more" and "$120,000 to $149,999," which had an average income after taxes of $212,610 and $124,273, respectively. Consumer units in the highest two income brackets each contributed 0.88% of their income to "church, religious organizations." However, those in the highest bracket also gave 0.73% and 0.31% of their income to "charities and other organizations," and "educational institutions," respectively, while those in the second highest "$120,000 to $149,999" bracket gave 0.27% and 0.08% of their income to "charities and other organizations," and "educational institutions," respectively. The giving pattern of this second highest bracket was compared to that of all consumer units. This comparison found that while all consumer unit giving to "church, religious organizations" was at the 1.08% level, somewhat higher than the 0.88% level of those in the "$120,000 to $149,999" bracket, all consumer unit giving of 0.30% to "charities and other organizations," and 0.09% to "educational institutions," was less dissimilar to that of the respective 0.27% and 0.08% giving levels of those in the "$120,000 to $149,999" bracket. One analysis that may be of interest is a comparison of cash contributions among different income brackets. However, it should be noted that CE survey lower income brackets, which for purposes of this analysis ranged from $5,000 through $29,999, reported higher expenses than income. The CE survey observes: Data users may notice that average annual expenditures presented in the income tables sometimes exceed income before taxes for the lower income groups. The primary reason for that is believed to be the underreporting of income by respondents, a problem common to most household surveys… There are other reasons why expenditures exceed income for the lower income groups. Consumer units whose members experience a spell of unemployment may draw on their savings to maintain their expenditures. Self-employed consumers may experience business losses that result in low or even negative incomes, but are able to maintain their expenditures by borrowing or relying on savings. Students may get by on loans while they are in school, and retirees may rely on savings and investments. 31 To the extent that income is proportionately underreported across all income levels, but is more evident in lower income brackets, then comparisons across income brackets may be informative on an exploratory basis. In light of this caveat, it may be observed that consumer units in the "$10,000 to $14,999" and "$15,000 to $19,999" income brackets reported a higher portion of after-tax income, charitable cash contributions than did those in other income brackets. Those in the $150,000 and more bracket gave the next highest portion of aftertax income to cash contributions. Cash Contributions by Age, 2004 The CE survey also measured Americans' cash contributions to charitable causes by age of contributor. 32 Table 37 presents the data in tabular form. Table 37: U.S. Bureau of Labor Statistics, Consumer Expenditure Survey, 2004 Cash Contributions by Age \| Item \| All consumer units \| Under 25 years \| 25-34 years \| 35-44 years \| 45-54 years \| 55-64 years \| 65-74 years \| \|---\|---\|---\|---\|---\|---\|---\|---\| \| Number of consumer units (in thousands) Consumer unit characteristics: Income after taxes Average Annual Expenditures Cash Contributions Cash contributions to: charities and other organizations church, religious organizations educational institutions Gifts to non-CU members of stocks, bonds, and mutual funds \| 116,282 $52,287 $157.51 565.11 46.06 24.97 \| 8,817 $22,507 $11.84 168.68 1.27 * \| 19,439 $50,819 $52.22 392.32 12.80 12.80 \| 24,070 $63,202 $95.71 500.27 43.26 23.78 \| 23,712 $66,761 $142.09 661.78 32.76 11.94 \| 17,479 $58,043 $216.48 728.31 35.99 50.08 \| 11,230 $41,126 $505.49 773.73 184.19 26.71 \| \| Total (calculated) \| $793.65 \| $181.79 \| $470.14 \| $663.02 \| $848.57 \| $1,030.86 \| $1,490.12 \| \| Calculated % of Income after Taxes Cash contributions to: charities and other organizations church, religious organizations educational institutions Gifts to non-CU members of stocks, bonds, and mutual funds \| 0.30% 1.08% 0.09% 0.05% \| 0.05% 0.75% 0.01% * \| 0.10% 0.77% 0.03% 0.03% \| 0.15% 0.79% 0.07% 0.04% \| 0.21% 0.99% 0.05% 0.02% \| 0.37% 1.25% 0.06% 0.09% \| 1.23% 1.88% 0.45% 0.06% \| \| Total \| 1.5% \| 0.8% \| 0.9% \| 1.0% \| 1.3% \| 1.8% \| 3.6% \| Details in the above table may not compute to the numbers shown due to rounding. Source: empty tomb, inc. 2006 analysis of U.S. Bureau of Labor Statistics CE Survey, 2004 * No data reported. The seven age categories under consideration started with the "Under 25 years" grouping, proceeded with "25-34 years" as the first of five 10-year periods, and culminated with the "75 years and older" cohort. It was interesting to note that 2004 giving as a percent of income after taxes to "church, religious organizations" increased concomitantly with each advancing age category, starting at 0.75% at "Under 25 years," growing slowly up through "35-44" years, and then increasing noticeably in the remaining four periods to peak at 2.38% in the last "75 years and older" category. This contrasts with the contributions to "charities and other organizations" and "educational institutions" which peaked at the earlier "65-74 years" level. It may also be observed that giving to "church, religious organizations" and "charities and other organizations" increased in each age grouping up to their respective peak age period. In comparison, giving to education varied comparatively unevenly across age groupings. It was also noted that "Gifts to non-CU members of stocks, bonds, and mutual funds" reached its high point of 0.20% of income after taxes in the final "75 years and older" period. Transfers during each of the previous discrete periods for this latter category were below one tenth of a percent of income after taxes. The fact that, for the first age period of "Under 25 years," giving as a percent of income after taxes to the "church, religious organizations" category was considerably higher at 0.75% than to both "charities and other organizations" at 0.05%, and "educational institutions" at 0.01%, provides support for the view that religion serves as the seedbed of philanthropic giving in America. The age brackets in which charitable giving as a portion of income was highest were the 65-74 years cohort, and the 75 years and older cohort. One factor that all age brackets had in common was that giving as a portion of income to "church, religious organizations" was the largest category. Further, giving to "church, religious organizations" as a portion of income was greater than the sum of the other two categories, namely, "charities and other organizations" plus "educational institutions," for each of the seven age brackets. Cash Contributions by Region, 2004 In addition, as shown in Table 38, the CE survey also measured Americans' cash contributions to charitable causes by region. 33 The four region categories for which information was presented in the CE survey data were Northeast, Midwest, South, and West. Regional charitable giving data and regional income figures were available. Analysis of the 2004 data showed that contributions to charitable causes were highest in the Midwest at 2.0% of income after taxes, followed by the South and West at 1.6% each, and lowest in the Northeast at 0.9%. Contributions to "church, religious organizations" were higher than to the total of contributions to "charities and other organizations" and "educational institutions" in each of the four regions. The question may be asked whether regional differences in expenditures on seven major spending categories influence or limit charitable giving levels in those regions. Table 39 presents expenditures data by region of residence. It was instructive to note that an initial exploration of the variation of contributions to charitable causes by region found that such variation by region did not seem to be a function of major category expenditures by region in comparison to income differentials. The U.S. Bureau of Labor Statistics "Consumer Expenditures in 2004" noted that the "major components of spending—food, housing, apparel and services, transportation, healthcare, entertainment, and personal insurance and pensions— account for about 90 percent of total expenditures…" As the report also observed, "Factors such as income, age of family members, geographic location, and personal preference also influence expenditures." 34 CE survey data for 2004 was examined for the aforementioned seven major expenditure categories. This inquiry resulted in the finding that the sum of the average annual expenditures for the seven major components, divided by income after taxes, for the Northeast, Midwest, South, and West, was 71%, 75%, 72%, and 81%, respectively. The major expenditure levels of $41,397, $38,376, $35,500, and $42,947 for the Northeast, Midwest, South, and West, compared with income after taxes of $58,673, $51,122, $49,079, and $53,222, respectively. Thus, it may be observed that the Northeast region had both the lowest level of major expenditures Table 38: U.S. Bureau of Labor Statistics, Consumer Expenditure Survey, 2004 Cash Contributions by Region of Residence \| Item \| All consumer units \| Northeast \| Midwest \| South \| West \| \|---\|---\|---\|---\|---\|---\| \| Number of consumer units (in thousands) Consumer unit characteristics: Income after taxes Average Annual Expenditures Cash Contributions Cash contributions to: charities and other organizations church, religious organizations educational institutions Gifts to non-CU members of stocks, bonds, and mutual funds \| 116,282 $52,287 $157.51 565.11 46.06 24.97 \| 22,051 $58,673 $156.75 293.21 45.46 14.24 \| 26,539 $51,122 $279.00 618.65 87.71 27.47 \| 41,801 $49,079 $90.64 634.10 26.74 17.84 \| 25,891 $53,222 $141.58 630.43 35.06 43.09 \| \| Total (calculated) \| $793.65 \| $509.66 \| $1,012.83 \| $769.32 \| $850.16 \| \| Calculated % of Income after Taxes Cash contributions to: charities and other organizations church, religious organizations educational institutions Gifts to non-CU members of stocks, bonds, and mutual funds \| 0.30% 1.08% 0.09% 0.05% \| 0.27% 0.50% 0.08% 0.02% \| 0.55% 1.21% 0.17% 0.05% \| 0.18% 1.29% 0.05% 0.04% \| 0.27% 1.18% 0.07% 0.08% \| \| Total \| 1.5% \| 0.9% \| 2.0% \| 1.6% \| 1.6% \| Details in the above table may not compute to the numbers shown due to rounding. Source: empty tomb, inc. 2006 analysis of U.S. Bureau of Labor Statistics CE Survey, 2004 Table 39: U.S. Bureau of Labor Statistics, Consumer Expenditure Survey, 2004 Major Category Expenditures by Region of Residence \| Item \| All consumer units \| Northeast \| Midwest \| South \| West \| \|---\|---\|---\|---\|---\|---\| \| Number of consumer units (in thousands) Consumer unit characteristics: Income after taxes Average Annual Expenditures Seven Major Categories Food Housing Apparel and services Transportation Health care Entertainment Personal insurance and pensions \| 116,282 $52,287 $5,780.82 13,918.48 1,815.95 7,801.38 2,574.21 2,218.47 4,823.20 \| 22,051 $58,673 $6,367.80 15,733.70 2,176.24 7,621.85 2,370.58 2,016.89 5,110.28 \| 26,539 $51,122 $5,592.21 13,438.35 1,672.35 7,709.79 2,860.96 2,208.13 4,894.70 \| 41,801 $49,079 $5,318.35 12,250.19 1,643.03 7,232.79 2,508.50 2,133.86 4,413.71 \| 25,891 $53,222 $6,224.12 15,556.56 1,936.07 8,965.53 2,560.28 2,538.26 5,166.51 \| \| Total (calculated) \| $38,932.51 \| $41,397.34 \| $38,376.49 \| $35,500.43 \| $42,947.33 \| Details in the above table may not compute to the numbers shown due to rounding. Source: empty tomb, inc. 2006 analysis of U.S. Bureau of Labor Statistics CE Survey, 2004 as a percentage of income after taxes at 71% as well as, at 0.9%, the lowest level of contributions to charitable causes as a percentage of income after taxes. The West, with the highest level, 81%, of major expenditures as a percentage of income after taxes, had the same level, 1.6%, of contributions to charitable causes as a percentage of income after taxes, as the South, which, at 72%, had a level of major expenditures as a percentage of income after taxes similar to that of the Northeast. The Midwest, which, at 2.0%, had the highest level of contributions to charitable causes as a percentage of income after taxes, had a slightly above average ratio, that is, 75%, of major expenditure levels to income after taxes. It was also noted that the Midwest, which was the highest of the four regions in contributions as a percent of income after taxes to charitable causes overall at 2.0%, was also highest to "charities and other organizations" at 0.55%, and to "educational institutions" at 0.17%, and, at 1.21%, second to the South, which registered 1.29%, in giving to the "church, religious organizations" category. General Information regarding the Consumer Expenditure Survey One benefit of the CE survey is its unbiased data. The Mission Statement of the U.S. Department of Labor, Bureau of Labor Statistics reads: The Bureau of Labor Statistics (BLS) is the principal fact-finding agency for the Federal Government in the broad field of labor economics and statistics. The BLS is an independent national statistical agency that collects, processes, analyzes, and disseminates essential statistical data to the American public, the U.S. Congress, other Federal agencies, State and local governments, business, and labor. The BLS also serves as a statistical resource to the Department of Labor. BLS data must satisfy a number of criteria, including relevance to current social and economic issues, timeliness in reflecting today's rapidly changing economic conditions, accuracy and consistently high statistical quality, and impartiality in both subject matter and presentation. 35 The BLS, among its various activities, is the source for the following indexes: Producer price index (PPI)—This index, dating from 1890, is the oldest continuous statistical series published by BLS. It is designed to measure average changes in prices received by producers of all commodities, at all stages of processing, produced in the United States… Consumer price indexes (CPI)—The CPI is a measure of the average change in prices over time in a ''market basket'' of goods and services purchased either by urban wage earners and clerical workers or by all urban consumers. In 1919, BLS began to publish complete indexes at semiannual intervals, using a weighting structure based on data collected in the expenditure survey of wage-earner and clerical-worker families in 1917-19 (BLS Bulletin 357, 1924)… International price indexes—The BLS International Price Program produces export and import price indexes for nonmilitary goods traded between the United States and the rest of the world. 36 Among the numerous applications of the BLS Consumer Expenditure Survey, the Survey is used for periodic revision of the Consumer Price Index (CPI). Following are excerpted comments from a "Brief Description of the Consumer Expenditure Survey." The current CE program was begun in 1980. Its principal objective is to collect information on the buying habits of U.S. consumers. Consumer expenditure data are used in a variety of research endeavors by government, business, labor, and academic analysts. In addition, the data are required for periodic revision of the CPI. The survey, which is conducted by the U.S. Census Bureau for the Bureau of Labor Statistics, consists of two components: A diary or recordkeeping, survey…and an interview survey, in which expenditures of consumer units are obtained in five interviews conducted at 3-month intervals… Each component of the survey queries an independent sample of consumer units that is representative of the U.S. population…The Interview sample, selected on a rotating panel basis, surveys about 7,500 consumer units each quarter. Each consumer unit is interviewed once per quarter, for 5 consecutive quarters. Data are collected on an ongoing basis in 105 areas of the United States. 37 The BLS, in commenting on the various functions of Consumer Expenditure Survey, observed that, "Researchers use the data in a variety of studies, including those that focus on the spending behavior of different family types, trends in expenditures on various expenditure components including new types of goods and services, gift-giving behavior, consumption studies, and historical spending trends." 38 Writing in the mid-1980s with reference to the then forthcoming Consumer Expenditure Survey-based revisions in the CPI, eminent business columnist Sylvia Porter remarked that the CPI is "the most closely watched, widely publicized and influential government statistic we have…" 39 In addition to the fact that the "CPI is used to adjust federal tax brackets for inflation," 40 a glimpse into the wide-ranging, Consumer Expenditure Survey-based network of CPI usage in American culture is gained from the following information: The CPI is the most widely used measure of inflation and is sometimes viewed as an indicator of the effectiveness of government economic policy. It provides information about price changes in the Nation's economy to government, business, labor, and private citizens and is used by them as a guide to making economic decisions. In addition, the President, Congress, and the Federal Reserve Board use trends in the CPI to aid in formulating fiscal and monetary policies. The CPI and its components are used to adjust other economic series for price changes and to translate these series into inflation-free dollars. Examples of series adjusted by the CPI include retail sales, hourly and weekly earnings, and components of the National Income and Product Accounts… The CPI is often used to adjust consumers' income payments (for example, Social Security) to adjust income eligibility levels for government assistance and to automatically provide cost-of-living wage adjustments to millions of American workers. As a result of statutory action the CPI affects the income of about 80 million persons: the 51.6 million Social Security beneficiaries, about 21.3 million food stamp recipients, and about 4.6 million military and Federal Civil Service retirees and survivors. Changes in the CPI also affect the cost of lunches for 28.4 million children who eat lunch at school, while collective bargaining agreements that tie wages to the CPI cover over 2 million workers. Another example of how dollar values may be adjusted is the use of the CPI to adjust the Federal income tax structure. These adjustments prevent inflation-induced increases in tax rates, an effect called bracket creep… Data from the Consumer Expenditure Survey conducted in 2001 and 2002, involving a national sample of more than 30,000 information families, provided detailed information on respondents' spending habits. This enabled BLS to construct the CPI market basket of goods and services and to assign each item in the market basket a weight, or importance, based on total family expenditures… 41 Notes for Chapter 7 1 Douglas John Hall, The Steward, A Biblical Symbol Come of Age (New York: Friendship Press, 1982), pp.2-3. 2 Table 1800.Region of Residence: Average annual expenditures and characteristics, Consumer Expenditure Survey, 2002; Region.pdf; Created 10/17/2003; (U.S. Department of Labor, Bureau of Labor Statistics), pp.1, 18. 3 Data Release prepared by Paul Arnsberger, an economist with the Special Studies Special Projects section, under the direction of Barry Johnson, Chief; "Charities and Other Tax-Exempt Organizations, 2002"; Statistics of Income Bulletin, vol. 25, no. 2, Internal Revenue Service, Fall 2005, Washington, D.C. 20005; <http://www.irs.gov/pub/irs-soi/05fallbu.pdf>; pp. 263-271 of 6/6/2006 printout. 4 Giving USA 2006 (Glenview, IL: Giving USA Foundation, 2006), pp. 131, 207. 5 Giving USA 2006, p. 204. 6 "Charitable contributions deduction: Other than cash contributions": "Table 3.—2002, Individual Income Tax Returns with Itemized Deductions, By Size of Adjusted Gross Income—Continued"; Statistics of Income; Internal Revenue Service; <http://www.irs.gov/pub/irs-soi/02in03ga.xls>, Table 3, SOI, p. 5 of 9/ 6/2005 10:58 AM printout. 7 Dean R. Hoge, Charles Zech, Patrick McNamara, Michael J. Donahue, Money Matters: Personal Giving in American Churches (Louisville: Westminster John Knox Press, 1996), p. 49; Jerry White, The Church & the Parachurch (Portland, OR: Multnomah Press, 1983), p. 104. 8 Giving USA 1980 Annual Report (New York: American Association of Fund-Raising Counsel, Inc., 1980), p. 9. 9 The Association of Fundraising Professionals Golden Gate Chapter June 30, 2006 "Fundraising Morning 2006" program listed a session titled "Giving USA 2006: Changing Data Into Action," to be presented by the vice president of a fundraising firm: "Ms. McGuire will present an incisive summary of the newlyreleased Giving USA report, followed by a lively panel discussion on strategic insights to transform the data into winning funding strategies to help your organization stay ahead of the curve." <http://www.afpggc.org/frm/program.html>; pp. 1, 4 of 6/15/2006 8:14 AM printout. The Alford Group (motto: "Strengthening the not-for-profit community") offered free sessions scheduled in different U.S. cities: "The Alford Group helps you make sense of Giving USA 2006! Take part in one of our informational sessions, illuminating who gave last year, to whom, how much, what the historical trends tell us, and what that means for your organization." <http://www.alford.com/site/pp.asp?c=9fLNGWOrH1E&b=293745>; p. 2 of 7/7/2006 8:13 AM printout. 10 Giving USA 2006, p. 204. 11 John Ronsvalle and Sylvia Ronsvalle, The State of Church Giving through 2003 (Champaign, IL: empty tomb, inc., 2005), pp. 91-93. Available at: <http://www.emptytomb.org/scg03chap7.pdf>. 12 Mark W. Everson; "Written Statement of Mark W. Everson, Commissioner of Internal Revenue, Before The Committee on Finance, United States Senate, Hearing On Exempt Organizations: Enforcement Problems, Accomplishments, and Future Direction"; April 5, 2005; <http://finance.senate.gov/hearings/ testimony/2005test/metest040505.pdf>; p. 9 of 4/27/05 printout. 13 Brad Wolverton (Washington), "Taking Aim at Charity," Chronicle of Philanthropy, published by The Chronicle of Higher Education, Inc., Washington, D.C., April 14, 2005, p. 27. 14 Scott Burns, "No, It's Not OK to Lie on Return," Champaign (Ill.) News-Gazette, May 10, 2006, p. B-8. 15 Jennifer Moore, "Charity Group Backs Overhaul of Tax Form," Chronicle of Philanthropy, November30, 1993, pp. 34-35. 16 Virginia Hodgkinson, et al., A Portrait of the Independent Sector: The Activities and Finances of Charitable Organizations, (Washington, DC: Independent Sector, 1993), p. 80. 17 Internal Revenue Service, "Profit or Loss From Business (Sole Proprietorship)," Schedule C (Form 1040) 2000, OMB No. 1545-0074, Cat. No. 11334P, and Internal Revenue Service, "2000 Instructions for Schedule C, Profit or Loss From Business," Cat. No. 24329W, pp. C-7 and C-8. 18 Russy D. Sumariwalla and Wilson C. Levis, Unified Financial Reporting System for Not-for-Profit Organizations: A Comprehensive Guide to Unifying GAAP, IRS Form 990, and Other Financial Reports Using a Unified Chart of Accounts (San Francisco: Jossey-Bass, 2000), p. 41. 19 For the complete discussion of these recommendations, see Ronsvalle and Ronsvalle, The State of Church Giving through 2003, pp. 93-100. Available at: <http://www.emptytomb.org/scg03chap7.pdf>. 20 U.S. Census Bureau; Statistical Abstract of the United States: 2004-2005, 124th ed.; published 2004; <http://www.census.gov/prod/2004pubs/04statab/infocomm.pdf>; "Information and Communications," Table No. 1124, p. 718 of 8/23/05 printout. Table No. 1124 provides data for five-year intervals from 1970 to 1995, and annually from 1998 to 2003. 21 The references for the Associated Press stories listed are as follows: * Helena Payne, Associated Press Writer; "2001 Charitable Giving Same As 2000"; published June 20, 2002, 12:20 PM; <http://www.washingtonpost.com/ac2/wp-dyn/A17534-2002Jun20?language=printer>; p. 1 of 6/27/02 9:09 PM printout. * Mark Jewell; "Donations Held Steady in 2002"; published June 23, 2003, 4:23 PM; <http:// www.washingtonpost.com/wp-dyn/A23604-2003Jun23.html>; p. 1 of 6/26/03 8:49 AM printout. * Kendra Locke; "Charitable Giving Rises in 2003"; published June 21, 2004, 12:24 AM; <http:// www.washingtonpost.com/wp-dyn/articles/A56830-2004Jun21.html>; p. 1 of 6/25/04 4:56 PM printout. * Adam Geller, AP Business Writer; "Charitable Giving Among Americans Rises"; published June 14, 2005 10:16 AM; <http://www.lexis.com[…extended URL>; p. 1 of 8/7/2005 3:46 PM printout. * Vinnee Tong, AP Business Writer; "Charitable Giving in U.S. Nears Record Set at End of Tech Boom"; The Associated Press, New York, published June 18, 2006 11:10 PM GMT; <http:// web.lexis.com[…extended URL]>; p. 1 of 6/20/2006 8:51 AM printout. 22 The calculation of "Per Capita Individual Giving as % of Per Capita Disposable Personal Income: % Change from Base Year" figures by empty tomb, inc. was based on the following data. The source of Per Capita Disposable Personal Income data for the 2000-01 and 2001-02 intervals was the U.S. Bureau of Economic Analysis; "Table 8.7. Selected Per Capita Product and Income Series in Current and Chained Dollars"; Line 4: "Disposable personal income"; National Income and Product Accounts Tables; <http:// www.bea.doc.gov/bea/dn/nipaweb/TableViewFixed.asp#Mid>. The U.S. BEA tables for the 2000-01 and 2001-02 intervals, accessed by empty tomb, inc. on August 29, 2002 and August 15, 2003, were last revised on August 29, 2002, and July 31, 2003, respectively. The source for the 2002-03, 2003-04, and 2004-05 intervals was as noted above with the exceptions that the U.S. BEA table was numbered Table 7.1 rather than 8.7, accessed on June 11, 2004, May 16, 2005, and May 16, 2006, and last revised on May 27, 2004, April 28, 2005, and May 4, 2006, respectively. The aggregate Individual giving sources for the 2000-01, 2001-02, 2002-03, 2003-04, and 2004-05 intervals were the 2002 (p. 169), 2003 (p. 194), 2004 (p. 218), 2005 (p. 194), and 2006 (p. 204) Giving USA editions, respectively. U.S. Population on Line 16 of the above sources for Disposable Per Capita Personal Income was used to obtain a per capita figure for Individual giving. 23 The calculation of "Total Giving as % of Gross Domestic Product: % Change from Base Year" figures by empty tomb, inc. was based on the following data. The aggregate Total giving sources for the 2000-01, 2001-02, 2002-03, 2003-04, and 2004-05 intervals were the 2002 (p. 169), 2003 (p. 194), 2004 (p. 218), 2005 (p. 194), and 2006 (p. 204) Giving USA editions, respectively. The source of Gross Domestic Product (GDP) data in current dollars for the 2000-01 interval was the 2002 edition of Giving USA (p. 177). The source of GDP for the 2001-02 interval was the U.S. Bureau of Economic Analysis; "Table 1.1. Gross Domestic Product [Billions of dollars]"; Line 1: "Gross Domestic Product"; National Income and Product Accounts Tables; <http://www.bea.doc.gov/bea/dn/nipaweb/TableViewFixed.asp#Mid>; Last Revised on July 31 2003; (accessed by empty tomb, inc.: August 15, 2003). The source of GDP for the 2002-03, 200304, and 2004-05 intervals was as noted above with the exceptions that the U.S. BEA table was numbered Table 1.1.5 rather than 1.1, accessed on June 30, 2004, May 17, 2005, and May 16, 2006, and last revised on May 27, 2004, April 28, 2005, and April 28, 2006, respectively. 24 John Ronsvalle and Sylvia Ronsvalle, The State of Church Giving through 2002, (Champaign, IL: empty tomb, inc., 2004), pp. 71-78. Available at: <http://www.emptytomb.org/scg02PhilMsr.pdf>. 25 Gabriel Rudney, "The Scope of the Private Voluntary Charitable Sector," Research Papers Sponsored by The Commission on Private Philanthropy and Public Needs, Vol. 1, History, Trends, and Current Magnitudes, (Washington, DC: Department of the Treasury, 1977), p. 136. 26 For this comparison, the composite data set of denominations was adjusted for missing data. 27 The above estimate of $92 billion is likely a high measure of charitable giving insofar as it includes all of the $2.90 billion in the category, "Gift[s] to non-CU members of stocks, bonds, and mutual funds." This attribution thus assumes that all of the $2.90 billion given in this category went to charitable organizations, although the CE survey does not allocate the funds of this category between charitable and non-charitable recipients. 28 Americans' charitable giving was calculated by multiplying the 116,282,000 "Number of consumer units" by each of the average annual consumer unit contributions for 2004, the components of which were $157.51 ("charities and other organizations"), $565.11 ("church, religious organizations"), $46.06 ("educational institutions"), and $24.97 ("Gifts to non-CU members of stocks, bonds, and mutual funds"). The resultant sum of the aggregated components yielded a total giving amount of $92.29 billion. The "Cash contributions to church, religious organizations" amount, therefore, was calculated by multiplying the number of consumer units by $565.11 yielding an amount of $65.71 billion for 2004. Religion as a percent of the total was calculated by dividing $65.11 billion by $92.29 billion, yielding 71%. "Cash contributions" items not included in the above calculations for charitable contributions were "Support for college students (Sec.19); Alimony expenditures (Sec. 19); Child support expenditures (Sec. 19); Cash contribution to political organizations; Other cash gifts." Data source: "Table 1800. Region of residence: Average annual expenditures and characteristics, Consumer Expenditure Survey, 2004" [Item detail]; region.pdf; Created 11/29/2005; (U.S. Department of Labor, U.S. Bureau of Labor Statistics); unnumbered pp. 1, 17 of 5/15/06 printout. 29 Data sources: "Table 1202. Income before taxes: Average annual expenditures and characteristics, Consumer Expenditure Survey, 2004" [Item detail]; income.pdf; Created 11/29/2005; (U.S. Department of Labor, U.S. Bureau of Labor Statistics); unnumbered pp. 1, 18 of 5/12/06 printout; and "Table 2301. Higher Income before taxes: Average annual expenditures and characteristics, Consumer Expenditure Survey, 2004" [Item detail]; higherincome.pdf; Created 11/29/2005; (U.S. Department of Labor, U.S. Bureau of Labor Statistics); unnumbered pp. 1, 17-18 of 5/13/06 printout. 30 Information from the outlier "Less than $5,000" bracket, while part of the "All consumer units" data, was not otherwise included in the present analysis. 31 Consumer Expenditure Survey "Frequently Asked Questions"; U.S. Department of Labor, U.S. Bureau of Labor Statistics, Consumer Expenditure Surveys, Branch of Information and Analysis; Last Modified Date: March 17, 2005; <http://www.bls.gov/cex/csxfaqs.htm>; p. 7 of 5/28/05 10:32 AM printout. 32 Data source: "Table 1300. Age of reference person: Average annual expenditures and characteristics, Consumer Expenditure Survey, 2004" [Item detail]; age.pdf; Created 11/29/2005; (U.S. Department of Labor, U.S. Bureau of Labor Statistics); unnumbered pp. 1, 17-18 of 5/13/06 printout. 33 Data source: "Table 1800. Region of residence: Average annual expenditures and characteristics, Consumer Expenditure Survey, 2004" [Item detail]; region.pdf; Created 11/29/2005; (U.S. Department of Labor, U.S. Bureau of Labor Statistics); unnumbered pp. 1, 17 of 5/15/06 printout. 34 "Consumer Expenditures in 2004"; Report 992; U.S. Department of Labor, U.S. Bureau of Labor Statistics; April 2006; <http://www.bls.gov/cex/csxann04.pdf>; pp. 1, 5 of 5/30/06 printout. 35 "Mission Statement"; U.S. Department of Labor, Bureau of Labor Statistics; Last Modified Date: October 16, 2001; <http://www.bls.gov/bls/blsmissn.htm>; p. 1 of 8/15/05 4:59 PM printout. 36 U.S. Census Bureau, Statistical Abstract of the United States: 2006, 125th edition; published 2005; <http://www.census.gov/prod/2005pubs/06statab/prices.pdf>; pp. 479, 481 of 5/31/06 printout. 37 "Consumer Expenditures in 2004"; Report 992; U.S. Department of Labor, U.S. Bureau of Labor Statistics; April 2006; <http://www.bls.gov/cex/csxann04.pdf>; pp. 4-5 of 5/30/06 printout. 38 Consumer Expenditure Survey "Frequently Asked Questions"; U.S. Department of Labor, U.S. Bureau of Labor Statistics, Consumer Expenditure Surveys, Branch of Information and Analysis; Last Modified Date: March 17, 2005; <http://www.bls.gov/cex/csxfaqs.htm>; p. 2 of 5/28/05 10:32 AM printout. 39 Sylvia Porter, "Out-of-Date Consumer Price Index to Be Revised in '87," a "Money's Worth" column appearing in Champaign (Ill.) News-Gazette, January 9, 1985, sec. D, p. 3. 40 "Price Index Undergoes Statistical Adjustment," an Associated Press (Washington) article appearing in the Champaign (Ill.) News-Gazette, April 19, 1998, sec. C, p. 1. 41 Consumer Price Indexes "Addendum to Frequently Asked Questions"; U.S. Department of Labor, Bureau of Labor Statistics, Division of Consumer Prices and Price Indexes; Last Modified Date: March 28, 2005; <http://www.bls.gov/cpi/cpiadd.htm#2_1>; pp. 1-2 of 5/31/06 10:54 AM printout.	<urn:uuid:7340508f-cabc-4cf4-a651-4a346edbb39d>	CC-MAIN-2017-13	http://emptytomb.org/scg04chap7.pdf	2017-03-27T10:33:11Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00231-ip-10-233-31-227.ec2.internal.warc.gz	103,290,139	18,921	eng_Latn	eng_Latn	0.954506	eng_Latn	0.996532	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 212, 1076, 2933, 5397, 7905, 11127, 14036, 17237, 20527, 22215, 25384, 27335, 29524, 33033, 36220, 38592, 41892, 45364, 48367, 51781, 54311, 57833, 61676, 66380, 71691, 75936 ]	[ 1.3671875, 0.8125 ]	7	1
Transcript 05-2 Atomic Structure A few introductory words of explanation about this transcript. This transcript includes the words sent to the narrator for inclusion in the latest version of the associated video. Occasionally, the narrator changes a few words on the fly in order to improve the flow. It is written in a manner that suggests to the narrator where emphasis and pauses might go, so it is not intended to be grammatically correct. The Scene numbers are left in this transcript although they are not necessarily observable by watching the video. There will also be occasional passages in blue that are NOT in the video but that might be useful corollary information. There may be occasional figures that suggest what might be on the screen at that time. 201-Avatar1-QM-Atoms CHAUCER: Now, let's see how Quantum Mechanics helps us to understand atomic structure. KEVIN: Ahh – Bohr and de Broglie are two of my heroes. DIANA: Boron who? CHAUCER: Cute, Diana, cute. Jeeves? 205-AtomicStructure It was during the early decades of the 19 th century that the structure of atoms was coming into focus. It was known for example that a hydrogen atom contained one proton and one electron. But the scientists of the time could think of no stable arrangement of the two particles. It was known that protons in any atom were grouped in a small central region called the nucleus and that the electrons were somehow arranged at comparatively large distances outside the nucleus. But, in hydrogen, if the electron were stationary, it would fall into the nucleus since the charges on the particles would cause them to attract one another. Yet the electron couldn't be in an orbit circling the nucleus either. Circular motion requires constant acceleration of the circling body to keep it from flying away. But the electron has charge and charged particles radiate light when they are accelerating. So an electron in a circular orbit would radiate light and would spiral into the nucleus. 210-BohrAtom Neils Bohr proposed the first working model of the hydrogen atom. In the Bohr model, the electron circles the nucleus as if it were a planet going around the sun. And with a nod to the energy quantization that Max Planck dreamed up for solving the Ultraviolet Catastrophe, Bohr said that inside the hydrogen atom, the electron was allowed to have only discrete values of angular momentum in its orbits around the nucleus. Translated, this means the electron can occupy orbits only at a certain distances from the nucleus. And Bohr simply dismissed the problem of the electron radiating away its energy by stating that "it just didn't happen" (even great scientists cheat sometimes!) He postulated that inside an atom, electrons only radiate energy when they jump from one allowable orbit to another, and the energy of this radiation, reveals the allowable orbits. The wavelengths of light absorbed by hydrogen when white light is shined upon it, as well as the wavelengths of light when it is subsequently re-radiated had been precisely studied at the time but never explained. Here is a sample of an absorption spectrum and an emission spectrum. By predicting the values of orbits that an electron could have, Bohr's model also predicted the wavelengths of the lines in the hydrogen spectrum. And his model was tremendously successful. It explained in exquisite detail the atomic spectra of hydrogen. When the energy of the wavelengths of the spectral lines are compared to the energy differences in orbits allowed in the Bohr Atom – they agree exactly. So the quantum approach worked well in explaining the allowable orbits, but no one was certain why only those orbits were allowed. 215-ParticleWaves In his doctoral dissertation in 1924, Louis de Broglie put forward a simple idea that significantly advanced the understanding of the extremely tiny (a quantum leap forward you might say). Since Einstein and Planck and Compton had firmly established that light could have characteristics of both a wave and a particle, de Broglie suggested that matter particles…protons, electrons, atoms, billiard balls, etc could sometimes act like waves. And when this idea was applied to the Bohr atom, it answered many questions. First, the allowed orbits had to be exact multiples of the wavelengths calculated for the electrons. Other orbits produced destructive interference of the waves and so the electron couldn't exist there. So the circumference of the orbit must equal the wavelength… Or twice the wavelength… Or 3 times the wavelength… Or, for that matter, any multiple of the wavelength. Second, these orbits weren't really orbits in the traditional sense. These electrons didn't travel around the nucleus in a circle. Rather they took the form of a standing wave that surrounded the nucleus entirely. The exact position and momentum of the electron particle could not be specified at any given instant	<urn:uuid:d782dacc-3c8d-415f-b1be-8b522118fa08>	CC-MAIN-2017-13	http://cassiopeiaproject.com/media_new/force_download3.php?type=3&track_number=2&Tape_Name=QM&big=tran	2017-03-27T10:46:33Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00233-ip-10-233-31-227.ec2.internal.warc.gz	60,548,548	1,000	eng_Latn	eng_Latn	0.999001	eng_Latn	0.998951	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1658, 4188, 4960 ]	[ 2.828125 ]	1	0
THE SEYCHELLES SOOTY TERN PROJECT past, present and future In 1971 George Dunnet, then Professor of Zoology at the University of Aberdeen, obtained a NERC grant to enable a study of the biology of Seychelles Sooty Terns, whose populations were allegedly declining through over-exploitation of their eggs. These were considered by some to represent an important nutritional supplement for local people in June-July, when seas are rough and fish in short supply. I was the fortunate youngster to whom George offered the study, and during 1972 and 1973 I undertook basic studies of the birds' biology, little expecting to be still looking for ringed birds 30 years later! The early 1970s study provided a basis on which the egg industry could be re-organised in an attempt to ensure that the annual harvest could be sustainable, but assumptions about some aspects of Sooty Tern life had to be made. For example, only longer-term studies could throw light on the birds' annual survival, age at first breeding, habitat needs and the extent of intercolony movements of adult and young birds. In 1993 the Seychelles Government decided to stimulate further research to test some of the assumptions made earlier. This stimulus did not extend to funding at that stage, however, and the initiation of this phase of the work was achieved through grants and other assistance from the Royal Society, Percy Sladen Memorial Fund, the Seabird Group, Air Seychelles, British Airways for Nature Conservation, the Islands Development Company and Bird Island Lodge. Bird Island hosts the large colony where most of the current work is undertaken, and the continuing support and interest from the owners is invaluable for the continuation of these longterm studies. The early funding from these bodies allowed the purchase of large numbers of rings that were put on adults and pulli in the main colonies of the Seychelles and Amirantes. Subsequently, using finance from the Dutch Trust Fund, the Division of Environment of the Seychelles Ministry of Environment and Transport was able to support my visits, sometimes with an assistant, although our time was, and continues to be, volunteered. The main thrust of my annual visits during the incubation phase of the nesting cycle is to search the Bird Island colony for ringed birds in order to collect data for the estimation of annual survival, age at first breeding and inter-colony movements of both young birds and established breeders. Each year, about 200 ringed birds are found (thought to represent about 10% of the ringed birds present in the colony), mainly from cohorts marked in 1993-1997 on Bird Island, but also including birds ringed during the 1972 and 1973 seasons, and birds ringed in other colonies. Unfortunately, it has not proved possible to search other colonies where large numbers of birds have been ringed. Nevertheless, the ringing of these birds, ring searches on Bird Island, and associated studies of movements of radio-tagged birds and of habitat requirements of nesting birds have enabled staff from the Division of Environment to be trained in many aspects of the practical studies and their theoretical background. Elvina Henriette, Division of Environment, registering the ring number of a Sooty Tern on Bird Island The current studies have now shown that established breeding adults sometimes switch colonies between breeding seasons, the most likely stimuli for these moves being human disturbance of nesting birds, associated with both legal and illegal harvesting of eggs, and changes in the distribution of food sources in the vicinity of large colonies. This suggests that colonies in the Seychelles and Amirantes form units of a metapopulation, but the geographical extent of this population over the western Indian Ocean, and thus the source of potential recruits to Seychelles colonies, remains to be established. The youngest ringed Sooty Tern found breeding is four years old, and the data available so far suggest that most birds first return to breed between 6 and 8 years old. This is similar to findings in colonies that have been studied on the Dry Tortugas, Florida, and on Johnston Atoll, Hawaii, and suggests that the level of egg exploitation in the Seychelles is not leading to earlier breeding of young birds. Preliminary analyses of re-sighting data of ringed birds on Bird Island are indicating an annual survival approaching 90%, but the survival of juveniles between fledging and their return as breeding adults is unknown. These findings approximate closely to the assumptions I made in 1973 when making suggestions for the re-organisation of the egg industry but, as knowledge increases, refinements to the calculations of permissible harvest will be made. During the course of the present studies, however, a change in policy was proposed in 1997. In 1997, the price of Sooty Tern eggs was increased in order to more properly reflect the value of this resource to the Seychellois. At the same time, a levy of 15% was placed on egg sales, the funding so generated going to the Division of Environment to support monitoring of the egg harvest and of the size of exploited colonies, and the protection from illegal cropping of otherwise unprotected colonies. The aim is to make the running of the egg industry by the Islands Development Company, and the administration and policing of associated conservation regulations by the Division of Environment, self-sustaining. The presence of such a large number of ringed Sooty terns in Seychelles colonies represents a valuable resource, and annual searches for these birds will continue to be the main component of study until the pattern of return of pulli ringed in 1997 has been established. In addition, however, studies have begun on the potential for reestablishing Sooty Tern colonies on islands from which they formerly disappeared; these studies involve the management of appropriate habitats on these islands, including eradication of exotic predators, and the responses of adult birds to decoy models and broadcast calls. Further into the future, the tracking of birds away from their colonies, both when feeding and during dispersal/migration, will help to highlight any threats to the birds while at sea. Continued monitoring of populations and the egg harvest will identify any needs to modify harvest strategy in the light of such threats. Chris Feare (email@example.com)	<urn:uuid:2833710f-264b-4e5d-843b-4c34bb668255>	CC-MAIN-2017-13	http://seabirdgroup.org.uk/reports/grant-sooty-tern-2001.pdf	2017-03-27T10:39:50Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00231-ip-10-233-31-227.ec2.internal.warc.gz	309,464,587	1,297	eng_Latn	eng_Latn	0.997869	eng_Latn	0.99798	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3284, 5468, 6440 ]	[ 1.5390625 ]	1	7
COMMUNITY SERVICE REPORT FORM Complete this form after each community service or service learning project. Send a copy to the UW Extension office. 4-H Club: _____________________________________________________________________________________ Project: ___________________________________________________________________________________ Participants: ____________ Youth ____________ Adults 1. Hours (total # of volunteers x # of hours): ________________________ 2. Number of people benefiting from service: ________________________ 3. Duration of the project (start and end date) ________________________ 4. Service Learning consists of several components. Check and describe which you have done… _____ Investigation: Volunteers and youth investigate the community problems that they might potentially address. Describe how you determined the need_____________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____ Planning and Preparation: Volunteers, youth and community members plan the learning and service activities, and address the issues needed for a successful project. Describe what you did to prepare before launching into the project. _______________________________________________________________________ _____________________________________________________________________________________________ Who was involved in planning and preparation? ______________________________________________________ _____________________________________________________________________________________________ Who were the community partners? _______________________________________________________________ _____________________________________________________________________________________________ _____ Action(Implementing the Service Activity): The "heart" of the project: engaging in the meaningful service experience that will help youth develop important knowledge, skills, and attitudes, and will benefit the community. What did youth do? Where did you do it? How did you go about it? Whom did you serve? What did you accomplish? What were your goals and learning objectives? ________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____ Reflection: Activities that help youth understand the service learning experience and to think about its meaning and connection to them, their society, and what they have learned. Reflection is one of the most important parts of service learning. It’s when the volunteers think about their service and what it meant to them. What did they learn? Why did it matter? What will they do with what they learned? Tell us how your group reflected on their project. Here are some ideas for ways to reflect: group discussions paintings poems newspaper articles video tapes photographs bulletin boards portfolios scrapbooks art projects murals role playing journals puppet show collages essays sculptures drawings slide shows jingles guide for new volunteers How did participants reflect on the service? __________________________________________________________ What did youth learn? Did your group learn skills related to a 4-H project area? Did you learn "life skills" such as communication, problem solving, or concern for others? What else did you learn? _______________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ Discuss the project with the beneficiaries of the service. How do they rate the project? It is important to know how the people you served felt about the project. Did they think it was effective in reaching a goal? Did you help others as you had planned? _____________________________________________________ _____________________________________________________________________________________________ _____ Demonstration/Celebration: The final experience when youth, community participants and others publicly share what they have learned, celebrate the results of the service project, and look ahead to the future. How did you share the progress and results of your project? ____________________________________________ _____________________________________________________________________________________________ How did you celebrate your accomplishments? _______________________________________________________ _____________________________________________________________________________________________ How did you promote or market your project to let the community know about your efforts: (Attach copies of photos and news stories) _________________________________________________________________________ _____________________________________________________________________________________________ Report form adapted from University of Tennessee Extension 4-H http://www.utextension.utk.edu/4h/sos/resources/index.htm An EEO/AA employer, the University of Wisconsin-Extension provides equal opportunities in employment and programming, including Title IX and American with Disabilities (ADA) requirements.	<urn:uuid:3477721d-3c52-4cd3-a1a5-fee51cdcf7f6>	CC-MAIN-2017-13	http://fonddulac.uwex.edu/files/2013/04/Community-Service-Report-Form.pdf	2017-03-27T10:48:17Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00232-ip-10-233-31-227.ec2.internal.warc.gz	133,885,290	788	eng_Latn	eng_Latn	0.960606	eng_Latn	0.981957	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2606, 5551 ]	[ 3.3125 ]	3	3
Help The Environment Increase Worker Safety Reduce Costs 1) What about my privacy? Residents are permitted one small privacy bag (the size of a standard shopping/grocery bag) in each of the two (2) clear bags of waste permitted per week. Clear bags of waste may also be placed into a garbage bin for increased privacy until the collector picks up the bag. 2) Why doesn't the City of Kawartha Lakes implement a curbside organics/food scraps collection? Based on the low population and large area of the City of Kawartha Lakes, starting an organics/food scraps program at this time is not financially feasible. However, the City is actively promoting a backyard composting program that has been successful in other municipalities, and will be expanding the program in 2017. 3) What happens if a resident places recyclable material into their clear bags? The City of Kawartha Lakes is proposing an allowable level of 20% recyclable material in clear bags. Starting in January 2017, bags will be left behind if they contain more than 20% recyclable materials. 4) Where can I purchase clear bags? Are clear bags more expensive? Retailers have been notified that the municipality is switching to clear bag waste collection, and should be adjusting their stock accordingly. There is a list of retailers that stock clear bags available on the City website, city.kawarthalakes.on.ca under the Waste and Recycling Clear Bag section. The manufacturer's suggested retail price should not differ significantly between clear and black bags. Price differentials may occur between different retailers based on the individual bag size, closure type, brand name or packaging size. 5) What should I do with the opaque bags that I have already purchased? Residents are encouraged to use up all remaining opaque bags before January 1, 2017 and begin using clear bags. As of January 1, 2017 the use of clear bags will be mandatory in order to participate in curbside collection. 6) Can I place pet waste into my clear bag? Yes. Cat litter and dog waste may be placed directly into your clear bag. Animal waste should not exceed 10% of the total amount of waste in your clear bag. 7) Can I place my recycling in clear bags? No. The City did not request the use of bags for recycling collection as part of its existing contracts with our collector or material processor. There is an additional cost at the recycling plant that would apply to open each bag of recycling and take the materials out to be sorted. 8) I use white garbage bags in my kitchen receptacle and then place it in a large garbage bag, will this still be allowed or must I find small clear bags? You will be permitted one (1) small privacy bag per clear bag of garbage each week, or a maximum of two (2) privacy bags per week if you only put out one (1) clear bag. White kitchen catchers and grocery bags may be used for this purpose. If you will exceed two (2) of these bags per week it is recommended that residents use clear kitchen bags. The City encourages residents to bag any excess grocery bags and include them in your container recycling bin and/or use reusable bags for grocery shopping. 9) Where do I find more information? recycled paper Black Clear Is The New! On January 1, 2017 Kawartha Lakes is Switching To Clear Garbage Bags The City of Kawartha Lakes has launched Clear Bag Waste Collection which becomes mandatory on January 1, 2017. This program will discourage the placement of recyclables into the waste stream as well as hazardous materials. Clear Bag Waste Collection helps the environment, improves worker safety and diverts recyclables from local landfill sites to preserve valuable landfill space! After January 1, 2017 garbage that has not been put into a clear bag, visibly contains more than 20% recyclables, or contains any hazardous materials will not be collected. Place Your Weekly Garbage In Clear Bags * Note: If you are only placing one (1) clear bag of waste on the curb you may place two (2) grocery size privacy bags inside. * Note: If your two (2) privacy bags are the only waste you have, they may be placed on the curb and do not need to be placed into a clear bag for collection. Your Bags Will Not Be Picked Up If: Your bag contains More Than 20% Recyclables Your bag contains Hazardous Waste (Must be taken to a Household Hazardous Waste Depot) Hazardous Waste The City has two (2) Household Hazardous Waste (HHW) Depots that are available for residents to use during regular landfill hours. There is no charge for residents to drop off their HHW. Fenelon Depot: 341 Mark Road, Fenelon Falls Lindsay/Ops Depot: 51 Wilson Road, Lindsay Make sure that materials are transported in labelled, well-sealed containers. City HHW depots are for residential users only. 2 Container Recycling Metal • Plastic • Glass Metal Cans (Steel and Aluminum) • Place lids inside and pinch to close. Glass Bottles and Jars • Metal lids are recyclable. Aluminum Foil Containers • Includes pie plates, take out containers, Polycoat • All types of milk and juice cartons, Tetra-Paks (drinking boxes) and fibre coffee cups. baking pans, frozen food trays and aluminum foil. Blue Box: frozen vegetables and dry cleaning bags. Clean plastic food wrap. Plastic Bags and Film •Grocery, sandwich, bread, milk bags, Place all bags and film in one bag and tie closed. Plastic Containers • Plastic bottles, jugs, tubs and lids with a recycle symbol of 1, 2, 3, 4, 5, 6 or 7. Styrofoam Containers • Foam cups, plates, white fast food containers, meat trays and egg cartons. Small Plastic Flower Pots • Plant & flower pots, large plastic pails (up to 5 gallons), plant trays and cell packs. Empty Paint Cans/Empty Aerosol Cans • Only completely dry and empty paint and aerosol cans will be collected. Cans containing aerosols or liquid paint must be delivered to a Household Hazardous Waste Depot. Baked Goods Trays • Clamshell type clear containers. Ensure All Containers Are Empty And Free Of Residue Not Accepted: Light bulbs • mirrors • dishes • window glass • straws • metal pots/pans * motor oil/antifreeze type containers • toys or large plastic items that cannot fit in blue box • packing peanuts • Styrofoam insulation. * coat hangers (plastic or metal) • VHS tapes • solar pool covers • tarps • plastic cutlery Green Box: Paper Recycling Newspaper • Egg Cartons • Books Newspapers, insert flyers, photographs, catalogues, magazines, Newspaper/Fine Paper • Brown paper bags, fibre egg cartons, toilet/paper towel rolls. phone books, mail, writing paper and envelopes (including window envelopes). Non-metallic wrapping paper and greeting cards. Gift bags Other Packaging • accepted with rope, metal handles or other decals removed. Wrapping Materials • Boxboard includes cereal, cracker, detergent, drug, shoe, gift and Boxboard • Corrugated Cardboard • Cardboard has a rippled layer in the middle and includes clean pizza boxes. Remove tape and other material from boxes. Break down into flat pieces and bundle. For easy handling, the bundle must be no larger than your green recycle box. tissue boxes. Remove liners and handles. Hard and soft cover books and telephone books. Books • Not Accepted: Biodegradable paper products (i.e. drinking cups) • pet food bags • shipping envelopes with bubble liner • polaroids • peat pots • clementine boxes • paper towel/facial tissue. Separate Your Recyclables	<urn:uuid:da5e520a-cf66-4a41-b680-c704b98126e5>	CC-MAIN-2017-13	http://www.city.kawarthalakes.on.ca/residents/solid-waste-services/clear-garbage-bags-program-1/ClearGarbageBagProgramFinal.pdf	2017-03-27T10:46:31Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00234-ip-10-233-31-227.ec2.internal.warc.gz	459,493,345	1,648	eng_Latn	eng_Latn	0.994327	eng_Latn	0.996352	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3883, 7451 ]	[ 1.671875 ]	1	0
An early quarto edition of Shakespeare's Romeo and Juliet William Shakespeare, Romeo and Juliet. London: John Smethwicke, 1637. 7 1/8 inches x 5 1/16 inches (181 mm x 129 mm), [88] pages, A–L4. THE MOST \| EXCELLENT \| And Lamentable Tragedie, \| of ROMEO and \| JULIET. \| As it hath been sundry times publikely Acted \| by the KINGS Majesties Servants \| at the GLOBE. \| Written by W. Shake-speare. \| Newly corrected, augmented, and amended. \| [Smethwicke's device] \| LONDON, \| Printed by R. Young for John Smethwicke, and are to be sold at \| his Shop in St. Dunstans Church-yard in Fleetstreet, \| under the Dyall. 1637. Shakespeare's quartos, so named because of their format (a single sheet folded twice, creating four leaves or eight pages), are the first printed representations of his plays and, as none of the plays survives in manuscript, of great importance to Shakespeare scholarship. Only twenty-one of Shakespeare's plays were published in quarto before the closure of the theaters and outbreak of civil war in 1642. These quartos were printed from either Shakespeare's "foul papers" (a draft with notations and changes that was given in sections to actors for their respective roles); from "fair copies" created from foul papers that presented the entire action of the play; from promptbooks, essentially fair copies annotated and expanded by the author and acting company to clarify stage directions, sound effects, etc.; or from a previously published quarto edition. The quartos were inexpensive to produce and were published for various reasons, including to secure the acting company's rights to the material and to bring in money during the plague years in London when the theaters were closed. In this play, Romeo and Juliet, offspring of the feuding Montagues and Capulets in Verona, fall in love at a masquerade ball and later discover that the other belongs to a rival family. They pursue their love nonetheless and arrange to be secretly married by a sympathetic friar. Romeo is drawn into a fight and kills Tybalt, Juliet's cousin, just before he arrives at her house to consummate their marriage; meanwhile Juliet's father betroths Juliet to Paris and sets their marriage to take place three days later. Juliet goes to the friar for help and he suggests she take a potion the night before her wedding, which will make her appear dead so she and Romeo can reunite in Mantua. Romeo never receives the message from the friar but hears of Juliet's death and goes to her tomb with poison to kill himself. He arrives and sees Juliet's body, takes the poison and, as he dies, Juliet awakens to discover her lover dead. Juliet stabs herself just as Capulet and Montague arrive at the tomb; they agree to end their feud. This fifth quarto of Romeo and Juliet, now at the National Library of Scotland, is inlaid and bound in nineteenth-century half-leather with dark green straight-grained morocco spine and tips edged with gold rules, dark tan boards. Lettered in gold: "ROMEO \| & \| JULIET" in the second compartment; 5 TH \| EDIT. \| in the third, "WM. \| SHAKESPEARE" in the fourth and "1637" at the spine foot. Note in hand of George Steevens underneath the inlaid title page: "Fifth Edition. Perfect. Notes by George Steevens, Esq." The bookplate of John Patrick Crichton Stuart, the third Marquis of Bute is on the front pastedown; the bookplate for the Bute Collection of English Plays is on the back pastedown. This quarto was previously owned by George Steevens (1736–1800). He was an English Shakespeare editor who collaborated with Samuel Johnson in issuing a complete edition of Shakespeare, The Works of Shakespeare with the Corrections and Illustrations of Various Commentators (10 vols., 1773). Steevens owned roughly fifty quartos, and his sale (13 May 1800) was the first large Shakespeare collection to appear at auction. English book collector Richard Forster acquired this quarto from the Steevens' auction, and John Stuart, the first Marquis of Bute (1744–1814) purchased it from Forster's 1806 sale. Stuart added it to the Bute Collection of early English plays that was initially formed by Lady Mary Wortley Montagu (1689–1762) and expanded by her son-in-law John Stuart, third Earl of Bute. Lady Mary's grandson, the first Marquis of Bute, notably acquired 39 Shakespeare quartos. The collection contains 1,266 English plays and includes seventeenth- and eighteenth-century adaptations of Shakespeare's plays and examples of the foremost dramatists from Elizabethan, Jacobean, Caroline, and Restoration periods; also included are a number of promptbooks. The Bute Collection is now in the National Library of Scotland, which purchased it from Major Michael Crichton Stuart on April 3, 1956. Octavo code: sharou	<urn:uuid:0457e26c-b227-4ce0-9367-8190c45bf050>	CC-MAIN-2017-13	http://rarebookroom.org/pdfDescriptions/sharou.pdf	2017-03-27T10:42:26Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00235-ip-10-233-31-227.ec2.internal.warc.gz	294,867,831	1,106	eng_Latn	eng_Latn	0.997834	eng_Latn	0.998499	[ "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 2735, 4727, 4748 ]	[ 1.6171875 ]	1	7
August 2014 Dear Educator, It's time to make your reservations for Hunt Club Farm's Pumpkin Patch & Harvest Hayride field trip. This will be the 27 th year that our farm has provided pumpkins and hayrides to local school children and youth groups in Hampton Roads and surrounding areas. This year's Pumpkin Patch field trip will run Monday through Friday, September 22 nd -November 7 th . Hunt Club Farm's Pumpkin Patch program lasts approximately 90 minutes. The excitement begins with a "Tractor pulled Hayride" around the farm. The bumpy journey includes an educational stop near our corn field where we discuss fall harvest as well as the history and many uses of pumpkins, gourds and corn. During the ride, you will observe horses grazing, barns, gardens, fall flowers, fields and woods. You'll also pass our pond, which is the home to many migratory waterfowl as well as our resident turtles, geese and ducks. Next, your group will have the opportunity to explore our Petting Farm. Here the children will visit chickens, peacocks, goats, sheep, donkeys, llamas, alpacas, pigs and bunnies. Our staff will be on hand to provide fun facts about our farm animals and to accommodate questions. We also have a Giant Hay Stack and Playground in the Petting Farm for the kids to enjoy. After meeting the animals, the children head off to our "Pumpkin Patch" to pick-out their very own pumpkin to take home. We will provide a bag for each child's pumpkin. Additionally, our picnic area is available for you to enjoy lunch or snacks. Children love spending a day on the farm and this field trip provides a wholesome hands-on educational experience. The field trip cost is $7.00 per person. There is no charge for teachers. However, pumpkins are only included for the children. Please collect money at school for students and any parents that will chaperone the field trip. Hunt Club's Farm Market will be open for those who would like to purchase snacks, additional pumpkins or other fall novelties. Please call (757) 427-9520 today to make reservations in advance. Hunt Club Farm is located at 2388 London Bridge Road in Virginia Beach. For directions, photos and more information please visit www.huntclubfarm.com . We look forward to seeing you at "The Pumpkin Patch." Also, located on our website www.huntclubfarm.com are examples of Math, Science and English Virginia State SOLs for K-3 rd grade which relate directly to this field trip. ** Please note that we are now accepting reservations for our Winter Wonderland Field Trip for the month of December and for our Children's Gardening Program in the spring!!! Sincerely, JD and Randi Vogel, Owners Virginia's SOL requirements for Kindergarten, 1 st , 2 nd , and 3 rd grade Math: Kindergarten K.10… The student will compare two objects or events, using direct comparisons or nonstandard units of measure, according to one or more of the following attributes: length, height, weight and temperature. (Compare the size of pumpkins in the Pumpkin Patch) First Grade 1.12… The student will identify and describe objects in his/her environment that depict plane geometric figures. (Observe shapes of objects on the farm such as flags, straw bales, fences, barns, etc.) Second Grade 2.16… The student will identify, describe and sort three-dimensional (solid) concrete figures. (Identify, describe and sort 3-D concrete objects such as pumpkins, gourds or seeds) Third Grade 3.14… The student will identify, describe, compare, and contrast characteristics of plane and solid geometric figures such as circle, square, rectangle, triangle, cube, rectangular prism, etc… by identifying relevant characteristics, including the number of angles, vertices, and edges, and the number and shape of faces, using concrete models. (Compare and contrast picnic table top vs boards that make up the table, bales of straw on hayride) Science: Kindergarten K.4… The student will investigate and understand that the position, motion, and physical properties of an object can be described. (Understanding the pulley system of our goat walk) First Grade 1.2…The student will investigate and understand that moving objects exhibit different kinds of motion; objects may vibrate and produce sound. (Observe the goat's reaction to sound of wheels on goat walk) Second Grade 2.1… The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which conditions that influence a change are identified and inferences are made. (Use pumpkins to discover if fruit lasts longer in the sun or shade, sitting on concrete or paper, kept hot or cold?) Third Grade 3.1... The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which objects with similar characteristics or properties are classified into at least two sets and two subsets. (Classify farm animals as mammals or birds & then, as type of animal such as goat or sheep, duck or goose.) English: Kindergarten K.3…The students will begin to follow implicit rules for conversation, including taking turns and staying on topic. (Hayride loading attendants, educational stop questions and answer conversation) First Grade 1.3…The students will adapt or change oral language to fit the situation. Initiate conversation with peers and adults, follow rules for conversation, use appropriate voice level in small-group settings, ask and respond to question in small-group settings. (Great transition practice, bus, hayride, pumpkin patch & playground conversations with teachers, guides, parents and peers) Second Grade 2.3… The students will use oral directions with three or four steps. (Hayride safety rules, guidelines for choosing pumpkins from the pumpkin patch) Third Grade 3.1… The student will use effective communication skills in group activities; listen attentively by making eye contact, facing the speaker, asking questions and summarizing what is said. (Listening to the educational guide during pumpkin presentation and participating in Q&A session) Please Call 427-9520, for Field Trip Reservations** If you reach our voicemail, please leave us a day and evening number and the best time to return your call. Hope to see you at "The Pumpkin Patch!"	<urn:uuid:de63f677-6a37-4fc3-b620-21aba0be6d47>	CC-MAIN-2017-13	http://www.huntclubfarm.com/wp-content/uploads/2014/08/2014PumpkinPatchLetter.pdf	2017-03-27T10:41:59Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00233-ip-10-233-31-227.ec2.internal.warc.gz	538,208,333	1,352	eng_Latn	eng_Latn	0.996839	eng_Latn	0.997342	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2676, 6365 ]	[ 2.90625 ]	1	4
Goal 2: Writing-All students will meet college/career readiness standards in WRITING as evidenced by MEAP achievement. Goal 3: Mathematics-All students will meet college/career readiness standards in MATHEMATICS as evidenced by MEAP achievement. Goal 4: Data Culture-The culture of WPS will be one of continuous learning and improvement founded in data-based decision making. 1. Specialized schools and programs that we utilize. Special Education-North School serves approximately 25 students in Special Education, in addition to 24 speech students. To meet individual needs, some of our students need educational programs that our district cannot provide. In cooperation with Berrien Regional Educational Service Agency (Berrien RESA) and certain neighboring districts, these students attend appropriate Special Education programs in other locations. The programs available to Watervliet students were: Early Childhood Developmentally Delayed Program Located at Coloma Elementary Facilitated by Coloma Community Schools Hearing Impaired Program Located at Berrien Springs Public Schools Facilitated by Berrien RESA Cognitively Impaired Program Located at Berrien Springs Middle School Facilitated by Berrien Springs Public Schools Moderately to Severely Mentally Impaired Program Located at Blossomland Learning Center, Berrien Springs Facilitated by Berrien RESA Early Childhood Developmentally Delayed and Autistic Impaired Program Located at Stewart Elementary Facilitated by Lakeshore Public Schools Severely Emotionally Impaired and Autistic Impaired Program Located at Lighthouse Learning Center, St. Joseph Facilitated by Berrien RESA Severely Emotionally Impaired Program Located at Niles Southside Facilitated by Niles Community Schools Migrant and Bilingual Education - Located and facilitated by Watervliet Public Schools. 3 rd -5 th grade students were eligible for support services during the school year. 2. North School's program of academic instruction incorporates the Michigan Grade Level Content Expectations(GLCE) and Common Core State Standards(CCSS). Information on our core curriculum can be obtained by contacting the school office. The materials we use are Scott Foresman's Reading Streets for language arts instruction, Everyday Math for mathematics instruction, Battle Creek Science Kits for science instruction, and Hillsdale's Meet Michigan for 3 rd Houghton Mifflin's States and Regions for 4 th and TCI's America's Past for 5 th grade social studies instruction. More detailed information is available on the North School tab on the district website. We are not aware of any variations from the state curriculum framework. At North School we administer the Michigan Educational Assessment Program (MEAP). This test is taken by all students during the month of October. The 3 rd graders take Reading and Math. 4 th grade takes Reading, Writing and Math. 5 th graders take Reading, Math and Science. These past year results can be found on the Michigan Department of Education website. 3 rd grade math: 39% proficient 3 rd grade reading: 59% proficient 4 th grade math: 47% proficient 4 th grade reading: 64% proficient 5 th grade math: 45% proficient 5 th grade reading: 70% proficient 5 th grade science: 12% proficient We also administer use an assessment referred to as NWEA, which stands for Northwest Evaluation Association. This test specifically measures students' content knowledge in reading, language usage and math. Please keep in mind that we look at a Normative Data Reference guide to help evaluate where your child's progress is compared to other students in the country. This past school year, we had a fall enrollment of 315 students. Of those 315, North School teachers met with 285 of those students' parents. That means that 90% of our students were represented by parents at our fall parent/teacher conferences. North School will continue to focus on student achievement as we move forward with implementing the Common Core State Standards. Your child is our number one priority. We will work tirelessly to help your child be successful at North Elementary. Thank you in advance for the support you provide at home. Thanks as well to our devoted teachers, support staff, parents, students and Board of Education for their consistent hard work throughout the year. I look forward to continued growth and achievement for the upcoming school year. Sincerely, Joe Allen Principal North Elementary Watervliet Public Schools	<urn:uuid:c7938f1e-5fe6-4187-9df7-35e0ff1e010b>	CC-MAIN-2017-13	http://www.watervlietps.org/cms/lib08/MI01908998/Centricity/Domain/210/North%20AER%203.pdf	2017-03-27T10:42:48Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00234-ip-10-233-31-227.ec2.internal.warc.gz	738,009,193	959	eng_Latn	eng_Latn	0.989028	eng_Latn	0.992594	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1954, 4193, 4559 ]	[ 1.703125 ]	1	2
Central Research Institute for Dryland Agriculture Santoshnagar, Hyderabad Contingency Plans and Alternative Cropping Pattern for the Drought affected States This is only a summary of the Plans. Detailed zone-wise plans are given by the respective Agricultural Universities weekly. Rainfall situation The overall rainfall situation in the Country has improved substantially across sub-divisions. The country as a whole so far received rainfall higher (4%) than normal. However, sub-divisions of Assam-Meghalaya, Gangetic West Bengal, Jharkhand, Bihar plains and East Uttar Pradesh have been showing deficit rainfall ranging from 20 - 38%. Outlook (up to 29 th September 2010) Fairly widespread rainfall would continue over northeastern states and south Peninsular India. Jharkhand As on 23.09.2010, Jharkhand is still continuing with a deficit of 38% rainfall, which is an alarming situation. * Farmers are advised to broadcast urea after weeding in late sown crops. * Due to receipt of good amount of rainfall in many parts of the state, sowing of toria (var. P.T. 303, Panchali and Bhawani), Mustard (var. Shivani, Varuna, Pusa Bold and Kranti) and Potato (var. Kufri Chandramukhi, Kufri Asoka and Kufri Kanchan) was advised in uplands and medium lands. * Early sowing of vegetable Pea (var. Arkel, Azad Pea – 1) and other winter season vegetable crops like cauliflower, cabbage, brinjal and tomato on uplands and medium lands using normal package of practice was advised. * Spraying of Endofil or Qunalphos @ 2 ml/lit of water to control attack of caterpillars in late sown pulses like urd bean and moong bean (whenever they appear) was advised. Bihar Though many parts of state have received very good rainfall in last week, still some districts are under drought and the deficit rainfall continues to be 20% below normal. * Farmers were advised to ensure irrigation in the standing paddy crop from diesel pumpset where rainfall is low. * Top dressing of nitrogen was recommended in standing paddy crop. * Farmers were advised to finish sowing of rabi arhar by the end of this week. * Temperature condition is becoming favourable for sowing of rapeseeds. Farmers are advised to prepare the land for sowing of rapeseed varieties viz., RAUTS-17, PT-303 and Bhawani for the districts of north Bihar. * Application of 30 kg N, 40 kg phosphorous and 40 kg potassium per hectare at the time of final land preparation was recommended. Farmers may sow the crop after 26th September. Drainage in the field at each 10 m interval is advised for removing the rainwater. * Dusting of Folidol dust @ 20-25 kg per hectare is advised in the standing paddy crop (which is in panicle initiation stage) to protect the crop from gundhi bug infestation. Gangetic West Bengal Gangetic West Bengal is still reeling under drought situation with 29% deficit rainfall. * To reduce the loss due to monsoon failure, farmers may go for cultivation of crops like, mung (cv. Sonali, Panna, Amrita, Sujata), sesame (cv. Vadui til) and black gram (cv. Kalindi, sarala, nabeen). * The farmers who could not grow Kharif rice till now may opt for cultivation of short duration (50-60 days) leafy vegetables like spinach, coriander and radish. * Farmers were advised to start sowing of winter vegetables viz., hybrid tomato and ladys finger. * Top dressing of nitrogen is to be avoided, if blast disease is prevalent. East Uttar Pradesh In eastern Uttar Pradesh, with 21% deficit rainfall, drought like situation is prevailing in some districts. So far 97.5% of the targeted crop area (92.76 lakh ha) was covered under different kharif crops. * In flood affected areas, after the receding of flood waters, framers were advised to go for sowing of autumn sugarcane (varieties COS 95255, 88230 and 8436) and toria (varieties Type-9, Type-36, Narendra Toria-1 & PT-30) * Sowing of early potato varieties like Kufri Chandramukhi and Kufri Bahar and vegetables like spinach, radish, carrot, coriander, in highly deficit/scanty rainfall areas, are advised. * Early varieties of vegetable Pea viz., Azad Pea-3, Azad Pea-1 and Arkel were advised to be sown. * To control stem borer in maize crop dusting of 20 kg of 6% granules of lindane/ha was recommended. * For control of yellow mosaic in urd/mung, spraying of dimethioate 30 EC 1 liter/ha should be made. ________	<urn:uuid:6f0362c3-d8ae-4393-a2da-8d1045acb8aa>	CC-MAIN-2017-13	http://www.nicra-icar.in/nicrarevised/images/bulletion/CP-2010/bulletin-14.pdf	2017-03-27T10:43:06Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00234-ip-10-233-31-227.ec2.internal.warc.gz	625,220,743	1,079	eng_Latn	eng_Latn	0.990015	eng_Latn	0.993006	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1484, 3401, 4351 ]	[ 1.3671875 ]	1	7
Pardalotus quadragintus Forty-Spotted Pardolote What is a forty-spotted pardalote? One of the smallest and rarest birds in Australia, the forty-spotted pardalote belongs to a group known as 'diamond birds' because of their tiny, jewel-like appearance. Why is it endangered? The forty-spotted pardalote is only found in Tasmania (endemic) and is classified 'Endangered'. Its distribution is restricted to four locations in eastern Tasmania: Flinders Island, Maria Island, Tinderbox and Bruny Island. The only colonies of more than 100 birds are on Bruny and Maria Islands. The greatest threat to the forty-spotted pardalote is the destruction of its habitat and competition from other species such as noisy mynahs who enter the 'fortyspots' fiercely defended territory. Cats may also take adults and nestlings. What do they look like? Measuring about 9 - 10 cm, the body is light olive green with pale yellow around the eye and on the rump. The wings are black with distinctive white dots. There are no head markings. The call is a low pitched 'where..... where..... where..... where'. Other calls it can be confused with are the spotted pardalote which has a higher pitch ed 'me.. me' call and the black-headed honeyeater. They can be seen most often in the upper foliage of white gum where they live and feed, and may be found alone or in small groups. Binoculars are essential to catch a glimpse of these tiny birds and identify them correctly. Why are white gums important? Forty-spotted pardalotes live in dry eucalypt forests and woodlands only where white gum (Eucalyptus viminalis) occurs. This tree is the key to the birds survival. They feed on a variety of insects, and also lerps (a protective insect coating) and manna, a sugary secretion produced by the tree in response to insect attack. The birds are called 'foliage gleaners' because of the way they pick the insects from the leaves and branches. Identifying white gum White gum is a common species in dry eucalypt forests throughout eastern Tasmania. It has a rough bark collar on the lower trunk with a smooth white and grey streaked surface extending to the branches and canopy. Leaves are slender and usually 10 - 20 cm long. Considered a moderate sized tree it can grow to approximately 50 m in height and 1 - 2 m in diameter. Depar tment of Primary Industries, Parks, Water and Environment Other pardalotes Two other pardalotes also occur throughout Tasmania. Both are common and widespread and are similar in appearance and habit. The spotted pardalote has a spotted head and the striated pardalote has streaked head markings. Both species have vivid yellow throats, rumps and small patches of red. Neither species are considered rare and both are found on mainland Australia. What's being done? The Parks and Wildlife Service, with funds from the Australian Nature Conservation Agency, has established a recovery team of representatives. This team manages the habitats and populations of the forty-spotted pardalote — thereby increasing awareness about the threats to the birds and ways we can help save them. What can 'forty-spots' do for you? Having a 'forty-spot' colony nearby has its advantages — especially for farmers and gardeners. 'Forty-spots' eat a variety of insects and so are a great natural way to help control pests. How can you help? Fortunately we can help save the 'forty-spots'. If you have white gums growing on your property don't cut them down or remove old growth or dead spars — these trees provide food and nest sites for the birds. Plant white gums on your property to ensure food and homes for the future. A planting program is underway offering information and seedlings to people owning land near the colonies. Further information A video on the recovery program which shows rare footage of the bird and chicks is available from the Nature Conservation Branch. Contact Biodiversity Conservation Branch: DPIPWE 134 Macquarie Street, Hobart. 7000 Phone: (03) 6233 6556 Fax: (03) 6233 3477 November 2013 © State of Tasmania	<urn:uuid:13aed559-1a90-47c2-92a5-381f8a7621b9>	CC-MAIN-2017-13	http://parks.tas.gov.au/file.aspx?id=6356	2017-03-27T10:46:39Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00235-ip-10-233-31-227.ec2.internal.warc.gz	270,360,548	912	eng_Latn	eng_Latn	0.998767	eng_Latn	0.998747	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2376, 4055 ]	[ 3.578125 ]	2	8
Remark:Please circle the option you require each day! \| \| Monday \| Tuesday \| Wednesday \| Thursday \| Friday \| \|---\|---\|---\|---\|---\|---\| \| \| 3/6 \| 3/7 \| 3/8 \| 3/9 \| 3/10 \| \| Soup \| Hot & sour soup \| Carrot soup \| Seaweed soup \| Corn soup \| Tomato soup \| \| Option A \| Korean style spicy stir-fried chicken Kelp, Rice \| Kung Bao Chicken Cabbage, Rice \| Sauteed shredded pork with sweet bean sauce Green vegetables, Rice \| Stir-fried fish with corn Spinach, Rice \| Hungarian pork Cauliflower, Rice \| \| Option B \| Baked pasta with salami Broccoli \| Beef Quesadilla Celery, Rice \| Chicken burger Corn, Chips \| Shanghai style fried pork steak Carrot, Rice \| Orange honey roasted duck Zucchini, Boiled potato \| \| Dessert \| Swiss roll \| Ice cream \| Cup cake \| K.S.L. cake \| Golden Sponge Cake \| \| \| 3/13 \| 3/14 \| 3/15 \| 3/16 \| 3/17 \| \| Soup \| Tofu soup \| Onion soup \| Meatball Chinese cabbage soup \| Pumpkin soup \| Seaweed soup \| \| Option A \| Anton stewed chicken Kelp, Rice \| Braise pork steak with tomato Celery, Rice \| Fried rice with preserved pork Spinach \| Stir-fried duck with satay sauce Green vegetables, Rice \| Steamed egg with fish Cauliflower, Rice \| \| Option B \| Baked toast with bacon & Mushroom Corn \| Western style pancakes Zucchini, Roast potato \| Honey-stewed BBQ pork \| Fried pork fillet with sesame Pumpkin, Cream potato \| Pasta with bacon Broccoli \| \| \| \| \| Broccoli, Rice \| \| \| \| Dessert \| K.S.L. cake \| Swiss roll \| Ice cream \| Golden Sponge Cake \| Cup cake \| \| \| 3/20 \| 3/21 \| 3/22 \| 3/23 \| 3/24 \| \| Soup \| Wax gourd soup \| Mushroom soup \| Tomato soup \| Carrot soup \| Cabbage soup \| \| Option A \| Saut'eed pork with mushroom Green vegetables, Rice \| Steamed tofu with minced pork Spinach, Rice \| Chicken meatball with shii-take Chinese cabbage, Rice \| French crispy fried duck Cauliflower, Rice \| Korean Omurice Kelp \| \| Option B \| Roasted chicken drumsticks with rosemary Celery, Rice \| Pan-fried fish patty with vegetables Carrot, Rice \| Curry pork Zucchini, Potato lyonnaise \| Thai style stir-fried rice noodle Broccoli \| Chicken steak with teriyaki sauce Corn, Jacket potato \| \| Dessert \| Golden Sponge Cake \| K.S.L. cake \| Swiss roll \| Ice cream \| Cup cake \| \| \| 3/27 \| 3/28 \| 3/29 \| 3/30 \| 3/31 \| \| Soup \| Seaweed soup \| Pumpkin soup \| Queen Victoria's Brown Windsor Soup \| Corn soup \| Tomato soup \| \| Option A \| Braised pork with radish Bean sprouts, Rice \| Scrambled eggs with bacon & potato Green vegetables, Rice \| Parslied mushroon patties \| Stewed chicken with tomato&mushroom Spinach, Rice \| Japanese style chicken fillet Cauliflower, Rice \| \| \| \| \| Celery, Rice \| \| \| \| Option B \| Pan-fried chicken with lemon juice Corn, Mashed potato \| Pork bolognaise,spaghetti Carrot \| British fish with green peas puree \| Roasted pork with black pepper Pumpkin, Rice \| Cheese Pizza Zucchini \| \| \| \| \| Broccoli, Chips \| \| \| \| Dessert \| Swiss roll \| Golden Sponge Cake \| Cup cake \| Ice cream \| K.S.L. cake \| Nutritional reading over the whole month: Red Meat 12% Fish 5% Vegetables 45 % White Meat 11% Starch 27% Deep Fried 5 % EY2 & EY3 & EY4 : Dessert, fruit and drink are served at 10:30am in the classroom. Please Indicate if you require bread, soup, salad everyday KG and above: Choice of a drink (Juice or water, milk, yogurt), dessert Free Flow of Bread and Salad included	<urn:uuid:5af9208a-7cd6-4921-b79d-d3cfef8e03c0>	CC-MAIN-2017-13	http://tis-wuxi.com/ubian/net/UpLoadImages/ueditor/2017-03-10-18007bc89a-4be5-40ec-ba74-d44991013cf1.pdf	2017-03-27T10:34:57Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00235-ip-10-233-31-227.ec2.internal.warc.gz	349,471,299	944	eng_Latn	eng_Latn	0.99364	eng_Latn	0.99364	[ "eng_Latn" ]	false	docling	[ 3329 ]	[ 1.546875 ]	1	1
Ages of Famous Personalities Name________________________________ Algebra 1 Level Supplies: Graphing Calculator, PowerPoint presentation Task: You will be seeing photographs of twenty famous people. As you see the photos, record the names of each individual and your best estimate as to the person's age. If you do not know the person, take your best guess as to the age from observing the photo. Actual ages will be the age at the end of the current year. \| Famous Personality \| Estimated Age \| \|---\|---\| \| 1 \| \| \| 2 \| \| \| 3 \| \| \| 4 \| \| \| 5 \| \| \| 6 \| \| \| 7 \| \| \| 8 \| \| \| 9 \| \| \| 10 \| \| \| 11 \| \| \| 12 \| \| \| 13 \| \| \| 14 \| \| \| 15 \| \| \| 16 \| \| \| 17 \| \| \| 18 \| \| \| 19 \| \| \| 20 \| \| 1. Using your graphing calculator, prepare a scatter plot using the estimated age on the x-axis and the actual age on the y-axis. Sketch the scatter plot on the grid at the right. Be sure to label your axes and scale. 2. Choosing two points, find the equation of the line of best fit (model equation) for your data. Points: ( , ) & ( , ) Slope: __________ Equation:____________________________________ 3. Using your graphing calculator, find the linear regression equation, the calculator’s line of best fit, for your data. _____________________________________________ 4. What is the correlation coefficient? ___________ What does it tell you about the fit of the calculator’s linear regression? 5. What is an appropriate domain for graphing age data in general? _______________________ 6. If you had guessed all of the ages correctly, what would be the equation of the line representing these correct guesses?___________________________________________________________ 7. Did you, in general, overestimate or underestimate the ages? ____________________________ 8. a. What percent of your estimated ages were correct?__________________________________ b. What percent of your estimated ages were above the actual ages?______________________ 9. Interpolate: If you guessed that a person’s age was 26, what would the exact age be based upon the calculator’s model equation? ______________________________________________ 10. Interpolate : If a person’s actual age was 37, what would have been the estimated age based upon the calculator’s model equation?____________________________________________ 11. Extrapolate: If a person’s estimated age was 80, what would have been the actual age based upon the calculator’s model equation?___________________________________________ 12. a. What is your age? __________ b. Based upon the calculator’s model equation, what is your estimated age? _____________ 13. a. Which personality had the greatest difference between the estimated age and the actual age? ___________________________________________________________________________ b. What is the AVERAGE of the differences between the actual ages and the estimated ages for all of the personalities? ________________________________________________________	<urn:uuid:1aac6cdc-280f-4017-a55b-0ec375a471ba>	CC-MAIN-2017-13	http://mathbits.com/MathBits/PPT/Ages%20of%20Famous%20People%20wkst.pdf	2017-03-27T10:42:38Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00233-ip-10-233-31-227.ec2.internal.warc.gz	223,633,628	680	eng_Latn	eng_Latn	0.998092	eng_Latn	0.998264	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1307, 3005 ]	[ 4.0625 ]	2	7
Scrappy Four-Patch Quilt, Older Child This kit includes twelve 8 ½" blocks and forty-eight 4 ½" blocks of assorted fabric, and five strips of border fabric. Backing fabric may also be included. Small Blocks – fabric scraps, at least 4½ “square, cut 48 – 4½” squares Large Blocks – fabric scraps at least 8½” square, or, at least ¾ yard of fabric. Cut scraps or yardage into 8½” x 8½” squares. Scraps can be used, or the yardage can be used [which gives a not so scrappy look] Border – ⅔ yard fabric, cut into five – 4½” strips Backing – 1⅔ yards fabric Batting – 42” x 58” Using a ¼ " seam allowance throughout, sew two 4½" squares ogether into a unit and then sew two units together into a 4-patch square Using a ¼" seam allowance for construction, sew two – 4½" squares together into a unit and then sew two units together into a 4-patch square as shown [figure 1]. Make twelve 4-patch squares. as shown (fig. 1). Make twelve 4patch squares. Suggestion: Lay the squares out before sewing to get a pleasing arrangement. (Suggestion: Lay the squares a parrangement.) Sew into rows of four squares by alternating an 8½" square and a 4-patch square [figure 2]. You should have six rows. Sew into rows of four squares Sew the rows together alternating Sew the rows together, alternating rows that start with an 8½" square with rows that start with a 4-patch square to form the quilt top. rows that start with an 8½" square with rows that start with a 4-patch square to form the quilt top shown. Cut one border strip in half and sew each half end-to-end to another Cut 1 border strip in half and sew each half end-to-end to another border strip to make 2 long strips. Sew the border strips to the quilt following the diagram. Add the side borders first, press seams and trim. Next, add the top and bottom borders, press and trim. border strip to make two long strips This blanket can be finished using the traditional method, which uses a binding, or the 'envelope' method, which uses no binding. Quilt or tie at least every 3 ½ to 4 inches. Quilting in the ditch looks nice and reinforces the blanket. Quilting ½" around the outside edges gives a more finished look when using the 'envelope' method. Finished size is approximately 40" x 56" 4-patch square Figure 1 should each measure 8½" x 8½"	<urn:uuid:cc61c238-aaea-4eed-a5d1-2268898b6f41>	CC-MAIN-2017-13	http://www.azblankets4kids.com/Patterns/Scrappy%20Four%20Patch,%20Older%20Child.pdf	2017-03-27T10:36:17Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00234-ip-10-233-31-227.ec2.internal.warc.gz	421,630,628	603	eng_Latn	eng_Latn	0.998734	eng_Latn	0.998734	[ "eng_Latn" ]	false	docling	[ 2313 ]	[ 1.34375 ]	4	5
Between Multi-Level Systems of Support and English Learners A MULTI-LEVEL SYSTEM OF SUPPORT [Response to Intervention (RtI) and Positive Behavioral Interventions and Supports (PBIS)] is the practice of systematically providing differing levels of supports based on student need. Wisconsin's vision of a multi-level system of support consists of four essential elements: HIGH QUALITY INSTRUCTION, BALANCED ASSESSMENT, COLLABORATION, and CULTURALLY RESPONSIVE PRACTICES. ENGLISH LEARNERS are an increasingly diverse group, representing numerous countries, cultures, and languages. They come from all socioeconomic levels and with varied educational experiences and backgrounds. A multi-level system of support helps address the complex needs of students who are in the process of developing another language (English). At the same time, the system validates, afﬁ rms, builds upon, and bridges to the students' ﬁ rst language, cultural strengths, intellectual capabilities, and prior accomplishments. A multi-level system of support provides English learners with: * A focus on culturally competent teaching to ensure strong academic literacy and English language development for long-term student achievement * A commitment to district-wide and school-wide inclusive practices * A research-validated framework for a comprehensive education that beneﬁ ts ALL students * Strengths-based thinking and culturally competent solutions Connecting English Learners to Balanced Assessment * Use valid and reliable measures aligned with state and local standards, including English Language Standards * Tie in the language acquisition stages and students' cultural backgrounds * Implement strategic assessment practices to measure students' academic content, language knowledge, and skills * Provide grade-level appropriate assessments and allow for equitable alternatives when necessary Connecting English Learners to Collaboration * Involve educators, family, and community when making critical decisions about instruction and practices * Team up with colleagues to plan and deliver instruction that integrates language and content * Provide collaborative, authentic opportunities to learn by addressing speciﬁ c language and/or cultural barriers Connecting English Learners to Culturally Responsive Practices * Believe that English learners can and will learn at high levels * Understand we all have unique identities * Create authentic, relevant learning experiences that validate and afﬁ rm students' culture and language * Build a sense of belonging that honors English learners' racial and ethnic identities Connecting English Learners to High Quality Instruction * Make content understandable by leveraging students' ﬁ rst language, cultural assets, and prior knowledge * Use instructional practices designed to integrate conceptual understanding and language competence * Align learning and supports to college and career readiness * Take proﬁ ciency level(s) and prior schooling experiences into account when designing instruction	<urn:uuid:ec22b7f8-20f5-4a6c-8358-930332c757a6>	CC-MAIN-2017-13	http://www.wisconsinrticenter.org/assets/files/resources/1453822449_ELL%20connections%20to%20MLSS.pdf	2017-03-27T10:33:51Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00233-ip-10-233-31-227.ec2.internal.warc.gz	741,883,983	541	eng_Latn	eng_Latn	0.982519	eng_Latn	0.982519	[ "eng_Latn" ]	false	docling	[ 3040 ]	[ 2.265625 ]	3	2
FORBIDDEN GOSPELS AND EPISTLES VOLUME 4 - NICODEMUS ARCHBISHOP WAKE ∗ THE GOSPEL OF NICODEMUS, FORMERLY CALLED THE ACTS OF PONTIUS PILATE. The Gospel of NICODEMUS, the disciple, concerning the Suﬀerings and Resurrection of our Master and Saviour, JESUS CHRIST. CHAPTER I. 1 Christ accused to Pilate by the Jews of healing on the Sabbath. 9 Summoned before Pilate by a messenger who does him honour. 20 Worshipped by the standards bowing down to him. ANNAS and Caiphas, and Summas, and Datam, Gamaliel, Judas, Levi, Nepthalim, Alexander, Cyrus, and other Jews, went to Pilate about Jesus, accusing him with many bad crimes. 2 And said, We are assured that Jesus is the son of Joseph, the carpenter, and born of Mary, and that he declares himself the Son of God, and a king; and not only so, but attempts the dissolution of the Sabbath, and the laws of our fathers. 3 Pilate replied, What is it which he declares? and what is it ∗ PDF created by pdfbooks.co.za which he attempts dissolving? 4 The Jews told him, We have a law which forbids doing cures on the Sabbath day; but he cures both the lame and the deaf, those aﬄicted with the palsy, the blind, the lepers, and demoniacs, on that day, by wicked methods. 5 Pilate replied, How can he do this by wicked methods? They answered He is a conjurer, and casts out devils by the prince of the devils; and so all things, become subject to him. 6 Then said Pilate, Casting out devils seems not to be the work of an unclean spirit, but to proceed from the power of God. 7 The Jews replied to Pilate, We entreat your highness to summon him to appear before your tribunal, and hear him yourself. 8 Then Pilate called a messenger, and said to him, By what means will Christ be brought hither? 9 Then went the messenger forth, and knowing Christ, worshipped him; and having spread the cloak which he had in his hand upon the ground, he said, Lord, walk upon this, and go in, for the governor calls thee. 10 When the Jews perceived what the messenger had done, they exclaimed (against him) to Pilate, and said, Why did you not give him his summons by a beadle, and not by a messenger?–For the messenger, when he saw him, worshipped him, and spread the cloak which he had in his hand upon the ground before him, and said to him, Lord, the governor calls thee. 11 Then Pilate called the messenger, and said, Why hast thou done thus? 12 The messenger replied, When thou sentest me from Jerusalem to Alexander, I saw Jesus sitting in a mean ﬁgure upon a she-ass, and the children of the Hebrews cried out, Hosannah, holding boughs of trees in their hands. 13 Others spread their garments in the way, and said, Save us, thou who art in heaven; blessed is he who cometh in the name of the Lord. 14 Then the Jews cried out, against the messenger, and said, The children of the Hebrews made their acclamations in the Hebrew language; and how couldst thou, who art a Greek, understand the Hebrew? 15 The messenger answered them and said, I asked one of the Jews and said, What is this which the children do cry out in the Hebrew language? 16 And he explained it to me, saying, they cry out, Hosannah, which being interpreted, is, O Lord, save me; or, O Lord, save. 17 Pilate then said to them, Why do you yourselves testify to the words spoken by the children, namely, by your silence? In what has the messenger done amiss? And they were silent. 18 Then the governor said unto the messenger, Go forth and endeavour by any means to bring him in. 19 But the messenger went forth and did as before; and said, Lord come in, for the governor calleth thee. 20 And as Jesus was going in by the ensigns, who carried the standards, the tops of them bowed down and worshipped Jesus. 21 Whereupon the Jews exclaimed more vehemently against the ensigns. 22 But Pilate said to the Jews, I know it is not pleasing to you that the tops of the standards did of themselves bow and worship Jesus; but why do ye exclaim against the ensigns, as if they had bowed and worshipped? 23 They replied to Pilate, We saw the ensigns themselves bowing and worshipping Jesus. 24 Then the governor called the ensigns, and said unto them, Why did you do thus? 25 The ensigns said to Pilate, We are all Pagans and worship the gods in temples; and how should we think anything about worshipping him? We only held the standards in our hands, and they bowed themselves and worshipped him. 26 Then said Pilate to the rulers of the synagogue, Do ye yourselves choose some strong men, and let them hold the standards, and we shall see whether they will then bend of themselves. 27 So the elders of the Jews sought out twelve of the most strong and able old men, and made them hold the standards, and they stood in the presence of the governor. 28 Then Pilate said to the messenger, Take Jesus out, and by some means bring him in again. And Jesus and the messenger went out of the hall. 29 And Pilate called the ensigns who before had borne the standards, and swore to them, that if they had not borne the standards in that manner when Jesus before entered in, he would cut oﬀ their heads. 30 Then the governor commanded Jesus to come in again. 31 And the messenger did as he had done before, and very much entreated Jesus that he would go upon his cloak, and walk on it; and he did walk upon it, and went in. 32 And when Jesus went in, the standards bowed themselves as before, and worshipped him. CHAPTER II. 2 Is comppassionated by Pilate's wife, 7 charged with being born in fornication. 12 Testimony to the betrothing of his parents. 15 Hatred of the Jews to him. NOW when Pilate saw this, he was afraid, and was about to rise from his seat. 2 But while he thought to rise, his own wife who stood at a distance, sent to him, saying, Have thou nothing to do with that just man; for I have suﬀered much concerning him in a vision this night. 3 When the Jews heard this they said to Pilate, Did we not say unto thee, He is a conjuror? Behold, he hath caused thy wife to dream. 4 Pilate then calling Jesus, said, thou hast heard what they testify against thee, and makest no answer? 5 Jesus replied, If they had not a power of speaking, they could not have spoke; but because every one has the command of his own tongue, to speak both good and bad, let him look to it. 6 But the elders of the Jews answered, and said to Jesus, What shall we look to? 7 In the ﬁrst place, we know this concerning thee, that thou wast born through fornication; secondly, that upon the account of thy birth the infants were slain in Bethlehem; thirdly, that thy father and mother Mary ﬂed into Egypt, because they could not trust their own people. 8 Some of the Jews who stood by spake more favourably, We cannot say that he was born through fornication; but we know that his mother Mary was betrothed to Joseph, and so he was not born through fornication. 9 Then said Pilate to the Jews who aﬃrmed him to be born through fornication, This your account is not true, seeing there was a betrothment, as they testify who are of your own nation. 10 Annas and Caiphas spake to Pilate, All this multitude of people is to be regarded, who cry out, that he was born through fornication, and is a conjurer; but they who deny him to be born through fornication, are his proselytes and disciples. 11 Pilate answered Annas and Caiphas, Who are the proselytes? They answered, They are those who are the children of Pagans, and are not become Jews, but followers of him. 12 Then replied Eleazer, and Asterius, and Antonius, and James, Caras and Samuel, Isaac and Phinees, Crispus and Agrippa, Annas and Judas, We are not proselytes, but children of Jews, and speak the truth, and were present when Mary was betrothed. 13 Then Pilate addressing himself to the twelve men who spake this, said to them, I conjure you by the life of Caesar, that ye faithfully declare whether he was born through fornication, and those things be true which ye have related. 14 They answered Pilate, We have a law whereby we are forbid to swear, it being a sin: Let them swear by the life of Caesar that it is not as we have said, and we will be contented to be put to death. 15 Then said Annas and Caiphas to Pilate, Those twelve men will not believe that we know him to be basely born, and to be a conjurer, although he pretends that he is the Son of God, and a king: which we are so far from believing, that we tremble to hear. 16 Then Pilate commanded every one to go out except the twelve men who said he was not born through fornication, and Jesus to withdraw to a distance, and said to them, Why have the Jews a mind to kill Jesus? 17 They answered him, They are angry because he wrought cures on the sabbath day. Pilate said, Will they kill him for a good work? They say unto him, Yes, Sir. CHAPTER III. 1 Is exonerated by Pilate. 11 Disputes with Pilate concerning truth. THEN Pilate, ﬁlled with anger, went out of the hall, and said to the Jews, I call the whole world to witness that I ﬁnd no fault in that man. 2 The Jews replied to Pilate, If he had not been a wicked person, we had not brought him before thee. 3 Pilate said to them, Do ye take him and try him by your law. 4 Then the Jews said, It is not lawful for us to put any one to death. 5 Pilate said to the Jews, The command, therefore, thou shalt not kill, belongs to you, but not to me. 6 And he went again into the hall, and called Jesus by himself, and said to him, Art thou the king of the Jews? 7 And Jesus answering, said to Pilate, Dost thou speak this of thyself, or did the Jews tell it thee concerning me? 8 Pilate answering, said to Jesus, Am I a Jew? The whole nation and rulers of the Jews have delivered thee up to me. What hast thou done? 9 Jesus answering, said, My kingdom is not of this world: if my kingdom were of this world, then would my servants ﬁght, and I should not have been delivered to the Jews: but now my kingdom is not from hence. 10 Pilate said, Art thou a king then? Jesus answered, Thou sayest that I am a king: to this end was I born, and for this end came I into the world; and for this purpose I came, that I should bear witness to the truth; and every one who is of the truth, heareth my voice. 11 Pilate saith to him, What is truth? 12 Jesus said, Truth is from heaven. 13 Pilate said, Therefore truth is not on earth. 14 Jesus saith to Pilate, Believe that truth is on earth among those, who when they have the power of judgment, are governed by truth, and form right judgment. CHAPTER IV. 1 Pilate ﬁnds no fault in Jesus. 16 The Jews demand his cruciﬁxion. THEN Pilate left Jesus in the hall, and went out to the Jews, and said, I ﬁnd not any one fault in Jesus. 2 The Jews say unto him, But he said, I can destroy the temple of God, and in three days build it up again. 3 Pilate saith to them, What sort of temple is that of which he speaketh? 4 The Jews say unto him, That which Solomon was forty-six years in building, he said he would destroy, and in three days build up. 5 Pilate said to them again, I am innocent from the blood of that man! do ye look to it. 6 The Jews say to him, His blood be upon us and our children. Then Pilate calling together the elders and scribes, priests and Levites, saith to them privately, Do not act thus; I have found nothing in your charge (against him) concerning his curing sick persons, and breaking the sabbath, worthy of death. 7 The priests and Levites replied to Pilate, By the life of Caesar, if any one be a blasphemer, he is worthy of death; but this man hath blasphemed against the Lord. 8 Then the governor again commanded the Jews to depart out of the hall; and calling Jesus, said to him, What shall I do with thee? 9 Jesus answered him, Do according as it is written. 10 Pilate said to him, How is it written? 11 Jesus saith to him, Moses and the prophets have prophesied concerning my suﬀering and resurrection. 12 The Jews hearing this, were provoked, and said to Pilate, Why wilt thou any longer hear the blasphemy of that man? 13 Pilate saith to them, If these words seem to you blasphemy, do ye take him, bring him to your court, and try him according to your law. 14 The Jews reply to Pilate, Our law saith, he shall be obliged to receive nine and thirty stripes, but if after this manner he shall blaspheme against the Lord, he shall be stoned. 15 Pilate saith unto them, If that speech of his was blasphemy, do ye try him according to your law. 16 The Jews say to Pilate, Our law command us not to put any one to death. We desire that he may be cruciﬁed, because he deserves the death of the cross. 17 Pilate saith to them, It is not ﬁt he should be cruciﬁed: let him be only whipped and sent away. 18 But when the governor looked upon the people that were present and the Jews, he saw many of the Jews in tears, and said to the chief priests of the Jews, All the people do not desire his death. 19 The elders of the Jews answered to Pilate, We and all the people came hither for this very purpose, that he should die. 20 Pilate saith to them, Why should he die? 21 They said to him, Because he declares himself to be the Son of God and a King. CHAP. V. 1 Nicodemus speaks in defence of Christ, and relates his miracles. 12 Another Jew, 26 with Veronica, 34 Centurio, and others, testify of other miracles. BUT Nicodemus, a certain Jew, stood before the governor, and said, I entreat thee, O righteous judge, that thou wouldst favour me with the liberty of speaking a few words. 2 Pilate said to him, Speak on. 3 Nicodemus said, I spake to the elders of the Jews, and the scribes, and priests and Levites, and all the multitude of the Jews, in their assembly; What is it ye would do with this man? 4 He is a man who hath wrought many useful and glorious miracles, such as no man on earth ever wrought before, nor will ever work. Let him go, and do him no harm; if he cometh from God, his miracles, (his miraculous cures) will continue; but if from men, they will come to nought. 5 Thus Moses, when he was sent by God into Egypt, wrought the miracles which God commanded him, before Pharaoh king of Egypt; and though the magicians of that country, Jannes and Jambres, wrought by their magic the same miracles which Moses did, yet they could not work all which he did; 6 And the miracles which the magicians wrought, were not of God, as ye know, O Scribes and Pharisees; but they who wrought them perished, and all who believed them. 7 And now let this man go; because the very miracles for which ye accuse him, are from God; and he is not worthy of death. 8 The Jews then said to Nicodemus, Art thou become his disciple, and making speeches in his favour? 9 Nicodemus said to them, Is the governor become his disciple also, and does he make speeches for him? Did not Caesar place him in that high post? 10 When the Jews heard this they trembled, and gnashed their teeth at Nicodemus, and said to him, Mayest thou receive his doctrine for truth, and have thy lot with Christ! 11 Nicodemus replied, Amen; I will receive his doctrine, and my lot with him, as ye have said. 12 Then another certain Jew rose up, and desired leave of the governor to hear him a few words. 13 And the governor said, Speak, what thou hast a mind. 14 And he said, I lay for thirtyeight years by the sheep-pool at Jerusalem, labouring under a great inﬁrmity, and waiting for a cure which should be wrought by the coming of an angel, who at a certain time troubled the water: and whosoever ﬁrst after the troubling of the water stepped in, was made whole of whatsoever disease he had. 15 And when Jesus saw me languishing there, he said to me, Wilt thou be made whole? And I answered, Sir, I have no man, when the water is troubled, to put me into the pool. 16 And he said unto me, Rise, take up thy bed and walk. And I was immediately made whole, and took up my bed and walked. 17 The Jews then said to Pilate, Our Lord Governor, pray ask him what day it was on which he was cured of his inﬁrmity. 18 The inﬁrm person replied, It was on the sabbath. 19 The Jews said to Pilate, Did we not say that he wrought his cures on the sabbath, and cast out devils by the prince of devils? 20 Then another certain Jew came forth, and said, I was blind, could hear sounds, but could not see any one; and as Jesus was going along, I heard the multitude passing by, and I asked what was there? 21 They told me that Jesus was passing by: then I cried out, saying, Jesus, Son of David, have mercy on me. And he stood still, and commanded that I should be brought to him, and said to me, What wilt thou? 22 I said, Lord, that I may receive my sight. 23 He said to me, Receive thy sight: and presently I saw, and followed him, rejoicing and giving thanks, 24 Another Jew also came forth, and said, I was a leper, and he cured me by his word only, saying, I will, be thou clean; and presently I was cleansed from my leprosy. 25 And another Jew came forth, and said I was crooked, and he made me straight by his word. 26 And a certain woman named Veronica, said, I was aﬄicted with an issue of blood twelve years, and I touched the hem of his garment, and presently the issue of blood stopped. 27 The Jews then said, We have a law, that a woman shall not be allowed as an evidence. 28 And, after other things, another Jew said, I saw Jesus invited to a wedding with his disciples, and there was a want of wine in Cana of Galilee; 29 And when the wine was all drank, he commanded the servants that they should ﬁll six pots which were there with water, and they ﬁlled them up to the brim, and he blessed them and turned the water into wine, and all the people drank, being surprised at this miracle, 30 And another Jew stood forth, and said, I saw Jesus teaching in the synagogue at Capernaum; and there was in the synagogue a certain man who had a devil; and he cried out, saying, let me alone; what have we to do with thee, Jesus of Nazareth? Art thou come to destroy us? I know that thou art the Holy One of God. 31 And Jesus rebuked him, saying, Hold thy peace, unclean spirit, and come out of the man; and presently he came out of him, and did not at all hurt him. 32 The following things were also said by a Pharisee: I saw that a great company came to Jesus from Galilee and Judea, and the sea-cost, and many countries about Jordan; and many inﬁrm persons came to him, and he healed them all. 33 And I heard the unclean spirits crying out, and saying, Thou art the Son of God. And Jesus strictly charged them, that they should not make him known. 34 After this another person, whose name was Centurio, said, I saw Jesus in Capernaum, and I entreated him, saying, Lord, my servant lieth at home sick of the palsy. 35 And Jesus said to me, I will come and cure him. 36 But I said, Lord, I am not worthy that thou shouldst come under my roof; but only speak the word, and my servant shall be healed. 37 And Jesus said unto me, Go thy way; and as thou hast believed so be it done unto thee. And my servant was healed from that same hour. 38 Then a certain nobleman said, I had a son in Capernaum, who lay at the point of death; and when I heard that Jesus was come into Galilee, I went and besought him that he would come down to my house, and heal my son, for he was at the point of death. 39 He said to me, Go thy way, thy son liveth. 40 And my son was cured from that hour. 41 Besides these, also many others of the Jews, both men and Women, cried out and said, He is truly the Son of God, who cures all diseases only by his word, and to whom the devils are altogether subject. 42 Some of them farther said, This power can proceed from none but God. 43 Pilate said to the Jews, Why are not the devils subject to your doctors? 44 Some of them said, The power of subjecting devils cannot proceed but from God. 45 But others said to Pilate, That he had raised Lazarus from the dead, after he had been four days in his grave. 46 The governor hearing this, trembling, said to the multitude of the Jews, What will it proﬁt you to shed innocent blood? CHAPTER VI. 1 Pilate dismayed by the turbulence of the Jews, 5 who demand Barabbas to be released, and Christ to be cruciﬁed. 9 Pilate warmly expostulates with them, 20 washes his hands of Christ's blood, 23 and sentences him to be whipped and cruciﬁed. THEN Pilate having called together Nicodemus, and the ﬁfteen men who said that Jesus was not born through fornication, said to them, What shall I do, seeing there is like to be a tumult among the people. 2 They say unto him, We know not; let them look to it who raise the tumult. 3 Pilate then called the multitude again, and said to them, Ye know that ye have a custom, that I should release to you one prisoner at the feast of the passover: 4 I have a noted prisoner, a murderer, who is called Barabbas, and Jesus who is called Christ, in whom I ﬁnd nothing that deserves death; which of them, therefore, have you a mind that I should release to you? 5 They all cry out, and say, Release to us Barabbas. 6 Pilate saith to them, What then shall I do with Jesus who is called Christ? 7 They all answer, Let him be cruciﬁed. 8 Again they cry out and say to Pilate, You are not the friend of Caesar, if you release this man; for he hath declared that he is the Son of God, and a king. But are you inclined that he should be king, and not Caesar? 9 Then Pilate ﬁlled with anger said to them, Your nation hath always been seditious, and you are always against those who have been serviceable to you. 10 The Jews replied, Who are those who have been serviceable to us? 11 Pilate answered them, Your God who delivered you from the hard bondage of the Egyptians, and brought you over the Red Sea as though it had been dry land, and fed you in the wilderness with manna and the ﬂesh of quails, and brought water out of the rock, and gave you a law from heaven. 12 Ye provoked him all ways, and desired for yourselves a molten calf, and worshipped it, and sacriﬁced to it, and said, These are thy Gods, O Israel, which brought thee out of the land of Egypt: 13 On account of which your God was inclined to destroy you; but Moses interceded for you, and your God heard him, and forgave your iniquity. 14 Afterwards ye were enraged against, and would have killed your prophets, Moses and Aaron, when they ﬂed to the tabernacle, and ye were always murmuring against God and his prophets. 15 And arising from his judgment seat, he would have gone out; but the Jews all cried out, We acknowledge Caesar to be king, and not Jesus; 16 Whereas this person, as soon as he was born, the wise men came and oﬀered gifts unto him; which when Herod heard, he was exceedingly troubled, and would have killed him: 17 When his father knew this, he ﬂed with him and his mother Mary into Egypt. Herod, when he heard he was born, would have slain him; and accordingly sent and slew all the children which were in Bethlehem, and in all the coasts thereof, from two years old and under. 18 When Pilate heard this account, he was afraid; and commanding silence among the people, who made a noise, he said to Jesus, Art thou therefore a king? 19 All the Jews replied to Pilate, he is the very person whom Herod sought to have slain. 20 Then Pilate taking water, washed his hands before the people and said, I am innocent of the blood of this just person; look ye to it. 21 The Jews answered and said, His blood be upon us and our children. 22 Then Pilate commanded Jesus to be brought before him, and spake to him in the following words; 23 Thy own nation hath charged thee as making thyself a king; wherefore I, Pilate, sentence thee to be whipped according to the laws of former governors; and that thou be ﬁrst bound, then hanged upon a cross in that place where thou art now a prisoner; and also two criminals with thee, whose names are Dimas and Gestas. CHAP. VII. 1 Manner of Christ's cruciﬁxion with the two thieves. THEN Jesus went out of the hall, and the two thieves with him. 2 And when they came to the place which is called Golgotha, they stript him of his raiment, and girt him about with a linen cloth, and put a crown of thorns upon his head, and put a reed in his hand. 3 And in like manner did they to the two thieves who were cruciﬁed with him, Dimas on his right hand and Gestas on his left. 4 But Jesus said, My Father, forgive them, For they know not what they do. 5 And they divided his garments, and upon his vesture they cast lots. 6 The people in the mean time stood by, and the chief priests and elders of the Jews mocked him, saying, He saved others, let him now save himself if he can; if he be the son of God, let him now come down from the cross. 7 The soldiers also mocked him, and taking vinegar and gall, oﬀered it to him to drink, and said to him, If thou art king of the Jews, deliver thyself. 8 Then Longinus, a certain soldier, taking a spear,' pierced his side, and presently there came forth blood and water. 9 And Pilate wrote the title upon the cross in Hebrew, Latin, and Greek letters, viz., THIS IS THE KING OF THE JEWS. 10 But one of the two thieves who were cruciﬁed with Jesus, whose name was Gestas, said to Jesus, If thou art the Christ, deliver thyself and us. 11 But the thief who was cruciﬁed on his right hand, whose name was Dimas, answering, rebuked him, and said, Dost not thou fear God, who art condemned to this punishment? We indeed receive rightly and justly the demerit of our actions; but this Jesus, what evil hath he done. 12 After this, groaning, he said to Jesus, Lord, remember me when thou comest into thy kingdom. 13 Jesus answering, said to him, Verily I say unto thee, that this day thou shalt be with me in Paradise. CHAPTER VIII. 1 Miraculous appearance at his death. 10 The Jews say the eclipse was natural. 12 Joseph of Arimathcea embalms Christ's body and buries it. AND it was about the sixth hour, and darkness was upon the face of the whole earth until the ninth hour. 2 And while the sun was eclipsed, behold the veil of the temple was rent from the top, to the bottom; and the rocks also were rent, and the graves opened, and many bodies of saints, which slept, arose. 3 And about the ninth hour Jesus cried out with a loud voice, Eli, Eli, lama sabacthani? which being interpreted is, My God, My God, why hast thou forsaken me? 4 And after these things, Jesus said, Father, into thy hands I commend my spirit; and having said this, he gave up the ghost. 5 But when the centurion saw that Jesus thus crying out gave up the ghost, he gloriﬁed God, and said, Of a truth this was a just man. 6 And all the people who stood by, were exceedingly troubled at the sight; and reﬂecting upon what had passed, smote upon their breasts, and then returned to the city of Jerusalem. 7 The centurion went to the governor, and related to him all that had passed: 8 And when he had heard all these things, he was exceedingly sorrowful; 9 And calling the Jews together, said to them, Have ye seen the miracle of the sun's eclipse, and the other things which came to pass, while Jesus was dying? 10 Which when the Jews heard, they answered to the governor, The eclipse of the sun happened according to its usual custom. 11 But all those who were the acquaintance of Christ, stood at a distance, as did the women who had followed Jesus from Galilee, observing all these things. 12 And behold a certain man of Arimathaea, named Joseph, who was also a disciple of Jesus, but not openly so, for fear of the Jews, came to the governor, and entreated the governor that he would give him leave to take away the body of Jesus from the cross. 13 And the governor gave him leave. 14 And Nicodemus came, bringing with him a mixture of myrrh and aloes about a hundred pounds weight; and they took down Jesus from the cross with tears, and bound him in linen cloths with spices, according to the custom of burying among the Jews; 15 And placed him in a new tomb, which Joseph had built, and caused to be cut out of a rock, in which never any man had been put; and they rolled a great stone to the door of the sepulchre. CHAPTER IX. 1 The Jews angry with Nicodemus: 5 and with, Joseph of Arimathaea, 7 whom they imprison. WHEN the unjust Jews heard that Joseph had begged and buried the body of Jesus, they sought after Nicodemus, and those ﬁfteen men who had testiﬁed before the governor, that Jesus was not born through fornication, and other good persons who had shown any good actions towards him. 2 But when they all concealed themselves through fear of the Jews, Nicodemus alone showed himself to them, and said, How can such persons as these enter into the synagogue? 3 The Jews answered him, But how durst thou enter into the synagogue, who wast a confederate with Christ? Let thy lot be along with him in the other world. 4 Nicodemus answered, Amen; so may it be, that I may have my lot with him in his kingdom. 5 In like manner Joseph, when he came to the Jews, said to them, Why are ye angry with me for desiring the body of Jesus of Pilate? Behold, I have put him in my tomb, and wrapped him up in clean linen, and put a stone at the door of the sepulchre: 6 I have acted rightly towards him; but ye have acted unjustly against that just person, in crucifying him, giving him vinegar to drink, crowning him with thorns, tearing his body with whips, and praying down the guilt of his blood upon you. 7 The Jews at the hearing of this were disquieted and troubled; and they seized Joseph, and commanded him to be put in custody before the Sabbath, and kept there till the Sabbath was over. 8 And they said to him, Make confession; for at this time it is not lawful to do thee any harm, till the ﬁrst day of the week come. But we know that thou wilt not be thought worthy of a burial; but we will give thy ﬂesh to the birds of the air, and the beasts of the earth. 9 Joseph answered, That speech is like the speech of proud Goliath, who reproached the living God in speaking against David. But ye scribes and doctors know that God saith by the prophet, Vengeance is mine, and I will repay to you evil equal to that which ye have threatened to me. 10 The God whom you have hanged upon the cross, is able to deliver me out of your hands. All your wickedness will return upon you. 11 For the governor, when he washed his hands, said, I am clear from the blood of this just person. But ye answered and cried out, His blood be upon us and our children. According as ye have said, may ye perish for ever. 12 The elders of the Jews hearing these words, were exceedingly enraged; and seizing Joseph, they put him into a chamber where there was no window; they fastened the door, and put a seal upon the lock; 13 And Annas and Caiaphas placed a guard upon it, and took counsel with the priests and Levites, that they should all meet after the Sabbath, and they contrived to what death they should put Joseph. 14 When they had done this, the rulers, Annas and Caiaphas, ordered Joseph to be brought forth. (In this place there is a portion of the Gospel lost or omitted. which cannot be supplied. It may, nevertheless, be surmised from the occurrence related in the next chapter, that the order of Annas and Caiaphas were rendered unnecessary by Joseph's miraculous escape, and which was announced to an assembly of people.) CHAPTER X. 1 Joseph's escape. 2 The soldiers relate Christ's resurrection. 18 Christ is seen preaching in Galilee. 21 The Jews repent of their cruelty to him. WHEN all the assembly heard this (about Joseph's escape), they admired and were astonished, because they found the same seal upon the lock of the chamber, and could not ﬁnd Joseph. 2 Then Annas and Caiaphas went forth, and while they were all admiring at Joseph's being gone, behold one of the soldiers, who kept the sepulchre of Jesus, spake in the assembly, 3 That while they were guarding the sepulchre of Jesus, there was an earthquake; and we saw an angel of God roll away the stone of the sepulchre and sit upon it; 4 And his countenance was like lightning and his garment like snow; and we became through fear like persons dead. 5 And we heard an angel saying to the women at the sepulchre of Jesus, Do not fear; I know that you seek Jesus who was cruciﬁed; he is risen as he foretold; 6 Come and see the place where he was laid; and go presently, and tell his disciples that he is risen from the dead; and he will go before you into Galilee; there ye shall see him as he told you. 7 Then the Jews called together all the soldiers who kept the sepulchre of Jesus, and said to them, Who are those women, to whom the angel spoke? Why did ye not seize them. 8 The soldiers answered and said, We know not who the women were; besides we became as dead persons through fear, and how could we seize those women? 9 The Jews said to them, As the Lord liveth, we do not believe you; 10 The soldiers answering said to the Jews, when ye saw and heard Jesus working so many miracles, and did not believe him, how should ye believe us? Ye well said, As the Lord liveth, for the Lord truly does live. 11 We have heard that ye shut up Joseph, who buried the body of Jesus, in a chamber, under a lock which was sealed; and when ye opened it, found him not there. 12 Do ye then produce Joseph whom ye put under guard in the chamber, and we will produce Jesus whom we guarded in the sepulchre. 13 The Jews answered and said, We will produce Joseph, do ye produce Jesus. But Joseph is in his own city of Arimathaea. 14 The soldiers replied, If Joseph be in Arimathaea, and Jesus in Galilee, we heard the angel inform the women. 15 The Jews hearing this, were afraid, and said among themselves, If by any means these things should become public, then everybody will believe in Jesus. 16 Then they gathered a large sum of money, and gave it to the soldiers, saying, Do ye tell the people that the disciples of Jesus came in the night when ye were asleep, and stole away the body of Jesus; and if Pilate the governor should hear of this, we will satisfy him and secure you. 17 The soldiers accordingly took the money, and said as they were instructed by the Jews; and their report was spread abroad among all the people. 18 But a certain priest Phinees, Ada a schoolmaster, and a Levite, named Ageus, they three came from Galilee to Jerusalem, and told the chief priests and all who were in the synagogues, saying, 19 We have seen Jesus, whom ye cruciﬁed, talking with his eleven disciples, and sitting in the midst of them in Mount Olivet, and saying to them, 20 Go forth into the whole world, preach the Gospel to all nations, baptizing them in the name of the Father, and the Son, and the Holy Ghost; and whosoever shall believe and be baptized, shall be saved. 21 And when he had said these things to his disciples, we saw him ascending up to heaven. 22 When the chief priests and elders, and Levites heard these things, they said to these three men, Give glory to the God of Israel, and make confession to him, whether those things are true, which ye say ye have seen and heard. 23 They answering said, As the Lord of our fathers liveth, the God of Abraham, and the God of Isaac, and the God of Jacob, according as we heard Jesus talking with his disciples, and according as we saw him ascending up to heaven, so we have related the truth to you. 24 And the three men farther answered, and said, adding these words, If we should not own the words which we heard Jesus speak, and that we saw him ascending into heaven, we should be guilty of sin. 25 Then the chief priests immediately rose up, and holding the book of the law in their hands, conjured these men, saying, Ye shall no more hereafter declare those things which ye have spoken concerning Jesus. 26 And they gave them a large sum of money, and sent other persons along with them, who should conduct them to their own country, that they might not by any means make any stay at Jerusalem. 27 Then the Jews did assemble all together, and having expressed the most lamentable concern said, What is this extraordinary thing which is come to pass in Jerusalem? 28 But Annas and Caiaphas comforted them, saying, Why should we believe the soldiers who guarded the sepulchre of Jesus, in telling us, that an angel rolled away the stone from the door of the sepulchre? 29 Perhaps his own disciples told them this, and gave them money that they should say so, and they themselves took away the body of Jesus. 30 Besides, consider this, that there is no credit to be given to foreigners, because they also took a large sum of us, and they have declared to us according to the instructions which we gave them. They must either be faithful to us or to the disciples of Jesus. CHAPTER XI. 1 Nicodemus counsels the Jews. 6 Joseph found. 11 Invited by the Jews to return. 19 Relates the manner of his miraculous escape. THEN Nicodemus arose, and said, Ye say right, O sons of Israel; ye have heard what those three men have sworn by the Law of God, who said, We have seen Jesus speaking with his disciples upon mount Olivet, and we saw him ascending up to heaven. 2 And the scripture teacheth us that the blessed prophet Elijah was taken up to heaven, and Elisha being asked by the sons of the prophets, Where is our father Elijah? He said to them, that he is taken up to heaven. 3 And the sons of the prophets said to him, Perhaps the spirit hath carried him into one of the mountains of Israel, there perhaps we shall ﬁnd him. And they besought Elisha, and he walked about with them three days, and they could not ﬁnd him. 4 And now hear me, O sons of Israel, and let us send men into the mountains of Israel, lest perhaps the spirit hath carried away Jesus, and there perhaps we shall ﬁnd him, and be satisﬁed. 5 And the counsel of Nicodemus pleased all the people; and they sent forth men who sought for Jesus, but could not ﬁnd him; and they returning, said, We went all about, but could not ﬁnd Jesus, but we have found Joseph in his city of Arimathaea. 6 The rulers hearing this, and all the people, were glad, and praised the God of Israel, because Joseph was found, whom they had shut up in a chamber, and could not ﬁnd. 7 And when they had formed a large assembly, the chief priests said, By what means shall we bring Joseph to us to speak with him? 8 And taking a piece of paper, they wrote to him, and said, Peace be with thee, and all thy family, We know that we have oﬀended against God and thee. Be pleased to give a visit to us, your fathers, for we were perfectly surprised at your escape from prison. 9 We know that it was malicious counsel which we took against thee, and that the Lord took care of thee, and the Lord himself delivered thee from our designs. Peace be unto thee, Joseph, who art honourable among all the people. 10 And they chose seven of Joseph's friends, and said to them, When ye come to Joseph, salute him in peace, and give him this letter. 11 Accordingly, when the men came to Joseph, they did salute him in peace, and gave him the letter. 12 And when Joseph had read it, he said, Blessed be the Lord God, who didst deliver me from the Israelites, that they could not shed my blood. Blessed be God, who hast protected me under thy wings. 13 And Joseph kissed them, and took them into his house. And on the morrow, Joseph mounted his ass, and went along with them to Jerusalem. 14 And when all the Jews heard these things, they went out to meet him, and cried out, saying, Peace attend thy coming hither, father Joseph. 15 To which he answered, Prosperity from the Lord attend all the people. 13 And they all kissed him; and Nicodemus took him to his house, having prepared a large entertainment. 17 But on the morrow, being a preparation-day, Annas, and Caiaphas, and Nicodemus, said to Joseph, Make confession to the God of Israel, and answer to us all those questions which we shall ask thee; 18 For we have been very much troubled, that thou didst bury the body of Jesus; and that when we had locked thee in a chamber, we could not ﬁnd thee; and we have been afraid ever since, till this time of thy appearing among us. Tell us therefore before God, all that came to pass. 19 Then Joseph answering, said Ye did indeed put me under conﬁnement, on the day of preparation, till the morning. 20 But while I was standing at prayer in the middle of the night, the house was surrounded with four angels; and I saw Jesus as the brightness of the sun, and fell down upon the earth for fear. 21 But Jesus laying hold on my hand, lifted me from the ground, and the dew was then sprinkled upon me; but he, wiping my face, kissed me, and said unto me, Fear not, Joseph; look upon me for it is I. 22 Then I looked upon him, and said, Rabboni Elias! He answered me, I am not Elias, but Jesus of Nazareth, whose body thou didst bury. 23 I said to him, show me the tomb in which I laid thee. 24 Then Jesus, taking me by the hand, led me unto the place where I laid him, and showed me the linen clothes, and napkin which I put round his head. Then I knew that it was Jesus, and worshipped him, and said; Blessed be he who cometh in the name of the Lord. 25 Jesus again taking me by the hand, led me to Arimathaea, to my own house, and said to me, Peace be to thee; but go not out of thy house till the fortieth day; but I must go to my disciples. CHAPTER XII. 1 The Jews astonished and confounded. 16 Simeon's two sons, Charinus and Lenthius, rise from the dead at Christ’s cruciﬁxion. 19 Joseph proposes to get them to relate the mysteries of their resurrection. 21 They are sought and found, 22 brought to the synagogue, 23 privately sworn to secrecy, 25 and undertake to write what they had seen. WHEN the chief priests and Levites heard all these things, they were astonished, and fell down with their faces on the ground as dead men, and crying out to one another, said, What is this extraordinary sign which is come to pass in Jerusalem? We know the father and mother of Jesus. 2 And a certain Levite said, I know many of his relations, religions persons, who are wont to oﬀer sacriﬁces and burnt-oﬀerings to the God of Israel, in the temple, with prayers. 3 And when the high-priest Simeon took him up in his arms, he said to him, Lord, now lettest thou thy servant depart in peace, according to thy word; for mine eyes have seen thy salvation, which then halt prepared before the face of all people; a light to enlighten the Gentiles, and the glory of thy people Israel. 4 Simeon in like manner blessed Mary the Mother of Jesus, and said to her, I declare to thee concerning that child; He is appointed for the fall and rising again of many, and for a sign which shall be spoken against; 5 Yea, a sword shall pierce through thine own soul also, and the thoughts of many hearts shall he revealed. 6 Then said all the Jews, Let us send to those three men, who said they saw him talking with his disciples in mount Olivet. 7 After this, they asked them what they had seen; who answered with one accord, In the presence of the God of Israel we aﬃrm, that we plainly saw Jesus talking with his disciples in Mount Olivet, and ascending up to heaven. 8 Then Annas and Caiaphas took them into separate places, and examined them separately; who unanimously confessed the truth, and said, they had seen Jesus. 9 Then Annas and Caiaphas said "Our law saith, By the mouth of two or three witnesses every word shall be established." 10 But what have we said? The blessed Enoch pleased God, and was translated by the word of God; and the burying-place of the blessed Moses is known. 11 But Jesus was delivered to Pilate, whipped, crowned with thorns, spit upon, pierced with a spear, cruciﬁed, died upon the cross, and was buried, and his body the honourable Joseph buried in a new sepulchre, and he testiﬁes that he saw him alive. 12 And besides, these men have declared, that they saw him talking with his disciples in Mount Olivet, and ascending up to heaven. 13 Then Joseph rising up, said to Annas and Caiaphas, Ye may be justly under a great surprise, that you have been told, that Jesus is alive, and gone up to heaven. 14 It is indeed a thing really surprising, that he should not only himself arise from the dead, but also raise others from their graves, who have been seen by many in Jerusalem. 15 And now hear me a little We all knew the blessed Simeon, the high-priest, who took Jesus when an infant into his arms in the temple. 16 This same Simeon had two sons of his own, and we were all present at their death and funeral. 17 Go therefore and see their tombs, for these are open, and they are risen: and behold, they are in the city of Arimathaea, spending their time together in oﬃces of devotion. 18 Some, indeed, have heard the sound of their voices in prayer, but they will not discourse with anyone, but they continue as mute as dead men. 19 But come, let us go to them, and behave ourselves towards them with all due respect and caution. And if we can bring them to swear, perhaps they will tell us some of the mysteries of their resurrection. 20 When the Jews heard this they were exceedingly rejoiced. 21 Then Annas and Caiaphas, Nicodemus, Joseph, and Gamaliel, went to Arimathaea, but did not ﬁnd them in their graves; but walking about the city, they found them on their bended knees at their devotions: 22 Then saluting them with all respect and deference to God, they brought them to the synagogue at Jerusalem; and having shut the gates, they took the book of the law of the Lord, 23 And putting it in their hands, swore them by God Adonai, and the God of Israel, who spake to our fathers by the law and the prophets, saying, If ye believe him who raised you from the dead, to be Jesus, tell us what ye have seen, and how ye were raised from the dead. 24 Charinus and Lenthius, the two sons of Simeon, trembled when they heard these things, and were disturbed, and groaned; and at the same time looking up to heaven, they made the sign of the cross with their ﬁngers on their tongues, 25 And immediately they spake, and said, Give each of us some paper, and we will write down for you all those things which we have seen. And they each sat down and wrote, saying:– CHAPTER XIII. 1 The narrative of Charinus and Lenthius commences. 3 A great light in hell. 7 Simeon arrives, and announces the coming of Christ. O LORD Jesus and Father, who art God, also the resurrection and life of the dead, give us leave to declare thy mysteries, which we saw after death, belonging to thy cross; for we are sworn by thy name. 2 For thou hast forbidden thy servants to declare the secret things, which were wrought by thy divine power in hell. 3 When we were Placed with our fathers in the dept of hell, in the blackness of darkness, on a sudden there appeared the colour of the sun like gold, and a substantial purple-coloured light enlightening the place. 4 Presently upon this, Adam, the father of all mankind, with all the patriarchs and prophets, rejoiced and said, That light is the author of everlasting light, who hath promised to translate us to everlasting light. 5 Then Isaiah the prophet cried out and said, This is the light of the Father, and the Son of God, according to my prophecy, when I was alive upon earth. 6 The land of Zabulon, and the land of Nephthalim, beyond Jordan, a people who walked in darkness, saw a great light; and to them who dwelled in the region of the shadow of death, light is arisen. And now he is come, and hath enlightened us who sat in death. 7 And while we were all rejoicing in the light which shone upon us, our father Simeon came among us, and congratulating all the company, said, Glorify the Lord Jesus Christ the Son of God. 8 Whom I took up in my arms when an infant in the temple, and being moved by the Holy Ghost, said to him, and acknowledged, That now mine eyes have seen thy salvation, which thou hast prepared before the face of all people; a light to enlighten the Gentiles, and the glory of thy people Israel. 9 All the saints who were in the depth of hell, hearing this, rejoiced the more. 10 Afterwards there came forth one like a little hermit, and was asked by every one, Who art thou? 11 To which he replied, I am the voice of one crying in the wilderness, John the Baptist, and the prophet of the Most High, who went before his coming to prepare his way, to give the knowledge of salvation to his people for the forgiveness of sins. 12 And I, John, when I saw Jesus coming to me, being moved by the Holy Ghost, I said, Behold the Lamb of God, behold him who takes away the sins of the world. 13 And I baptized him in the river Jordan, and saw the Holy Ghost descending upon him in the form of a dove, and heard a voice from heaven saying, This is my beloved Son, in whom I am well pleased. 14 And now while I was going before him, I came down hither to acquaint you, that the Son of God will next visit us, and, as the day-spring from on high, will come to us, who are in darkness and the shadow of death. CHAPTER XIV. 1 Adam causes Seth to relate what he heard from Michael the archangel, when he sent him to Paradise to entreat God to anoint his head in his sickness. BUT when the ﬁrst man our father Adam heard these things, that Jesus was baptized in Jordan, he called out to his son Seth, and said, 2 Declare to your sons, the patriarchs and prophets, all those things, which thou didst hear from Michael, the archangel, when I sent thee to the gates of Paradise, to entreat God that he would annoint my head when I was sick. 3 Then Seth, coming near to the patriarchs and prophets, said, I, Seth, when I was praying to God at the gates of Paradise, beheld the angel of the Lord, Michael, appear unto me, saying, I am sent unto thee from the Lord; I am appointed to preside over human bodies. 4 I tell thee, Seth, do not pray to God in tears, and entreat him for the oil of the tree of mercy wherewith to anoint thy father Adam for his head-ache; 5 Because thou canst not by any means obtain it till the last day and times, namely, till ﬁve thousand and ﬁve hundred years be past. 6 Then will Christ, the most merciful Son of God, come on earth to raise again the human body of Adam, and at the same time to raise the bodies of the dead, and when he cometh he will be baptized in Jordan; 7 Then with the oil of his mercyhe will anoint all those who believe in him; and the oil of his mercy will continue to future generations, for those who shall be born of the water and the Holy Ghost unto eternal life. 8 And when at that time the most merciful Son of God, Christ Jesus, shall come down on earth, he will introduce our father Adam into Paradise, to the tree of mercy. 9 When all the patriarchs and prophets heard all these things from Seth, they rejoiced more. CHAPTER XV. 1 Quarrel between Satan and the prince of hell, concerning the expected arrival of Christ in hell. WHILE all the saints were rejoicing, behold Satan, the prince and captain of death, said to the prince of hell, 2 Prepare to receive Jesus of Nazareth himself, who boasted that he was the Son of God, and yet was a man afraid of death, and said, My soul is sorrowful even to death. 3 Besides he did many injuries to me and to many others; for those whom I made blind and lame and those also whom I tormented with several devils, he cured by his word; yea, and those whom I brought dead to thee, he by force takes away from thee. 4 To this the prince of hell replied to Satan, Who is that so powerful prince, and yet a man who is afraid of death? 5 For all the potentates of the earth are subject to my power, whom thou broughtest to subjection by thy power. 6 But if he be so powerful in his human nature, I aﬃrm to thee for truth, that he is almighty in his divine nature, and no man can resist his power: 7 When therefore he said he was afraid of death, he designed to ensnare thee, and unhappy it will be to thee for everlasting ages, 8 Then Satan replying, said to the prince of hell, Why didst thou express a doubt, and wast afraid to receive that Jesus of Nazareth, both thy adversary and mine? 9 As for me, I tempted him and stirred up my old people the Jews with zeal and anger against him; 10 I sharpened the spear for his suﬀering; I mixed the gall and vinegar, and commanded that he should drink it; I prepared the cross to crucify him, and the nails to pierce through his hands and feet; and now his death is near at hand, I will bring him hither, subject both to thee and me. 11 Then the prince of hell answering, said, Thou saidst to me just now, that he took away the dead from me by force. 12 They who have been kept here till they should live again upon earth, were taken away hence, not by their own power, but by prayers made to God, and their almighty God took them from me. 13 Who then is that Jesus of Nazareth that by his word hath taken away the dead from me without prayer to God? 14 Perhaps it is the same who took away from me Lazarus, after he had been four days dead, and did both stink and was rotten, and of whom I had possession as a dead person, yet he brought him to life again by his power. 15 Satan answering, replied to the prince of hell, It is the very same person, Jesus of Nazareth. 16 Which when the prince of hell heard, he said to him, I adjure thee by the powers which belong to thee and me, that thou bring him not to me. 17 For when I heard of the power of his word, I trembled for fear, and all my impious company were at the same disturbed; 18 And we were not able to detain Lazarus, but he gave himself a shake, and with all the signs of malice he immediately went away from us; and the very earth, in which the dead body of Lazarus was lodged, presently turned him out alive. 19 And I know now that he is Almighty God who could perform such things, who is mighty in his dominion, and mighty in his human nature, who is the Saviour of mankind. 20 Bring not therefore this person hither, for he will set at liberty all those whom I hold in prison under unbelief, and bound with the fetters of their sins, and will conduct them to everlasting life. CHAPTER XVI. 1 Christ's arrival at hell-gates; the confusion thereupon. 19 He descends into hell. AND while Satan and the Prince of hell were discoursing thus to each other, on a sudden there was a voice as of thunder, and the rushing of winds, saying, Lift up your gates, O ye princes; and be ye lift up, O everlasting gates, and the King of Glory shall come in. 2 When the prince of hell heard this, he said to Satan, Depart from me, and begone out of my habitations; if thou art a powerful warrior, ﬁght with the King of Glory. But what hast thou to do with him? 3 And he cast him forth from his habitations. 4 And the prince said to his impious oﬃcers, Shut the brass gates of cruelty, and make them fast with iron bars, and ﬁght courageously, lest we be taken captives. 5 But when all the company of the saints heard this they spake with a loud voice of anger to the prince of hell, 6 Open thy gates, that the King of Glory may come in. 7 And the divine prophet David cried out, saying, Did not I, when on earth, truly prophesy and say, O that men would praise the Lord for his goodness, and for his wonderful works to the children of men! 8 For he hath broken the gates of brass, and cut the bars of iron in sunder. He hath taken them because of their iniquity, and because of their unrighteousness they are aﬄicted. 9 After this, another prophet, namely, holy Isaiah, spake in like manner to all the saints, Did not I rightly prophesy to you when I was alive on earth? 10 The dead men shall live, and they shall rise again who are in their graves, and they shall rejoice who are in the earth; for the dew which is from the Lord, shall bring deliverance to them. 11 And I said in another place, O grave, where is thy victory? O death, where is thy sting? 12 When all the saints heard these things spoken by Isaiah, they said to the prince of hell, Open now thy gates, and take away thine iron bars; for thou wilt now be bound, and have no power. 13 Then was there a great voice, as of the sound of thunder, saying, Lift up your gates, O princes; and be ye lifted up, ye gates of hell, and the King of Glory will enter in. 14 The prince of hell perceiving the same voice repeated, cried out, as though he had been ignorant, Who is that King of Glory? 15 David replied to the prince of hell, and said, I understand the words of that voice, because I spake them in his spirit. And now, as I have before said, I say unto thee, the Lord strong and powerful, the Lord mighty in battle: he is the King of Glory, and he is the Lord in heaven and in earth. 16 He hath looked down to hear the groans of the prisoners, and to set loose those that are appointed to death. 17 And now, thou ﬁlthy and stinking prince of hell, open thy gates, that the King of Glory may enter in; for he is the Lord of heaven and earth. 18 While David was saying this, the mighty Lord appeared in the form of a man, and enlightened those places which had ever before been in darkness. 19 And broke asunder the fetters which before could not be broken; and with his invincible power visited those who sate in the deep darkness by iniquity, and the shadow of death by sin. CHAPTER XVII. 1 Death and the devils in great horror at Christ's coming. 13 He tramples on death, seizes the prince of hell, and takes Adam with him to Heaven. IMPIOUS death and her cruel oﬃcers hearing these things, were seized with fear in their several kingdoms, when they saw the clearness of the light, 2 And Christ himself on a sudden appearing in their habitations, they cried out therefore, and said, We are bound by thee; thou seemest to intend our confusion before the Lord. 3 Who art thou, who has no signs of corruption, but that bright appearance which is a full proof of thy greatness, of which yet thou seemest to take no notice? 4 Who art thou, so powerful, and so weak, so great and so little; mean, and yet a soldier of the ﬁrst rank, who can command in the form of a servant and a common soldier? 5 The king of Glory, dead and alive, though once slain upon the cross? 6 Who layest dead in the grave, and art come down alive to us, and in thy death all the creatures trembled, and all the stars were moved; and now hast thy liberty among the dead, and givest disturbance to our legions? 7 Who art thou, who dost release the captives that were held in chains by original sin, and bringest them into their former liberty? 8 Who art thou, who dost spread so glorious and divine a light over those who were made blind by the darkness of sin? 9 In like manner all the legions of devils were seized with the like horror, and with the most submissive fear cried out, and said, 10 Whence comes it, O thou Jesus Christ, that thou art a man so powerful and glorious in majesty so bright as to have no spot, and so pure as to have no crime? For that lower world of earth, which was ever till now subject to us, and from whence we received tribute, never sent us such a dead man before, never sent such presents as these to the princes of hell. 11 Who therefore art thou, who with such courage enterest among our abodes, and art not only not afraid to threaten us with the greatest punishments, but also endeavourest to rescue all others from the chains in which we hold them? 12 Perhaps thou art that Jesus, of whom Satan just now spoke to our prince, that by the death of the cross thou wert about to receive the power of death. 13 Then the King of Glory trampling upon death, seized the prince of hell, deprived him of all his power, and took our earthly father Adam with him to his glory. CHAPTER XVIII. 1 Beelzebub, prince of hell, vehemently upbraids Satan for persecuting Christ and bringing him to hell. 14 Christ gives Beelzebub dominion over Satan forever, as a recompence for taking away Adam and his sons. THEN the prince of hell took Satan, and with great indignation said to him, O thou prince of destruction, author of Beelzebub's defeat and banishment, the scorn of God's angels and loathed by all righteous persons! What inclined thee to act thus? 2 Thou wouldst crucify the King of Glory, and by his destruction, hast made us promises of very large advantages, but as a fool wert ignorant of what thou wast about. 3 For behold now that Jesus of Nazareth, with the brightness of his glorious divinity, puts to ﬂight all the horrid powers of darkness and death; 4 He has broke down our prisons from top to bottom, dismissed all the captives, released all who were bound, and all who were wont formerly to groan under the weight of their torments, have now insulted us, and we are like to be defeated by their prayers. 5 Our impious dominions are subdued, and no part of mankind is now left in our subjection, but on the other hand, they all boldly defy us; 6 Though, before, the dead never durst behave themselves insolently towards us, nor being prisoners, could ever on any occasion be merry. 7 O Satan, thou prince of all the wicked, father of the impious and abandoned, why wouldest thou attempt this exploit, seeing our prisoners were hitherto always without the least hope of salvation and life? 8 But now there is not one of them does ever groan, nor is there the least appearance of a tear in any of their faces. 9 O prince Satan, thou great keeper of the infernal regions, all thy advantages which thou didst acquire by the forbidden tree, and the loss of Paradise, thou hast now lost by the wood of the cross; 10 And thy happiness all then expired, when thou didst crucify Jesus Christ the King of Glory. 11 Thou hast acted against thine own interest and mine, as thou wilt presently perceive by those large torments and inﬁnite punishments which thou art about to suﬀer. 12 O Satan, prince of all evil, author of death, and source of all pride, thou shouldest ﬁrst have inquired into the evil crimes of Jesus of Nazareth, and then thou wouldest have found that he was guilty of no fault worthy of death. 13 Why didst thou venture, without either reason or justice, to crucify him, and hast brought down to our regions a person innocent and righteous, and thereby hast lost all the sinners, impious and unrighteous persons in the whole world? 14 While the prince of hell was thus speaking to Satan, the King of Glory said to Beelzebub the prince of hell, Satan the prince shall he subject to thy dominions for ever, in the room of Adam and his righteous sons, who are mine, CHAPTER XIX. 1 Christ takes Adam by the hand, the rest of the saints join hands, and they all ascend with him to Paradise. THEN Jesus stretched forth his hand, and said, Come to me, all ye my saints, who were created in my image, who were condemned by the tree of the forbidden fruit, and by the devil and death; 2 Live now by the wood of my cross; the devil, the prince of this world, is overcome, and death is conquered, 3 Then presently all the saints were joined together under the hand of the most high God; and the Lord Jesus laid hold on Adam's hand, and said to him, Peace be to thee, and all thy righteous posterity, which is mine. 4 Then Adam, casting himself at the feet of Jesus, addressed himself to him with tears, in humble language, and a loud voice, saying, 5 "I will extol thee, O Lord, for thou halt lifted me up, and hast not made my foes to rejoice over me. O Lord my God, I cried unto thee, and thou hast healed me." 6 "O Lord thou hast brought up my soul from the grave; thou hast kept me alive, that I should not go down to the pit." 7 "Sing unto the Lord, all ye saints of his, and give thanks at the remembrance of his holiness, for his anger endureth but for a moment; in his favour is life." 8 In like manner all the saints, prostrate at the feet of Jesus, said with one voice, Thou art come, O Redeemer of the world, and hast actually accomplished all things, which thou didst foretell by the law and thy holy prophets. 9 Thou hast redeemed the living by thy cross, and art come down to us, that by the death of the cross thou mightest deliver us from hell, and by thy power from death. 10 O Lord, as thou hast put the ensigns of thy glory in heaven, and hast set up the sign of thy redemption, even thy cross on earth; so, Lord, set the sign of the victory of thy cross in hell, that death may have dominion no longer. 11 Then the Lord stretching forth his hand, made the sign of the cross upon Adam, and upon all his saints. 12 And taking hold of Adam by his right hand, he ascended from hell, and all the saints of God followed him. 13 Then the royal prophet, David, boldly cried, and said, O sing unto the Lord a new song, for he hath done marvellous things; his right hand and his holy arm have gotten him the victory. 14 The Lord hath made known his salvation, his righteousness hath he openly shewn in the sight of the heathen. 15 And the whole multitude of saints answered, saying, This honour have all his saints, Amen, Praise ye the Lord. 16 Afterwards, the prophet Habbakuk cried out, and said, Thou wentest forth for the salvation of thy people, even for salvation with thine anointed. 17 And all the saints said, Blessed is he who cometh in the name of the Lord; for the Lord hath enlightened us. This is our God for ever and ever; he shall reign over us to everlasting ages. Amen. 18 In like manner all the prophets spake the sacred things of his praise, and followed the Lord. CHAPTER XX. 1 Christ delivers Adam to Michael the archangel. 3 They meet Enoch and Elijah in heaven, 5 and also the blessed thief, who relates how he came to Paradise. THEN the Lord, holding Adam by the hand, delivered him to Michael the archangel; and he led them into Paradise, ﬁlled with mercy and glory; 2 And two very ancient men met them, and were asked by the saints, Who are ye, who have not yet been with us in hell, and have had your bodies placed in Paradise? 3 One of them answering, said, I am Enoch, who was translated by the word of God: and this man who is with me, is Elijah the Tishbite, who was translated in a ﬁery chariot. 4 Here we have hitherto been, and have not tasted death, but are now about to return at the coming of Antichrist, being armed with divine signs and miracles, to engage with him in battle, and to be slain by him at Jerusalem, and to be taken up alive again into the clouds, after three days and a half. 5 And while the holy Enoch and Elias were relating this, behold there came another man in a miserable ﬁgure, carrying the sign of the cross upon his shoulders. 6 And when all the saints saw him, they said to him, Who art thou? For thy countenance is like a thief's; and why dost thou carry a cross upon thy shoulders? 7 To which he answering, said, Ye say right, for I was a thief, who committed all sorts of wicked. ness upon earth. 8 And the Jews cruciﬁed me with Jesus; and I observed the surprising things which happened in the creation at the cruciﬁxion of the Lord Jesus. 9 And I believed him to be the Creator of all things, and the Almighty King; and I prayed to him, saying, Lord remember me, when thou comest into thy kingdom. 10 He presently regarded my supplication, and said to me, Verily I say unto thee, this day thou shalt be with me in Paradise. 11 And he gave me this sign of the cross, saying, Carry this, and go to Paradise; and if the angel who is the guard of Paradise will not admit thee, show him the sign of the cross, and say unto him Jesus Christ who is now cruciﬁed, hath sent me hither to thee. 12 When I did this and told the angel who is the guard of Paradise all these things, and he heard them, he presently opened the gates, introduced me, and placed me on the right hand in Paradise, 13 Saying, Stay here a little time, till Adam, the father of all mankind, shall enter in, with all his sons, who are the holy and righteous servants of Jesus Christ, who was cruciﬁed. 14 When they heard all this account from the thief, all the patriarchs said with one voice, Blessed be thou, O Almighty God, the Father of everlasting goodness, and the Father of mercies, who hast shown such favour to those who were sinners against him, and hast brought them to the mercy of Paradise, and hast placed them amidst thy large and spiritual provisions, in a spiritual and holy life. Amen. CHAPTER XXI. 1 Charinus and Lenthius being only allowed three days to remain on earth, 7 deliver in their narratives, which miraculously correspond; they vanish, 13 and Pilate records these transactions. THESE are the divine and sacred mysteries which we saw and heard. We, Charinus and Lenthius are not allowed to declare the other mysteries of God, as the archangel Michael ordered us, 2 Saying, ye shall go with my brethren to Jerusalem, and shall continue in prayers, declaring and glorifying the resurrection of Jesus Christ, seeing he hath raised you from the dead at the same time with himself. 3 And ye shall not talk with any man, but sit as dumb persons till the time come when the Lord will allow you to relate the mysteries of his divinity. 4 The archangel Michael farther commanded us to go beyond Jordan, to an excellent and fat country, where there are many who rose from the dead along with us for the proof of the resurrection of Christ. 5 For we have only three days allowed us from the dead, who arose to celebrate the passover of our Lord with our parents, and to bear our testimony for Christ the Lord, and we have been baptized in the holy river of Jordan. And now they are not seen by any one. 6 This is as much as God allowed us to relate to you; give ye therefore praise and honour to him, and repent, and he will have mercy upon you. Peace be to you from the Lord God Jesus Christ, and the Saviour of us all. Amen, Amen, Amen. 7 And after they had made an end of writing, and had written on two distinct pieces of paper, Charinus gave what he wrote into the hands of Annas, and Caiaphas, and Gamaliel. 8 Lenthius likewise gave what be wrote into the hands of Nicodemus and Joseph; and immediately they were changed into exceeding white forms and were seen no more. 9 But what they had written was found perfectly to agree, the one not containing one letter more or less than the other. 10 When all the assembly of the Jews heard all these surprising relations of Charinus and Lenthius, they said to each other, Truly all these things were wrought by God, and blessed be the Lord Jesus for ever and ever, Amen. 11 And they went all out with great concern, and fear, and trembling, and smote upon their breasts and went away every one to his home. 12 But immediately all these things which were related by the Jews in their synagogues concerning Jesus, were presently told by Joseph and Nicodemus to the governor. 13 And Pilate wrote down all these transactions, and placed all these accounts in the public records of his hall. CHAPTER XXII. 1 Pilate goes to the temple; calls together the rulers, and scribes, and doctors. 2 Commands the gates to be shut; orders the book of the Scriptures; and causes the Jews to relate what they really knew concerning Christ. 14 They declare that they cruciﬁed Christ in ignorance, and that they now know him to be the Son of God, according to the testimony of the Scriptures; which, after they put him to death, were examined. AFTER these things Pilate went to the temple of the Jews, and called together all the rulers and scribes, and doctors of the law, and went with them into a chapel of the temple. 2 And commanding that all the gates should be shut, said to them, I have heard that ye have a certain large book in this temple; I desire you, therefore, that it may be brought before me. 3 And when the great book, carried by four ministers of the temple, and adorned with gold and precious stones, was brought, Pilate said to them all, I adjure you by the God of your Fathers, who made and commanded this temple to be built, that ye conceal not the truth from me. 4 Ye know all the things which are written in that book; tell me therefore now, if ye in the Scriptures have found any thing of that Jesus whom ye cruciﬁed, and at what time of the world he, ought to have come: show it me. 5 Then having sworn Annas and Caiaphas, they commanded all the rest who were with them to go out of the chapel. 6 And they shut the gates of the temple and of the chapel, and said to Pilate, Thou hast made us to swear, O judge, by the building of this temple, to declare to thee that which is true and right. 7 After we had cruciﬁed Jesus, not knowing that he was the Son of God, but supposing he wrought his miracles by some magical arts, we summoned a large assembly in this temple. 8 And when we were deliberating among one another about the miracles which Jesus had wrought, we found many witnesses of our own country, who declared that they had seen him alive after his death, and that they heard him discoursing with his disciples, and saw him ascending into the height of the heavens, and entering into them; 9 And we saw two witnesses, whose bodies Jesus raised from the dead, who told us of many strange things which Jesus did among the dead, of which we have a written account in our hands. 10 And it is our custom annually to open this holy book before an assembly, and to search there for the counsel of God. 11 And we found in the ﬁrst of the seventy books, where Michael the archangel is speaking to the third son of Adam the ﬁrst man, an account that after ﬁve thousand ﬁve hundred years, Christ the most beloved son of God was to come on earth, 12 And we further considered, that perhaps he was the very God of Israel who spoke to Moses, Thou shalt make the ark of the testimony; two cubits and a half shall be the length thereof, and a cubit and a half the breadth thereof, and a cubit and a half the height thereof. 13 By these ﬁve cubits and a half for the building of the ark of the Old Testament, we perceived and knew that in ﬁve thousand years and half (one thousand) years, Jesus Christ was to come in the ark or tabernacle of a body; 14 And so our Scriptures testify that he is the Son of God, and the Lord and King of Israel. 15 And because after his suﬀering, our chief priests were surprised at the signs which were wrought by his means, we opened that book to search all the generations down to the generation of Joseph and Mary the mother of Jesus, supposing him to be of the seed of David; 16 And we found the account of the creation, and at what time he made the heaven and the earth, and the ﬁrst man Adam, and that from thence to the ﬂood, were two thousand seven hundred and fortyeight years. 17 And from the ﬂood to Abraham, nine hundred and twelve. And from Abraham to Moses, four hundred and thirty. And from Moses to David the King, ﬁve hundred and ten. 18 And from David to the Babylonish captivity ﬁve hundred years. And from the Babylonish captivity to the incarnation of Christ, four hundred years. 19 The sum of all which amounts to ﬁve thousand and half (a thousand.) 20 And so it appears, that Jesus whom we cruciﬁed, is Jesus Christ the Son of God, and true Almighty God. Amen. (In the name of the Holy Trinity, thus end the acts of our Saviour Jesus Christ, which the Emperor Theodosius the Great found at Jerusalem, in the hall of Pontius Pilate, among the public records; the things were acted in the nineteenth year of Tiberius Caesar, Emperor of the Romans, and in the seventeenth year of the government of Herod, the son of Herod and of Galilee, on the eighth of the calends of April, which is the twenty-third day of the month of March, in the CCIId Olympiad, when Joseph and Caiaphas were rulers of the Jews; being a History written in Hebrew by Nicodemus, of what happened after our Saviour's cruciﬁxion.) REFERENCES TO THE GOSPEL OF NICODEMUS, FORMERLY CALLED THE ACTS OF PONTIUS PILATE. [Although this Gospel is, by some among the learned, supposed to have been really written by Nicodemus, who became a disciple of Jesus Christ, and conversed with him; others conjecture that it was a forgery towards the close of the third century by some zealous believer, who, observing that there had been appeals made by the Christians of the former age, to the acts of Pilate, but that such acts could not be produced, imagined it would be of service to Christianity to fabricate and publish this Gospel; as it would both conﬁrm the Christians under persecution, and convince the Heathens of the truth of the Christian religion. The Rev. Jeremiah Jones says, that such pious frauds were very common among Christians even in the ﬁrst three centuries; and that a forgery of this nature, with the view above-mentioned, seems natural and probable. The same author, in noticing that Eusebius in his Ecclesiastical History, charges the Pagans with having forged and published a book, called "The Acts of Pilate," takes occasion to observe that the internal evidence of this Gospel shows it was not the work of any Heathen, but that if in the latter end of the third century we ﬁnd it in use among Christians (as it was then certainly in some churches), and about the same time ﬁnd a forgery of the Heathens under the same title, it seems exceedingly probable that some Christians, at that time, should publish such a piece as this, in order partly to confront the spurious one of the Pagans, and partly to support those appeals which had been made by former Christians to the Acts of Pilate; and Mr. Jones says, he thinks so more particularly as we have innumerable instances of forgeries by the faithful in the primitive ages, grounded on less plausible reasons. Whether it be canonical or not, it is of very great antiquity, and is appealed to by several of the ancient Christians. The present translation is made from the Gospel, published by Grynaeus in the Orthodoxographa, vol, i, tom, ii, p. 613.] Notwithstanding the diversity of opinions here alluded to, the majority of the learned believe that the internal evidence of the authenticity of this Gospel is manifested in the correct details of that period of Christ's life on which it treats, while it far excels the canonical Evangelists narrative of the trial of our Saviour before Pilate, with more minute particulars of persons, evidence, circumstance, &c.	<urn:uuid:d5257799-a098-4214-9492-ce4a499bb0f8>	CC-MAIN-2017-13	http://pdfbooks.co.za/library/ARCHBISHOP_WAKE-FORBIDDEN_GOSPELS_AND_EPISTLES_-_VOLUME_4_-_NICODEMUS.pdf	2017-03-27T10:43:31Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00235-ip-10-233-31-227.ec2.internal.warc.gz	271,496,959	18,702	eng_Latn	eng_Latn	0.99898	eng_Latn	0.999479	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 970, 2301, 3495, 4764, 5831, 7294, 8522, 9547, 10557, 11756, 12967, 14144, 15364, 16700, 17921, 19121, 20133, 21368, 22653, 23839, 25151, 26158, 27382, 28579, 29911, 31236, 32388, 33670, 35006, 36361, 37600, 38934, 40074, 41237, 42593, 43856, 45232, 46308, 47634, 48899, 50165, 51311, 52584, 53856, 55139, 56254, 57431, 58668, 59980, 61204, 62373, 63595, 64837, 65952, 67379, 68554, 69958, 71115, 72513, 73790, 75062, 77690, 78105 ]	[ 1.484375, 1.4921875 ]	5	2

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