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Discrete Random Variables: Poisson (Optional) Susan Dean Barbara Illowsky, Ph.D. This work is produced by OpenStax-CNX and licensed under the Creative Commons Attribution License 3.0 Abstract This module describes the characteristics of a Poisson experiment and the Poisson probability distribution. This module is included in the Elementary Statistics textbook/collection as an optional lesson. Characteristics of a Poisson experiment: 1. The Poisson gives the probability of a number of events occurring in a fixed interval of time or space if these events happen with a known average rate and independently of the time since the last event. For example, a book editor might be interested in the number of words spelled incorrectly in a particular book. It might be that, on the average, there are 5 words spelled incorrectly in 100 pages. The interval is the 100 pages. 2. The Poisson may be used to approximate the binomial if the probability of success is "small" (such as 0.01) and the number of trials is "large" (such as 1000). You will verify the relationship in the homework exercises. $ n $ is the number of trials and $ p $ is the probability of a "success." Poisson probability distribution. The random variable $ X = $ the number of occurrences in the interval of interest. The mean and variance are given in the summary. Example 1 The average number of loaves of bread put on a shelf in a bakery in a half-hour period is 12. Of interest is the number of loaves of bread put on the shelf in 5 minutes. The time interval of interest is 5 minutes. What is the probability that the number of loaves, selected randomly, put on the shelf in 5 minutes is 3? Let $ X = $ the number of loaves of bread put on the shelf in 5 minutes. If the average number of loaves put on the shelf in 30 minutes (half-hour) is 12, then the average number of loaves put on the shelf in 5 minutes is \[ \left( \frac{5}{30} \right) \cdot 12 = 2 \text{ loaves of bread} \] The probability question asks you to find $ P(x = 3) $. Example 2 A certain bank expects to receive 6 bad checks per day, on average. What is the probability of the bank getting fewer than 5 bad checks on any given day? Of interest is the number of checks the bank receives in 1 day, so the time interval of interest is 1 day. Let $X =$ the number of bad checks the bank receives in one day. If the bank expects to receive 6 bad checks per day then the average is 6 checks per day. The probability question asks for $P(x < 5)$. Example 3 You notice that a news reporter says "uh", on average, 2 times per broadcast. What is the probability that the news reporter says "uh" more than 2 times per broadcast. This is a Poisson problem because you are interested in knowing the number of times the news reporter says "uh" during a broadcast. Problem 1 What is the interval of interest? Problem 2 What is the average number of times the news reporter says "uh" during one broadcast? Problem 3 Let $X = \_\_\_\_\_\_\_\_\_\_\_\_$. What values does $X$ take on? Problem 4 The probability question is P(\_\_\_\_\_\_\_\_). --- ## 1 Notation for the Poisson: $P =$ Poisson Probability Distribution Function $X \sim P(\mu)$ Read this as "$X$ is a random variable with a Poisson distribution." The parameter is $\mu$ (or $\lambda$). $\mu$ (or $\lambda$) = the mean for the interval of interest. Example 4 Leah’s answering machine receives about 6 telephone calls between 8 a.m. and 10 a.m. What is the probability that Leah receives more than 1 call in the next 15 minutes? Let $X =$ the number of calls Leah receives in 15 minutes. (The interval of interest is 15 minutes or $\frac{1}{4}$ hour.) $x = 0, 1, 2, 3, ...$ If Leah receives, on the average, 6 telephone calls in 2 hours, and there are eight 15 minutes intervals in 2 hours, then Leah receives $\frac{1}{8} \cdot 6 = 0.75$ calls in 15 minutes, on the average. So, $\mu = 0.75$ for this problem. $X \sim P(0.75)$ Find $P(x > 1)$. $P(x > 1) = 0.1734$ (calculator or computer) TI-83+ and TI-84: For a general discussion, see [this example](#) (Binomial). The syntax is similar. The Poisson parameter list is ($\mu$ for the interval of interest, number). For this problem: Press 1- and then press 2nd DISTR. Arrow down to C:poissoncdf. Press ENTER. Enter .75,1). The result is $P(x > 1) = 0.1734$. NOTE: The TI calculators use $\lambda$ (lambda) for the mean. The probability that Leah receives more than 1 telephone call in the next fifteen minutes is about 0.1734. The graph of $X \sim P(0.75)$ is: The y-axis contains the probability of $x$ where $X =$ the number of calls in 15 minutes. Solutions to Exercises in this Module Solution to Example 3, Problem 1 (p. 2) One broadcast Solution to Example 3, Problem 2 (p. 2) 2 Solution to Example 3, Problem 3 (p. 2) Let $X =$ the number of times the news reporter says "uh" during one broadcast. $x = 0, 1, 2, 3, \ldots$ Solution to Example 3, Problem 4 (p. 2) $P(x > 2)$ Glossary Definition 1: Poisson Distribution A discrete random variable (RV) that counts the number of times a certain event will occur in a specific interval. Characteristics of the variable: - The probability that the event occurs in a given interval is the same for all intervals. - The events occur with a known mean and independently of the time since the last event. The distribution is defined by the mean $\mu$ of the event in the interval. Notation: $X \sim P(\mu)$. The mean is $\mu = np$. The standard deviation is $\sigma = \sqrt{\mu}$. The probability of having exactly $x$ successes in $r$ trials is $P(X = x) = e^{-\mu} \frac{\mu^x}{x!}$. The Poisson distribution is often used to approximate the binomial distribution when $n$ is “large” and $p$ is “small” (a general rule is that $n$ should be greater than or equal to 20 and $p$ should be less than or equal to .05).	<urn:uuid:ca077843-dc88-448f-a694-6628b1d370d3>	CC-MAIN-2016-18	http://cnx.org/content/m16829/1.16/?format=pdf	2016-05-03T05:04:34Z	crawl-data/CC-MAIN-2016-18/segments/1461860118790.25/warc/CC-MAIN-20160428161518-00075-ip-10-239-7-51.ec2.internal.warc.gz	60,986,104	1,576	eng_Latn	eng_Latn	0.994297	eng_Latn	0.994785	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 2243, 4600, 4691, 5919 ]	[ 2.328125 ]	4	3
Growing crops on slopes More intense rainfall events are predicted for the future. This means that soil is more likely to be washed away. Soil on slopes is most vulnerable. When growing crops on slopes, removing as little vegetation as possible will reduce soil erosion. The roots of trees and plants help hold the soil in place. The canopies of trees also reduce the intensity of rainfall. The raindrops land on leaves and branches of trees, reducing the force of the rain when it hits the ground. Growing vetiver grass across slopes in between crops can help prevent soil erosion. Vetiver grass has very deep and very strong roots which bond to the soil, preventing it from washing away. Reducing soil erosion helps keep rivers free of sediment. Managing pests in gardens Climate change will bring warmer and wetter weather. These conditions will cause certain agricultural pests and diseases to thrive. Intercropping (planting different kinds of crops together) can help reduce pest attacks. If there is only one type of crop in the garden, the insect feeding on this crop will spread very fast. However, if there are many different crops, the pest will find it more difficult to find the crop they want to attack (host plant). Some crops produce smells that repel insects and organisms that attack other crops. Examples of crops with smells that keep away insects are onion, garlic, basil, coriander and lemon grass. Planting these strong smelling plants with your crops will help keep away harmful insects. Marigold flowers keep gardens beautiful and keep away the harmful worm called root-knot nematode that eats vegetables and root crops like cassava. This worm likes warm moist conditions. Planting insect-repelling plants will save us money and prevent the use of harmful chemicals in our gardens. Agroforestry farming system Agroforestry is a farming system where trees, shrubs and food crops grow together. An agroforestry farm has many kinds of plants and animals compared to a normal garden that only has a few types of crops. Animals can also be kept, such as cattle grazing under coconut trees and fruit trees. Changing weather conditions will affect crops differently. Some crops will be able to survive dry conditions and others can withstand strong winds. Growing different crops (e.g. taro, cassava, pineapples) with fruit trees (e.g. bananas, oranges, pawpaws) and tree crops (e.g. breadfruit, and coconut trees) can provide you with many different types of food during different seasons. Planting crops and trees together keeps the soil healthy, prevents soil erosion and crops are sheltered against strong winds, hot sun and heavy rain. Firewood and other wood products can be harvested from an agroforestry farm instead of clearing forests. An agroforestry system supports different types of birds and animals because there are more plants and trees to provide food and shelter.	<urn:uuid:cdde9138-8f19-48d7-93b9-dc7a0570fce9>	CC-MAIN-2019-43	https://lrd.spc.int/climate-change-publications/doc_download/2180-growing-crops-in-changing-climate-poster	2019-10-19T12:08:07Z	crawl-data/CC-MAIN-2019-43/segments/1570986693979.65/warc/CC-MAIN-20191019114429-20191019141929-00374.warc.gz	581,610,901	585	eng_Latn	eng_Latn	0.998128	eng_Latn	0.998128	[ "eng_Latn" ]	false	rolmOCR	[ 2914 ]	[ 3.578125 ]	1	0
Lidocaine-Prilocaine (EMLA®) Numbing Cream EMLA cream is put on a small patch of skin to make it numb. It is used to decrease the pain from starting IV’s, blood collection, procedures such as lumbar punctures and bone marrow aspirations, and shots. This medicine may also be used for skin surgeries. This cream works like Novocain® at the dentist’s office. It is absorbed by the skin and numbs the nerve endings in the area so your child does not feel pain. Important - If your child is allergic to or sensitive to numbing medicines like lidocaine and prilocaine, he or she should not take this medicine. Be sure to tell your child’s doctor and pharmacist if your child has had an unusual or allergic reaction to any medicine. - If your child has or had methemoglobinemia, he or she should not use EMLA. - This medicine should be used with caution in children receiving tocainide, mexiletine, amiodarone, bretylium, sotalol and dofetilide. Doctor’s Orders - Infants up to 3 months of age - apply one half teaspoon (about the size of a nickel). - Children older than 3 months of age – apply 1 teaspoon (the size of a quarter). - Never use more than the amount written on the label. The ingredients in EMLA cream can cause heart problems or methemoglobinemia if used in too large amounts. Read the label carefully and make sure you are using the right amount. - Be sure to measure accurately. Give the exact dose of medicine your doctor ordered. - Do not use inside your child’s mouth, near the eyes or an open wound. - Do not use on scratched or broken skin, cuts or wounds. How to Apply the Cream - Apply a thick layer of lidocaine-prilocaine cream on the skin to be numbed. Cover the area with a plastic non-stick dressing. (Plastic wrap and a piece of tape also work well.) Continued on page 2 How to Apply the Cream, continued - EMLA Cream starts to work 60 minutes after it is put on. You may leave it on up to 4 hours for children 3 months of age and older (1 hour for children under 3 months). - You will know it is working if your child’s skin starts to feel numb (child does not pull away when you touch the spot with your fingernail). - Wipe off the EMLA with a clean cloth before the painful procedure. EMLA Cream will still work for 1 to 2 hours after it has been removed from the skin. Be careful not to scratch or rub your child’s skin or put anything hot or cold on it while the skin is still numb. You may damage the skin while your child cannot feel pain. Possible Side Effects Anaphylaxis (a life-threatening condition) may occur in children who have reacted to lidocaine, prilocaine, or other numbing medicines in the past. Call your child’s doctor and seek medical attention immediately if your child has any of these signs (Picture 1): - Skin gets very pale or light red in color - Throat feels “funny” or child is short of breath - Child is very dizzy or sleepy - Lips or fingernails turn blue - Child’s lips are tingling Symptoms of methemoglobinemia (a blood condition that can cause the skin, lips or fingernails to turn blue from lack of oxygen) may not occur until hours after the medicine is used. Call your child’s doctor and seek medical attention immediately if your child has any of these signs (Picture 1): - Pale-, gray-, or blue-colored skin, lips, nail beds - Headache - Lightheadedness - Shortness of breath - Fatigue - Fast heart rate Patients who are more likely to develop methemoglobinemia: - Very young - Have congenital or idiopathic methemoglobinemia - G-6-PD deficient - Newborns less than 37 weeks when they were born Other Side Effects - The skin may itch where the EMLA was placed. This should go away in 2 hours. - Call your child's doctor if he or she is having any side effects that continue or are very bothersome. Medicine Storage - Store all medicine out of the reach of children. - Always keep medicine in the original container from the pharmacy. - Do not keep this medicine in the refrigerator. - Keep the container tightly closed. - Do not use this medicine after the expiration date printed on the container. Safety Tips and Other Advice - Ask your pharmacist for 2 labeled containers if your child care provider will be giving this medicine. - If you carry medicine in your purse, keep it in its childproof container and keep your purse out of the reach of children. - Bring all your child’s medicines with you in the original containers whenever he or she sees a doctor, goes to an emergency room or is admitted to the hospital. This helps doctors who may not know your child. - Learn the name, spelling and dose of this medicine. Also, teach your child if he is old enough. You will need to know this information when you call your doctor or pharmacist. - If your child takes too much of this medicine, or if someone else takes this medicine, first call the Central Ohio Poison Center at 1-800-222-1222 (TTY 614-228-2272). They will tell you what to do. - The doctor has prescribed this medicine for your child only. Do not give it to anyone else. - When the medicine is no longer needed, mix the leftover medicine with an unwanted material like coffee grounds and place the mixture into a container or a bag that will not leak. Throw the container away in the trash where children and pets cannot reach it. If you have any questions, be sure to ask your doctor, nurse or pharmacist.	<urn:uuid:2f37332d-8eca-4d78-acc3-b066c773d50c>	CC-MAIN-2014-52	http://www.nationwidechildrens.org/Document/Get/40058	2014-12-21T06:52:02Z	crawl-data/CC-MAIN-2014-52/segments/1418802770747.108/warc/CC-MAIN-20141217075250-00065-ip-10-231-17-201.ec2.internal.warc.gz	697,896,606	1,265	eng_Latn	eng_Latn	0.998754	eng_Latn	0.998854	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 1833, 3619, 5408 ]	[ 2.25 ]	2	13
Understanding and Management of Psychosomatic Problems in Children O. Brody Oller, M. D., New York In general, psychotherapy of children follows the same principles as psychotherapy of adults. Naturally, the approach has to be adjusted to the child's age and intelligence. If it seems to be difficult to induce a child to talk, solicitation of verbal information should be postponed until rapport has been established by other means. Adler believed that "those children who find difficulty in speaking or in making contact through speech usually do not have strong social feeling" (2). At any rate, parents and their substitutes have to be included in the therapeutic scheme. Alfred Adler's questionnaire prepared for use in child guidance will prove helpful even to the experienced psychotherapist (2, 3). The behavior of a child may be looked upon as his particular, goal-directed way of dealing with given situations. His "reactions" to any given situation—more precisely: his actions in any given situation—are to a considerable extent conditioned by his first experiences. Therefore, revelation of disturbances in the child's early adjustment and relationships is important in order to re-direct his mistaken goals and thus change his manifest behavior. This can be achieved only if we understand the goals the child pursues and are familiar with the child's idea of success and with his judgment of his position in any given situation. We must accept the child for what he is and help him to realize that he can be successful by using "socially accepted" means to reach a positive goal. We also have to realize that in the pathogenesis of a child's mistaken goals and judgments, mistaken methods used by parents and other significant persons represent a major etiological factor. Elisabeth Harrison observed that "due to drive for power many parents dull their children's abilities to think, by thinking for them. They neglect to give them an opportunity to make their own choice as to what is right or wrong" (10). In dealing with children’s problems, genuine interest in the child and sympathetic understanding of his problems are more important than authoritarian firmness against discrepancies and inconsistencies in the child’s goals or evaluations. We have to accept Alexandra Adler’s viewpoint that “all children who give trouble have trouble” (4). Proper interpretation of children’s functional symptoms presupposes two important considerations: 1. We have to realize that an infant’s modes of expression are extremely limited. Differentiation between “emotional” and “bodily” expressions takes place gradually. During his development the child senses whether his symptoms are attended to with care or anxiety. If an infant discovers that any time he makes a certain noise he will be taken out of the crib, he certainly will make use of that certain noise with increasing frequency and for various purposes. This experience may be interpreted by the infant as an indication that bodily expressions constitute a means for achieving attention. Many children are “conditioned” to a mistaken and harmful attitude which actuates them to strive for attention, admiration and recognition more than actual accomplishments. Many conflicts in early and later childhood may be solved by showing the parents their mistaken training methods and by re-educating the child directly or through the parents. 2. It is quite normal for a child to consider himself inferior to older children and to adults. When such a child grows up in a “normal” environment, witnessing and experiencing co-operation among parents and family members he will courageously face such an inferiority feeling. He will try to overcome it by useful, co-operating achievements: by studying, co-operating in school and at home, helping other children, making friends, etc. Such a child, due to his correct interpretation of his own experiences and proper training may not only equal the older children but actually outdistance them. However, if a child lives in an environment where praise is more important than accomplishments, the child learns to use all sorts of makeshifts as purposeful compensatory mechanisms to secure praise and above all to avoid failure and blame. A short case history should illustrate how functional symptoms may be used as mistaken compensatory mechanisms in a child with improperly managed inferiority feelings: An eight-year-old girl was often excused from school because of a stomach ache. She had been suffering from recurrent attacks of stomach cramps followed by diarrhea, usually when a test was pending or when she was called to the blackboard. That was her solution to the problem, created by competition with an older brother who was considered a "brilliant" pupil. She preferred to be sick or even lazy so that nobody could find out what she thought and believed of herself, namely, that she was unable to do her school work as proficiently as her brother and thus never could achieve the admiration her brother enjoyed. Simple encouragement of the child and the parents made her well, as she and her parents and teachers learned to understand that by harder work it would not be difficult to achieve good results. (We firmly believe that any child—unless mentally deficient—can accomplish his school work successfully by proper training and understanding.) It is common observation that somatic symptoms—especially gastrointestinal disturbances—are for many children a legitimate excuse to avoid unwanted situations and tasks. We also know that uncompensated or mismanaged deep feelings of inferiority may lead to a feeling of insecurity and/or anxiety upsetting the normal physiology of the autonomic nervous system, causing disturbances in function of certain organs which may or may not have been inflicted with "organ deficiency" (6). It is evident that where symptoms persist, a thorough physical examination is indispensable. When the results reveal no structural disease but an "organ inferiority" or "functional disorder" a psychological approach should be included in any scheme of management of the case. It is difficult to determine in such a case where counseling ends and psychotherapy begins (15). The counselor or the psychotherapist must be able to understand the meaning of the child's symptoms in order to deal with them with any hope for successful adjustment of the child (7). We believe that children, just as adults, have to face the "three tasks of life": 1. Friendship, which for the child means: adjustment to his peers. 2. Work, which according to the child's age means: helping younger siblings or other children; co-operating with other members of the family; school work; taking over some duties and responsibilities such as working in groups; being on time in school; helping classmates whenever feasible, etc. 3. Love, which in a child who has experienced the love and understanding of his parents and siblings without being dominated means: a comfortable feeling of attachment. This is the only sound preparation for love in adult life, i.e., acquiring the attitude that giving and receiving are equally important in any approach to love and sex. We believe with Frederic Pierce that "every human being must live in a herd if he is to live successfully, and his satisfactory adjustment to the herd depends upon his learning at the earliest possible period in life that he has to be co-operative. Failure in the life of a human being has to be defined in terms of the failure of the group" (14). In certain types of the so-called problem children certain behavior patterns may frequently be observed. The only child often shows the first lack of social feeling when he has to share the attention of his parents with an expected sibling. If the child is not properly prepared for co-operation, his first mistaken idea is to maintain the status quo at any price. He thinks that he is the only one who is to be showered with love and gifts and give nothing in return. Among the methods applied to maintain such a status quo we sometimes find exaggeration and utilization of minor somatic symptoms, the wish to be or becoming sick, even intentional self-injury. Pampered children manifest various symptoms of a similarly mistaken attitude; or, as Alfred Adler puts it, "There is more than one road to a certain goal." Kindergarten and school are usually the first "situation tests" where close co-operation with the teacher and schoolmates is required. If they are not prepared to take on the tasks inherent in school life, we may notice, at this early age, the neurotic "yes-but" attitude: "Yes, I like school, but I don't like the children"; or "Yes, I like school, but I don't like the teacher who doesn't let me go to the bathroom when I want," etc. Pampered children who have never experienced the need for co-operation and subordination and who are used to dominating their environment are unable to cope with the new situation on their old terms. Those children often develop temper tantrums and various somatic symptoms as presumably effective means toward their "four goals" (7). Neglected children often feel that they live among enemies whom they have to fight. They are rarely able to cope with their deep feelings of inferiority because they have seldom experienced the co-operative spirit and constructive encouragement necessary for successful compensatory efforts. Their life-style is characterized by a fear of losing the ground they are on. A typical case of a neglected child was a six-year-old illegitimate girl whose symptoms were bedwetting, thumb sucking, and inability to get up in the morning in time for school. She was characterized as pretending and disturbing the class by her continuous talking. When she was thirteen months old her mother married and left her to the care of the grandmother to whom the baby became deeply attached. After the grandmother's death, she was adopted by her unmarried aunt. Her symptoms developed when she was four and one-half years old. Psychotherapy was instituted when she entered school. In this the aunt's understanding co-operation played an important role and the brief therapy was highly successful. In this case it was apparent that the bedwetting represented what Dellaert called "infantile form of neurosis" or "social disease." (Dellaert has accepted the theory that organ inferiority directs the choice of symptoms) (6). Physically handicapped children prove probably most convincingly Adler's thesis that physical impairment influences but does not determine the development of personality. Through such cases the unprejudiced observer may clearly learn how physical symptoms may be used as excuse for withdrawal, as a means of achieving special privileges or of dominating the environment. But one may also profitably note how (over)compensatory dynamisms may create strength out of weakness (8, 12). The following case history is given because it also demonstrates the Adlerian concept of the significance of dreams (which in this case could be falsely interpreted as "prophetic"): A cross-eyed and conspicuously short, scoliotic thirteen-year-old girl felt extremely unhappy when she noticed that all the boys paid attention to her attractive girl friends but never to her. Once she dreamed that she was walking with several girls along the street. She wore a college uniform with two golden stripes. Now, in her dream, all the boys looked at the golden stripes admiringly. This dream, as we know, was not a "prophetic" sign, but an attempt at a solution to her problem, which was how to attract the attention of the boys, despite her appearance. She was telling herself in her dream that she could successfully compete with attractive girls by working harder in school. This she did and later she pursued a highly successful academic career which fully compensated her for her physical shortcomings. Neurotic children may develop functional disturbances which frequently are extremely difficult to recognize as such and may puzzle even the most experienced experts. It should be emphasized that some irrelevant, incidental "objective findings" do not exclude the existence of a neurotic disorder, just as a "negative report" does not prove the "neurotic" etiology of the symptoms. We often deal with a neurotic exploitation of minor somatic symptoms. A ten-year-old girl, an only child, had been under constant medical care for severe lack of appetite and for marked underweight. In school as well as in all other activities she appeared to be vivacious, ambitious, and intelligent. After prolonged unsuccessful use of tonic medication, Simmond's disease was diagnosed. (The energy seen in this child—like that of children suffering from "anorrhexia nervosa"—was in marked contrast with the apathy usually apparent in Simmond's disease. This important differential diagnostic feature had already been described by Sir William Gull in 1868.) The family history revealed that both parents were "typical neurotics" and attributed unwarranted importance to feeding habits. The father proudly remarked on innumerable occasions: "Yes, at this age I was thin as she is, but my parents were poor and I did not get the food she gets. She can have anything she wants, if she only would eat." With such a background it became clear that psychotherapy of the child as well as of the father was indicated. The father soon realized that his daughter would not give up her symptom of anorrhexia as long as it served her purpose of keeping everybody at her disposal. After a therapeutic session, the child mentioned to her father that she was hungry. He immediately drove her to a restaurant where she asked for an adult portion. The father urged the waiter to hurry with the food lest his daughter might lose her appetite. This, of course, she did. When the food was served, the girl hardly touched anything. The father angrily gave her a humiliating scolding, made her pay for the food out of her allowance, and stopped talking to her for the day. The aim of psychotherapy in such a case is to achieve the father's co-operation in dismissing the importance of the presence or absence of appetite on the one hand, and to make the child aware of her purposive, self-centered behavior on the other. In conclusion it should be reiterated that in dealing with "unjustified" somatic complaints of children—especially of so-called problem children—the absence of serious organic pathological changes should be ascertained, and the role of a possible organ inferiority and of the "functional" aspects in the creation of the complaints determined. The psychic element in functional disturbances may best be revealed by understanding the meaning, i.e., the purposiveness of the particular symptom in that particular child. The pathogenic role of the environment in such cases should not be overlooked, since parents, teachers, or other significant persons have frequently to be included in the psychotherapeutic scheme. BIBLIOGRAPHY 1. Adler, Alfred. Study of Organ Inferiority and Its Psychical Compensations. The Nervous and Mental Dis. Publ. Co., New York, 1917. 2. Adler, Alfred. The Education of Children. Greenberg Publ. Co., New York. 3. Adler, Alexandra. Guiding Human Misfits. The Philosophical Library, New York, 1948. 4. Adler, Alexandra. “Alfred Adler’s Viewpoint in Child Guidance” in Harms’ Handbook of Child Guidance. 5. Bruch, Hilde. “Psychosomatic Approach to Childhood Disorders” in Lewis, Nolan D. C., and Bernard Pacella, Editors. Modern Trends in Child Psychiatry. Intern. Univ. Press, New York, 1950. 6. Dellaert, R. “L’enurésie: syndrome psychiatrique” in Acta neurologica et psychiatrica Belgique, 50:26-39, 1950. 7. Dreikurs, Rudolf. The Challenge of Parenthood. Duell, Sloan, and Pearce, New York, 1948. 8. Dreikurs, Rudolf. “The Socio-psychological Dynamics of Physical Disability.” Social Issues. Fall Edition, 1948. 9. Harms, Ernst. Handbook of Child Guidance. Child Care Publications, New York, 1948. 10. Harrison, Elisabeth. The Unseen Side of Child Life. Ferris Print. Co., New York, 1922. 11. Kanner, Leo. “The Training of the Psychiatrist” in Harms’ Handbook of Child Guidance. 12. Neufeld, Irvin. “Teleo-psychological Principles in Rehabilitation of Physically Handicapped Persons.” Ind. Psych. Bull. IX:47-69, 1951. 13. Pearson, Gerald. “Training of the Medical Man in Child Psychiatry” in Harms’ Handbook of Child Guidance. 14. Pierce, Fr. Understanding Our Children. E. P. Dutton and Co., New York, 1926. 15. Schumacher, Henry. “Psychotherapy in Child Guidance” in Harms’ Handbook of Child Guidance.	<urn:uuid:c17065a1-1d91-4134-9ea4-fb0f4bbd07ed>	CC-MAIN-2017-47	http://adlerjournals.com/_private/AJIP/JIP%20v10%20n3-4/Understanding_and_Management_of_Psychosomatic--Oller.pdf	2017-11-20T09:38:17Z	crawl-data/CC-MAIN-2017-47/segments/1510934805977.0/warc/CC-MAIN-20171120090419-20171120110419-00793.warc.gz	10,453,283	3,414	eng_Latn	eng_Latn	0.954719	eng_Latn	0.998362	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 2046, 4555, 7009, 9528, 12083, 14826, 16701 ]	[ 2.375 ]	1	2
## NEWS FOR GUILFORD SENIORS & PARENTS ### IMPORTANT DATES 2018-2019 \| Date \| Event \| \|--------------------\|----------------------------------------------------------------------\| \| Thurs. Sept. 13 \| Last day for seniors to get photo taken for the yearbook!! \| \| Thurs. Sept. 27 \| College App Kick-Off Day. Help with college apps 2:45pm in library during early release time. \| \| Mon. Oct. 1 \| FAFSA application period begins. Apply for aid for the 2019-2020 school year. \| \| Wed. Oct. 3 \| No School: SIP Day. Visit colleges or military recruiters. \| \| Fri. Oct. 5 \| Senior assembly in auditorium during Pre-bubbling for fall testing. RVC, FAFSA, and Rockford Promise \| \| Mon. Oct. 8 \| No School: Columbus Day. Visit colleges or military recruiters. \| \| Wed. Oct. 10 \| 12th graders not in attendance due to school-wide testing. (11th still test) \| \| November 1 \| Priority application filing date for U of I at Urbana/Champaign and Chicago. \| \| Mon. Nov. 12 \| No School: Veterans’ Day. Visit colleges and military recruiters. \| \| November 15 \| Priority application filing date for NIU and ISU. \| \| Nov. 21-25 \| No School: Thanksgiving break. \| \| Fri., Nov 30 \| 2nd hour assembly for seniors to receive Cap and Gown info and scholarship info \| \| December 1 \| Recommended College application deadline date (to ensure best consideration for admission and scholarships). \| \| December 1 \| Application period opens for Community Foundation of Northern Illinois Scholarships. (through February 1) \| \| Tues. & Wed. Dec. 4 & 5 \| Jostens will take Cap & Gown orders at all lunch periods (or order online) \| \| Dec. 19-21 \| First semester final exams \| \| Dec. 22-Jan 6 \| Winter Break \| \| Sat. April 27 \| Senior Prom at Forest Hills Country Club \| \| May 6-17 \| AP exams \| \| May \| Senior final exams. Dates TBD. \| \| May \| Senior Awards Breakfast...by invitation only. Date TBD \| \| May \| Graduation Practice. Day/time/location TBD. \| \| May? \| Graduation TBD \| ### EVENING EVENTS for SENIORS & PARENTS \| Date \| Event \| \|--------------------\|----------------------------------------------------------------------\| \| Tues., Oct. 2 and/or Thurs., Oct. 4 \| Senior Parent Information Night from 6:00-7:30pm at Guilford. Learn the College Application process and the financial aid timeline and process. \| \| Tues. Oct. 2 \| Parent Teacher Conferences from 4:30-7:30pm in the field house \| \| Wed. Oct. 3 \| College Night 2018—Rock Valley College—6:00-8:00pm in the PE Center. Meet with representatives from over 100 colleges, universities, technical, and vocational schools. \| \| Thurs. Oct. 4 \| Parent Teacher Conferences from 4:30-7:30pm in the field house \| \| Tues. Oct. 16 \| FAFSA Workshop 5:00-7:30pm in Guilford High School library. \| \| Wed. Oct. 24 Tentative date \| FAFSA Workshop at Rock Valley College Student Center starting at 6:00pm. \| \| Wed. Nov. 7 \| FAFSA Workshop 5:00-7:30pm in Guilford High School library. \| \| Thurs. Nov. 8 Tentative date \| FAFSA Workshop at Rock Valley College Student Center starting at 6:00pm. \| DEADLINES ARE THE STUDENT’S RESPONSIBILITY! This is YOUR future. Don’t miss out on an opportunity because of poor planning and missing deadlines! Sign up for text-alerts to get reminded of important senior dates, events, and deadlines. Text @gvikes19 to 81010 Senior Credit Checks Every senior will be meeting with his/her counselor for a senior credit check and future planning meeting by the end of October. All seniors must make certain that they are scheduled for the proper classes needed for graduation and will have earned forty (48) credits by the date of graduation. We will also review if you have met the Illinois State Testing requirement. Seniors failing required courses during the first semester will need to contact their counselor to obtain the registration form for night school classes at Roosevelt. If students cannot earn all required credits this school year, transferring to Roosevelt Alternative High School will be necessary. College Application Process - Narrow your postsecondary options to 3-6 schools. - Apply to each school (make sure to meet any priority deadlines). - Most applications will be online through the college website or Common App. - Most require an application fee. - Some may require an essay, activity sheet, or recommendation. Only send these items if requested. Allow teachers/adults 2 weeks to complete a recommendation letter. - Request a high school transcript to be sent to each school through your parchment account. www.parchment.com - Exception would be in application is processed through Send Edu, Common App, or self-reported transcript - Send official SAT or ACT scores if necessary through www.collegeboard.org or www.actstudent.org - Keep track of account information for each school to check the status of your application. - Check each school for scholarship procedures and deadlines. - Beginning October 1st, apply for Financial Aid at www.fafsa.gov. - Apply for scholarship opportunities throughout the year (lists will be emailed to your RPS student email account). - Compare financial aid packages and make a final decision by May 1. Rock Valley College Over half of our students begin their education at RVC. (See RVC Steps for Enrollment Handout) - Complete RVC application. - Submit transcript with ACT scores. - Apply for Financial Aid beginning October 1st. - Complete necessary Accuplacer placement tests. Placement tests can be waived if: ACT English subtest: 19 or above // ACT Math subtest: 18 or above // ACT Reading subtest: 19 or above SAT Evidence-Based Reading and Writing subtest: 510 or above // SAT Math subtest: 470 or above - Meet with an Academic Advisor, then register and pay for classes - Enroll in and attend a Getting Started Tech Connect Session College Visits - College Reps here at Guilford - You may sign up to meet with College Reps in Room 218 or in Academy Offices. - You may sign up for 3 visits (unless at your lunch time…then unlimited). - If you travel to visit a college campus during school, please have a parent call to excuse your absence as a college visit. - RVC College Fair is Wednesday, October 3rd from 6-8pm in the PE Center at Rock Valley College. Military - Meet with a recruiter. - Plan to take the ASVAB test (Armed Services Vocational Aptitude Battery). Arrange this with a recruiter. - All males must register with the selective service at age 18. www.sss.gov Financial Aid/Scholarships - FAFSA!! Apply online beginning October 1st. Complete the application for 2019-2020!! Your source for all federal and state loan, grant and work-study programs. Many colleges will not award you scholarships unless you have filed a FAFSA. - Institution-based Scholarships…research scholarship opportunities through every college where you apply. - Local/State/Federal scholarships…GHS creates a scholarship bulletin and emails the list of opportunities to students and parents about once a month. Be sure to check your RPS student email account. Letters of Recommendation - Make sure you have a BLUE senior profile sheet completed and on file with your counselor. - Complete a Request for a Letter of Recommendation to give your teacher/adult with a copy of your senior profile sheet. - Give teachers/counselors/other adults at least 2 weeks notice to write you a letter. Participation in Graduation Ceremony - Seniors planning to participate in the graduation ceremony must wear the traditional graduation cap and gown. - Rich Harner of Jostens is our sales rep for caps and gowns. An assembly will be held on Friday, November 30th during 2nd hour regarding cap and gown orders. Orders will be made on Dec. 4th and 5th during lunches or online. - Graduation date/time TO BE DETERMINED. As soon as we know, look for information in your student email account and the REMIND app. Last year, we were able to guarantee each graduate 6 tickets for guests. However, the number of tickets will depend on the number of graduates and will be determined closer to graduation. Parchment.com The simple online way to Request, Send, and Store Transcripts. Including powerful tools to research colleges and find the right fit for you. Request & Send Transcripts Step 1: Log in or Register 1. Sign in at www.parchment.com 2. Click Sign Up to log in or register your account Step 2: Add your school to your Profile 1. Click Get Started 2. Add your High School Step 3: Provide Consent 1. Complete the waiver form. 2. Complete the Transcript Authorization form by eSigning Step 4: Add Destinations 1. Select Destinations such as colleges, NCAA, Common Application, or yourself 2. Review Destinations Step 5: Payment 1. Provide debit/credit card payment if there are any fees Step 6: Track Order 1. The status of your request will be emailed and updated in your Parchment.com Account More than 3 Million students use Parchment to send Transcripts Turn Credentials into Opportunities Rock Valley College Enrollment Steps... Whether you plan to attend RVC full-time or just take a summer class, you need to complete these steps before graduation... Check off each step as you have completed it. 1. Apply for admission. Complete the enrollment form online at [www.RockValleyCollege.edu/Application](http://www.RockValleyCollege.edu/Application). Admissions office number is (815)921-4250. 2. Fund your education. Apply for financial aid using the FAFSA at [www.fafsa.gov](http://www.fafsa.gov) beginning on October 1st. The RVC code is 001747. Contact the RVC Financial Aid office with any questions (815)921-4150. 3. Determine Placement. Either submit your ACT or SAT scores or take the ACCUPLACER test. - ACT cut off scores: Reading 19, Math 18, English 19 - SAT cut off scores: ERW 510, Math 470 (If you do not meet these cut scores, you must take the ACCUPLACER test). - ACCUPLACER testing: Test in the Student Center. Walk-in testing times are 9am-2pm Monday-Thursday. Or Tuesday and Thursday evenings by appointment by calling (815)921-2380. You must bring an ID to test. - You should prepare for the ACCUPLACER by going to [www.RockValleyCollege.edu/placementtest](http://www.RockValleyCollege.edu/placementtest) or by Googling ACCUPLACER sample questions. There is also an ACCUPLACER study app available for download for your computer or mobile device for FREE. 4. Visit Academic & Transfer or Career Advising. Before signing up for classes, it is important to meet with an advisor to make the right choices for you. Be ready to identify your career goals. To set up an advising appointment, call (815)921-4100. 5. Register and Pay. You can register for your classes online or in-person on campus. Online you register at [www.RockValleyCollege.edu/OnlineServices](http://www.RockValleyCollege.edu/OnlineServices). You must pay for your courses by deadlines in order to stay enrolled in your coursework. Registration and Records can be contacted at (815)921-4250. 6. Attend a Getting Started Center “Tech Connect Session”. This session will provide an introduction to utilizing RVC Online Services and the RVC EAGLE Learning Management Systems. Call 815-921-4094 for info on how to sign up. (Only if applicable) Disability Support Services. If you have a disability or an IEP, you may contact the Office of Disability Support Services to see what assistance you may be able to receive in college. (815)921-2356 Need Help Paying for College? Get Help Completing the 2019-2020 Free Application for Federal Student Aid (FAFSA) ISAC College Q&A Get answers from ISAC (Illinois Student Assistance Commission) directly to your phone. Text with college mentors, get info on college planning events, and reminders of important deadlines. Simply text your name to 815-242-4630. Guilford’s ISAC rep is Caleb McKay. You can email him questions at email@example.com. At Guilford High School Caleb McKay from ISAC (Illinois Student Assistance Commission) is available most Wednesdays at Guilford from 10:30am-1:30pm (lunch periods) in the Guilford library to assist students and/or parents in completing the FAFSA. Please bring necessary financial records with you (listed on the back of this sheet). ISAC Rep will be in the library “glass room” on the following Wednesdays from 10:30am-1:30pm, please plan to see him during your lunch period: - October 17 - October 24 - October 31 - November 7 - November 14 - November 28 - December 5 - December 12 There will be evening events at Guilford to assist students/parents with completing the FAFSA as well. Evening sessions will most likely be held in the library. - Tuesday, October 16th from 5:00-7:30pm - Wednesday, November 7th from 5:00-7:30pm At Rock Valley College Students and parents who need help completing the FAFSA can also receive help at Rock Valley College. Visit www.rockvalleycollege.edu or call Rock Valley College Financial Aid office at 815-921-4150 for a list of their FAFSA completion events. Tentative dates for FAFSA completion nights at RVC are: - Wednesday, October 24th @RVC - Thursday, November 8th @RVC WHAT INFORMATION DO I NEED TO COMPLETE MY 2019-20 FAFSA? * Social Security Number. Be sure it is correct! * Your Alien Registration Number, if you (student) are not a U.S. citizen. * Your 2017 federal tax returns, W-2’s, and other records of income, * Banking statements and records of investments (if applicable). * Records of untaxed income (if applicable). * An FSA ID to sign electronically. (This can be created beforehand at fsaid.ed.gov, or at the time of application). * List of colleges you would like to attend. If you are a dependent student, you will report your and your parents’ information. If you are an independent student, you will only report your own information (and, if you are married, your spouse’s). Please visit studentaid.ed.gov/sa/fafsa/filling-out/dependency for more information: Parents who do not have a Social Security Number must enter 000-00-0000 on the FAFSA. ¿QUÉ INFORMACIÓN NECESITO PARA LLENAR MI FAFSA PARA 2019-20? * Número de Seguro Social. Asegúrate que esté correcto. * Número de registro de extranjero o tarjeta de residencia permanente del ESTUDIANTE (si no es ciudadano de EE.UU.). * La declaración de impuestos del 2017, así como W-2s, y documentos de otros ingresos. * Información sobre ahorros e inversiones. * Información sobre ingresos no tributables. * Una FSA ID (nombre de usuario y contraseña) para firmar electrónicamente. Puede ser creada de antemano en fsaid.ed.gov, o al llenar la FAFSA. * Lista de universidades/colegios a los que te gustaría asistir. Si eres considerado estudiante dependiente, tendrás que reportar tu información y la de tus padres. Si eres considerado estudiante independiente, solamente tendrás que reportar tu información (y la de tu esposa/o si eres una persona casada). Favor de referirte a studentaid.ed.gov/sa/fafsa/filling-out/dependency si tienes preguntas. En el caso de padres que no tengan número de Seguro Social, deberán ingresar 000-00-0000 donde lo pide en la FAFSA. STUDENT PROFILE SHEET NAME_________________________________________ GRADUATING CLASS OF_________ The following information is sought to assist teachers, counselors and administrators in writing letters of reference for college admission, scholarship applications, student awards and honors, and employment. CLASS RANK__________ CUM G.P.A.__________ SAT SCORES__________ 1. SCHOOL ACTIVITIES- list high school activities in which you have participated and designate years(s) of participation and leadership positions (i.e. officer, captain, etc.) \| SCHOOL ACTIVITY \| GRADE \| LEADERSHIP POSITION \| \|-----------------\|-------\|---------------------\| \| \| 9 \| 10 \| 11 \| 12 \| \| \| \| \| \| \| 2. COMMUNITY ACTIVITIES- List church or community activities in which you have participated during high school and designate year(s) of participation and leadership roles: \| COMMUNITY ACTIVITY \| GRADE \| LEADERSHIP POSITION \| \|--------------------\|-------\|---------------------\| \| \| 9 \| 10 \| 11 \| 12 \| \| \| \| \| \| \| 3. HONORS AND AWARDS - List honors and awards you have received (school, church, community) while in high school and designate year(s). \| HONOR/AWARD \| GRADE \| \|-------------\|-------\| \| \| 9 \| 10 \| 11 \| 12 \| 4. List work experience (volunteer or paid) since 9th grade indicating nature of work, place of employment and number of hours per week. 5. List hobbies, interests, and special talents. 6. List future educational and occupational goals. 7. List what you consider to be your strengths and weaknesses. STRENGTHS WEAKNESSES 8. List personal qualities you would like emphasized in your reference, as well as any unusual family circumstances. ALL OF THE ABOVE INFORMATION IS ACCURATE AND DOES NOT MISREPRESENT ME IN ANY MANNER. _________________________________________ _________________________ Student Signature Date HELPFUL WEBSITES FOR SENIORS—2019 Online transcript requests: www.parchment.com Request your high school transcripts to be sent online. These transcripts are sent and processed electronically for free to all accredited Illinois colleges and many other colleges in nearby states. Create your own sign in, request transcripts, and track them online. Career Cruising: www.careercruising.com Explore career and college options and develop a career plan. From this site you can access interest and skills assessments, career profiles, multimedia interviews, college and financial aid information, electronic career portfolio, and build resumes. To log into site: Username: guilford Password: vikings Then to access your individual account: Individual username: 205-XXXXXX (Xs = your ID number) Individual password: mmddyyyy (#s of your birthdate) FAFSA—Free Application for Federal Student Aid: www.fafsa.gov Apply for federal and state financial aid here (beginning October 1 of your senior year). Eligibility for grants, loans and work-study programs is determined here. Federal Student Aid Information: www.studentaid.gov Information about types of financial aid and how the financial aid process works. Can set up your FSA ID at www.studentaid.gov/fsaid. The FSA ID is necessary for students and parents to electronically submit the FAFSA. Illinois Student Assistance Commission: www.isac.org Illinois organization that assists students in accessing college. Information about financial aid programs for Illinois residents attending Illinois colleges and universities. The College Board: www.collegeboard.org Official SAT and AP website. Register and prepare for the SAT, order score reports, get info about planning for and paying for college. Guilford’s SAT code is 143-703 ACT: www.actstudent.org Official ACT website. Register for upcoming ACT tests, college planning info, test preparation, order score reports, etc. Guilford’s ACT code is 143-703. NCAA Initial-Eligibility Clearinghouse: www.eligibilitycenter.org Comprehensive website for college bound student athletes. NCAA eligibility information and application. Application is $80 to process. Rock Valley College: www.rockvalleycollege.edu Jostens: www.jostens.com Our cap and gown company. Ordering will be explained in an upcoming senior assembly. Home Access Center: www.rps205.com or ESchool Plus Family app Students and parents can monitor academics, attendance, etc. to help stay informed about academic success. REMIND: Text @gvikes19 to 81010 Receive text reminders about important events and deadlines during your senior year. Writing an Essay for College Admission/Scholarships What is the purpose? There are 2 main reasons that a college or scholarship would request an essay as a part of the evaluation process. If they ask for an essay…it will be considered as a part of the admissions/selection process!! 1. They want to see if you can write well. Success in college requires a lot of analytical thinking and writing in your coursework. 2. They want to learn more about you and how you would add to their college campus. Sometimes schools have alternative admissions procedures which allow for a more holistic view of the student rather than just SAT/GPA. In this case the essay is critical and allows you the opportunity to share more about your potential for success than what your numbers show. Types of Essays: - Personal Statement: more general in nature and gives you the opportunity to tell more about yourself or about things that have influenced you. See backside of page for brainstorming questions to come up with a response. - Structured Question: you must respond to a specific prompt that may be more creative, analytical or philosophical in nature. These are the Essay Prompts for the 2018-19 Common Application: 1. Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story. 2. The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience? 3. Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome? 4. Describe a problem you’ve solved or a problem you’d like to solve. It can be an intellectual challenge, a research query, an ethical dilemma - anything that is of personal importance, no matter the scale. Explain its significance to you and what steps you took or could be taken to identify a solution. 5. Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others. 6. Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more? 7. Share an essay on any topic of your choice. It can be one you’ve already written, one that responds to a different prompt, or one of your own design. Getting Started….Brainstorming the College Essay: Things to ask yourself: 1. What are your major accomplishments, and why do you consider them accomplishments? Tae kwon do black belt, winning student council election, overcoming a fear 2. Do you have an attribute, quality or skill that distinguishes you from everyone else? How did you develop this? 3. What was the most difficult time in your life and why? How has it shaped who you are? How are you a better person because of it? 4. Of everything in the world, what would you most like to be doing right now? Where would you be? With whom? These questions should help you realize what you love most. 5. How would your friends characterize you? What would they write about if they were writing your admissions essay for you? 6. What are your most important extracurricular or community activities? What made you join these activities? What made you continue to contribute to them? 7. What are your dreams of the future? When you look back on your life in 10 years or 30 years, what would it take for you to consider your life successful? What people, things, and accomplishments do you need? How does college fit into your plans for the future? Other ways to get started: - Ask your friends or relatives to write a list of your 5 most evident personality traits. Compare the lists and see what sticks out. Seeing yourself through the eyes of others may help you. - Consider your childhood. What events or activities that you did as a child are still part of your life today. Analyze the reasons for your interests and how they were shaped from your upbringing. - Consider your role models. Who has inspired you to become the person you are today? Or who do you strive to be like? - Read sample admissions essays. Before you write a poem, you read other poets’ work. In the same way, it is helpful to read sample admissions essays. Search Google. Be warned against plagiarism!! - Goal determination. Life is short. What do you want to spend the next several years of your life in college? How is the degree necessary to fulfill your goals? 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See yourself as others hear you Find out who Don't trust to memory golden rule Telephone as you would be telephoned to how do you rate? Always 10 points Sometimes 5 points Never 0 points 100-160 Congratulations! – you have most of the qualities of a telephone saint. Your example should be an inspiration for your friends and family. A score of 120 or more indicates you should write books on the subject. 70-100 Pretty fair – but there definitely is room for improvement. Review your lesson on the Golden Rule, apply yourself with diligence and your Telephone Courtesy Quotient is bound to rise. under 70 It's just plain lucky you have any friends left! But your honesty in completing this test reassures us concerning your good character and we know you'll turn over a new leaf. are you a telephone saint or sinner? AUSTRALIAN POST OFFICE telephone courtesy quotient Place a '✓' in the appropriate place opposite each question. (Now, be honest!) \| Question \| ALWAYS \| SOMETIMES \| NEVER \| \|--------------------------------------------------------------------------\|--------\|-----------\|-------\| \| Is there a smile in your voice? \| \| \| \| \| Do you speak distinctly... lips about half an inch from the mouthpiece? \| \| \| \| \| Do you pronounce facts and figures carefully? \| \| \| \| \| When you receive a call, do you identify yourself quickly? \| \| \| \| \| When it rings, do you answer your telephone immediately? \| \| \| \| \| When you answer someone else's phone, do you leave clear, complete, written messages? \| \| \| \| \| When you're making a call, do you identify yourself promptly and state your business? \| \| \| \| \| When you book a call, do you wait near your telephone until it's available? \| \| \| \| \| Do you have the materials you need handy before you make your call? \| \| \| \| \| Do you tell your supervisor or fellow workers where to reach you when you leave your desk? \| \| \| \| \| Do you avoid wrong numbers by pronouncing distinctly, dialling carefully, looking up doubtful numbers? \| \| \| \| \| When finishing a call, do you hang up gently? \| \| \| \| \| Do you call people by their right names and correct titles? \| \| \| \| \| When the party you're calling is out and you want him to call back, do you leave your name and telephone number? \| \| \| \| \| On the technical side: Do you dial carefully without interruption and without forcing the dial to return? \| \| \| \| \| After dialling is completed, do you wait those necessary seconds for the equipment to give you a progress tone? \| \| \| \| Good impressions are important to popularity! And Courtesy is important to making good impressions! How is your Telephone Courtesy Quotient? To find out if you're a 'Saint' or a 'Sinner', try our quick test To find your rating: Check your total score against the guide on the back of this page.	<urn:uuid:839eeb07-2162-489f-a804-713fecaca00a>	CC-MAIN-2024-38	http://coxhill.com/trlhistory/media/Miscellaneous/Are%20you%20a%20Telephone%20Saint%20or%20Sinner.%20c1970.pdf	2024-09-07T16:40:17+00:00	crawl-data/CC-MAIN-2024-38/segments/1725700650898.24/warc/CC-MAIN-20240907162417-20240907192417-00367.warc.gz	6,993,039	685	eng_Latn	eng_Latn	0.996296	eng_Latn	0.99665	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 848, 3347 ]	[ 2.5 ]	1	0
What is COVID-19? Coronavirus disease 2019 (COVID-19) is a respiratory illness that can spread from person to person. The virus that causes COVID-19 is a novel coronavirus that was first identified during an investigation into an outbreak in Wuhan, China. For the latest information, go to CDC COVID-19 website. Can people in the U.S. get COVID-19? Yes. COVID-19 is spreading from person to person in parts of the United States. Risk of infection with COVID-19 is higher for people who are close contacts of someone known to have COVID-19, for example healthcare workers, or household members. Other people at higher risk for infection are those who live in or have recently been in an area with ongoing spread of COVID-19. How does COVID-19 spread? The virus is thought to spread mainly between people who are in close contact with one another (within about 6 feet) through respiratory droplets produced when an infected person coughs or sneezes. It also may be possible that a person can get COVID-19 by touching a surface or object that has the virus on it and then touching their own mouth, nose, or possibly their eyes. What are the symptoms of COVID-19? Patients with COVID-19 have had mild to severe respiratory illness with symptoms of • Fever • Cough • Shortness of breath What are severe complications from this virus? Some patients have pneumonia in both lungs, multi-organ failure and in some cases death. Is there a vaccine or treatment? There is currently no vaccine and no specific treatment for this disease. People infected with COVID-19 can seek medical care to help relieve symptoms. How can I help protect myself? There is currently no vaccine to prevent COVID-19 infection. The best way to prevent infection is to avoid being exposed to this virus. However you should follow these everyday actions to help prevent the spread of respiratory viruses. • Wash your hands often with soap and water for at least 20 seconds. If soap and water are not available, use an alcohol-based hand sanitizer. The CDC has resources for handwashing education materials. • Avoid touching your eyes, nose, and mouth with unwashed hands. • Avoid close contact with people who are sick. • Cover your cough or sneeze with a tissue, then throw the tissue in the trash. If you do not have a tissue use your elbow not your hands. • Clean and disinfect frequently touched objects and surfaces. What do I do if I get symptoms of COVID-19? • First, call your primary care provider and explain your symptoms and any recent travel history or close contact with someone who has. • Before seeking health care call ahead to the facility and tell them your situation. They will give you instructions on how to get care without exposing other people to your illness. • Avoid close contact with people who are sick. • Stay home when you are sick. • Cover your cough or sneeze with a tissue, then throw the tissue in the trash. If you do not have a tissue use your elbow not your hands. • Clean and disinfect frequently touched objects and surfaces. WWW.ERIE.GOV/COVID19	<urn:uuid:8a2cd39a-9814-4048-aba4-3e0f652fa0ca>	CC-MAIN-2020-16	http://cms5.revize.com/revize/grandislandny/page%20one%20covid-19.pdf	2020-04-05T22:38:07+00:00	crawl-data/CC-MAIN-2020-16/segments/1585371611051.77/warc/CC-MAIN-20200405213008-20200406003508-00254.warc.gz	44,071,867	651	eng_Latn	eng_Latn	0.999154	eng_Latn	0.999154	[ "eng_Latn" ]	false	rolmOCR	[ 3060 ]	[ 3.203125 ]	1	1
Firescaping specifically refers to landscaping in ways that will reduce the probability of fire catching and spreading through the firescaped area (e.g. a garden). In this pamphlet are some points to consider in your planning. THE BEST OF BOTH WORLDS When people choose to build or buy a home in a high-hazard fire area, they should do so knowing that their entire property, including their home, is potentially fuel for a fire. The lifestyle associated with living close to nature is becoming a popular choice worldwide - so much so that the term Wildland/Urban Interface Zone has been coined. Fire is a natural part of many ecosystems, which means that it is not a case of “IF” there is a wildland fire, but “WHEN” there is a wildland fire....! However, it is possible for a home to be situated in a natural, fire-adapted environment and survive a wildfire without damage. --- THE FIREWISE APPROACH FireWise Communities is a concept originally developed in the U.S.A. (www.firewise.org), currently being adapted and implemented in South Africa (www.firewisesa.org.za). The Firewise approach emphasizes community responsibility in designing a safe community as well as effective emergency response, and individual responsibility for safer home construction and design, landscaping, and maintenance. By making changes in the home ignition zone - the area including and immediately surrounding the home - homeowners can substantially reduce the risk of their home becoming fuel for the inevitable fire. Examples of these changes are making sure there is adequate access to the home and an adequate water supply, and other strategies included in the FireWise approach. 1. Assess the Vulnerability of Your Property - Are there plantations, thick stands of brush, shrubs and/or of invasive alien vegetation on, or close to your property? These have high fuel loads and greatly increase the intensity of fires. - Is your property subject to strong, drying winds, such as the berg winds? Strong winds greatly affect the rate of spread of fire. - Is your property at the top of a slope? Fire naturally moves up a slope, drying everything out ahead of it. Therefore it burns more vigorously higher up a slope than lower down. - Is your home cut into and set back from the slope or on the slope? Structures that are set back are at less risk than those perched on a steep slope. 2. Create a Survivable Space Creating “Survivable Space” means modifying your property’s layout, fuels and building materials to make it less likely that your home will catch fire during a wildfire. The size of the Survivable Space is often expressed as a distance, extending outwards from the home and all attachments, such as decks and outbuildings. The distance varies, depending upon the type of natural vegetation growing near the home and the steepness of the slope. The minimum Survivable Space should be at least 10 metres around the home, in cases where surrounding fuel loads are light (e.g. low grasses) and the topography is flat. However, if the home sits on a 25% slope and is surrounded by woodland or dense brush, you would need to reduce hazardous fuels outwards to at least 60 metres from the structure. - Communal Survivable Space If creating an adequate Survivable Space for your home means encroaching into your neighbours’ space, then it makes sense to work together and create a joint Survivable Space. Each owner should take responsibility for their own area, but work according to a jointly agreed hazard reduction plan. This is very effective and can be achieved without losing aesthetics or privacy. - A Community Ignition Zone A Community Ignition Zone usually includes the entire Wildland Urban Interface Zone and may include both private and public land. The work within the Community Ignition Zone is planned and implemented to create Survivable Space for the entire community, however firescaping and maintaining the Survivable Space around individual properties remains both essential and critical. --- SHRUBS From edge of one shrub to the edge of the next Flat to mild slope (0% to 20% slope) Two times (2x) the height of the shrub (Two shrubs 0.5m high should be spaced 1m apart) Mild to moderate slope (20% to 40% slope) Four times (4x) the height of the shrub (Two shrubs 0.5m high should be spaced 2m apart) Moderate to steep slope (greater than 40% slope) Six times (6x) the height of the shrub (Two shrubs 0.5m high should be spaced 3m apart) --- TREES From edge of one tree canopy to the edge of the next Flat to mild slope (0% to 20% slope) 3 metres Mild to moderate slope (20% to 40% slope) 6 metres Moderate to steep slope (greater than 40% slope) 9 metres 3. Firescaping Inside the Minimum Survivable Space The area closest to the home is particularly important in terms of effective Survivable Space. Use a zoning system to firescape your garden within the essential 10 metre zone: plan your garden with a fire-resistant buffer zone on the periphery, a medium-resistance zone within that, and a low-resistance zone extending about 3 metres around the house. Different plants and bulbs will need to be planted within the three different zones. These plants will also differ depending on the vegetation zone in which you live. In General, Though, Remember to be Lean, Clean and Green: - Within the entire area extending at least 10 metres from the home (i.e. all three zones), the vegetation should be kept lean (i.e. small amounts of flammable vegetation) and regularly maintained (i.e. plants that are kept healthy). - Keep the area clean, don’t let dead vegetation or other flammable debris accumulate. Remove dead branches and excessive leaf litter. - Trees should be de-limbed well above the height of ground vegetation. Group shrubs and trees in small clumps or islands, with plenty of open space between clumps. - Remove any branches overhanging the roof and any vegetation or flammable material that can act as ladder fuel (e.g. leaf litter accumulating in gutters, fine-leaved shrubs, climbers, etc.). - Use bedding plants, succulents and bulbs. Avoid plants that are high in oils or resin. Separate islands of vegetation with well-kept green lawn, paving, gravel or other non-flammable materials. 4. Reduce Fuel in the Entire Survivable Space Beyond the essential 10 metre zone, uncleared ground fuels (such as excessive vegetation) can provide an open route for the rapid spread and increased intensity of fire. - Remove all dead branches and lower limbs of shrubs and trees. Thin out vegetation, so that there is not a continuous fuel bed for the fire to move forwards through. - Group shrubs and trees in small clumps or islands. Space out the clumps so that the spreads are 1.5 - 3 metres apart in flat areas, and crowns are up to 10 metres apart for big trees on a steep slope. - Prevent fire moving from the ground into the trees by pruning lower branches and leaving a generous space between the ground vegetation and the tree. Try to anticipate the flame height when calculating the pruning height. - Avoid or remove tree species that have high levels of resin or oils. Plant trees and shrubs that are fire-resistant or fire-adapted. 6. Remember: There is No Such Thing as a Fire Resistant Plant All plants will eventually burn if a fire is hot enough. However, one thing that can be done is to place plants according to how long each kind is able to resist burning. Large fleshy succulents, such as Aloe, that are planted close to homes have been shown to have a fire retardant effect, absorbing radiant heat from an approaching fire. 7. Re-Vegetating a Burnt Area Fire-adapted landscapes generally recover quickly after a fire, especially if there are bulbs and re-sprouters in the Firescaped mix. Pioneer plants that will grow quickly after fire are Agapanthus, Psoralea pinnata, Euryops, Athanasia dentata, Gazania, Felicia, vygies (Lampranthus, Malephora, Drosanthemum, Delosperma and Carpobrotus) and Virgilia oroboides. 5. Clear Invading Aliens On and Near Your Property Cut down or herbicide invasive alien trees and shrubs, and remove them from the site to avoid piles of dead material lying around (because these are a fire hazard – they provide fuel for a fire!). --- Minimum Vertical Clearance 3X HEIGHT OF SHRUB = MINIMUM VERTICAL CLEARANCE Example: a 1.5 metre shrub is growing near a tree. 3 x 1.5 = 4.5 metres of clearance needed between the top of the shrub and the lowest tree branches. Note: a grouping of vegetation may be treated as a single plant if the foliage of the grouping does not exceed 3 metres in width. For example, three individual shrubs growing in a cluster with a total foliage width of 2.5 metres can be “grouped” and considered as one plant. Plant your garden with a fire-resistant buffer zone on the periphery, a medium resistant ring within that and an approximately 3m wide zone of low resistant planting around the house. See inside for lists of suggested plant species for each zone within fynbos environments (with an addendum for suitable species for the mixed vegetation area of the Garden Route, in the Southern Cape). ACKNOWLEDGEMENTS Contributions from Firewise USA, Living with Wildfire. Portions reproduced from an article by Clare Bell, The Garden Centre, Kirstenbosch. Anthony Hitchcock, Dave McDonald, Wendy Madsen and Annelize Vlok are thanked for their help. Photographs reproduced with kind permission of Colin Paterson-Jones, Andrew Brown and SANBI. ‘Firescaping your Garden’ first produced in association with the Botanical Society of SA, 2001. Edited: FireWise SA. FOR MORE INFORMATION VISIT: www.firewise.org www.workingonfire.org www.firewisesa.org.za --- THE BUFFER ZONE This area should be the furthest away from the house, within the essential 10 metre zone. - Plant low-growing groundcovers with fleshy leaves that have a high resistance to fire like vygies (Lampranthus, Malephora, Drosanthemum, Delosperma and Carpobrotus), Gazania, Arctotis, Cliffortia ferruginea and Aloe brevifolia. These need to be watered at least once a week to retain their high fire-resistant quality. - Suitable bulbs could include Tulbaghia violacea, Agapanthus and Watsonia. If a hedge is needed, use plants that re-sprout and do not have large quantities of dead material accumulating in the plant such as happens with proteas. The hedge (or fence) should be 30m from the house. - Good hedge plants include Searsia (Rhus) crenata, S. glauca and S. lucida, all of which will re-sprout if burnt, as will Tarchonanthus camphoratus and Pterocelastrus tricuspidatus. Osteospermum moniliferum will burn more slowly because of its succulent-like leaves. --- THE MEDIUM RESISTANCE ZONE This should be the area between the peripheral buffer zone and the inner band (low-resistance zone) around the house. - It is possible to plant a fynbos garden here, but remember to space tall and short shrubs to prevent a large dense thicket of continuous fuel developing that could support a very hot fire. - To prevent mud slides after a fire and to ensure a speedy recovery, it is important to plant sprouters here. These plants have an underground ligno-tuber or rootstock that re-sprouts if burnt to the ground and could include Leucadendron salignum, Chondropetalum tectorum, Erica spp., Maytenus oleoides, Brachylaena discolor, Salvia spp., Pelargonium cucullatum, Protea cynaroides, Felicia echinata, Olea europaea subsp. africana (Wild olive), Kiggelaria africana (Wild peach), and Searsia lucida. - Some plants also have corky bark that will protect them if a fire is mild. These will start budding soon after a fire. They include Leucospermum conocalpodendron, Protea nitida (Waboom), Mimetes cucullatus and Aloe plicatilis. - Forest trees have a natural resistance to fire and do not burn easily, including Rapanea melanophloeos (Cape Beach), Brabejum stellatifolium, Cunonia capensis (Rooiels), Ilex mitis, Maurocenia frangularia, Halleria lucida (Tree Fuchsia) and Canthium mundianum. - Bulbs also will re-sprout quickly after a fire and prevent mudslides by ensuring that the soil is held together. These would include Agapanthus, Watsonia, Haemanthus coccineus, Cyrtanthus ventricosus and Kniphofia. - If you intersperse some re-seeding plant species amongst the mix of fynbos plants, they will ensure that the ‘moon landscape’ left after a fire will soon come to life. These include the many different species of Protea, Erica, Ursinia, Leucadendron, Phyllis, Helichrysum, Metalasia, Roella, Selago, Agathosma as well as Pelargonium cordifolium and Felicia aethiopica.	<urn:uuid:d22a9845-616a-4649-9a37-091440e720e9>	CC-MAIN-2024-38	https://eastford.co.za/wp-content/uploads/2024/06/Firewise-landscaping-brochure.pdf	2024-09-07T16:28:13+00:00	crawl-data/CC-MAIN-2024-38/segments/1725700650898.24/warc/CC-MAIN-20240907162417-20240907192417-00371.warc.gz	210,538,940	3,088	eng_Latn	eng_Latn	0.994408	eng_Latn	0.996888	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 4743, 8845, 12874 ]	[ 2.921875 ]	4	0
## Kindergarten CURRENT PHYSICAL EXAM WITH IMMUNIZATION RECORDS CURRENT EYE AND DENTAL EXAM - 2 containers Clorox brand wipes - 2 boxes of 200 count tissues - 1 roll of paper towels - 1 8oz bottle of hand sanitizer - 3 pkgs of 8.5 x 11 white copy paper - 20lb (500 sheet) - 2 PLASTIC folders - NO PRONGS - 1 box of gallon size Ziplock bags (BOYS) - 1 box of sandwich size Ziplock bags (GIRLS) - 4 dry erase markers - BLACK ONLY - 1 pkg Crayola markers (10 ct Classic) - 4 boxes of 24 count Crayola brand crayons - 20 No. 2 Ticonderoga brand pencils - 1 large pink eraser - 1 pair pointed scissors - 1 8 oz bottle of Elmer’s School Glue - 1 school box - 2 regular size can of Playdoh – any color - 1 9” playground ball (plastic or rubber) - 1 set of headphones (to stay at school) Circle Jack plug in - 1 pair of gym shoes VELCRO ONLY (mandatory for PE) - 1 standard size backpack ## 1st Grade - 2 containers Clorox brand wipes - 3 boxes of 200 count tissues - 1 roll of paper towels - 3 8oz OR 2-12oz bottles of hand sanitizer - 3 pkgs of 8.5 x 11 white copy paper - 20lb (500 sheet) - 2 pgs Croyola markers (10 ct Classic) - 4 boxes of 24 count Crayola brand crayons - 20 No. 2 Ticonderoga brand pencils - 2 pkcs colored pencils - 2 erasers - 1 pair pointed scissors - 1 2pack Elmer’s glue stick - 2 PLASTIC folders - NO PRONGS - 2 pkgs of WIDE-LINED notebook paper - 1 zippered pencil bag 10” x 7” W/GROMMETS - 1 reusable water bottle to be kept at school - 1 set of headphones (to stay at school) Circle Jack plug in - 1 pair of gym shoes (mandatory for PE) - 1 Backpack ## 2nd Grade CURRENT DENTAL AND EYE EXAM - 1 container Clorox brand wipes - 2 boxes of 200 count tissues - 1 roll of paper towels - 1 8oz or 12oz bottle of hand sanitizer - 3 pkgs of 8.5 x 11 white copy paper - 20lb (500 sheet) - 2 boxes of 24 count crayons - 2 ten count WIDE markers (basic colors) - 12 No. 2 pencils - 2 erasers - Scissors - 4 glue sticks - 1 spiral notebook - WIDE LINED - 3 plastic 2-pocket folders - 1 Red, 1 Yellow, 1 Blue - 2 black Sharpies - 1 PLASTIC pencil box 10” x 7” - 1 package of stickers (any kind) - 1 set of headphones (to stay at school) Circle Jack plug in - 1 pair of gym shoes (mandatory for PE) - 1 backpack ## 3rd Grade - 1 container Clorox brand wipes - 3 boxes of 200 count tissues - 1 roll paper towels - 2 WIDE-LINED spiral notebooks - 3 pkgs of 8.5 x 11 white copy paper - 20lb (500 sheet) - 3 boxes of 24 count Crayola brand crayons - 2-3 pink erasers - 2 glue sticks - 1 bottle of Elmer’s white school glue - 1 pair of pointed scissors - 1 box of colored pencils - 1 zippered pencil bag (NOT PLASTIC) - 1 set of headphones (to stay at school) Circle Jack plug in - 1 pair of gym shoes (mandatory for PE) - ESV Bible - purchased at school - CLS Assignment Notebook - purchased at school ## 4th Grade - 1 container Clorox brand wipes - 3 boxes of 200 count tissues - 1 roll paper towels - 2 8oz or 12oz bottles of hand sanitizer - 3 pkgs of 8.5 x 11 white copy paper - 20lb (500 sheet) - 1 pkg 24 count (only) Crayola brand crayons - 1 pkg of colored pencils - 1 pkg of markers - 24 No. 2 pencils - 6 pink erasers - 1 pair pointed scissors - 1 bottle of school glue - 1 glue stick - 2 2-pocket folders - 2 pkgs WIDE-LINED notebook count (150 sheet ea) - 3 spiral notebooks - 2 black Sharpies - 1 pencil pag - 1 box of gallon size Ziplock bags (BOYS) - 1 box of sandwich size Ziplock bags (GIRLS) - 1 set of headphones (to stay at school) Circle Jack plug in - 1 pair of gym shoes (mandatory for PE) - ESV Bible - purchased at school - CLS Assignment Notebook - purchased at school --- * Please do not add to list. Send only what is requested. * Please label everything with your students name. * Please NO COLLEGE-RULED * Please NO “Standard Eagle” brand pencils * Assignment notebooks are REQUIRED for grades 3-8 and are to be purchased at school. PRICE - $5.00 * ESV Bibles are REQUIRED for grades 3-8 and are to be purchased at school. PRICE - $13.00 * Students must have a separate pair of tennis shoes for P.E and for use in the gym. These shoes are to be kept at school. Kindergarten though 3rd grade teacher suggest P.E. shoes be low top style with Velcro fasteners. ## 5TH GRADE 1 container Clorox brand wipes 3 boxes of 200 count tissues 2 rolls of paper towels 1 24 oz bottle of hand sanitizer 3 pkgs of 8.5 x 11 white copy paper - 20lb (500 sheet) markers crayons colored pencils 4 dozen No. 2 pencils 2 packages of pens blue or black 2 highlighters scissors bottle of school glue 2 glue sticks pencil bag 2 packages of 3 x 5 index cards 5 spiral notebooks 5 two-pocket folders 4 200 count - packages WIDE-LINED notebook paper Headphones or earbuds (to stay at school) 1 pair of gym shoes (mandatory for PE) ESV Bible - purchased at school CLS Assignment Notebook - purchased at school ## 6TH GRADE CURRENT PHYSICAL EXAM WITH IMMUNIZATION RECORDS AND DENTAL EXAM 1 container Clorox brand wipes 3 boxes of 200 count tissues 3 pkgs of 8.5 x 11 white copy paper - 20lb (500 sheet) 2 dozen No. 2 pencils 2 packages of pens - blue or black 2 packages of red pens 2 highlighters 2 black sharpies markers crayons colored pencils scissors 1 bottle of school glue 2 glue sticks 2 rolls of paper towels 1 box of gallon size Ziplock bags 3 packages of 3 x 5 index cards with holder 8 individual spiral notebooks WIDE-LINED ## 7TH GRADE 1 container Clorox wipes 3 boxes 200 count of tissues 1-8 oz. OR 2-12 oz. bottles of hand sanitizer 3 Pkgs - 8 1/2x11 white copy paper 20lb. (500 sheet) 4 Pkgs of pencils 3 Pkgs of red pens Pointed Scissors 2 2 Highlighters Markers Crayons Color Pencils 2 black Sharpies 2 glue sticks 2 rolls of paper towels 4-6 Pkgs 3x5 index cards with holders 3 two-pocket folders, 1 with clips (assorted colors/plastic) 4 Pkgs WIDE-LINED notebook paper 6 6 individual spiral notebooks WIDE-LINED Headphones or earbuds (to stay at school) ESV Bible and Catechism PURCHASE AT SCHOOL P.E. Uniform - CLS t-shirt, black shorts and tennis shoes CLS Assignment Notebooks - PURCHASE AT SCHOOL ## 8TH GRADE 2 containers of Clorox wipes 3 boxes of 200 count of tissues 1 8 oz. bottle of hand sanitizer 3 Pkgs 8 1/2x11 white copy paper - 20lbs (500 sheets) 4 Pkgs of pencils 4 Pkgs of red and black pens 2-3 Pkgs WIDE-LINED notebooks paper markers crayons 6 Pkgs 3x5 index cards with holder colored pencils 1 glue stick 1 black sharpies Pointed scissors 1 Bottle of school glue 2 highlighters Scientific Calculator 3 rolls of papers towels 3+ Individual spiral notebooks - WIDE-LINED 2 two-pocket folders with clips headphones or earbuds (to stay at school) ESV Bible and Catechism PURCHASE AT SCHOOL P.E. Uniform - CLS T-shirt, black shorts, and tennis shoes CLS Assignment Notebook - PURCHASE AT SCHOOL * Please do not add to list. Send only what is requested. * Please label everything with your students name. * Please purchase WIDE-LINED paper and notebooks NO COLLEGE-RULED * Catechisms are REQUIRED for grades 7-8 to be purchased at school for $17.00 * Assignment notebooks are REQUIRED for grades 3-8 and are to be purchased at school. PRICE - $5.00 * ESV Bibles are REQUIRED for grades 3-8 and are to be purchased at school. PRICE - $13.00 * Students must have a separate pair of tennis shoes for P.E and for use in the gym. These shoes are to be kept at school.	<urn:uuid:13909fd6-aacd-4246-9e34-84f387a7a52d>	CC-MAIN-2024-38	https://www.clspeoria.org/school/wp-content/uploads/2024/07/2024-2025-CLS-School-Supply-List-Sheet1.pdf	2024-09-07T17:16:37+00:00	crawl-data/CC-MAIN-2024-38/segments/1725700650898.24/warc/CC-MAIN-20240907162417-20240907192417-00367.warc.gz	686,334,810	2,347	eng_Latn	eng_Latn	0.948487	eng_Latn	0.948307	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 4283, 7733 ]	[ 2.75 ]	1	0
Project Title What Will You Be Doing in Ten Years? New Skills: - Creating a color scheme - Using the arrow tool - Resizing graphic images - Using auto shapes - Adding a hyperlink text to a Web site - Formatting and inserting a table PowerPoint Specialist Project #: PPT-6 Customer Name: College Concierge Assigned to: You, the MS PowerPoint Specialist Project Title: What Will You Be Doing in Ten Years? Date: (current date, 20xx) Note: Prior to beginning this project, review the Company Overview provided on page 14. Project Description A teacher from the local high school, Ted Stanton, has assigned a group project for his 10th grade students. They are to create a slide show presentation about what they think life will be like for them in 10 years. The students have challenged the teacher to share his own story as well. Since Mr. Stanton does not know Microsoft PowerPoint nor does he think he has time to create a presentation by the time it needs to be completed, he has come to College Concierge for help. Your Job As the Microsoft PowerPoint Specialist, you will develop a slide show that reflects the teacher’s thoughts and ideas about the proposed question. It needs to be clear and to the point, simple to follow, and interesting enough to keep the attention of the students. The client will provide the content. Graphics will play a big part in helping the students relate to the information on each slide, and you will have the final say on what and how much information is needed. Tips and Strategies 1. Use no more than two font styles throughout the presentation. 2. Use future tense in your presentation. 3. Keep all of the headings (titles) the same font and point size; consistency is important. 4. The presentation should be easy to read, with a good balance of text and graphics. 5. Unless otherwise noted, the layout, design, point size(s), and style(s) for this project will be left for you to decide. 6. Read through all of the instructions before proceeding with the project. Instructions to the MS PowerPoint Specialist 1. Before continuing, note that the layout, design, and fonts for this project will be left for you to decide. 2. Using Microsoft PowerPoint, create a new blank presentation. 3. Save the presentation as Project PPT-6 What Will You Be Doing in Ten Years? in the “PowerPoint Projects” folder within the “College Concierge Projects” folder. 4. On slide 1, include the following: - In the heading text box, key the following title: WHAT WILL LIFE LOOK LIKE FOR YOU IN 10 YEARS? - In the body text box, insert a graphic image to enhance the text being presented on this slide. For example, choose an image that depicts Mr. Stanton 10 years from now—running a marathon, playing golf, married, moved to a bigger house, etc. Resize the image so that it is in proportion with the other elements on the slide. - In the body text box, key the following content: Presented by: Ted Stanton Project name: What will I be doing in ten years? Current date: - Select a color scheme that reflects the intent of the presentation and apply it to all of the slides. - Format the size, style, and placement of the text and elements (if applicable) so that this slide projects a professional appearance. 5. On slide 2, include the following: - In the heading text box, key the following title: WHERE I WILL BE LIVING - In the body text box, key the following content: In 10 years, I see myself living in Palm Springs, California. The reason I see myself living there is because there is sun and golf. - Insert a graphic of a United States map. Use the arrow tool to point to the city with the state where Mr. Stanton will be living. Resize the image so that it is in proportion with the other elements on the slide. 6. On slide 3, include the following: - In the heading text box, key the following title: EDUCATION BACKGROUND - In the body text box, key the following content showing Mr. Stanton’s education: I graduated with a Bachelor of Arts Degree from University of Irvine and a Master of Arts Degree from University of Southern California. - Add hyperlinks that link to the Web sites of the schools Mr. Stanton attended. 7. On slide 4, include the following: - In the heading text box, key the following title: CAREER BACKGROUND - In the body text box, key the following content: I am a teacher at Shoreline High School. In this job, I am responsible for teaching 10th Grade Civics class. - Insert graphic images to enhance the text being presented on this slide. Resize the images so that they are in proportion with the other elements on the slide. Tip: Remember to keep the slide consistent regarding font color, point size, style, placement of text, and elements. 8. On slide 5, include the following: - In the heading text box, key the following title: FAMILY LIFE - In the body text box, list the family members’ names using Callouts in AutoShapes to identify the relationship of Mr. Stanton with his family. Key the following content: 9. On slide 6, include the following: - In the heading text box, key the following title: HOBBIES AND INTERESTS - In the first body text box, key the following content: In my free time, I enjoy: - In the second body text box, key the following content using bullets: - golf - spending time with my family - traveling 10. On slide 7, include the following: - In the heading text box, key the following title: TRAVEL - In the body text box, insert a two column by five row table. Key the following content: \| Destination \| Year \| \|----------------------\|------\| \| Hawaii \| 2014 \| \| South of France \| 2017 \| \| England to Ireland \| 2020 \| \| Southern Italy \| 2022 \| - Shade the first row of the table to emphasize the column headings. Instructions to the MS PowerPoint Specialist (Continued) 11. Run the slide show and carefully proofread your work for accuracy, design, and format. 12. Resave the file. 13. Print a copy of your presentation as handouts (3 or 6 slides per page) if required by your instructor. 14. 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# CONTENTS ## READING STRATEGIES Getting Ready to Read: - Analyzing the Features of a Text 2 - Extending Vocabulary (Creating a Word Wall) 6 Engaging in Reading: - Most/Least Important Idea(s) and Information 12 Reacting to Reading: - Drawing Conclusions 18 - Making Judgements 24 ## WRITING STRATEGIES Developing and Organizing Ideas: - Webbing, Mapping and More 30 - Supporting the Main Idea 36 Revising and Editing: - Reorganizing Ideas 42 Writing For a Purpose: - Using Templates 48 ## ORAL COMMUNICATION Small-group Discussions: - Group Roles 60 - Place Mat 66 - Jigsaw 70 - Discussion Web 76 There’s more to a good book or Website than the words. A well-designed textbook uses a variety of graphical and text features to organize the main ideas, illustrate key concepts, highlight important details, and point to supporting information. When features recur in predictable patterns, they help the reader find information and make connections. Readers who understand how to use these features spend less time unlocking the text, and have more energy to concentrate on the content. In this strategy, students go beyond previewing to examine and analyze a textbook and determine how the features will help them to find and use information for learning. You can use the same strategy to deconstruct other types of text – magazines, e-zines, newspapers, e-learning modules, and more. Purpose - Familiarize students with the main features of texts they will be using in the classroom, so that they can find and use information more efficiently. - Identify patterns in longer texts. - Create a template that describes the main feature of the texts, and post it in the classroom so that students can refer to it. Payoff Students will: - develop strategies for effectively locating information in texts. - become familiar with the main features of texts they will be using. Tips and Resources - Text features may include headings, subheadings, table of contents, index, glossary, preface, paragraphs separated by spacing, bulleted lists, sidebars, footnotes, illustrations, pictures, diagrams, charts, graphs, captions, italicized or bolded words and passages, colour and symbols. - See Student/Teacher Resource, How to Read a Business Textbook. - Textbook relevant to BTT 1O/2O such as InsighTs: Succeeding in the Information Age (Irwin, 2000 distributed by Nelson). Further Support - Provide students with an advance organizer to guide them as they read a particular text. This organizer might be a series of prompts that ask the students to preview particular features of text and note how they are related to the main body of the text. - Teach students the SQ4R strategy (Survey, Question, Read, Recite, Review, Reflect). For example, survey the title, headings, subheadings, maps, pictures, sidebars, bold or italic print, etc. Turn the title, headings, and captions into questions. Read the passage to answer questions. Recite the answers to their questions and summarize the passage. Review the passage to remember the main idea and important information and details. Reflect on the passage and the process to check that they understand the text, and to generate additional questions. - Model for students how to use the features of computer software and Internet Websites to help them navigate and read the program or site (e.g., URLs, pop-up menus, text boxes, buttons, symbols, arrows, links, colour, navigation bar, home page, bookmarks, graphics, abbreviations, logos). ## Getting Ready to Read: Analyzing the Features of a Text ### Introduction to Information Technology In Business \| What teachers do \| What students do \| \|------------------\|------------------\| \| Before \| \| \| • Ask students to recall a magazine or informational book they recently read, or a Website they recently viewed. Ask them to describe how they found information. Ask students what they remember about the content, and have them suggest possible reasons for how they were able to locate and/or remember information. • Select a chapter from the textbook used in your class. Ensure every student has a copy. • Organize students into groups of 3 to 5. Assign two different sequential chapters or sections to each group. • Ask groups to scan the assigned chapter and note features of the text that are similar between chapters in that book, as well as unique to that particular chapter. Groups record their findings on chart paper (e.g., point form, Venn diagram, or compare/contrast). • Ask each group to send an “ambassador” to other groups to share one thing the group discovered, trading it for one thing the other group discovered. Ambassadors return to their original group and report. \| • Recall something recently read or viewed and identify some features of the text. • Note similarities and difference among responses from other students. • Make connections between what they remember and features of the text. • Quickly scan chapters and note features of the text. • Contribute to group discussion and chapter notes. • Share findings with other groups, noting such things as chapter previews/introductions, tables of contents, graphic/visual organizers, marginalia, chapter reviews, summaries, headings, and so on. \| \| During \| \| \| • Remind students that textbooks have many different elements and features designed to help students learn the materials being presented. Some textbooks have a greater variety of features and elements than others. • Ask each group to report about the features of their text. • Create a textbook or chapter template on chart paper, indicating common features and noting any unique features (see Student/Teacher Resource, How to Read a Business Textbook) and have students complete it. \| • Share the group’s findings. • Contribute the template that the class develops and complete it for the textbook used in class. \| \| After \| \| \| • Assign a relevant reading task to a small group so that students can practise using the features of the text to locate information, which helps them understand and remember when they read. • Encourage students to use the template to make predictions about where they might find particular information or use features to complete a task. • Discuss how this strategy might help students navigate websites, e-zines, and online media. \| • Use the features of the text to complete the reading task assigned. • Note the features that help the reader locate, read, understand, and remember information. • Refer to the template for future reading tasks. • Recall how they have used features of electronic texts to help find and read information. \| How to Read a Business Textbook Textbook title Author(s) Publisher and date of publication Chapter topics - what topics are covered in the chapter? Chapter introduction - what sort of information does the chapter introduction contain? Text features - what features appear in the margins or throughout the text? (hint: check the introduction of the book to see if there is a list) Chapter sections and subsections - what sections does the chapter contain? - how can you recognize sections and subsections? Italicized or bolded words - why are some words italicized or? Visuals - how are visuals used? Index and glossary - how might you use these? Students are required to learn, on average, over 200 words each year in various subject areas. Those who have trouble learning new words will struggle with the increasingly complex texts that they encounter in the middle and senior years. A word wall is a wall, chalkboard or bulletin board listing key words that will appear often in a new unit of study, printed on card stock and taped or pinned to the wall/board. The word wall is usually organized alphabetically. Purpose - Identify unfamiliar vocabulary and create a visible reference in the classroom for words that will appear often in a topic or unit of study. Payoff Students will: - practise skimming and scanning an assigned reading before dealing with the content in an intensive way. - develop some sense of the meaning of key words before actually reading the words in context. - improve comprehension and spelling because key words remain posted in the classroom. Tips and Resources - Skimming means to read quickly – horizontally – through the text to get a general understanding of the content and usefulness. - Scanning means to read quickly – vertically or diagonally – to find single words, facts, dates, names, or details. - For directions, see Student Resource, Skimming and Scanning to Preview Text. - Before building the word wall, consider using Analysing The Features of Text, to help students become familiar with the text. - Consider posting certain words for longer periods (for example: words that occur frequently in the unit, words that are difficult to spell, and words that students should learn to recognize on sight). - Have students refer to the word wall to support their understanding and spelling of the words. - For a sample word wall, see Teacher Resource, Sample: Internet Word Wall. - For more information, see: - Student Resource, Terminology Checklists. Words, Words, Words, pp. 70–71. When Kids Can’t Read, What Teachers Can Do, Chapter 10. Reaching Higher – Making Connections Across the Curriculum, p. 7–8. Curriculum Unit Planner (Ontario Ministry of Education and Training, June 1999) Teaching /Learning Strategies, Word Wall p. 123). Further Support - Add a picture to the word cards (preferably a photograph from a magazine, or from the Internet) as a support for ESL students and struggling readers. - Provide each student with a recording sheet so that they can make their own record of the key words for further review. See Student Resource, Terminology Checklists. - If it appears that students will need additional support, review the terminology on the word wall in the two classes following this activity, using Take Five or Think/Pair/Share, which are described in the Oral Communication section. ## Getting Ready to Read: Extending Vocabulary (Creating a Word Wall) ### Introduction to Information Technology In Business \| What teachers do \| What students do \| \|------------------\|------------------\| \| Before \| \| \| - Select appropriate software help functions. - Preview the software help function for the key vocabulary. - Prepare strips of card stock (approximately 4” X 10”) for words. - Divide students into groups of three. - Provide stick-on notes, markers, and masking tape or pins for each group of students. - Explain to students that together the class will find key vocabulary in the software help function text, and will help each other to understand and spell the key vocabulary by creating a ‘word wall’ in the classroom that they can refer to for the duration of that particular topic or software computer application. - Distribute the Student Resource, Terminology Checklists. - Explain to students that the terminology checklist gives them an opportunity to reflect on the meaning of words and use them appropriately. Encourage students to make notes that will enable them to use, remember and or retell the specific terminology used in information technology. - Distribute Student Resource, Skimming and Scanning to Preview Text; read and clarify techniques with students. \| - Group With their group find a space where they can talk face-to-face and make sense of what they read in the help notes. Collect the needed supplies. Then individually return to the computer and follow teacher instructions. - Individual Find the specific help function in the application computer software assigned. - Follow along on the handout as the teacher reviews skimming and scanning and point out how this technique helps you locate answers in help files. \| \| During \| \| \| - Ask students to skim the help function to get a general sense of what’s in it and where things are. - Engage students in some general discussions of the computer application, making brief notes on the board about the specific functions. - Direct students to independently scan the help function for unfamiliar terms, or words. - Ask students to create a personal list of 10 unfamiliar words. - Direct students to small groups and ask the groups to compare personal lists and create a group master list. - Ask students to compare their list with the Terminology Checklists. - Distribute eight pieces of precut card stock and pieces of masking tape to each group. \| - Individual Skim the chosen help files to get a general idea of what is there. - Scan the text for words they do not know. Make a personal list of the words. - Group Compare personal lists. Choose the words for the group master list. - Check the group master list against the Terminology Checklists. - In each group, print the key vocabulary in large letters on the card stock and tape or pin them to the blackboard or bulletin board, preferably alphabetically. \| \| After \| \| \| - Lead some discussion of the terms/words and ask students for feedback on the terms on the checklist (that applies to the specific software chosen) they knew already. - Ask each group to look up the meanings of its words/terms and then to explain the meaning to the rest of the class \| - Use the glossary in the textbook, dictionaries or Internet to find the meanings of words. - Present their words to the rest of the class. - Add the meanings to the words/terms on the cards in smaller letters. - Develop a personal word list with meanings. \| ## Skimming and Scanning ### Skimming \| What is it? \| When you SKIM, you read quickly to get the main idea of a paragraph, page, chapter, or article, and a few (but not all) of the details. \| \|-------------\|-------------------------------------------------------------------------------------------------------------------------------\| \| Why do I skim? \| Skimming allows you to read quickly to get a general sense of a text so that you can decide whether it has useful information for you. You may also skim to get a key idea. After skimming a piece, you might decide that you want or need to read it in greater depth. \| \| How do I skim? \| 1. Read the first few paragraphs, two or three middle paragraphs, and the final two or three paragraphs of a piece, trying to get a basic understanding of the information. 2. Some people prefer to skim by reading the first and last sentence of each paragraph, that is, the topic sentences and concluding sentences. 3. If there are pictures, diagrams, or charts, a quick glance at them and their captions may help you to understand the main idea or point of view in the text. 4. Remember: You do not have to read every word when you skim. 5. Generally, move your eyes horizontally (and quickly) when you skim. \| ### Scanning \| What is it? \| When you SCAN, you move your eyes quickly down a page or list to find one specific detail. \| \|-------------\|-----------------------------------------------------------------------------------------------\| \| Why do I scan? \| Scanning allows you to locate quickly a single fact, date, name, or word in a text without trying to read or understand the rest of the piece. You may need that fact or word later to respond to a question or to add a specific detail to something you are writing. \| \| How do I scan? \| 1. Knowing your text well is important. Make a prediction about where in a chapter you might find the word, name, fact, term, or date. 2. Note how the information is arranged on a page. Will headings, diagrams, or boxed or highlighted items guide you? Is information arranged alphabetically or numerically as it might be in a telephone book or glossary? 3. Move your eyes vertically or diagonally down the page, letting them dart quickly from side to side and keeping in mind the exact type of information that you want. Look for other closely associated words that might steer you toward the detail for which you are looking. 4. Aim for 100% accuracy! \| ## Sample: Internet Word Wall \| browser \| extranet \| firewalls \| HTML \| \|---------\|----------\|-----------\|------\| \| HTTP \| hyperlink\| IP address\| ISP \| \| World Wide Web \| search engine \| intranet \| Internet \| \| Internet Protocol \| LAN \| URL \| WAN \| \| domain name \| Web server \| Web page \| Web site \| \| Internet Acceptable Use Agreement \| e-mail attachment \| Bulletin board system BBS \| e-mail \| ### Word Cards with Definitions browser An application that displays a Web page. Also known as a Web browser. HTTP Hypertext Transfer Protocol. The Internet protocol that the Web uses to send information to the client, so the client can view Web pages. firewalls A system used to prevent access to or from a private network. Firewalls are often used by companies to prevent individuals outside the company from accessing private networks that are connected to the Internet. Identify and check off the terms you can define already in the lists below. As you learn new things in this course, make notes when you discover definitions of terms you did not know before. As you complete the lists, reflect on how terms relate to one another. \| Hardware-Software Terminology \| Internet Terminology \| Word-Processing Terminology \| \|-------------------------------\|----------------------\|-----------------------------\| \| application software \| browser \| alignment \| \| CD-ROM drive \| bulletin board system\| block \| \| BASIC programming language \| domain name \| bulleted list \| \| binary number system \| e-mail \| centred alignment \| \| BIT \| e-mail attachment \| endnote \| \| BYTE \| extranet \| font \| \| CPU floppy disk drive \| firewalls \| footer \| \| hardware devices \| HTML \| footnote \| \| icon \| HTTP \| italic \| \| input devices \| hyperlink \| left alignment \| \| mainframe \| intranet \| maximize button \| \| menu \| Internet \| minimize button \| \| microprocessor \| Internet Acceptable Use Agreement \| pagination \| \| modem \| Internet Protocol \| paragraph alignment \| \| output devices \| IP Address \| print preview command \| \| primary storage \| ISP \| right alignment \| \| RAM \| LAN \| ruler \| \| ROM \| URL \| subscript \| \| secondary storage \| WAN \| superscript \| \| system software \| Web page \| synonym \| \| toolbars \| Web server \| thesaurus \| \| \| Web site \| typeface \| \| \| \| window \| \| Spreadsheet Terminology \| Database Terminology \| Presentation Terminology \| \|--------------------------------\|----------------------\|--------------------------\| \| cell \| database \| apply design template \| \| cell cursor \| design view \| command \| \| cell indicator \| entry \| build effect \| \| cell reference \| field \| elements \| \| column \| file \| outline view \| \| formula \| form \| PowerPoint presentation \| \| functions \| record \| presentation \| \| label \| report \| slide show view \| \| order of operations \| table \| templates \| \| relative copying \| queries \| visuals \| \| row \| \| \| \| values \| \| \| \| workbook \| \| \| Engaging in Reading: Most/Least Important Idea(s) and Information Introduction to Information Technology In Business Determining important ideas and information in text is central to making sense of and reading and moving toward insight. (Stephanie Harvey & Anne Gouvis, 2000). Purpose - Find the main idea(s) in text by distinguishing between the most important and least important information. Payoff Students will: - become familiar with the text and make judgements about the content. - work collaboratively with a partner – using reading, note taking and oral strategies – to make sense of a text. Tips and Resources - Determining the main idea(s) in a text is not always a clear, straightforward process. Some or all of the following strategies can help students: - Activate prior knowledge to help students connect to the information in the text. - Note the type of text and its typical audience and purpose (e.g., to persuade, to explain, to illustrate). - Set a clear purpose for the text so that students have common ground for finding the main idea. - Main ideas are often found in first sentences or last sentences in a paragraph, or first and last paragraphs in a chapter. - The reader constructs meaning, deciding on what is most important based on prior knowledge and experience. What is important to one reader may not be as important to another, unless both have a common goal or purpose. - See the Teacher Resource, Most/Least Important Ideas and Information – E-commerce. For a blank template that can be handed out in class, see Student Resource, Most/Least Important Idea(s) and Information and Student Resource, Assigned Reading: Check Out My New Software! - Have students translate the passage they read and their conclusions into a slideshow presentation using presentation software. Strategies That Work, Chapter 9. Mosaic of Thought, pp. 94-95. Further Support - On the two days after you use this strategy, review the concepts orally using Take Five. - After students have done a least-important/most-important T-chart on their own or in pairs, model the process an additional time by thinking aloud through another passage. Ask students to compare their choices to yours. - Put students in groups of four, with each group having a different passage from the same chapter of a relevant textbook, to create their own think-aloud passage. Ask students to number off as they begin their work (from 1 to 4) and to remember this number. Students work together to decide least-important/most-important ideas and information and provide reasons for their choices as they prepare their think-aloud. Ask the #3s (and ask to the #1s to assist them) to present their think-aloud to the rest of the class. ## Engaging in Reading: Most/Least Important Idea(s) and Information ### Introduction to Information Technology In Business \| What teachers do \| What students do \| \|------------------\|------------------\| \| Before \| \| \| - If students are to complete the portion of the lesson that requires them to use presentation software, ensure that prior learning on the use of presentation software has occurred. - Either use Teacher Resource, Most/Least Important Ideas and Information – E-commerce or a selected a passage from the textbook used in the class. - Set a clear purpose for reading the passage by explaining that as a group you will identify the most/least important ideas. - Provide students with time to complete the reading. - Read the passage aloud to students, and ask them to think about the most/least important ideas. Read the passage aloud, while thinking aloud through various sentences and ideas to make judgements about the least and most important ideas to model the strategy. \| - Read the passage silently, thinking about the purpose for reading. - Listen to the passage while being read, while thinking about their own choices for most/least important ideas. \| \| During \| \| \| - Distribute Student Resource, Most/Least Important Idea(s) and Information and Student Resource, Assigned Reading: Check Out My New Software! - Set a clear purpose for reading the passage by explaining that once they have identified the most/least important ideas, they will create an information slideshow on the topic using presentation software. - Provide students with time to complete the reading and to fill in the worksheet. - Provide time and access to the lab so that students are able to create their slideshows, either individually or in pairs. \| - Record most/least important ideas on Student Resource, Most/Least Important Idea(s) and Information. - Convert the information from the worksheet into slides using presentation software, either independently or in pairs. \| \| After \| \| \| - Have students provide verbal feedback on one another’s slideshow presentations. - Assign students an additional reading to allow for more practice of this method. Provide them with additional copies of Student Resource, Most/Least Important Idea(s) and Information for this reading. - Alternatively, ask students to use two different colours of highlighter on a photocopied reading, and have them use the different colours to represent most/least important information. - Pair students to share and justify their choices, and have them synthesize their ideas on a single, fresh copy of the reading. \| - Present their slideshow presentations to the class. - Provide verbal feedback to classmates. - Read the assigned text, conscious of the purpose of reading. - Reread and record the most/least important information using the worksheet. - Reflect on their choices with a partner, and make changes on the worksheet as necessary. \| Most/Least Important Ideas and Information – E-commerce The teacher could use this short passage as a script to demonstrate a think-aloud to students, showing how to decide what is important in a text, and what is less important. It may be used as an overhead in class for the demonstration. \| Passage: E-commerce \| Most/Least Important Idea(s) and Information \| \|-------------------------------------------------------------------------------------\|---------------------------------------------\| \| When the Internet was first introduced, it was primarily used for posting and sharing information by private users like you and me. Over time, companies realized that the Internet could be a powerful tool for conducting business, and e-commerce was born. E-commerce is commercial (or business) activity that is conducted through networks and electronic devices, such as computers. There are many forms that e-commerce can take. Sometimes, the Internet is used for transactions with customers (e.g., selling products online, advertising via Websites or e-mail, etc.). It can be a powerful tool for market research and understanding customers. Other types of e-commerce activity include employees who work from remote locations using shared Intranet sites, e-mail, and videoconferencing. \| Less important – background on Internet use and how e-commerce came to be. Somewhat important – examples of types of e-commerce. Examples help me understand what “e-commerce” means. Important – benefits and threats of e-commerce for businesses. Because this is an “information technology in business course,” understanding the positive and negative impacts of e-commerce is likely the most important point. \| Key idea from this passage E-commerce is widely used by businesses in many ways, though it poses both threats and opportunities that businesses need to be aware of. Assigned Reading: Check Out My New Software! You just got that new piece of software – a game, a cool application, whatever it was you needed. But you didn’t buy it at a store. People share software everyday – sometimes by downloading from Internet sites, sometimes by copying or lending CDs. Is that all right to do? It depends… When a person creates a piece of software, he or she “owns” the arrangement of code that makes that program run under copyright law. A copyright is a right that protects the owner of certain types of work (writing, drama, art, sound recordings and programs, to name a few) from having their work reproduced by others without permission. In Canada, as soon as anyone produces work (even for a class in school), that person is automatically protected by Canadian copyright. Copyright is a law – therefore, violating it is illegal and can have some very negative consequences – from fines to imprisonment. Some software is meant to be distributed and shared. This kind of software, sometimes called freeware or public domain software, will explicitly state that it is available for use (usually in a “read me” text file). In such cases, the owner of the copyright, in writing, gives permission to anyone to use and reproduce the work. But don’t assume that this is the case. Though copyright is quite complicated, this section will focus on how copyright applies to shareware and to software that is for sale. Shareware is software available for downloading on a free, limited trial basis – but users are expected to eventually purchase it if they want to use it beyond the trial time. If you decide to use the software, you must register and pay a fee to continue using it. Software that you purchase (called commercial software) is also subject to copyright. When you “buy software,” you’re actually purchasing a license to use it. The terms of the license can vary – software that you would buy in a store is usually licensed to be used on one computer. However, organizations and groups sometimes purchase site licenses – special arrangements that allow software (usually on one disk or set of disks) to be used on a certain number of machines. It is sort of like buying in bulk. The following are violations of copyright, often called software piracy: - incorporating all or part of a freeware program into another program that you offer for sale without express permission from the creator of the freeware. - continuing to use shareware past the expiration date. - violating the terms of a software license agreement (for example, if the license agreement says that the software can only be installed on one machine at a time, and you install it two or more machines). - making copies of site-licensed programs (e.g., those licensed for use at your school) for use at home. - giving, lending or selling copies of licensed programs to others. Sometimes, people who violate copyright think that nobody gets hurt. That’s not the case. From the software developer’s or distributor’s perspective, they are not getting paid for their hard work (sometimes years of hard work!) in developing the program. But there can also be some unpleasant consequences for illegal users. For instance, some organizations will fire employees who install software illegally (this protects their risk of prosecution). Individuals who are caught using software illegally can be subject to substantial fines, or even imprisonment in some jurisdictions. You may have read about these kinds of cases, mainly from peer-to-peer Internet download sites, in the media in recent years. You never know…one day, you might find yourself on the other end of a copyright dilemma! Most/Least Important Idea(s) and Information Complete the assigned reading and record (exactly) the most important and least important ideas and information. When you have finished recording, go to the bottom section of the chart and write what you believe to be the key idea from the entire reading. Title of textbook, chapter, or article: ________________________________ Pages read: ____________ Purpose for reading: _______________________ \| Most Important Idea(s) and Information \| Least Important Ideas(s) and Information \| \|----------------------------------------\|-----------------------------------------\| \| \| \| Key idea from this passage Reacting to Reading: Drawing Conclusions Introduction to Information Technology In Business Readers draw conclusions based on the ideas and information that they read from one or more sources. Providing a graphic organizer before reading helps students to organize their thinking during reading in order to analyze, make inferences and draw conclusions after reading. Purpose - Actively use prior knowledge and experiences when reading. - Read and respond to the important concepts and issues in the course, making inferences and drawing conclusions. Payoff Students will: - develop content and opinions for persuasive writing. - become thoughtful speakers during whole-class and small-group discussions. Tips and Resources - Drawing conclusions involves gathering information and deciding what the information means. For example, a report may describe effects of technology in the workplace, it may draw a conclusion about the information (e.g., that certain types of work are better or worse due to technology), and it may offer recommendations. - See Teacher Resource, I Read/I Think/Therefore – Sample Response. This annotated sample illustrates the thinking process that a reader might follow to gather information, reflect, and draw a conclusion. - Also see Student Resources, Template for Drawing Conclusions and Technology and Everyday Life. The template helps students to organize their thinking while they are reading and conducting research that requires them to make inferences and draw conclusions. In column one (I Read), students record the relevant information from the reading. In column two (I Think), students record what they know about that information and what they think it means. In the bottom row (Therefore), students record their conclusion based on all the information they gathered and their prior knowledge. Cross-Curricular Literacy: Strategies for Improving Secondary Students’ Reading and Writing Skills, pp. 50-51. Reading in the Content Areas: If Not Me, Then Who? pp. 41-55. InsightTs: Succeeding in the Information Age, pp. 9-16. Further Support - Encourage students to use their real-life experiences as models for drawing conclusions. - Create a wall chart to illustrate the strategy I Read/I Think/Therefore and post it as a reference for students. ## Reacting to Reading: Drawing Conclusions ### Introduction to Information Technology In Business \| What teachers do \| What students do \| \|------------------\|------------------\| \| Before \| \| \| • Either make copies of Student Resource, Technology and Everyday Life or select a reading from the class textbook for the lesson. Also make copies of Student Resource, Template for Drawing Conclusions. • Using I Read/I Think/Therefore – Sample Response as an overhead, demonstrate how you might think through a reading, and suggest how this translates into the student handout, Student Resource, Template for Drawing Conclusions. • Distribute Student Resource, Technology and Everyday Life and have students preview the reading. • Clarify the purpose of the reading, distributing the graphic organizer (Student Resource, Template for Drawing Conclusions) to students and ensuring they understand that they are to use it. \| • Read the information provided on the overhead transparency and make inferences based on the information. • Draw a conclusion. • Observe the teacher’s thinking process for drawing a conclusion. • Preview the assigned reading and get ready to read. • Clarify the purpose of reading. • Observe how to complete the graphic organizer. \| \| During \| \| \| • Ask students, individually or in pairs, to complete the reading and the graphic organizer. • If working in pairs, partners may read, pause, discuss and record information and their thinking. \| • Read Student Resource, Technology and Everyday Life, pausing to record important information and make inferences. \| \| After \| \| \| • Review the information gathered in the “I Read” section of the graphic organizer. Note responses and ask students to account for similarities and differences. • Compile information on a transparency of the graphic organizer. • Discuss the students’ responses in the “I Think” section. Model how to make inferences, and complete the section of the transparency based on student input. • Review the information and inferences. Ask students to suggest conclusions that can be made based on the information gathered so far. Discuss possible “Therefore” conclusions. • Model how to make a conclusion based on the information gathered. • Ask students to use this thinking process on another reading on the same topic from a textbook. One such reading on this topic is pp. 9-16 in InsightTs: Succeeding in the Information Age. Ask students to compare their conclusions of the two separate readings. \| • Reread their graphic organizers. Identify similarities and differences among responses. • Draw a conclusion based on the information and inferences in the chart. • Compare their own conclusions with those of others. • Apply their learning to a different reading on the same topic, and look for changes to their conclusions based on new information and/or evidence. \| I Read/I Think/Therefore – Sample Response Students are encouraged to use the graphic organizer, Template for Drawing Conclusions, while reading and responding to text. However, they can also use it to accumulate information about a topic from several sources before drawing a conclusion. The example below can be used to model the thinking that one might go through while reading a text. The Internet has changed the way that people look for and get jobs. Countless Web sites exist to help people find jobs online. Some sites contain listings of jobs posted by employers. People looking for jobs can use the built-in search engines on those sites to find jobs that meet certain criteria (e.g., industry, location, type of work). Some even specialize in posting only certain types of jobs (e.g., only technology-related jobs). Other sites allow job-seekers to post their resumes online so that employers can look at them online and select people that they might want to hire. Many employers require job-seekers to send their resumes electronically – either by e-mail or interactive Web sites. Some employers even use software to sort resumes they receive based on keywords! It all sounds wonderful – and many times it is. But when information is transmitted electronically, there are always some cautions. If you decide to search for a job online, you need to be aware of some serious security and privacy concerns. Think about the personal information that resumes or job applications contain – name, address, telephone number, job history, education, and so on. Most people would want to be sure that their personal information does not get into the wrong hands. Some of the possible pitfalls of electronic job hunting (especially where your resume is posted online) include: - if you already have a job, your current employer might find your resume there – which can be a problem if he/she does not know that you’re looking for another job. - depending on the type of information transmitted, someone could steal your identity. - someone interested in harming you could find you easily. - you could be added to mailing or spam lists by devious marketers. - you might be invited to an “interview” with somebody posing as an employer who has devious intentions. There are many things you can do to make your job search safer and more productive. First, avoid posting your resume on unknown sites or sending it to unknown companies or people. Make sure job sites to which you share/post your resume have privacy policies. Leave out as much personal information as possible. Finally, keep track of where you send your resume. Therefore… Though the Internet can help people find jobs, it is extremely important for job seekers to be cautious when looking for and applying for jobs online to protect their safety. Could you imagine your life without computers? There would be no e-mail, no Internet, no video games, and no automated banking, just to name a few things. Technology has touched nearly every facet of our lives. A growing array of software and other types of technologies make it easier than ever for people to do business, shop, learn and communicate. Technology provides huge opportunities for people as individuals, and to help move society forward. At the same time, it presents new problems that people a few decades ago could not have imagined. Table 1 below presents a few examples of technology’s many impacts. Table 1: Summary of selected technology use and some of its effects \| Area of technology use \| Some examples of positive effects \| Some examples of negative effects \| \|------------------------\|--------------------------------------------------------------------------------------------------\|--------------------------------------------------------------------------------------------------\| \| Law and order \| • legal information can be quickly communicated to many people \| • injustices can be communicated to create awareness \| • increased safety (e.g., alarm systems, cellular phones) \| • cyber crime (e.g., copyright infringement, software piracy, Internet fraud, hacking, etc.) \| \| • threats to privacy, security (e.g., identity theft) \| \| Politics and government\| • “e-government” allows citizens to access certain types of services \| • online voting \| • citizen use of the internet to be informed about issues \| • “digital divide” means that some people are left out due to unequal distribution of technology \| \| • new types of laws needed \| \| Health and science \| • ability to perform many types of tests and procedures (e.g., laser surgery, early detection of disease, etc.) \| • new health problems and diseases (e.g., ergonomic-related injuries) \| \| • potential for harm to the environment through technological innovations \| \| Education \| • access to courses online that a student would not otherwise have the opportunity to take \| • opportunities to learn through self-directed research \| • more information available to learners \| • potential for fewer face-to-face educational opportunities \| \| • greater possibility of plagiarism and inappropriate use of information for education \| \| Art and entertainment \| • individuals can create and share media quickly and cheaply (e.g., graphics, desktop publishing, digital cameras) \| • access to art and media via the Internet and other digital technologies \| • increased potential for copyright infringement and illegal use of materials (e.g., MP3 music file downloads) \| \| Individual, family and friends \| • aid to persons with disabilities (e.g., voice recognition software) \| • ability to communicate and share information quickly and across great distances through electronic technologies (e.g., e-mail, Web sites) \| • forms of entertainment (e.g., video games, virtual reality) \| • less face-to-face interaction among people \| \| • threats to personal privacy and security (e.g., identity theft) \| \| • “digital divide” means that some people are left out due to unequal distribution of technology \| \| Work and organizations \| • can perform certain dangerous and unpleasant tasks (e.g., robotics used to paint automobiles) \| • flexibility to work with others without geographic boundaries (e.g., videoconferencing, working from home or another location) \| • new kinds of business arrangements and new kinds of jobs \| • certain jobs become eliminated when technology can do work done by people \| \| • there is a danger that organizations place too much emphasis on technology to do work without mistakes \| \| • reduces or eliminates face-to-face contact \| What next? It is impossible to predict exactly where technology will lead, and what the next generation of innovations might be able to accomplish. Science fiction literature and media is filled with predictions – some outlandish, and some that seem realistic. But what can we really expect? There will certainly be improvements to hardware. Processors will become faster and more powerful. Computers will probably get smaller in size. This will unleash all sorts of possibilities. As programming languages evolve, software will be able to do new and different things. As more people get access to technology (e.g., increased Internet access), we might see more communication and information exchange. How these factors will translate into reality are unknown. How will your life be affected? How will your work be affected? Will there be changes in how you view your personal privacy and security in coming years? Will you have access to more or less information? How will your leisure activities change? You can only imagine…. Template for Drawing Conclusions \| I read \| I think \| \|--------\|---------\| \| \| \| Therefore... Reacting to Reading: Making Judgements Introduction to Information Technology In Business Readers increase their understanding by reviewing what they have read, reflecting on what they have learned, and asking questions about the significance. Purpose - Assess different viewpoints or perspectives. - Make judgements about viewpoints or opinions. Payoff Students will: - think critically about course-specific materials. - review different types of questions and how to answer them. - summarize important ideas, concepts and information. - develop critical thinking skills. - develop a model for reading and thinking critically about important concepts, issues and ideas. Tips and Resources - To make judgements, readers ask questions to help them process information, assess the importance and relevance of the information, and apply it to a new context. Evaluating is a skill that readers use when reading and critically thinking about a particular text. Readers make value judgements about the validity and accuracy of the ideas and information, the logic of a writer’s argument, the quality of a writer’s style, the effectiveness of the text organization, the reasonableness of events and actions, and more. - For more information, see: - Teacher Resource, Both Sides Now – Sample Response. - Student Resource, File Sharing or Stealing? - Student Resource, Both Sides Now – Template for Making Judgements. - Student/Teacher Resource, Clues for Finding Answers in the Text. Cross-Curricular Literacy: Strategies for Improving Secondary Students’ Reading and Writing Skills, pp. 48-51. Further Support - Review the reading skills of tracking main ideas, comparing and contrasting, making inferences and drawing conclusions. - Encourage students to ask questions about what they are reading. For example, have students write questions based on a textbook chapter, section or topic-related resource they have read. Ask one of the students to read his or her questions to the group. Model answering the question referring the student specifically to the text where appropriate. Ask another student to write a question, have this student ask one of his/her questions. Continue until all students in the group have asked and answered a question. - As an alternative, have students identify the type of question (on the lines, among the lines, between the lines, and beyond the lines) before they answer or determine the type of questions to be generated. Students may require teacher modeling over several lessons of asking, identifying and answering questions. ## Reacting to Reading: Making Judgements ### Introduction to Information Technology in Business \| What teachers do \| What students do \| \|------------------\|------------------\| \| Before \| \| \| • Either prepare copies of Student Resource, File Sharing or Stealing? or select a relevant reading from your course textbook for this lesson. • Either use Teacher Resource, Both Sides Now – Sample Response on a similar issue to introduce concepts by writing the statement on the chalkboard or on an overhead transparency (you may wish to make an overhead of Student Resource, Both Sides Now – Template for Making Judgements for this purpose) and have the class think about the topic/question. • Review the difference between information (fact, statistics, examples, etc.) and opinion (inferences based on information, prior knowledge, experience, bias). • Ask for one idea or piece of information that supports the question or statement and record it on the T-chart from Student Resources, Both Sides Now – Template for Making Judgements or chalkboard. • Ask students where their responses came from (e.g., prior experience, readings, etc.). • Inform students that writers may include ideas or information to support both sides of an issue, or may only include evidence to support their viewpoint. Effective readers question ideas and information. • Ask students to preview the reading selection for the lesson, and make predictions about content. Small groups should share predictions. \| • Recall what they know about the question or topic. • Recall what they already know about information and opinions. • Observe the teacher recording evidence. • Recall what they learned about the topic or issue. • Use reading strategies to preview the assigned reading and make predictions. • Contribute to group discussion. \| \| During \| \| \| • Ask students to read the Student Resource, File Sharing or Stealing? to identify the viewpoints presented. • Observe students’ reading and intervene to clarify the task or content if needed. • Prepare possible viewpoint/opinion and evidence for recording in the T-chart (Student Resource, Both Sides Now – Template for Making Judgements). \| • Read Student Resource, File Sharing or Stealing? or other reading assigned by the teacher and ask questions about the information such as: What is the viewpoint? Does this support or oppose the viewpoint? • Identify the opinion(s) or viewpoint(s) presented in the reading. \| \| After \| \| \| • Ask partners to verbally summarize reading material, and identify the writer’s viewpoint. • Ask students to provide an idea or information from the reading that supports the viewpoint. Continue recording alternating information that supports and opposes the question or topic. • Ask partners to review and discuss the evidence and make a decision based on the evidence and related inferences. • Partners share their decisions and state reasons for their decision. • Students write responses to the question/statement based on their learning. \| • Listen to partner’s summary and compare it to his/her own. Add to own understanding. • Contribute to the discussion. • Evaluate the evidence and make a judgment based on the information provided in the text, inferences they have made, and their own knowledge and experience. • Develop an opinion based on accumulated learning. \| Both Sides Now – Sample Response Editorials, magazine articles, and reference materials often present one side or viewpoint on a particular issue, or limit one of the viewpoints. Therefore, students may need to read several selections on the same issue or topic to fully consider both sides of an issue before making a judgment based on the evidence provided. \| Evidence that Supports \| Question or Statement \| Evidence that Opposes \| \|------------------------\|-----------------------\|----------------------\| \| Employers own equipment so they have a say over how it is used. \| Do employers have a right to “spy” on their employees’ computer use to stop personal use of company computers? \| Employees have a right to attend to personal emergencies or issues – which might mean they need to use the computer for personal use that is private. \| \| Employees are paid to be “on task” at work, not attending to personal things. \| \| Employees might not have computers at home, so using them at work addresses inequity. \| \| Employers are liable for any illegal activity that happens on their equipment. \| \| All people – including employees – have a right to privacy. \| Decision Because employers own the equipment and have a right to ensure it is being used for work-related purposes, they should be allowed to spy on employee computer use. Reasons - When somebody owns an item, they have the right to decide how it is used – this is the case for employer ownership of computers. - If an employee used company equipment for illegal purposes, the company could be sued. Spying minimizes this legal risk. - Though all people have certain privacy rights, they also have a responsibility to act appropriately, particularly in work situations. File Sharing, or Stealing? In recent years we have seen the development of online sharing of music files between individuals, often through peer-to-peer network sites like Napster, Inc. or Kazaa. These sorts of sites work by allowing people to find and download music files directly from computers of other people who are online. The music files, usually in MP3 format, are neither stored or sent by sites Napster or Kazaa. Instead, the “transaction” or sharing takes place directly between individuals. Napster made users agree not to use the software to exchange copyrighted music prior to downloading it, leaving users to the honour system. In recent years, cases revolving around this sort of sharing have made it to the courts. Napster, Inc. was successfully sued by the recording industry, and was shut down for some time. The recording industry even sued individuals in the United States who were sharing through these types of sites – some as young as twelve years old – and won! In another instance, a university was sued by the recording industry because students were sharing music files on the university’s computers. The recording industry argues that sharing files through sites, like Napster and Kazaa, breaks copyright law, and that artists are not being properly compensated for their work. If those people had bought the music, then the record company would pay royalties to the artists involved. In court, individuals and representatives of music-sharing Web sites have argued that letting people share music files for free, cause them to go out and buy CDs – thus actually increasing sales of CDs in stores. However, the opposite may be true. Some studies suggest that students only went on to buy 10% of the music they downloaded. Other fans of this type of file sharing argue that lesser known artists would become more widely known as a result of this type of “sharing.” No one, however, is disagreeing with the reality that the Internet has had, and will continue to have, a tremendous impact in the distribution of music—legally or not. Both Sides Now – Template for Making Judgements \| Both Sides Now \| \|----------------\| \| Evidence that Supports \| Question or Statement: \| Evidence that Opposes \| Decision Reasons ## Clues for Finding Answers in the Text \| On the lines \| Some questions can be answered by “reading on the lines;” the answer is right there in the text. The question asks for literal information from the selections such as details, facts and information stated by the author. Some “question starters” that ask for literal knowledge are give, list, find, describe, tell, retell and what. To answer a question “on the line,” - find the words used to create the question. - look at other words in that sentence to find the answer. \| \| --- \| --- \| \| Among the lines \| The answers to some questions are to be found by “reading among the lines.” This type of question has an answer in the text, but this answer requires information from more than one sentence or paragraph. Some “question starters” that ask for literal knowledge are list, compare, how and summarize. To answer a question “among the lines,” - find the words used to create the sentence. - reread the sentences or paragraphs that contain the question words. - look at other words in the sentences or paragraphs to find the answer. \| \| Between the lines \| Some questions ask you to read “between the lines.” This type of question asks the reader to make inferences based on the ideas and information in the text. The answer might be found interpretively in the reader’s own background knowledge, but would not make sense unless the reader had read the text. Some “question starters” that ask for inferences are why, how/what might, what do you think, explain and predict. To answer a question “between the lines,” - look for key words and clues in the question. - re-read that part of the text in which the author gives clues needed to construct the answer. - ask yourself, “Is this what the author meant?” and “Does this make sense?” \| \| Beyond the lines \| The answers to some of these questions are not in the text at all: they go “beyond the lines.” This means searching for the answer in the reader’s own background knowledge. Some “question starters” that ask for interpretations are what can you learn from, how might you, what if, and is it fair that. To answer a question “beyond the lines,” - read the question and identify key words. - identify your beliefs, experiences and knowledge related to the question. - ask yourself, “Would the author agree with this conclusion?” \| Effective writers use different strategies to sort the ideas and information they have gathered in order to make connections, identify relationships, and determine possible directions and forms for their writing. This strategy gives students the opportunity to reorganize, regroup, sort and categorize, classify and cluster their notes. Purpose - Identify relationships and make connections among ideas and information. - Select ideas and information for possible topics and subtopics. Payoff Students will: - model critical and creative thinking strategies. - learn a variety of strategies that can be used throughout the writing process. - reread notes, gathered information and writing that are related to a specific writing task. - organize ideas and information to focus the writing task. Tips and Resources - Strategies for webbing and mapping include: - Clustering – looking for similarities among ideas, information or things, and grouping them. - Comparing – identifying similarities among ideas, information, or things. - Contrasting – identifying the differences among ideas, information, or things. - Generalizing – describing the overall picture based on the ideas and information presented. - Outlining – organizing main ideas, information, and supporting details based on relationships. - Relating – showing how events, situations, ideas and information are connected. - Sorting – arranging or separating into types, kinds, sizes, etc. - Trend spotting – identifying things that generally look or behave the same. - For more information, see: - Student/Teacher Resource, Webbing Ideas and Information. - Student/Teacher Resource, Mind Mapping: Hardware Components of a Computer Workstation. - Student/Teacher Resource, Mind Map Checklist. - Curriculum Unit Planner. - BTT 10/20 Textbooks, InsighTs: Succeeding in the Information Age, Chapter Two. - To provide opportunities to develop numerous graphic organizers such as webs, flow charts, and Venn diagrams, see Smart Ideas software, licensed for school use. Where Heart Meets Mind, p. 217. Educational Connections, pp. 270-271, 151. Curriculum Unit Planner (Ontario Ministry of Education and Training): Teaching/Learning Strategies, The Web, p. 136. Further Support - Provide students with sample graphic organizers that guide them in sorting and organizing their information and notes—e.g., cluster (webs), sequence (flow charts), compare (Venn diagram). Smart Ideas software licensed for school use gives the student an opportunity to develop numerous graphic organizers. - Have students create a variety of graphic organizers that they have successfully used for different writing tasks. Create a class collection for students to refer to and use. - Provide students with access to markers, highlighters, scissors, and glue, for marking and manipulating the gathered ideas and information. - Use mind mapping within student discussion groups. Such activities can allow students to articulate and record their prior knowledge about a topic, and additional questions they have. Specific approaches to group mind mapping can be found in the resource books identified above. ## Developing and Organizing Ideas: Webbing, Mapping and More ### Introduction to Information Technology In Business \| What teachers do \| What students do \| \|------------------\|------------------\| \| Before \| \| \| • Select a chapter from the textbook used in your class on the functions of the hardware components of a computer workstation. \| • Recall past use of a webbing or mind mapping strategy to record or organize thinking. \| \| • Prepare overhead transparencies of Student/Teacher Resources, Webbing Ideas and Information, Mind Mapping Hardware Components of a Computer Workstation, and Mind Map Checklist. \| • Recall what they already know about the topic. \| \| • Divide the class into groups of five. \| \| \| • Explain the process of webbing using the three transparencies. \| \| \| • Ask the students to individually list everything they know about the functions of a computer workstation. \| \| \| • Assign the selected reading. \| \| \| During \| \| \| • Present the parameters of the task. \| • Contribute to the discussion. \| \| • Explain the time limits and remind the managers that they must keep track of time. \| • Fulfill their roles. \| \| • Ask students to share their readings with the group and remind the note taker to record the ideas generated. \| • Act positively. \| \| • Circulate, ensuring that all students are fulfilling their roles. \| • Encourage group members. \| \| • Comment constructively on the process. \| • Adhere to the time limits. \| \| • Ask students to re-read their webs and use them to make notes. \| • Assess the product. \| \| \| • Make changes needed. \| \| \| • Ensure that they can explain every aspect of the group mind map. \| \| \| • Sign their name to the mind map once they can explain all the aspects of the map. \| \| \| • Present the mind map. \| \| After \| \| \| • Make connections between the web and possible ways of organizing information. \| \| Webbing Ideas and Information What are the big ideas? Can you identify any patterns and trends? How are the ideas and information connected? What evidence or information is missing? Is a particular viewpoint suggested? Does the web suggest a writing outline? Mind Mapping Hardware Components of a Computer Workstation Prepare a Mind Map on the functions of the hardware components of a computer workstation. What Students Do Individually 1. List everything you know about computer workstations before you begin the research and reading. 2. Do the assigned reading on the anatomy of a computer, how computers work. Group 1. Share the findings with the group. The note taker will record the findings. 2. Brainstorm your ideas for a mind map. 3. Prepare and assess the mind map. 4. Present the mind map. Structure You are going to visually record what your group (you) learned. Parts Defined Center – contains the central concept or topic. Emphasis – highlights the important information by use of bubbles, arrows, and graphics. Colours – aid in organizing different points. Key Words – function as triggers to release additional and connected ideas. Chains – provide the connections or links to further establish and create relationships between ideas or things. Visualizations – are enhanced with illustrations, novelty of shape, and detail to facilitate retention. Remember: - The mind map evolves as you brainstorm ideas. - Avoid all criticism and judgment. This helps develop lots of ideas. Quantity is the goal. - Zany, wild, silly, way-out ideas are welcome. Build on the ideas of others. - Mapping involves a minimum of words and visuals to outline the computer workstation. - You are building a mental picture; images should precede words. Roles Leader: (lives closest to the school) defines the task, keeps the group on task, and suggests a new way of looking at things. Manager: (the youngest member of the group) gathers and summarizes materials the group will need, keeps track of time, and collects materials the group used. Note maker: (has the closest birthday to today) records the ideas generated by the group, and clarifies the ideas with the group before recording. Reporter: (is the tallest) explains the group’s mind map to the class. Supporter: (the remaining member) provides positive feedback for each speaker, makes sure everyone gets a turn, and intercepts negative behaviour. Success depends on each of you being able to explain every aspect of the group mind map. Mind Map Checklist The Functions of the Components of a Computer Workstation Structure - Unified center - Clearly defined sections - Use of colour - Use of visuals - Originality - Masterful handling of structural elements, unified and coherent - Well organized with a cohesive flow - Visual aids are there but do not enhance the content - Poor visual aids Content - Power supply - Motherboard - Central processing unit - External cache - Internal cache - Expansion slots - Peripheral devices - Hard drive - Memory storage space - Storage devices - RAM - ROM Presentation - Presenters show (thorough, considerable, moderate, limited) mastery of all aspects of the topic. - The information was accurate and complete. - The information was incomplete and/or inaccurate. - All the members of the group could explain every aspect of the group mind map. In this strategy, students learn how to select the better of two possible main ideas to use as a topic sentence in an information paragraph, and learn how to choose details to support it. Student samples are selected from a variety of subject areas. Samples may also be used to teach summary writing. Purpose - Distinguish between main ideas and supporting details for a paragraph. Payoff Students will: - write well-organized paragraphs for different subject areas with supporting details. - demonstrate a clear understanding of the topic. - improve reading comprehension by spotting main ideas and supporting details. Tips and Resources - Write the sentences into a paragraph, starting with the most general and writing the remaining sentences in order of importance (most or least or least to most). - Use this strategy to argue a point in business studies. - See Finding Organizational Patterns in the Think Literacy document as a follow-up. - “Main idea”: a broad statement that includes a topic that can be expanded. It usually begins a paragraph e.g., Studying mathematics organizes the mind versus Art appreciation opens the mind. - For more information, see: - Student Resource, Finding and Supporting the Main Idea. - Student/Teacher Resource, Finding and Supporting the Main Idea – Sample Exercise. - Student/Teacher Resource, Finding and Supporting the Main Idea – Answer Key. - This strategy can help students to understand how to do the task on information paragraphs in the Ontario Secondary School Literacy Test. - Expectation reference: “Describe workplace situations where standalone systems and networks are best suited.” Further Support - Alternative methods: - Complete the activity on paper - Work individually or in pairs - Read groups of sentences - Look for the best-supported general statement - Cross off the statements that do not fit the general statement selected ## Developing and Organizing Ideas: Supporting the Main Idea ### Introduction to Information Technology In Business \| What teachers do \| What students do \| \|------------------\|------------------\| \| Before \| \| \| - Use Student/Teacher Resource, Finding and Supporting the Main Idea – Sample Exercise or create a similar set of paragraphs based on textbook content for this lesson. - Enlarge the sample paragraphs, and cut each sentence into a separate strip. Place each paragraph into a separate envelope. - Model the strategy using an overhead of “paragraph one” and the suggestions in the Tips and Resources section as a guide. \| - Read through the set of statements from paragraph one with the teacher. - Annotate statements while the teacher models them. \| \| During \| \| \| - Distribute the remaining paragraphs to the class. Ask students, individually or in small groups, to create a solution for paragraphs two and three. - As a large group, discuss their solutions using Student/Teacher Resource, Finding and Supporting the Main Idea – Answer Key as an overhead. - Organize students into groups of three or four. Ask groups to create a similar exercise with an original paragraph based on a topic currently studied in class. Ensure they create an answer key. - Have groups “trade” their original paragraphs, then trade back for assessment. \| - Work individually or in pairs or small groups. - Read groups of sentences. - Look for the best-supported general statement. (If there is more than one main idea, select the one with the most supporting statements). - Cross out statements that do not fit the main idea. - Organize the statements with the main idea on top or clearly marked, followed by supporting statements. - Assess their performance based on the answer key presented. - Create their own version of this activity to share with other groups. - Complete at least one scrambled paragraph from another group. - Give and receive feedback based on student-generated scrambled paragraphs. \| \| After \| \| \| - Review and discuss the activity. - Model how to use the sentences to write a paragraph. - Demonstrate how to write a concluding statement for the three paragraphs in Student/Teacher Resource, Finding and Supporting the Main Idea – Sample Exercise. - Assign a new topic related to current studies, and ask students to create their own paragraphs by applying what they have learned. \| - Review statements with a teacher. - Write sentences into a paragraph, with an emphasis on concluding sentences. - Complete an original paragraph on a teacher-assigned topic, demonstrating application of learning from this activity. \| Finding and Supporting the Main Idea – Sample Exercise Paragraph one There are many network topologies to choose from (e.g., star, hub, ring). Describe the network in your school. Networks are best suited for workplaces where a number of employees use computers and need to share resources. Networks allow all the connected workstations to share resources such as printers, scanners, Internet connections, and so on. Networks link two or more computers together, often with a server. There are many books and articles written about networking. The type of network an organization selects depends on how many workstations there are, the type of work done and how people use technology in their jobs. Paragraph two Repetitive strain injury (RSI) is the most common category of ergonomic injury, which occurs from repeated movements that damage muscles and tissues (e.g., carpal-tunnel syndrome). Ergonomic equipment is expensive to purchase. Ergonomics is the design of workplace computers, equipment, and environments so that they are safer for worker use. Applying ergonomics is important to the information technology workplace in order to increase productivity and decrease injury among workers. Colours, temperature, lighting, furniture, and equipment should all be designed with ergonomic principles in mind. Many people experience back and wrist pain. It is estimated that ergonomic-related injuries cost the Canadian economy $8 million per year in lost wages and productivity plus healthcare costs. Paragraph three Always check the Internet. Technology has improved our lives in many ways. Computers help make it easier to communicate. New forms of technology allow businesses to conduct transactions more effectively. Modern technology has contributed to new ways of working. Less expensive computers mean that technology can have greater impact on our lives. People have more technological know-how than ever before. 1 Source: Janice L. Ellerby, Laura E. Pinto, and Victoria E. Brady. InsighTs: Succeeding in the Information Age (Student Edition). Toronto: Nelson, 2000, p. 77. 2 Ibid, p. 78. Finding and Supporting the Main Idea 1. Look at the scrambled statements in paragraph one. 2. Identify two main ideas in paragraph one. 3. Choose which main idea is best supported by the other statements given – this will be your main idea for the paragraph. 4. Cross off or remove the statements that do not belong in the paragraph (i.e., do not support the main idea). 5. Order the statements in the paragraph. 6. Share and compare your ideas with others. 7. Write your final paragraph. Repeat the process for paragraphs two and three. Finding and Supporting the Main Idea – Answer Key Legend ➔ main idea ✓ statement belongs in the paragraph ✗ statement should be crossed off or removed – does not belong Paragraph one ➔ Networks are best suited for workplaces where a number of employees use computers and need to share resources. ✓ Networks allow all the connected workstations to share resources such as printers, scanners, Internet connections, and so on. ✓ Networks link two or more computers together, often with a server. ✓ The type of network an organization selects depends on how many workstations there are, the type of work done, and how people use technology in their jobs. ✗ There are many network topologies to choose from (e.g., star, hub, ring). ✗ Describe the network in your school. ✗ There are many books and articles written about networking. Paragraph two ➔ Applying ergonomics is important to the information technology workplace in order to increase productivity and decrease injury among workers. ✓ It is estimated that ergonomic-related injuries cost the Canadian economy $8 million per year in lost wages and productivity plus healthcare costs. ✓ Repetitive strain injury (RSI) is the most common category of ergonomic injury, which occurs from repeated movements that damage muscles and tissues (e.g., carpal-tunnel syndrome). ✓ Ergonomics is the design of workplace computers, equipment, and environments so that they are safer for worker use. ✓ Colours, temperature, lighting, furniture, and equipment should all be designed with ergonomic principles in mind. ✗ Ergonomic equipment is expensive to purchase. ✗ Many people experience back and wrist pain. Paragraph three ➔ Technology has improved our lives in many ways. ✓ Computers help make it easier to communicate. ✓ New forms of technology allow businesses to conduct transactions more effectively. ✓ Modern technology has contributed to new ways of working. ✓ Less expensive computers mean that technology can have greater impact on our lives. ✗ People have more technological know-how than ever before. ✗ Always check the Internet. Writers revisit their writing as they draft to add, delete, and change ideas and information. There are specific strategies writers use to revise their writing. One strategy writers use is ARMS (add, remove, move, substitute). (Faigley and Witte, 1981) Purpose - Identify different strategies for reorganizing content. - Examine and determine effectiveness of sentence and paragraph order. Payoff Students will: - organize writing effectively for different purposes in different subject areas and different media. - organize ideas and information for clarity and emphasis. Tips and Resources - Revising is the process of making sure that the writing says what the writer wants it to say. Most writers look for the biggest problems first and then tackle the smaller ones. For example, a writer may begin with the completeness of content, accuracy, and depth of supporting details and evidence, and the way the writing is organized, then look at style, grammar, spelling and usage. Sometimes it is helpful to consider reviewing the writing by looking at paragraphs, then sentences, then finally words and phrases. - For more information, see: - Teacher Resource, Paragraph Compare. - Student/Teacher Resource, How Can This Paragraph Be Fixed? - Student Resource, Writing Task. “Analyzing Revision” College Composition, 32: 400-410. Further Support - Have students select a section of a current writing task that they want to revise, and read it aloud to another student. The partner summarizes/paraphrases the content. The student author notes changes, misunderstandings, and omissions, and then clarifies the partner’s paraphrase. The partner asks questions about the content and the elements of style to clarify the writing’s content and organization. The student author uses the feedback to revise his or her writing. - Provide students with opportunities to apply their ability to use word processing features/functions (e.g., cut, paste, copy, delete, track changes) in revising. Emphasize the importance of version control for revisiting previous drafts. - Encourage students to read their writing aloud, and circle ideas that are confusing, put arrows where information or evidence is missing, and cross out repetitious information or words. This process can also be useful to edit writing by circling words and phrases that they wish to improve or that have been overused. ## Revising and Editing: Reorganizing Ideas ### Introduction to Information Technology In Business \| What teachers do \| What students do \| \|------------------\|------------------\| \| Before \| \| \| - Distribute copies and/or create an overhead of Teacher Resource, Paragraph Compare. - In groups of 3 or 4, have students read the two paragraphs and discuss which is more effective and why (note: each version has strengths and weaknesses). - Have students make suggestions to improve the writing and provide questions for revisions such as: - Does it make sense? - Is the topic clear? - Is the main idea clear? - Are there enough details to support the main idea? - Are there examples to support the main idea? - Is the closing sentence a conclusion? - Record the revision prompts on chart paper or on the chalkboard. - Distribute copies and create an overhead of Student/Teacher Resource, How Can This Paragraph Be Fixed? - In groups of 3 or 4, have students read and suggest how the paragraph could be improved. - Demonstrate on the overhead how to make editing marks on a hard copy (e.g., arrow, scribbles, editing notations, etc.) based on student suggestions to improve the paragraph within the large group. - Facilitate student discussion and feedback on proposed changes. - Discuss with students how word processing software would assist in making the changes. If you have a multimedia projector, demonstrate the changes in a word processor. - Discuss, as a group, how this information could be translated into slides using presentation software. What would be the same? What would be different? \| - Read the paragraphs and summarize the main idea and details. - Contribute to the discussion by identifying the strengths and weaknesses of each paragraph (e.g., “strong topic sentence,” “supporting details are logical,” “uses examples/deal to support main idea,” etc.). - Reread the revision prompts and ask questions about the prompts. - Read the paragraph and suggest ways to change it. \| \| During \| \| \| - Distribute copies of Student Resource, Writing Task and review revision note formats, and how to use word processing features/functions to edit. - Students may work individually or in pairs. Provide ample time for students to gather information in order to complete the task, either from their textbook and/or Internet-based research. Ensure they key their first draft paragraphs into a word processor. - When complete, have students exchange work with another student or pair for editing and revision suggestions. If working electronically, have students use the “track changes” feature. If working with hard copies, then students should use the strategies modeled by the teacher. - Have students revise their own work electronically. \| - Complete the writing task. - Provide feedback for suggestions to other students. - Use word processing software to compose and revise their work. \| \| After \| \| \| - Have students edit their work in the form of slides (which allows them re-organize their writing for a different purpose). - Have students complete slides based on their paragraph using presentation software. \| - Revise their work for a different medium and purpose. - Use presentation software. \| Read the two paragraphs below, both of which are about the same topic. Identify the strengths and weaknesses of each. Which paragraph do you think is the most effective? Electronically or in your notebook, justify your decision. Sample Paragraph 1 Chances are you have read e-mail, chat messages or online posts that annoyed you for one reason or another. Sometimes, it is the content that is annoying, but more often the problem is how the information is communicated. That’s where netiquette comes in handy. Netiquette is using technology effectively to communicate with others both personally and professionally with knowledge, understanding and courtesy. This unique term is a combination of words: some believe it is based on InterNET eTIQUETTE, while others insist it is NETwork eTIQUETTE. Either way, those who follow such guidelines improve their ability to interact both on the Internet and in networked environments. Netiquette is important for two reasons. First, it ensures that there is respect between people communicating electronically, minimizing possibilities for certain types of conflicts and other problems. Second, following netiquette guidelines can help information to be communicated more clearly, since many of these guidelines eliminate a lot of confusing features that often appear in messages. Sample Paragraph 2 “Netiquette” is a term used to describe a set of guidelines for communicating electronically that respects others. It focuses on following certain types of which apply to e-mail, chat, discussion forums, and any other electronic communication channels. The key to all netiquette is thinking about the reader, and how he or she would respond to a message. Many different people and organizations have proposed netiquette guidelines – some specific to e-mail communication, and others more general that include all types of electronic communication and network use. There are countless books and Web sites dedicated to netiquette. Generally, the rules of netiquette dictate that one should be polite, refrain from using “all caps,” keep electronic messages brief and to the point, refrain from sending chain letters, forgive the mistakes of others, and focus on using spelling/grammar conventions that are appropriate to the audience or reader. Using netiquette can improve communication, since it lays a common foundation for understanding electronic text and messages. How Can This Paragraph Be Fixed? Instructions • Read over the draft paragraph below. • Recommend revisions to improve the paragraph. As you read, ask yourself: o Are the sentences in the right order? o Are there sentences or information missing that would improve the paragraph? o Are there sentences or information that should be removed? o How can the language be improved? o Is there a topic sentence and a concluding sentence? If so, are they effective? If not, what should they be? • Record your suggestions directly onto this sheet. Paragraph Title: Smaller and Faster Technology In 1965, Intel founder Gordon Moore proposed “Moore’s Law.” Moore’s Law stated that approximately every year, the number of transistors in and speed of microprocessors would double. He was right! Currently, the number of transistors and speed of microprocessors currently doubles approximately every 18 to 24 months. Components continue to shrink in size and are becoming faster, cheaper, and more versatile. Back when the first computers were created in the 1940s, they were the size of an entire house, and had far less power than the computers we know today. The pioneers of computer technology could never have imagined how small and fast computers would become – or could they? Computers have gotten smaller and more powerful due to advances in microprocessor technology. For example, the Pentium 4 processor has 42 million tiny transistors on a microchip the size of your thumbnail. The tiny transistors replaced large vacuum tubes on early computers. As time goes one, more and more sophisticated microchip technology increases the speed and decreases the size of computer technology. Writing Task Select one of the following topics for a paragraph: - How to purchase a computer - The similarities and differences between word processing and desktop publishing software - Your experience using e-business In the space below, create a draft of your paragraph based on prior knowledge, information from your textbook, and/or Internet-based research. Use a separate page if you run out of space. Topic sentence Supporting sentences (record in point form on this worksheet) These should: - Support your main idea - Provide enough details/support/examples to make your point Concluding sentence In the space below, describe how you would convert the information above into slides using presentation software. \| Slide 1 \| Title slide – topic, author name, date \| \|---------\|----------------------------------------\| \| Slide 2 \| \| \| Slide 3 \| \| \| Slide 4 \| \| \| Slide 5 \| \| \| Slide 6 \| \| \| Slide 7 \| \| When students can get the “picture” of a form of writing in their heads, they feel more confident about creating the final product. A template or framework is a skeletal structure for a writing form that allows students to organize their thoughts and researched information in order to write a first draft. Essay maps are another type of template. Purpose - Provide students with a template to scaffold their understanding of a form of writing and help them organize information before drafting the piece. Payoff Students will: - learn the common expectations for the form and components of a particular writing assignment. - organize their writing and ensure that it meets the requirements of the assignment. Tips and Resources - To help students understand how to construct a writing assignment, they may first need to deconstruct an example of the assignment. The same template that is used for structuring student writing can be used initially to analyze examples of a writing form. For instance, before having students use the template to write in a specific form, give them an example of the same kind of writing, (See Sample Business Report.) and have them use the template to identify the example’s main idea, supporting details, transitional sentences, etc.. Using the template to deconstruct a piece of writing before writing their own version gives students an exemplar from which to work when they begin their own writing. This activity can also be done in pairs or in small groups. - Use examples from the Ontario Curriculum Exemplars. - Use examples found in the Ontario Business Studies Profiles. - For more information, see: - Teacher Resource, Writing a Procedure. - Teacher Resource, Template For Writing a Procedure. - Teacher Resource, Writing a Report. - Teacher Resource, Information Report Sample. Cross-Curricular Literacy: Strategies For Improving Secondary Students’ Reading and Writing Skills, pp. 64-79. Reading and Writing for Success Senior, Chapter 12. Adolescent Literacy, Part III, Cross Curricular Connections, pp. 24-33, York Region District School Board. Textbook with Business Report Preparation information such as: Managing ITC Projects in Business. Norbry Publishing, 2002. ISBN 1-55232-073-1 distributed by Nelson. Further Support - The template for any individual writing assignment can be revised to make the modifications or accommodations necessary for students with special needs. For example, reduce the number of paragraphs or supporting details, create differing expectations for research, or for the complexity of the main idea, etc. ## Writing for a Purpose: Using Templates BTT, Introduction to Information Technology In Business, Grade 9/10 \| What teachers do \| What students do \| \|------------------\|------------------\| \| Before \| \| \| • Make overheads of the Student/Teacher Resources: Writing a Business-Style Report, Sample Business-Style Report, Business-Style Report Template, Rating Scale for Business-Style Reports. • Make photocopies and distribute the outline of a business-style report, and the sample report. • Read Writing a Business-Style Report aloud; discuss the parts of the report, the purpose and the payoff. • Model the method of deconstructing the business-style report using the first paragraph of part of the example. • Ask aloud, “What happens in this paragraph/part of the business-style report? • Answer the question: “The first paragraph is called a summary. In a few sentences, it gives me a sense of what this report is all about and provides the major recommendation.” • Ask the students to work in groups of four to deconstruct the rest of the example. • Engage students in a whole-class discussion following their group work, and record responses about what happens in each part of the paragraph. \| • Read the Writing a Business-Style Report, follow the teacher’s oral explanation of a Business-Style Report • Read the Sample Business-Style Report, after the teacher completes the oral deconstruction of the first paragraph. • Work in groups of four to determine what happens in each subsequent paragraph or part of the sample by asking, “What happens in this paragraph/part of the piece of writing?” • Contribute responses to the whole-class discussion. \| \| During \| \| \| • Distribute the template to students to help them consolidate their understanding of what happens in each part of the assigned business-style report. • Direct the students to use the template to organize the information they have prepared/researched for this assignment. • Monitor the students’ work as they begin completing the template. • Begin completing the assigned business-style report. \| • Begin the completion of the template by adding the information they have researched or prepared or – e.g., results of data gathered through survey or background information searched on the Internet. • Begin the completion of the assigned business-style report. \| \| After \| \| \| • Assign a completion date for the template. • Assign a completion date for the business-style report. • Distribute Rating Scale for Business-Style Reports. Use pair peer editing of the completed template and business-style report. • Give direction for peer-editing process. • Remind students that they are not responsible for correcting all the writer’s errors, but that they can underline areas of concern, or circle words that should be checked for spelling or usage. \| • Complete the template. • Peer-edit your partner’s template. • Complete the business-style report. • Exchange pieces of writing with a partner. • Individually read and annotate the partner’s work (circling, underlining, and writing questions or comments). • Remember that the writer owns the writing; therefore, the reader is not primarily responsible for correcting all the writer’s errors. • Read the peer-editing checklist they receive, with their work and make the needed changes. \| Writing a Procedure What is a procedure? A procedure is a form of writing that informs the reader about how to do something. A procedure gives detailed instructions that the reader should be able to translate into action. Procedures could be written in science class to outline the steps taken in an experiment, or as a step-by-step explanation about how to play a game created in response to a language activity. In a procedure, you can do the following: - Begin by identifying the topic or issue and the relevance or importance of knowing how to do the thing that is being explained. For example, writing a procedure for programming a VCR will help you make full use of the various features your VCR offers. - Proceed by identifying the intent or goal of the procedure. What is it that will be accomplished if the reader follows the steps identified? - Make a prediction, or create a hypothesis about what will happen if the steps are followed. - Identify any equipment or materials you will need in order to complete the procedure. - Write step-by-step instructions related to the procedure. Write in time sequence and provide as much detail as the reader will need to be able to follow the instructions and actually do what it is you are describing. - Let your readers know how they will know if they have been successful. How do you write a procedure? 1. Use an organizer such as a flow chart to plan the sequence you will describe. Make a list of the equipment or materials you will need. 2. When writing your instructions, think of who your audience might be. The age and interests of the audience will determine your tone and choice of language. For example, if you were writing instructions for building a cabinet for a carpenter, they would be very different from instructions you would write if the reader had never built anything before. 3. In your conclusion, provide your readers with an indication of how they will know whether or not they have been successful. Template for Writing a Procedure Topic: ____________________________ \| Introduction \| \|--------------\| \| • Topic/issue \| \| • Relevance/importance/real-world connections \| \| Aim/Goal (be brief – one sentence) \| \|-----------------------------------\| \| • What do you intend to do? \| \| • What will you accomplish? \| \| Hypothesis: \| \|-------------\| \| A suggested answer or reason why one variable affects another in a certain way, or your educated guess about the outcome of your research. \| \| Materials/Equipment/Ingredients: \| \|---------------------------------\| \| What do you need to perform this task? \| \| Procedure/Method: \| \|-------------------\| \| What steps must you follow? What is the appropriate order for these steps? \| \| Analysis/Confirmation/Testing: \| \|-------------------------------\| \| Did your process work? What did you learn from your procedure? \| Writing a Report What is a report? A report is a form of writing that provides information. There are different types of reports. And they can be organized in different ways depending on the purpose and audience. However, a report is usually based on researched facts or on accurate details of a situation or event, not just on the writer’s own knowledge. You might write a report for Introduction to Business comparing types of businesses, or you might write a report for Science class on the increasing uses of lasers as tools in industry and medicine. You might also write a report detailing the organization, costs, participation, and success of a certain event such as a concert or banquet. In business situations, or in science or medical journals, reports are organized with a summary (or abstract) at the beginning. The purpose of this summary is to give the person reading the report a sense of the main content. The rest of the report fills in the background information, the process by which the information was obtained, and makes recommendations. How do you write a report? 1. Research your information, finding it in several different sources e.g., books, magazines, the Internet. 2. Take notes from your sources of the key details that you need. Be sure to record which information comes from which source so that you can give credit to your sources. 3. Use an organizer such as a chart, web, or sub-topic boxes to sort and classify your information into different areas for sub-topics. 4. When writing your introduction, think of who your audience might be. If your report is to be made orally to your classmates, you will want to catch their interest somehow, perhaps by referring to some personal experiences. If your report is for the teacher or from an “expert” on your topic, you should be more formal and to the point, avoiding the use of “I” and being more objective. 5. Develop each sub-topic paragraph with an appropriate topic sentence that shows how the sub-topic links to the topic. 6. Make sure that your sub-topic paragraphs have a logical order and that they flow smoothly. Use sub-headings to guide your reader through a lengthy report with many sub-topics. 7. Write a conclusion that summarizes two or three main points you wish to make about your topic. Depending on the type of report, write several recommendations. 8. Give credit to your sources by acknowledging them. There are several correct formats for citing sources. One way is to list the sources alphabetically by the author’s surname, following the pattern below: Bentley, George. Laser Technology. Toronto: Porter Books, 2004. Lawrence, Anita. “The Laser Revolution.” MacLean’s. March 6, 2000: 52-57. Another example, known as “APA format” follows this pattern: Bentley, G. (2004). Laser Technology. Toronto: Porter Books. Lawrence, A. (2000) “The Laser Revolution.” MacLean’s, 62 (35), 52-57. Information Report Sample Introduction: Introduce topic and classify it or put it in a category e.g., “Lasers are an exciting new tool in industry and medicine.” In two or three sentences, give the reader a “map” of what you plan to do with the topic. Essentially you are naming your sub-topics e.g., “In industry and manufacturing, lasers revolutionizing both the design process and the production of goods. In medicine, lasers are changing surgical procedures with some remarkable results. The future possible uses for lasers are very exciting.” First sub-topic: Define your topic and give some general information about it e.g., say what a laser is, and give some brief history. You may also choose to provide this information in your introduction. Make several key points with information from your research. Write a transitional sentence or question –e.g., “While lasers may be a marvel of physics, they have some very practical applications.” Second sub-topic: e.g., “Lasers in industry and manufacturing” Make key points from your research. Write a transitional sentence. Third sub-topic: e.g., “Lasers in medicine” Key points from your research: Write a transitional sentence. Conclusion: Re-state some of your key points e.g., key uses of lasers in manufacturing, of key use in medicine, such as reducing blood loss in surgery. Write an emphatic concluding sentence e.g., “It is likely that many more uses will be found for lasers as we learn the capabilities of this powerful tool.” Information Report Template Introduction: First sub-topic: Key points from your research: Transitional sentence: Second sub-topic: Key points from your research: Transitional sentence: Third sub-topic: Key points from your research: Transitional sentence: Conclusion: Re-state some of your key points Write an emphatic concluding sentence Writing a Business-Style Report What is a business-style report? A business-style report is a form of writing that provides information in a uniquely organized manner for a specific audience. Like the report, it is based on researched facts or on accurate details of a situation or event, not just on the writer’s own knowledge. The purpose of a business report is to convey essential information that is accurate, clear and concise. Business writing should be brief and to the point. The business-style report is always dated. Businesses change rapidly; facts and solutions change daily. The business-style report is prepared to: help in decision-making, outline changes needed, give solutions to problems. The business-style report defines a problem or issue; presents data to analyze the problem or issue; draws conclusions; and, makes recommendations. Business-style reports are organized with the summary at the beginning. The reports are presented to busy people; many executives read only the executive summary or abstract (capsule version) of the report. Parts of a Business-Style Report - Executive Summary – three to five sentence summary of the facts - Problem Statement – summarize the background to the situation - Analysis – explain the investigative process - Decision Criteria and Alternatives – the data generated is integrated - Conclusion – proposed solutions based on data, objective statement of what the report has shown Executive Summary: an abstract (capsulated version) of the report as a whole, briefly outlining the company’s background, the problem, and the recommendations (in broad terms). The executive summary is prepared after all other parts of the report are completed, but appears at the beginning of a business-style report. Problem Statement: outlines the problem in two or three sentences. Analysis: includes all the data that has been collected. Decision Criteria and Alternatives: data generated is integrated into the report in the form of the words, graphics, charts and tables. Conclusion: is a section outlining what the report has shown with several recommendations that back up the main recommendation given in the executive summary. Remember you are trying to sell the management on your idea. 1 Adapted from InsightTs: Succeeding in the Information Age Sample Business-Style Report Executive Summary Though Canadian Clothiers has a web presence the site is bland, has little appeal and allows minimal customer interaction. We recommended that an e-tail site, with database connectivity be created. The cost factors will be quickly offset by increased purchases and the benefits of a customer database. The website would enhance overall sales, and add shareholder value. Problem Statement Canadian Clothiers, a large clothing retailer, wants to increase shareholder value by turning their existing website into an e-tail site. Mr. Canuck, the president and CEO, wants to take advantage of the benefits of a more interactive website. Analysis Currently, Canadian Clothiers has a web presence. The website is informational, including product information, special sales, company information and locations. It is possible for website visitors to send a message to the Webmaster through a link to an email address. The site is uninspiring and hasn’t much appeal. The present web site does not allow for much interaction with the user. The company wants customers to be able to order merchandise online, and have it shipped to their homes. This would involve database connectivity which would add development and maintenance costs to running the website. Decision Criteria The hosting server would have to be capable of running a database over the web. The server would have to have the proper extensions to run whatever database is chosen, which would involve additional monthly website hosting fees. These fees will range from $75 to $125 per month. Additional development costs of $4500 to $5000 would have to be spent to upgrade the website. As well, additional personnel would have to be re-deployed or hired to manage the extra Website traffic. An alternative would be the web site company handling the database function. Quoted fee is $250 per month extra on top of the hosting fees. With the increase in web business through the site, there is a danger that in-store business would decrease. The product offerings through the website should be different from the in-store clothing line, so hopefully overall business increases. Development of a unique clothing line brings extra costs to the business. Alternatives More information could be gathered about customer trends and preferences, which would help in future marketing. This may impact on the sales of the existing clothing line. The company may wish to do a further cost/benefit analysis. Issues such as the cost of creating and running the site, and marketing decisions could be explored thoroughly to make a final decision. Conclusion Based on the above analysis, and weighing the various alternatives using the decision criteria, we recommend that Canadian Clothiers: upgrade the website to an e-tail site; develop a similar, but unique clothing line to market and sell over the web. Hire one additional person with web based database management skills to manage the website. This would be more cost effective than outsourcing this function. A more detailed customer profile would result from the additional information gathered through the online ordering. In addition, we think that the website would enhance overall sales, and add shareholder value. - An e-tail site, with database connectivity be created; - Additional personnel be hired to manage the website; - A unique line of clothing be developed to market through the website. Current Date Web site Action Committee Adapted from BTX4CP Information Technology in Business Profile, available online at www.curriculum.org Business-Style Report Template \| Section \| Description \| \|--------------------------\|-----------------------------------------------------------------------------\| \| Executive Summary: \| Provide a three- to five-sentence summary of the facts and findings of your report. \| \| Key recommendation: \| \| \| Problem Statement (Introduction) \| Summarize the background to the situation investigated. This outlines the problem that has to be solved. \| \| Analysis (First subtitle) \| Explain: \| \| \| - the process. \| \| \| - How did you find the facts and information? \| \| \| - What is the issue? \| \| Decision Criteria (Second subtitle) \| What key information and facts were discovered? \| \| Alternatives (Third subtitle) \| Key options or further steps are given. \| \| Conclusion \| Write several recommendations \| ## Rating Scale for Business-Style Reports \| Criterion \| Level 1 \| Level 2 \| Level 3 \| Level 4 \| \|----------------------------------\|------------------------------------------------------------------------\|------------------------------------------------------------------------\|------------------------------------------------------------------------\|------------------------------------------------------------------------\| \| Accuracy \| Report is incorrect in any or all parts \| Accurate information in all parts of the report \| Terminology and visual images are up-to-date and appropriate \| High-level criteria used to judge the accuracy of researched information\| \| Completeness/thoroughness \| Report is incomplete; parts missing \| Minimum requirements met \| All eight parts of the report present and focused \| Thorough treatment of all parts of the report \| \| Diversity/comprehensiveness of viewpoints \| Bias evident through distortions, omissions or misleading information \| Material presents only one point of view \| Content, treatment and vocabulary give the reader opportunities to think critically \| Careful consideration to recognize and appreciate viewpoints or interests \| \| Connectedness of content \| Little or no connections made \| Appropriate connection made in the problem description \| Meaningful links in the problem description \| Insightful, or imaginative description of the problem \| \| Interpretation/analysis \| Unfocused interpretations or not all areas covered \| Adequate interpretations on the identified areas \| Interpretations complete with enough information to evaluate alternatives \| Special or unusual interpretations to create emphasis or deepen understanding \| \| Inquiry/insight \| Unfocused research or not all areas covered \| Adequate research on basic areas \| Evidence of thorough research \| Highly effective strategies to gather information and generate ideas \| \| Vocabulary and mechanics \| Poor terminology, language, grammar \| Adequate use of terminology, language, grammar \| Good use of terminology, language, grammar \| Exceptional use of terminology, language, grammar \| Adapted from BTX4CP Extensions found available online at www.OABEC.org Students are divided into groups of a certain size – for example, five members. Each student is assigned a specific role and responsibility to carry out during the small-group discussion. Purpose - Encourage active participation by all group members. - Foster awareness of the various tasks necessary in small-group discussion. - Make students comfortable in a variety of roles in a discussion group. Payoff Students will: - all speak in small groups. - have specific roles to fulfill, clearly defining their role in the small group. - receive positive feedback that is built into the process. - participate actively in their learning. Tips and Resources - It is important to vary the composition of small groups, allowing students the opportunity to work with many classmates of various abilities, interests, backgrounds, home languages, and other characteristics. - It is a good idea to repeat this activity throughout the year. This will allow students the opportunity to experience different roles and to improve their skills. Roles should not get in the way of learning. - For examples of this strategy in use see: Developing and Organizing Ideas: Webbing, Mapping and More, pp.108 - 109. The Student Resource, Mind Mapping Hardware Components of a Computer Workstation, outlines group roles. The strategy Small-group Discussion: Jigsaw has a Student Resource, Expert Group Members and Roles that indicates the specific roles of group members. - Time the exercise to keep students focused on the task. - If research is required, involve all students in the process, regardless of their role. This activity provides an excellent way for students to share research and come to a consensus about important information. - For Role ideas, see Student/Teacher Resource, Sample Role Sheet and Role Cards. - To encourage students to reflect on their learning, use Student Resource, Small-group Discussion Reflection Sheet. - For more information, see - Student Resource, Small-group Discussion Sample Role Sheet and Role Cards. - Student Resource, Small-group Discussion Task Sheet. - Student Resource, Small-group Discussion Reflection Sheet. Further Support - Although it is important to vary the composition of groups, it is also important to consider the particular needs of struggling students. ## Small-group Discussion: Group Roles ### Introduction to Information Technology In Business \| What teachers do \| What students do \| \|------------------\|------------------\| \| Before \| Before \| \| - Choose a topic for discussion or use the topic given in Student Resource, Small-group Discussion Task Sheet. - Listing roles can help students define the task; preparing and distributing role sheets clearly defines the student’s responsibility. See, Sample Role Sheet and Role Cards. - For example: Leader: defines the task, keeps the group on task, and suggests a new way of looking at things. Manager: gathers and summarizes materials the group will need, keeps track of time, and collects materials the group used. Note maker: records ideas generated by the group, and clarifies the ideas with the group before recording. Reporter: reports the group’s ideas to the class. Supporter: provides positive feedback for each speaker, makes sure everyone gets a turn, and intercepts negative behaviour. - Or, include the roles in the task handout. See Small-group Discussion Task Sheet. - Prepare an overhead transparency of the task sheet and copies for the students, or broadcast copies of the task sheet to students. - Collect chart paper, markers and material to display the finished T-charts. \| - Understand the question/task. - Understand their roles and responsibilities. \| \| During \| During \| \| - Divide the class into groups. - Use the overhead to present the parameters of the task. - Explain the time limits and remind the expeditor to track the time. - Circulate around the room, ensuring that all students are fulfilling their roles. - Comment constructively on group process. - Have groups post their completed T-chart. \| - Understand the task. - Understand their roles and responsibilities - Fulfill the roles to the best of their abilities. - Use active listening skills. - Act positively and encourage other group members. - Participate fully in the discussion. - Adhere to the time limits set by the teacher. \| \| After \| After \| \| - Follow up by developing a master T-chart with the class. - Ask the students to individually complete an evaluation of the discussion process. See Student Resource, Small-group Discussion Reflection Sheet. - Debrief the whole class, asking students to comment on the success, benefits of the exercise. - Plan to repeat this activity (with different topics), allowing students to try each. \| - Take part in the whole class development of a master T-chart. - Complete the Small-group Discussion Reflection Sheet. - Discuss the successes and benefits of using structures/rules in small groups. \| ## Role Sheet \| Role \| Responsibilities \| \|-----------------------\|----------------------------------------------------------------------------------\| \| Checker \| Makes sure everyone understands the task. \| \| Scout \| Visits other groups to get more information. \| \| Pacer \| Keeps the group moving and focused on the task. \| \| Encourager/Supporter \| Repeats or rephrases what’s been said while providing support and encouragement.\| \| Facilitator \| Makes sure everyone contributes. \| \| Expeditor \| Collects all necessary material for the group and makes sure the group meets the timelines. \| \| Summarizer/Reporter \| Pulls together the conclusions and works towards group consensus. \| \| Scribe \| Takes notes for the group. \| \| Noise Monitor \| Ensures that the class has the quiet they need to work. \| ## Sample Role Cards ### Leader - Does everyone understand what we’re doing? - Have you thought about this in another way? - We’re getting off topic; let’s get back to the task. ### Manager/Expeditor - Here are the materials we’ll need. This is what I think we should look at. - We have ____ minutes left. - Now that we are finished, let me gather the materials. ### Scribe/Note-maker - Would you repeat that so that I can write it all down? - What do you mean by that? - Let me read to you what I’ve written so far. ### Reporter - Let’s review the scribe’s notes. - Does anyone have anything to add before I report to the class? - Does anyone have any suggestions on how to report to the class? ### Encourager/Supporter - Really good point. - We haven’t heard from ________ yet. - Please don’t interrupt; you’ll get your turn. Small-group Discussion Task Sheet The Task You are a team of Career Consultants. Together discuss and make a list of careers that require an understanding of information technology. Your client has also asked you to identify local employers that may require employees who have knowledge of information technology. Remember the brainstorming rule: ACCEPT ALL IDEAS. The Team \| Role \| Description \| \|---------------\|-----------------------------------------------------------------------------\| \| Pacer \| Keeps the group moving and focused on the task. \| \| \| - Does everyone understand what we’re doing? \| \| \| - Have you thought about this in another way? \| \| \| - We’re getting off topic; let’s get back to the task. \| \| Scribe \| Takes notes for the group. \| \| \| - Would you repeat that so that I can write it all down? \| \| \| - What do you mean by that? \| \| \| - Let me read to you what I’ve written so far. \| \| Expeditor \| Ensures that the class has the quiet they need to work. \| \| \| - Here are the materials we’ll need. This is what I think we should look at.\| \| \| - We have____ minutes left. \| \| \| - Now that we are finished let me gather the materials. \| \| Facilitator \| Makes sure everyone contributes. \| \| \| - Really good point. \| \| \| - We haven’t heard from_________yet. \| \| \| - Please don’t interrupt; you’ll get your turn. \| The Product Your team needs to produce a T-chart with a list of the info tech careers on one side and local employers that use Info Tech people on the other side. Small-group Discussion Reflection Sheet Name: Role: Topic: Info Tech Careers and Area Employers 1. Comment on your group’s ability to work together in a positive manner. Consider cooperation, listening, and organization. 2. What are your group’s strengths? 3. What are your group’s areas for improvement? 4. Comment on your own ability to work in a positive manner. Consider cooperation, listening, and organization. 5. What are your strengths? 6. What are your areas for improvement? 7. Comment on your success in fulfilling the role you took. Small-group Discussion: Place Mat Introduction to Information Technology In Business In this easy-to-use strategy, students are divided into small groups, gathered around a piece of chart paper. First students think about a question and write down their ideas on their own section of the chart paper. Then students share ideas to discover common elements, which can be written in the centre of the chart paper. Purpose - Give all students an opportunity to share ideas and learn from each other in a cooperative small-group discussion. Payoff Students will: - have an opportunity to reflect and participate. - have fun interfacing with others and extending their learning while accomplishing the task. Tips and Resources - The strategy can be used with a wide variety of questions and prompts, for example: 1. “Have the recent changes in information technology had a positive and/or negative impact on business working conditions?” 2. “Describe major issues related to security on the Internet.” 3. “What are some ethical issues of data sharing?” 4. “Explain the content and purpose of an Internet acceptable use agreement?” 5. “Determine criteria to evaluate websites in terms of validity, bias and usefulness.” - Use the place mat strategy for a wide variety of learning goals, for example: - to encourage students to share ideas and come to consensus on a topic - to activate the sharing of background knowledge among students - to help students share problem-solving techniques in mathematics and science - to take group notes during a video or oral presentation. - Groups of 2 to 4 are ideal for place mat, but it can also work with up to 7 students in a group. - You may choose several questions or issues for simultaneous consideration in a place mat strategy. To start, each group receives a different question or issue to work on. Once they have completed their discussion, the groups rotate through various questions or issues until all have been explored. - Place mat also works well as an icebreaker when students are just getting to know each other. - For a sample place mat, see Teacher Resource, Place Mat Template and Example. Beyond Monet, pp.172-173. Further Support - Give careful consideration to the composition of the small groups, and vary the membership according to the students’ styles of learning and interaction, subject-matter proficiency, and other characteristics. - Some students may benefit from being able to “pass” during group sharing. ## Small-group Discussion: Place Mat ### Introduction to Information Technology In Business \| What teachers do \| What students do \| \|------------------\|------------------\| \| Before \| \| \| • Divide students in groups of 4. • Step 1: Teacher Model - Using Teacher Resource, Place Mat Template and Example, as a guide, explain and model the Place Mat technique to students either on the chalkboard or using an overhead transparency. • Step 2: Teacher and Whole Class - Make an overhead of the second Teacher Resource, Place Mat Template and Example and ask the students to complete the center as the teacher notes the responses on the overhead. • Select a question or topic for students to explore using “Place Mat.” Examples include: - Why is ergonomics important? - What do we know about copyright law? - What do we know about viruses? - What is the role of an operating system? • Another option is to list the questions found in Tips and Resources and assign one for each group. • Distribute chart paper to each group. • Ask the students to divide the chart paper into sections equal to the number of students in the group, leaving a circle or square in the centre of the chart. Note: this middle section can be omitted, depending on the learning task involved. \| • Contribute to the class discussion on the Example Questions on the criteria you think should be used to evaluate a web site in terms of validity, bias, and usefulness. • Divide the chart paper into sections. \| \| During \| \| \| • Direct each group member to think about, and then write silently about the question or topic in his or her personal area of the chart paper for a determined amount of time. \| • Gather their thoughts about the chosen question or topic and write silently in their own area of the paper, respecting the space and silence of all members of the group. \| \| After \| \| \| • Give a signal for students in each group to discuss their ideas and experiences and find common elements or ideas. • Have students post the charts to share their group’s thinking with the class. • In a large group discussion, compare all groups’ results with how the topic is presented in the classroom textbook or other classroom reading. Identify gaps in both. Record the differences on a separate sheet of chart paper. \| • Take turns sharing ideas with the group. • Engage in discussion with all group members to arrive at common elements or ideas. • Record common ideas in the centre of the placemat (if so directed by the teacher). • Use oral skills, such as active listening, requesting clarification, and coming to consensus. • Circulate the charts around the room so that groups can compare. • Compare results of groups to information in another source (i.e., textbook or other reading) to identify gaps. • Contribute to class discussion to create a list of differences between class and textbook topic/question content. \| Write quietly on your own in your section of the placemat for several moments. Gather and record common concerns, concepts and ideas in this space Example: take a few minutes to think about and write down what you know about safety and security when using the Internet. - keep your password a secret - don’t leave your computer on when you’re not there - use a firewall - don’t share personal information over the Internet - be wary in chat environments; do not agree to meet strangers you encounter online - don’t open attachments on e-mail unless you are expecting them - do not open disks from unknown sources - use anti-virus software to protect yourself from viruses - disconnect high speed Internet when not in use - use encryption for all online information - delete personal information that does not need to be on your computer Example question: Take a few minutes to think about and then write down in your own section of the border the criteria you think should be used to evaluate a web site in terms of validity, bias, and usefulness. Six-person Place Mat \| Through group sharing of ideas and experiences, gather common concerns, concepts, and ideas in this section of the place mat. \| \|---\| \| Does the site have age, race, and gender bias? Where does the information come from? How credible is the source? \| \| -Narrow point of view -Only one side of an argument -easy to understand \| \| Through class sharing of ideas and experiences, gather common concerns, concepts, and ideas in this section of the place mat. \| \| Is the information well organized? Is it easy to find specific data? Can I understand the info? \| \| Is it: - easy on the eyes -appropriate -references given \| \| Is the info timely and relevant? -errors -no references -accurate \| \| Is the information difficult to access? Is the site designed to inform or lead you to specific products and services? Is the information difficult to understand? \| Jigsaw is a complex form of cooperative learning and it is important that students have experience with small group learning skills before they are involved in jigsaw. Jigsaw is a cooperative learning technique that provides students with an opportunity to actively help each other in their learning. Each student is assigned to “home groups” of three to five, and an “expert group” consisting of members from different home groups. Students meet in their expert group to discuss specific ideas or solve problems. Then they return to their home group, where all members share their expert knowledge. Purpose - Encourage group learning and sharing in a particular task. - Provide struggling learners with more opportunities to comprehend meaning and ask for explanations than they would normally. Payoff Students will: - increase their comprehension and have a compelling reason for communication. - receive support and clarification from other students. - share responsibility for each other’s learning as they use critical thinking and social skills to accomplish the learning task. - gain self-confidence through their contributions to the group effort. Tips and Resources - Create mixed-ability expert groups so that students of varying skills and abilities have the opportunity to learn from each other, as they become experts on the material. - As students enter the classroom, hand out cards with the expert group numbers or symbols on them, in order to manage the logistics of breaking into expert groups. The tasks can be also be coded in this manner for easy distribution. Each expert group is assigned one piece of software to explain to the class. - Have the expert groups make electronic presentations to the entire class on their software application. During the presentation, each student takes cumulative notes or fills in the information organizer, resulting in a complete picture when all the presentations have been done. - As another option, have the students in the expert groups return to their home groups and share the researched information instead of preparing and presenting an electronic presentation. Supply the summary chart to guide students in organizing the experts’ information into a cohesive and meaningful whole. See the following resources: Teacher Resource, Software Applications Research Student Resource, Expert Group Members and Roles Student Resource, Software Categories and Uses Chart Beyond Monet, pp. 158-159. Reading, Writing, and Learning in ESL, pp. 337-338. Teaching Reading in Social Studies, Science, and Math, pp. 264-266. Further Support - Give students a framework for managing their time on the various parts of the jigsaw task. - Circulate to ensure that groups are on task and managing their work well. Ask groups to stop and think about how they are checking for everyone’s understanding and ensuring that everyone’s voice is heard. ## Small-group Discussion: Jigsaw ### Introduction to Information Technology In Business \| What teachers do \| What students do \| \|------------------\|------------------\| \| Before \| Before \| \| • Choose the software applications to research. See list on Teacher’s Resource, Software Applications Research. • Assign each student to a “home group”, the number in the groups will depend on the number of applications researched. One expert in each group for each software application researched. • Make overheads of the handouts provided: Teacher Resource, Software Applications Research; Student Resource, Expert Group Research Action Plan; Student Resource, Expert Group Members and Roles; Software Categories and Uses Chart. • Distribute Student Resources in hard copy or through the class network. \| • Meet briefly in the home groups before breaking off into the expert groups. \| \| During \| During \| \| • Ask the students to brainstorm the different software. Go over the software applications using Software Applications Research overhead. • Distribute the student handouts. • Establish the guidelines for the project showing the overheads of the student handouts. • Have the various expert groups meet and prepare the presentation. • Remind students that the experts will be returning to home groups to review the presentations and help check the summary chart for accuracy. • Direct students to fill in the Software Categories and Uses Chart during the presentations. • Convene home groups so that each student can share his or her expertise. \| • Work together to make sure that all the group members become experts on the required research. • Ask the teacher to clarify any instructions they are still unclear or confusing. • Develop and present an electronic presentation that covers the research questions. • Fill out the summary chart as you listen to the presentations. • After the electronic presentation return to home group and review the presentation material, monitor the comprehension by asking questions and rephrasing the information until it is clear. • Act as the ‘expert’ for accuracy on your part of the Software Categories and Uses Chart. \| \| After \| After \| \| • If appropriate, convene the class as a whole group to review and share learning or to enable expert groups to present to the entire class. • Have students reflect on the communication they used to help all group members understand the material. \| • Ask the teacher to clarify any information or ideas that are still unclear or confusing. • Discuss what communication helped them to understand the material explained by others. \| Software applications are programs that make common tasks easier; they entertain, instruct, and increase productivity. Originally software fell into three categories. - Word Processing - Spreadsheets - Databases Today we have many software categories and a variety of programs within each category. - Accounting - Computer Aided Design - Desktop Publishing - Electronic Presentations - Image Editing - Internet Browser - Multimedia - Paint Programs - Portable Document Formatting Software - Project Management - Web Site Design Research Steps 1. Home Groups meet and each teammate is assigned different software to research. 2. Research groups meet; the students with the same assigned material together research and prepare an electronic presentation to teach the software material. 3. Research group rehearses, fine-tunes, and presents the presentation. 4. Students individually fill in the Software Categories and Uses Chart as they observe the various presentations. 5. Home groups reconvene and teammates take turns orally reviewing the presentation and helping the home-group members check the Software Categories and Uses Chart for accuracy. Mastery - Whole class debriefing Expert Group Members and Roles Task Your task is to develop an electronic presentation tutorial. Together you: - research your assigned software application; - study the software application; - answer the research questions on the Action Plan; - plan ways to design an effective electronic presentation; - develop and present the electronic presentation; - plan ways to teach the information when you return to your home group. Example roles: Manager, Note-taker, Researcher, Electronic Presentation Developer, Presenter \| Name \| Role (make notes on what the job entails) \| Assigned Tasks \| \|------\|------------------------------------------\|----------------\| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Software Category \| Definition and/or Characteristics \| Uses \| \|---------------------------------\|-----------------------------------\|------\| \| Word Processing \| \| \| \| Spreadsheets \| \| \| \| Databases \| \| \| \| Accounting \| \| \| \| Computer Aided Design \| \| \| \| Desktop Publishing \| \| \| \| Electronic Presentations \| \| \| \| Image Editing \| \| \| \| Internet Browser \| \| \| \| Multimedia \| \| \| \| Paint Programs \| \| \| \| Portable Document Formatting Software \| \| \| \| Project Management \| \| \| \| Web Site Design \| \| \| In this strategy, students begin sharing their ideas in pairs, then build to a larger group. The discussion web provides practice in speaking, reading, and writing. Purpose - Give students the opportunity to develop their ideas about opposing sides of an issue and share them with classmates in a situation that requires critical thinking. Payoff Students will: - be involved in discussion and critical thinking. - take responsibility for developing and sharing their ideas. - reflect on their own developing discussion skills. Tips and Resources - The discussion web works well in a variety of contexts. For example: - “What are the morally right and wrong ways to use a computer?” - “Do computers invade our privacy?” - “Should the Internet be censored?” - “What information is proper/improper to store?” - “Have computer games had a positive and/or negative impact on violence?” - The strategy guides students to think about an issue and gather evidence for both sides of the issue. It is important to choose an issue that has well-defined positions “for” and “against” a proposition. - Model the process thoroughly to show how the discussion web works before having the class engage in the discussion web activity. See the Teacher Resource, Discussion Web T-chart Example. - Prepare a T-chart graphic organizer for students to organize their supporting arguments. See Teacher/Student Resource, Discussion Web T-chart Organizer. - Sample readings on a variety of topics for discussion webbing can be found in InsighTs: Succeeding in the Information (Toronto: Nelson, 2000). Examples of readings in this book relevant to this activity include: E-Mail Netiquette (p.188), What Do You Think? (p. 191), The Business World and Ethics (p. 270), Ethical Implications in the Age of Information (pp. 272-281), Case Study: Bill C-6 Affects E-Commerce (p.275), Intellectual Property (pp. 289-291). Teaching Reading in the Content Areas, pp. 160-162. Teaching Reading in Social Studies, Science and Math, pp. 269-273. Further Support - Some students may need support with note taking while they read, or clarification about arguments that support each side of the issue. - Have students fill out the Yes/No, Positive/Negative T-chart together in pairs. ## Small-group Discussions: Discussion Web ### Introduction to Information Technology In Business \| What teachers do \| What students do \| \|------------------\|------------------\| \| Before \| Before \| \| - Use before-reading strategies to prepare students before assigning a reading selection on a relevant topic. (See Tips and Resources for specific reading suggestions). - Target a particular position or point in the reading selection and explain that students will read the selection and construct support for and against the point or position in the reading (e.g., genetically modified crop growing should be expanded; cities should offer free public transportation on smog days). - Present the discussion web question to the class. \| - Read the selection chosen by the teacher. - Think about the point made or position stated in the reading selection. Individually try to construct support for both sides of the issue. \| \| During \| During \| \| - Explain to students that they will have to develop support for both viewpoints by citing specific reasons. - Allow enough time for students to contemplate and write down reasons for each viewpoint. - Put students in pairs to share their written ideas. - Combine two pairs of students and have them compare their ideas and form a conclusion on which viewpoint to support. - Call on a representative from each group to share the group’s conclusion with the class. \| - Think about and individually record ideas on both sides of the issue, using a T-chart format. - Share ideas with a partner, adding any missing ideas to their T-chart. - Move on to sharing ideas in a group off our, adding any additional points to the T-chart; the larger group must then decide which side of the issue to support, based on both the quantity and quality of the arguments on each side. - Reach a conclusion as an entire class about the viability of each position. \| \| After \| After \| \| - Follow up by asking students to individually write a paragraph about their own position and the reasons for taking it. - Provide time and a framework for students to reflect on the discussion skills they used during the activity, their strengths, and how they can improve. \| - Write about their position and reasons for it. - Reflect on the discussion skills they used and how they can improve their participation and effectiveness in small-group discussions. \| Telecommuting is a modern phenomenon that is increasing dramatically. Employees work at home. They communicate with other company employees using fax machines, email, computers, telephones and video conferencing. There are both advantages and disadvantages of telecommuting for the individual, the employer/business and society. 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Local Action Creating Health Promoting Schools WHO gratefully acknowledges the generous financial contributions to support the printing of this document from: the Division of Adolescent and School Health, National Center for Chronic Disease Prevention and Health Promotion, Centers for Disease Control and Prevention, Atlanta, Georgia, USA. World Health Organization UNESCO Education Development Center, Inc. MODEL CHARTER FOR A HEALTH-PROMOTING SCHOOL Our school, (insert name) ________________________________, through all our activities and structures, aims to assist students, families, staff and community members in experiencing physical, emotional and social well-being. We plan to do this by inviting individuals and local organizations to work with us in making our community more healthy. To become a Health-Promoting School, we are committed to work jointly toward: - engaging health and education officials, teachers, students, parents, and community leaders in efforts to promote health - providing a safe, healthy environment, both physical and psychosocial - providing effective skills-based health education - providing access to health services - implementing school policies and practices that support health - striving to improve the health of the community We intend to plan and coordinate these key features with school/community projects and outreach; health promotion programmes for staff; nutrition and food safety programmes; opportunities for physical education and recreation; and programmes for counselling, social support, and mental health promotion. In this way we are joining with schools around the world that are encouraged by the WHO Global School Health Initiative, and especially with other schools in the (district, province or nation), to become Health-Promoting Schools. Name Role, Organisation Signed by: Date Adapted from Regional Guidelines: Development of Health-Promoting Schools – A Framework for Action, WHO Regional Office for the Western Pacific, and from Promoting Health through Schools: The World Health Organization’s Global School Health Initiative, WHO/HPR/HEP/96.4. # CONTENTS Acknowledgements Foreword ## Part I THE MANUAL ### Chapter 1. Introduction ................................................................. 1 Who is this manual for? ........................................................................... 1 What is a Health-Promoting School? .................................................. 2 How Health-Promoting Schools improve health and education ............ 4 Everyone gains when schools promote health ....................................... 4 Why girls’ education is key to everyone’s health .................................... 6 The chance to join a worldwide health movement .................................. 6 ### Chapter 2. Getting Started: Building Local Support ............................. 7 ### Chapter 3. Taking Action ...................................................................... 9 Who will make this happen? .................................................................. 10 Establishing a School Health Team .......................................................... 10 Assembling a Community Advisory Committee ....................................... 12 Team-Building and Networking ............................................................... 13 How do we gather the information we need? ........................................ 14 Reviewing current school health promotion efforts ................................. 14 Assessing community health problems, policies and resources ............... 15 Health-Promoting Schools: Finding opportunities for action .................... 18 How do we develop an action plan? ...................................................... 19 Setting goals ............................................................................................. 19 Defining objectives .................................................................................. 20 Developing the action plan ....................................................................... 21 How will we know how we are doing? .................................................. 21 Demonstrating progress ........................................................................... 22 Collecting information ............................................................................. 22 Where can we go if we have questions or need help? .......................... 23 Obtaining training and technical assistance ............................................. 23 Linking local efforts to larger initiatives .................................................. 24 ### Chapter 4. A Message to District-Level Leaders .................................. 25 ### Chapter 5. A FRESH Start: Focusing Resources on Effective School Health ........................................ 26 Part II: TOOLS AND HANDOUTS/TRANSPARENCIES Section A. Tools to Use ................................................................. 27 TOOL 1.1 Establishing a School Health Team ........................................... 29 TOOL 1.2 Assembling a Community Advisory Committee .......................... 30 TOOL 2.1 Reviewing current school health-promotion efforts .................... 32 TOOL 2.2 Assessing community health problems, policies and resources .... 33 TOOL 2.3 Health-Promoting Schools: Finding opportunities for action ........ 37 TOOL 3.1 Setting goals ............................................................................. 46 TOOL 3.2 Defining objectives ................................................................. 47 TOOL 3.3 Developing the action plan ...................................................... 49 Section B. Handouts / Transparencies How do health problems affect school performance? ............................... 51 What can schools do to promote health? .................................................. 52 What in the world is a Health Promoting School? Examples from around the world ..... 53 Building support for a Health-Promoting School: A role for everyone ........... 54 ANNEX A SELECTED WHO PUBLICATIONS BIBLIOGRAPHY Creating health in the school setting means more than preventing or treating disease. In a Health-Promoting School, health is created by students, teachers, parents, and other community members who are: - Caring for themselves and others - Making decisions about and taking control of conditions and circumstances that affect health - Creating social conditions that enable people to be healthy - Improving students’ understanding of health concepts and how to apply them Adapted from the Ottawa Charter, the First International Conference on Health Promotion, Ottawa, 1986 ACKNOWLEDGMENTS To increase the number of schools that are truly "health promoting", the World Health Organization (WHO) has launched the Global School Health Initiative and an Information Series on School Health to assist schools, policy-makers, community leaders, teachers, parents and students as they develop Health-Promoting Schools. Local Action: Creating Health-Promoting Schools draws on the experiences, writings and guidance of teachers, programme managers and health professionals around the world. Their interest in sharing their experiences with others and their willingness to contribute have made this publication possible. At the request of WHO's Department of Health Promotion (HPR), Daphne Northrop and Cynthia Lang of Health and Human Development Programs, Education Development Center, Inc. (EDC), U.S.A. prepared this publication. Cheryl Vince-Whitman, Senior Vice-President of EDC and Director of Health and Human Development Programs, also brought her considerable expertise to the preparation of this document. Other EDC colleagues reviewed drafts and offered guidance, including Isolde Birdthistle, Christine Blaber, Tim Dunn, Tania Garcia, Eva Marx, Alexi San Doval and Phyllis Scattergood. EDC is a WHO Collaborating Centre to Promote Health through Schools and Communities. The authors would like to thank Jack T. Jones, School Health Team Leader, Health Promotion/Noncommunicable Disease Prevention and Surveillance, WHO, for his support and guidance during development of this publication. WHO and EDC would like to thank the following individuals for their imagination, inspiration and generosity: \| Name \| Institution/Location \| \|-----------------------------\|-----------------------------------------------------------\| \| Carmen Aldinger \| Yale University, New Haven, Connecticut, U.S.A. \| \| Viorica Gheorghiu \| National Centre of Health Promotion and Health Education, Bucharest, Romania \| \| M. Al Khateeb \| WHO Regional Adviser for Health Education, Alexandria, Egypt \| \| Anna Maria Hoffmann-Barthes \| Section for Science and Technology Education, UNESCO, Paris, France \| \| Verity Beckles \| Lawrence T. Gay Memorial School, St. Michael, Barbados, West Indies \| \| Roman Magaña \| Assistant Teacher, Belize City, Belize \| \| Goof Buijs \| Head, Unit of School Health and Young People, Netherlands Institute for Health Promotion and Disease Prevention, Woerden, The Netherlands \| \| Heather MacDonald \| Public Health Adviser, Pacific Regional Team, Australia \| \| Maria Teresa Cerqueira \| Regional Adviser for Community Participation and Health Education, Division of Health Promotion and Protection, WHO Regional Office for the Americas, Washington, D.C., U.S.A. \| \| Alice Murray \| Killinarden Parents' Group, Dublin, Ireland \| \| Patrick Drury \| Health Promotion/Noncommunicable Disease Prevention and Surveillance, WHO, Geneva \| \| Dr. Desmond O'Byrne \| Health Promotion/Noncommunicable Disease Prevention and Surveillance, WHO, Geneva \| \| Rosemary Erben \| Former Regional Adviser for Health Promotion, WHO Regional Office for the Western Pacific, Manila, Philippines \| \| Peter Paulus \| Scientific Adviser, German Network of Health-Promoting Schools, Magdeburg, Germany \| \| Monique Fouiloux \| Education International, Brussels, Belgium \| \| Vivian Rasmussen \| WHO Regional Office for Europe, Copenhagen, Denmark \| \| David Rivett \| WHO Regional Office for Europe, Copenhagen, Denmark \| \| Louise Rowling \| Senior Lecturer, President, AHPSA, Sydney, Australia \| \| Lardja Sanwogou \| WHO Regional Office for Africa, Brazzaville, Republic of Congo \| \| Docent Aldona Sito \| National Research Institute of Mother and Child, Warsaw, Poland \| \| Sheila Turner \| Senior Lecturer in Education, London, England \| \| Muriel Van den Cruyjsem \| The Netherlands Institute for Health Promotion and Disease Prevention, Woerden, The Netherlands \| \| Reverend Burj Veneo \| Chairman of the Health-Promoting Schools, Papua New Guinea \| \| Eric Ziglio \| Technical Secretariat, Health Promotion and Investment Unit, WHO Regional Office for Europe, Copenhagen, Denmark \| \| Mirjana Zivkovic \| Professor of Social Medicine, University Medical School, Belgrade, Yugoslavia \| FOREWORD Investments in schools are intended to yield benefits to communities, nations and individuals. Such benefits include improved social and economic development and enhanced quality of life. In many parts of the world, such investments are not achieving their full potential, despite increased enrolments and hard work by committed teachers and administrators. This document describes how educational investments can be enhanced by increasing the capacity of schools to promote health as they do learning. This document is a pivotal part of the technical series on school health promotion prepared for WHO's Global School Health Initiative, and is published jointly by WHO, UNESCO and Education Development Center, Inc. – the WHO Collaborating Center to Promote Health through Schools and Communities. WHO's Global School Health Initiative is a concerted effort by international organizations to help schools improve the health of students, staff, parents and community members. Education and health agencies are encouraged to use this document to strengthen health promotion efforts as part of the Global School Health Initiative's goal: to help all schools become Health-Promoting Schools. Local Action is the first document in WHO's School Health Information Series aimed directly at the local level; it is meant as a practical, "how-to" guide for work on the ground – where change matters most. It is committed individuals working directly in schools and communities upon which change ultimately relies. While the conditions and challenges vary widely from one school to another, we sincerely hope that the guidance, experiences and tools included in this document serve as valuable resources to those committed individuals, and that schools in all contexts can find appropriate and unique ways to be health promoting. We wish you luck in your efforts to improve the health and education of your school community. We also welcome any feedback you may have regarding the usefulness of this document, or any learning and insight you wish to share from your experience creating a Health-Promoting School. Good health supports successful learning. Successful learning supports health. Education and health are inseparable. Worldwide, as we promote health, we can see our significant investment in education yield the greatest benefits. — Dr. Desmond O’Byrne — Health Promotion, Noncommunicable Disease Prevention and Surveillance, WHO In every community and country, children are the most important natural resource. They must be at the very heart of “development”. Their well-being, capabilities, knowledge and energy will determine the future of villages, cities and nations around the world. As educators everywhere know, a healthy child’s vitality, inquisitiveness and readiness for new experiences can be unbounded. In the past few decades, many countries have succeeded in reducing some of the gravest threats to our youngest children’s health. Overall, children now live longer, are better nourished, have more up-to-date immunisations and are healthier than in the past. As a result, about 2.5 million fewer children die annually now than in 1990. As more and more children survive to school age, countries all over the world are seeing an increase in the number of children who attend school. In too many cases, however, ill health still prevents children from acquiring new knowledge and skills and from growing into productive, capable citizens who can help their communities grow and prosper. To achieve their potential, schoolchildren must participate fully in educational activities. To do this, they must be healthy, attentive and emotionally secure. Schools can help promote the health of staff, families and community members as well as the health of students. Much is known today about the relationship between education and health. People everywhere can use this knowledge to help create Health-Promoting Schools. In almost every community, the school is a setting where many people learn and work, care for and respect each other. It is a setting where students and staff spend a great deal of their time. It is a setting where education and health programmes can have their greatest impact because they influence students at such important stages in their lives – childhood and adolescence. By creating schools that are health promoting, school leaders all over the world can foster health as actively as they promote learning. Who is this manual for? Local Action is primarily for school administrators, teachers and community leaders. It offers school leaders the organising ideas and activities to identify health issues in their school and community and take steps, through the school, to improve health and learning. Local Action also provides guidance and tools for generating ideas and developing action plans. School teams can use these tools to: - assess their resources, local health problems and opportunities - involve members of the school – students and staff – and community in generating ideas and developing a vision for action - define goals and objectives, and develop action plans to carry them out - document progress and plan for the future. The tools included in Local Action can be adapted to the cultural context and the resource base of the school. They will also help school teams to find and share ideas and materials about Health-Promoting Schools around the world. Many of these good ideas are described in this manual. Some of the specific examples may be more relevant to some countries than to others. School leaders are encouraged to study the examples and adapt the recommendations and strategies to the needs, resources and mandates of their individual schools. This manual also offers guidance to district-level staff who make decisions and take action on behalf of local schools. What is a Health-Promoting School? [In China.] An important shift has been the involvement of the schools with the local community on health issues. Students have helped in cleanup campaigns in their neighbourhoods. They arrange to visit older citizens, particularly those who do not have families around them, and help in community education campaigns on such health issues as nonsmoking. — C. Hong-Ying Jin Ling Road Primary School Shanghai, 1996 A Health-Promoting School views “health” as physical, social and emotional well-being. It strives to build health into all aspects of life at school and in the community. From country to country, even within different regions and communities of one country, schools have distinct strengths and needs. By building on those strengths and drawing on the imagination of students, parents, teachers and administrators, every school can find new ways to improve health and address health problems. This is the heart of the process of becoming a Health-Promoting School. Distinguished by six key features (WHO, 1996a), a Health-Promoting School: 1. Engages health and education officials, teachers and their representative organisations, students, parents, and community leaders in efforts to promote health, with - families and community groups involved in the school - community services, businesses and organisations linked to the school - school/community projects and outreach - health promotion for school staff 2. strives to provide a safe, healthy environment, including - sufficient sanitation and water - freedom from abuse and violence - a climate of care, trust and respect - social support and mental health promotion - safe school grounds - opportunities for physical education and recreation 3. provides skills-based health education, with - curricula that improve students’ understanding of factors that influence health and enable them to make healthy choices and adopt healthy behaviours throughout their lives - curricula that include critical health and life skills, a focus on promoting health and well-being as well as preventing important health problems, and information and activities appropriate to children’s intellectual and emotional abilities - training and education for teachers and parents 4. provides access to health services, with - services (screening, diagnosis, monitoring growth and development, vaccination, selected medications or procedures) that may be most efficiently provided in the school setting, depending on school resources and mandates - partnerships with local health agencies that will provide services - nutrition and food safety programmes 5. implements health-promoting policies and practices, such as - an overall policy supported by school administration and management as well as teaching practices that help create a healthy psychosocial environment for students and staff - policies on equal treatment for all students - policies on drug and alcohol use, tobacco use, first aid and violence that help prevent or reduce physical, social and emotional problems 6. strives to improve the health of the community by - focusing on community health concerns - participating in community health projects Fundamentally, a Health-Promoting School uses its full organisational potential to promote health among students, staff, families and community members. A Health-Promoting School starts with its own resources, whether they are many or few. In WHO regions around the world – Africa, the Americas, Southeast Asia, Europe and the Western Pacific – schools are taking the kinds of steps that build the foundations of Health-Promoting Schools. Examples of what some schools are doing are outlined in Part II: Section B: Handouts and Transparencies, What in the World is a Health-Promoting School? Examples from Around the World. Clean houses and yards, the school grounds looking neat and tidy, and improved toilets will all contribute to a better and healthier life for the village community as a whole. — B. Veneo and P. Doonar Health Promotion Specialists — Papua New Guinea, 1996 How Health-Promoting Schools improve health and education The time, money and resources devoted to schools are among the most important investments that people make. Creating a Health-Promoting School offers a way for everyone in the community to reap the greatest rewards from their investment in schools. Our investments in education pay off only if children attend school. School attendance drops when children or their family members are ill, when the school is not clean or not equipped with sanitary facilities, when parents cannot afford to send children to school, when children have to work, or when students fear violence or abuse on the way to, from or in school. Schools can do their job only if children who attend school are capable of learning. Children who are ill, hungry, weakened by parasitic disease, malnourished, scared, or tired are not capable of learning well. Early or unintended pregnancy as well as violence, sexually transmitted diseases, emotional difficulties and other preventable health and mental health problems can interfere with learning in older children in whom much time and effort have already been invested. Investments in education are more likely to pay off if the school uses its potential as an organisation to promote and protect health. Through policies, structures, practices and environment Health-Promoting Schools help ensure high yield from investments in education by addressing such basic health requirements as: - safe water and sanitary facilities - protection from infectious diseases - protection from discrimination, harassment, abuse and violence - policies and actions that aim to prevent tobacco use, alcohol and substance abuse, and sexual behaviours that are likely to result in HIV/STI (sexually transmitted infections) and unintended pregnancy - practices that foster active, healthy nutrition and conditions that are conducive to mental health. Everyone gains when schools promote health Creating a Health-Promoting School means applying a new way of thinking. It means finding opportunities to develop policies, practices and structures that include health promotion in everything done by the school and community. It means working together with a strong leader, with everyone having a chance to express ideas or opinions and then agreeing to collaborate toward common goals. The impact of Health-Promoting Schools is far-reaching. - Children enjoy enhanced physical, psychological and social well-being and the ability to take full advantage of every opportunity for education. They benefit from their parents’ participation in the school. Children who learn skills to maintain health when they are young are able to apply them in their adult lives and pass them along to their children. - Schools benefit by having parental and community input and support. They benefit by establishing links to important services and resources in the community. Broad participation from many sectors can reinforce classroom teaching by delivering consistent messages through mass media, community organisations, families and religious groups. School staff, who experience improved morale and skills, can do their jobs more effectively and improve their own health. School and health systems can maximise the efficient use of scarce resources as well as reducing waste. - Parents and community members benefit by gaining a broader knowledge base about local health problems, learning important new health information and skills, and taking part in their children’s education. They gain assurance that their neighbourhood school is open to their ideas and participation. - Community groups and organisations benefit by having students and teachers involved in community activities. Working in collaboration with the school can also help organisations make their services or products known or accessible. Educated and healthy people are an asset to the community as a whole. - Businesses can expect better-educated and more productive employees. Joint participation by schools and businesses also gives adults a mechanism for sharing information about what jobs are available in the community and the kinds of skills young people will need to find employment. - The nation, with healthier and better-educated men and women, has a stronger basis for economic development. - The world makes progress in guaranteeing fundamental human rights as elaborated in numerous international health and education conventions and declarations. --- Improving education for girls significantly improves their own health and that of the whole community. The single most important factor predicting a child’s health is the mother’s level of education. Education strengthens women’s ability to create healthy households, participate in the workforce, and contribute to their country’s economy. Educated girls are more productive, are healthier, have higher self-esteem, and have better decision-making and negotiation skills. They also tend to delay their first pregnancy (which usually means they will have a safer pregnancy). The more education a girl has, the more likely her children are to survive and be healthy; data from 13 African countries between 1975 and 1985 show that a 10 percent increase in female literacy rates was accompanied by a 10 percent reduction in child deaths. — Adapted from Focus on Women, Fourth World Conference on Women Beijing, China, 1995 Why girls’ education is key to everyone’s health Improving the health of all children is key to the individual and economic well-being of communities. Improving the health of girls is particularly important. It makes a dramatic difference in their lives and the lives of others. A Chinese proverb says, “Women hold up half the sky.” Worldwide, however, girls do not take up half the seats in school and the unfortunate effects ripple through the community and down the years. But it is not only poor health that keeps girls out of school. Sexual violence, discrimination and heavy workloads keep many more girls than boys at home. In many countries, a girl is fed less than her brothers, forced to work harder, given less schooling and denied equal access to medical care. A young girl who cares for younger siblings, cleans the house, cooks food, fetches water and wood, and helps out in the fields may have little time or energy to attend school. If she does get to school, she often faces discrimination in textbooks, assigned tasks, treatment by the teacher and from her male classmates and teachers, who may mistakenly believe that boys are smarter than girls. She may also face sexual exploitation, even from teachers and staff. Girls marry earlier than boys and face greater risks of dying in adolescence and early adulthood: pregnancy-related complications are the main cause of death for 15- to 19-year-old girls worldwide. The chance to join a worldwide health movement At the First Conference of the European Network of Health-Promoting Schools in 1997, participants resolved that “Every child and young person in Europe has the right, and should have the opportunity, to be educated in a Health-Promoting School”. These words echo a movement that began in the early 1990s as a joint effort of the European Regional Office of WHO, the Council of Europe and the Commission of the European Communities. It has been further promoted by WHO’s Global School Health Initiative and is now felt worldwide. If your school is ready to take action to become a Health-Promoting School, you may wish to contact your Ministry of Health or Ministry of Education to determine whether your country is already involved in developing a national and/or provincial network for the development of Health-Promoting Schools. Whether or not you can tie into an existing network, the WHO Information Series on School Health provides advice on how to use important health issues as entry points for developing a Health-Promoting School. Documents in the series are listed on the back cover and are available on the World Wide Web at http://www.who.int/hpr. Local Action can be used in conjunction with each of these documents. Additional WHO publications that summarise school health research and offer guidance for local programs are listed in Annex A. Creating a Health-Promoting School requires broad support. Whether you are a principal or teacher, school staff person or head of a parent group, you and your colleagues in the school may take the first steps. To be successful, however, you need a much larger group of supporters and support from the community. The very important first step toward building support is to share ideas and examples about what a Health-Promoting School is, what it does and what it offers students, families, teachers and the community as a whole. Schools, in exchange, will benefit from hearing what the community thinks about local health issues and how the school can help address them. Start with two actions: - Assemble a small group of people who share an interest in promoting health and improving pupil performance. Include the school principal or administrator, a school board member, interested teachers, students, a parent and other local leaders, such as religious leaders, local government leaders, or people who work with youth outside the school. Making contact with people who are involved in local health programmes or broader programmes to improve the education system can help you identify opportunities to promote health. Try to include some health professionals; they can talk about the health problems and emphasise the importance of and need for health promotion in schools. The group that you assemble may become the School Health Team, that will lead and oversee the school’s health promotion efforts over time (see also Chapter 3). - Increase your base of support by sharing ideas about Health-Promoting Schools and examples of health-promoting activities. It is important to approach a range of people: formal and informal leaders, women and men and students themselves. Actions like the following will help you get started: - Convey an understanding of the basic threats to health that affect school performance in general and how creating a Health-Promoting School can benefit students, staff and the community. Meet with community leaders to discuss the basic ideas. Part 2: Section B describes these concepts. - Talk with parents and students to share information and get their ideas. - Invite the general public to an informational meeting. - Write a flyer or brochure to help sell the idea of Health-Promoting Schools. - Use other public-education techniques such as radio, speeches and posters. - Make formal presentations using WHO materials. - Hold a contest to develop a local theme or slogan. - Sponsor a street display in a busy area of the community. As you promote the idea of the Health-Promoting School and create interest in it, you will also identify the most likely supporters. These can be strong candidates for a Community Advisory Committee (see also Chapter 3). You may encounter controversy over sensitive health issues and the role of schools in addressing them. A Community Advisory Committee that represents all sectors of the community will be helpful in reconciling conflicting perspectives. Helping Teenage Girls in Jamaica A school-community collaboration, the Women’s Centre Programme for Adolescent Mothers, was established to help teenage girls who drop out of school because of pregnancy by facilitating their re-entry into the school system after the birth of their babies. The centre allows girls to continue their education while providing counselling, family life instruction, and contraceptive services to delay a subsequent pregnancy. Since its inception in Kingston, the centre has spread throughout Jamaica and served over 7,000 teenage girls; 3,846 of these girls returned to school and 2,209 received vocational skills training. Only 49 girls, or 1.8% of the participants, were recorded to have had a second pregnancy before graduation or employment. In Kingston, school leaders considered all of the six key features of a Health-Promoting School: - ENGAGE HEALTH, EDUCATION, AND COMMUNITY LEADERS ✓ - PROVIDE A SAFE, HEALTHY ENVIRONMENT (PHYSICAL AND PSYCHOSOCIAL) ✓ - PROVIDE HEALTH EDUCATION ✓ - PROVIDE ACCESS TO HEALTH SERVICES ✓ - IMPLEMENT HEALTH-PROMOTING POLICIES AND PRACTICES ✓ - IMPROVE THE HEALTH OF THE COMMUNITY ✓ Adapted from Beverly Kerr, UNFPA, personal communication. We diagnosed the health situation of each school and its community, looking not only at problems but also at opportunities for health. We then chose a particular health theme for in-depth study, such as diet, hygiene, or accidents. — S. Meresman Project Director, Health-Generating Schools Argentina, 1996 By now, you and a small group of interested people in the school and community have begun to talk and work together to explore what a Health-Promoting School is and what it can do for your community. You have found some support in the community. You may see some opportunities for action. You are probably asking yourselves – Where do we go from here? This chapter describes key tasks for a school that wants to become a Health-Promoting School. Think of them as ways to respond to questions all schools – urban or rural – must answer, whether they have many or few resources. Commonly asked questions about the local planning process, with the main tasks and tools that will help you create a Health-Promoting School, are set out below. Who will make this happen? - Establishing a School Health Team [Tool 1.1] - Assembling a Community Advisory Committee [Tool 1.2] How do we gather the information we need? - Reviewing current school health-promotion efforts [Tool 2.1] - Assessing community health problems, policies and resources [Tool 2.2] - Health-Promoting Schools: Finding opportunities for action [Tool 2.3] How do we develop an action plan? - Setting goals [Tool 3.1] - Defining objectives [Tool 3.2] - Developing the action plan [Tool 3.3] How will we know how we are doing? - Demonstrating progress - Collecting information Where can we go if we have questions or need help? - Obtaining training and technical assistance - Linking local efforts to larger initiatives Who will make this happen? Whatever we do in school to promote health is mostly through the efforts of teachers and students. We have observed a great improvement in civic pride and an increase in self-respect and respect for others. — R. Magaña Teacher Belize City, Belize, 1996 It takes committed people to build a Health-Promoting School. Two groups in particular are needed: a School Health Team and a Community Advisory Committee. Establishing a School Health Team A central school team takes the lead and is made up mostly of school staff and students already working with you to promote the concept of Health-Promoting Schools. Team activities will include: - Providing leadership in developing a shared vision and an action plan that school officials can accept and support - Working with school officials to ensure that a School Health Team leader is designated to oversee the activities in carrying out the action plan and that responsibilities for implementing activities are clearly defined - Keeping good records and descriptions of what happens - Working with parents to identify needs, solicit ideas and encourage involvement - Delineating roles and expectations of team members as well as frequency and times for meetings - Working with the Community Advisory Committee - Leading or coordinating plans to provide information to school staff and community members and to arrange for training - Establishing links with district education personnel, local health officials and provincial or national network or ministry-level staff Use Tool 1.1, Establishing a School Health Team, to identify members of the team. Ask people you are working with to propose additional members and establish selection criteria. If you like, you can ask for volunteers. Review the names and make selections based on criteria that are acceptable to school officials. This central hard-working team will be responsible for ongoing leadership, management and coordination of the action plan. Ideally, the School Health Team has between 8 and 14 members. Suitable candidates: - are smart, energetic and can make things happen - embrace the idea of a Health-Promoting School - understand the importance of health education, health services, efforts to create a healthy environment and other health-promotion actions in establishing a Health-Promoting School - are interested in ideas and approaches that show promise of success, a new role for the schools and strong community participation - can work well in a team - can make a commitment to work over a long period of time - will make up a gender-balanced team of men and women, boys and girls Some of the team members should be strong leaders, but others might represent a particular interest or expertise. Try to include: - administrators - leaders of teachers' representative organisations - teachers/staff - students - at least one parent - a local nurse or health care provider from the school or the community - a food service provider - Parent/Teacher’s Association representative Work with school officials to find the best means of identifying a team leader. Ideally the leader will be a highly esteemed staff member – perhaps the school principal or a senior staff person. In smaller schools, School Health Teams may not include all of these people, but they should always include the school principal, at least one teacher and one parent, a health care provider and students. Improving School Facilities In Aguablanca, an extremely poor section of urban Cali, Colombia, schools worked to create more healthful school environments. Collaborating with nongovernment organisation (NGO) workers and community members, they created sanitary facilities, school buildings, and classroom lighting in 64% of the schools. Local school leaders considered several of the six key features of Health-Promoting Schools: - ENGAGE HEALTH, EDUCATION, AND COMMUNITY LEADERS - PROVIDE A SAFE, HEALTHY ENVIRONMENT (PHYSICAL AND PSYCHOSOCIAL) - PROVIDE HEALTH EDUCATION - PROVIDE ACCESS TO HEALTH SERVICES - IMPLEMENT HEALTH-PROMOTING POLICIES AND PRACTICES - IMPROVE THE HEALTH OF THE COMMUNITY Adapted from the Curriculum and Evaluation Design for Aguablanca’s Comprehensive Educational Programme, 1993. Cali, Colombia: Carvajal Foundation Community organisations can liaise with teachers. Once fears have been broken down—teachers’ fears of community leaders and vice versa—the way ahead seems clearer. Parents can also work in partnership with teachers and break down fears and barriers of other parents. — A. Murray Killnarden Parents’ Group Ireland The Community Advisory Committee complements the School Health Team. It is made up of leaders in the wider community who understand the health-related issues affecting the community and school or who have access to resources that can contribute to health promotion. Committee members can broaden the impact of health promotion efforts, improve health services and reinforce relationships between the school and the community at large. They can work with the School Health Team to: - advocate for developing a Health-Promoting School with leaders, staff and members of their own organisations and agencies - reach into all parts of the community, sharing information about the Health-Promoting Schools project and building support for the work - encourage additional community groups to express their views and become involved in health issues - help identify potential strengths in the community and obtain resources for project activities - help assess health problems and opportunities that affect health in the community. Use Tool 1.2, Assembling a Community Advisory Committee, to create a list of candidates for the committee. Look for dedicated people who are: - flexible and can adapt to new situations - recognised for their interest in and experience with children and adolescents, education, or public health - knowledgeable about the community - capable of mobilising support. Once you have a list that represents all the important sectors, discuss what each candidate might bring in terms of leadership or professional ability, capacity to work as part of a group, connections to the community or to other leaders in the district, or such skills as writing, interviewing, reading current research, organising groups, raising money, or public speaking. Then invite your candidates to be members of the committee. Ideally, the committee will be made up of interested individuals who will mobilise their experience, resources and constituencies to rally support for building a Health-Promoting School. Think about including people who represent: - health care (nurses, clinic workers, physicians, public health staff) - families and youth - labour/trade unions - women's groups - early childhood education - municipal or local government - recreation - arts and crafts - banking - sanitation/public works - law enforcement - local businesses - transportation - NGOs, charities, development organisations The most manageable size for the committee is between 15 and 25 members. In smaller communities, or as an alternative to forming both a School Health Team and a Community Advisory Committee, explore the usefulness of a single group comprising the School Health Team and selected community representatives. Whether in combination with the School Health Team or as a separate group, community advisors should include those people best able to advise and provide support to the school. Team-building and networking Once members of the School Health Team and Community Advisory Committee are selected, each group can be oriented to the purpose and can discuss tasks of building a Health-Promoting School. This will be time well spent. It helps build team identity and promotes a climate of participation, increasing members' sense of ownership and collaboration. You may want to modify the model charter that is on the inside front cover of this manual. A charter that has the buy-in of team and committee members is critical to the success of the action plan. Be sure to create and sign a charter for your own school, and share the charter with others in your school, the community and district health and education agencies. Moving people away from familiar practices toward new ones is a challenge. A vision or a big idea, especially one that they have been part of creating, can motivate people to act. Do not underestimate the power of team-building and networking in communicating the vision and concept of Health-Promoting Schools. Exchanging ideas, experience and materials over time improves programmes and sustains people's commitment. To avoid duplication of effort and help everyone work toward the common cause, the team and the committee need to divide their outreach efforts and communicate frequently with each other. Each in its own way, the team and the committee can encourage communication among community and school representatives and with local, district/provincial, regional and national leaders. Children Solving Problems: Participatory Epidemiology in Bolivia Bolivian students aged 8–12 are often caretakers for their younger brothers and sisters. To develop their understanding of health issues, third-grade teachers asked students to make a calendar and record for 30 days the health of a sibling, cousin, or neighbour who was under five years old. If the child was well, they drew a smiling face. If the child was ill, they drew a frown and wrote underneath why the child was ill. At the end of 30 days, the teacher reviewed the calendars, analyzed the information, and invited district personnel into the classroom to discuss ways in which older children, families, and schools could respond. These activities built children’s skills in gathering information and applying math and reasoning skills, as well as their perception of themselves as active participants in their family’s health status. In Bolivia, local school leaders considered several of the six key features of Health-Promoting Schools: - ENGAGE HEALTH, EDUCATION, AND COMMUNITY LEADERS ✓ - PROVIDE A SAFE, HEALTHY ENVIRONMENT (PHYSICAL AND PSYCHOSOCIAL) - PROVIDE HEALTH EDUCATION ✓ - PROVIDE ACCESS TO HEALTH SERVICES ✓ - IMPLEMENT HEALTH-PROMOTING POLICIES AND PRACTICES - IMPROVE THE HEALTH OF THE COMMUNITY ✓ From personal communication, Ann Fitzgerald, Health Education Program for Grades 3, 4, 5 Ministry of Education, Bolivia, 1998 How do we gather the information we need? The next task is to learn as much as you can about the status of health programmes and health problems in your school and local area. What is your school already doing to promote health? Which local health problems can be prevented or lessened? Where are the opportunities for action? What resources do you have to address these matters? What resources can you mobilise? As you answer these questions, you will gather the information you need to set your priorities for action. Reviewing current school health-promotion efforts Use Tool 2.1, Reviewing current school health-promotion efforts, to identify what your school or community is already doing to improve health. Most schools have some health-promotion activities in place; finding the opportunity to expand them is a fundamental task of a Health-Promoting School. Find out what is working and what has not worked. Find out if there are other Health-Promoting Schools in the area and share experience and information. Use Tool 2.2, Assessing community health problems, policies and resources, to gather information and create a portrait of your school and community. Assessing community health problems While health problems can vary widely from place to place, there are major health problems found in many diverse communities throughout the world. These major health problems, threatening the well-being of young people, their ability to stay in school and their health in later life, include: - abuse of alcohol and other substances - helminth (worm) infections - HIV/AIDS and STI - immunisable diseases - malaria - mental health issues, including such stresses as living in a war zone, being homeless, overwork, hunger, abuse or molestation - micronutrient deficiencies (iron, iodine, vitamin A) - oral health problems - protein energy malnutrition - respiratory infections - sanitation inadequacies - tobacco use - unintended pregnancies - unsafe water - violence and injury (including sexual violence and workplace injuries) - vision and hearing problems Furthermore, there are health issues some communities can address through schools to have a broad impact on health and well-being across the community. Examples of priority issues include: - attitudes toward people with disabilities or disadvantages - threats to food supplies through soil degradation or pollution - lack of mental stimulation for babies or young children - deaths and ill health due to feeding practices of under-two year olds, including low rates of breastfeeding and dangerous weaning practices Use Tool 2.2 to collect information about health in your community. Go to sources of information like school nurses’ records, clinic or hospital records, local health department data and the district health department. If records and data are unavailable, or if you want to supplement existing information, members of the School Health Team can distribute surveys or conduct interviews with individuals or groups of students, parents, nurses, teachers and community representatives to identify the health problems that most concern the community. Assessing current laws and policies Local efforts to improve health can be helped or hindered by current laws and policies. Find out how national, district, community, or school laws and policies affect health. For example, review any existing policies on: - school attendance requirements - equal access to school for girls and boys - child work/labour laws - vaccination requirements - maternity leave for teachers and staff - pregnant girls attending school - sexual harassment and exploitation - women in school, the workplace, or public life - AIDS policies in the school - access to condoms - violence and abuse (sexual, physical, mental) - production, marketing, distribution and use of alcohol, tobacco and other substances These laws and policies have a direct impact on: Students in terms of - Health and well-being - Safety - Conduct - Absenteeism - Access to school - Participation in class - Repetition of academic years - Learning and academic performance Teachers and staff in terms of - Health and well-being - Safety - Absenteeism - Job satisfaction and staff turnover - Morale - Participation in community life - Quality of teaching Community in terms of - Health and well-being of individuals and families - Economic vitality and employment - Safety - Transmission of disease - Health, law enforcement and social services - Opportunities for civic participation Children Versus Mosquitoes Mosquitoes that transmit dengue thrive in rubbish dumps. So leaders at the Lawrence T. Gay Memorial Primary School in St. Michael, Barbados, set this goal: Reduce the amount of garbage left for daily collection. Adopting the theme “Reduce, Recycle, and Reuse”, the school set apart plastics, paper, and noncombustibles. Combustible materials were incinerated and the ashes were applied to the garden beds as fertiliser. Plastic drink bottles were reused as vases, aquaria, candle holders in the crafts programme, and funnels in the school garden. Students assumed the role of health inspector, searching their surroundings and looking for mosquito-breeding places, collecting larvae for study, informing the local authorities, and eliminating breeding sites. Parents reported that their children had taught them some new habits at home. District public health inspectors arranged visits to the local neighbourhood. They gave the students firsthand knowledge of healthy practices and instructed the janitor and school-meals staff about vector control and safe food-handling methods. In addition, the school integrated health concepts and strategies with social studies, mathematics, and agricultural science, and encouraged pupils to express themselves through art, poetry, composition, and craft. In St. Michael, local school leaders considered all of the six key features of Health-Promoting Schools: - ENGAGE HEALTH, EDUCATION, AND COMMUNITY LEADERS - PROVIDE A SAFE, HEALTHY ENVIRONMENT (PHYSICAL AND PSYCHOSOCIAL) - PROVIDE HEALTH EDUCATION - PROVIDE ACCESS TO HEALTH SERVICES - IMPLEMENT HEALTH-PROMOTING POLICIES AND PRACTICES - IMPROVE THE HEALTH OF THE COMMUNITY Adapted from V. Beckles, 1996 Pupils now take the initiative in self-care. They have a better sense of being healthy and or what health is all about. They even inspect each other for traces of dirt on their hands, face, teeth, hair, and clothing. — R. Santos Department of Health The Republic of the Philippines, 1996 Assessing resources By reviewing the resources in your community, you can find people or programmes that are already engaged in health promotion as well as individuals who might be interested in working with the schools. Think about: - clinics, hospitals and health-care providers - infant health, child nutrition, family planning, HIV prevention, safety and other public health programmes - parent education and parent health promotion projects - national health-promotion efforts - NGOs and international projects Use Tool 2.3, Health-Promoting Schools: Finding opportunities for action, to apply what you learned about your community and to generate ideas about what you can do to address problems. Keep in mind that few communities have the resources to build programmes that include all characteristics described in Tool 2.3. A Health-Promoting School can demonstrate its dedication to the dual goals of health and learning by reorganising the use of current resources, reconsidering priorities and linking programmes that have traditionally been separate. Communities can take small steps within each of the six key features: taken together, these steps will help reach larger goals. Combinations of strategies, targeting a few common goals, are more effective than single measures. For instance, school feeding programmes are closely tied to nutrition education and community participation and can succeed only if facilities are sanitary and practices are healthy. Sexuality education is more likely to succeed when the school environment respects gender equity and where social norms favour the delay of sexual activity and the use of condoms. Communities can support and strengthen school programmes, and schools can serve as a resource in many community projects. As you consider possible areas for change, think also about recruiting people and adapting programmes, materials and skills for new efforts. Review Tool 1.2, Assembling a Community Advisory Committee, to see what resources – besides the candidates themselves – the categories suggest to you. --- Working Together in China In Shanghai, China, the Jin Ling Road Primary School and community authorities worked together to improve health. The school drew up a set of health-behaviour standards for pupils that are closely monitored by teachers: correct posture for reading and writing, carrying a handkerchief, washing hands before eating, and a prohibition against dropping litter and spitting. The school’s health standards included social and personal behaviour, such as cultivating a wide range of interests, taking part in social activities, and showing friendliness toward other pupils. The school encouraged health standards at home: boiling drinking water and having adequate light for reading (which is very important in locales where eyesight problems among children are common). Schoolchildren also worked on improving sanitation and the physical environment by extending the school’s “green belt”. Neighbourhood authorities reinforced the importance of these standards with parents. An event called “parents’ school”, held once a year for the past four years, provides information about eye care, diet, child psychology, and other health issues. Local school leaders considered all of the six key features of Health-Promoting Schools: - ENGAGE HEALTH, EDUCATION, AND COMMUNITY LEADERS - PROVIDE A SAFE, HEALTHY ENVIRONMENT (PHYSICAL AND PSYCHOSOCIAL) - PROVIDE HEALTH EDUCATION - PROVIDE ACCESS TO HEALTH SERVICES - IMPLEMENT HEALTH-PROMOTING POLICIES AND PRACTICES - IMPROVE THE HEALTH OF THE COMMUNITY Adapted from C. Hong-Ying, 1996 How do we develop an action plan? Once you have knowledge of and information about health-related needs and opportunities in the school and the larger community, the next step is to make plans for change. But which changes does your school want to make and how will it do so? The development of an Action Plan (goals, objectives and steps) will help you answer these questions. Setting goals Given the information you have collected, what have you learned about opportunities to create health and which do you want to work on first? If you are successful, what will our school and community look like in one year? In three years? Gather key people in the school and community, including members of the Community Advisory Committee, for brainstorming sessions on these issues. Use Tool 3.1, Setting goals to focus your discussion and record the results. Try to narrow your list of possibilities or goals by focusing on issues that the community would agree are important. Short- and Long-Term Plans in Papua New Guinea When the Gomore Community School in Papua New Guinea was designated a Health-Promoting School, the board of management, teachers, children, and members of the community took a new look at the school curriculum and its contribution to the village. School leaders tackled the most important health issues affecting the school and community. To improve the standard of toilets, they asked parents and youth groups to dig pits. Donors provided lumber, cement, and other materials. Finance came from parents, the provincial government, and the local community. Teachers set health rules for children and inspected them daily for general cleanliness, oral hygiene, proper treatment for cuts and sores, and other health needs. Next they planted and maintained a garden to improve nutrition for the children and raise money. Parents, teachers, youth, and the women’s fellowship created and looked after the garden and started an information campaign, including signboards, in the community. Future plans include planting more trees for shade, growing grass on the school grounds, planting flower gardens, and placing carving and playground equipment around the school. In Papua New Guinea, local school leaders considered several of the six key features of a Health-Promoting School: - ENGAGE HEALTH, EDUCATION, AND COMMUNITY LEADERS - PROVIDE A SAFE, HEALTHY ENVIRONMENT (PHYSICAL AND PSYCHOSOCIAL) - PROVIDE HEALTH EDUCATION - PROVIDE ACCESS TO HEALTH SERVICES - IMPLEMENT HEALTH-PROMOTING POLICIES AND PRACTICES - IMPROVE THE HEALTH OF THE COMMUNITY Adapted from B. Veneo and P. Doonar, 1996 Objectives are actions to be taken to achieve your goal. They should be specific and measurable. Start with one goal that you selected with Tool 3.1. Write the goal at the top of Tool 3.2, Defining objectives. Use blank copies of this tool to set objectives for each goal. To determine your objectives, look at Tool 2.3. How can the key features of a Health-Promoting School help you set objectives to reach your goal? Consider the Opportunities and Actions of each key feature and discuss ideas they suggest and the people who might be involved. Discuss existing programmes and resources that might contribute to achieving your goal (see Tool 2.1), policies that might help or need to be modified, and community resources that might be sought and employed (see Tool 2.2). Do they suggest objectives that can lead to your goal? Although you may be able to take action towards only one or two goals, each goal you successfully reach (a school feeding programme, improved latrines/toilets, treatment of parasitic diseases) can produce convincing examples that change is possible and encourage further action. Tanzania: Health and Sanitation through Schools The HESAWA (Health through Sanitation and Water) School Health and Sanitation Package, a community mobilisation project, took a three-step approach to improving health and sanitation through schools: (1) screening schoolchildren to identify their main health problems (a survey conducted by senior students); (2) calling a meeting with parents to analyse problems and identify underlying causes; and (3) agreeing on actions to be taken collectively and individually. The programme made more sanitary facilities available (latrines, dish racks, refuse pits, and bathrooms) and promoted the use of locally available materials. Community members also worked together to find solutions and to prevent health problems. The programme was sponsored by the United Republic of Tanzania and the Swedish International Development Authority. In Tanzania, local school leaders considered several of the six key features of a Health-Promoting School: - ENGAGE HEALTH, EDUCATION, AND COMMUNITY LEADERS - PROVIDE A SAFE, HEALTHY ENVIRONMENT (PHYSICAL AND PSYCHOSOCIAL) - PROVIDE HEALTH EDUCATION - PROVIDE ACCESS TO HEALTH SERVICES - IMPLEMENT HEALTH-PROMOTING POLICIES AND PRACTICES - IMPROVE THE HEALTH OF THE COMMUNITY Adapted from E. S. Mwasha, undated Use Tool 3.3, Developing the action plan, to become more specific. For each objective, ask what steps you need to carry out. Which steps will you take in Year 1, in Year 2, in Year 3? Are there other goals, with their own objectives? Should they be part of the plan, even if you don’t get to them until Year 3? Review the plan and discuss with school officials how assignments will be made. Who will be responsible for each of the steps in Year 1? Try to match people’s skills and experience with the steps. Perhaps members of the Community Advisory Committee can help with specific steps. Define precise responsibilities for the School Health Team, the Community Advisory Committee and others so that everyone knows the roles to be played and who is carrying them out. Think about funding and support. Planners and educators sometimes consider health promotion to be an “extra” and do not allocate funds to school health initiatives. This is an ongoing challenge for any school. Many health promotion initiatives can be funded from current budgets and built into ongoing staff responsibilities. Others may require additional funding. When you need funding from outside the school budget, you can explore options like: - community contributions (for example, cost sharing, donations and technical assistance) - fundraising projects/days that bring everyone together to raise funds for a selected project - income-generating activities in the school, making and selling of healthy meals - partnerships with private enterprises - international agencies (for example, technical resources and seed money) - volunteers to donate time, skills and energy --- Holy Redeemer Upper School does not have all the resources necessary to provide [a broad health programme] to our children, but the tools we do have are time, motivation, and dedication. — R. Magaña Teacher Belize City, Belize, 1996 --- How will we know how we are doing? To sustain the commitment of everyone involved, a Health-Promoting School needs to demonstrate success in meeting its goals. Conducting regular reviews of your team’s efforts is a way to: - gain information about the programme that can guide your future actions - demonstrate, publicise, and celebrate your school’s achievements - show others the process your team used so that others can learn from your experiences The School Health Team can collect process information to show the steps and activities that have led to change. Think of gathering information that will answer these questions: How many people were involved? How many people were affected? Did the intended steps actually occur? If not, why not? Did anything unexpected occur? What do people conducting the programme and people affected think about it? What resources were used, and were they adequate? How can the action plan be improved? Anecdotally, through story telling, find out what people gained from participating. What were the benefits and lessons learned? Outcome evaluation, a more elaborate and long-term kind of monitoring, measures the difference the programme makes in individual behaviour, the environment, or student/community health outcomes. To lay the groundwork for this kind of monitoring, save your preliminary assessment data about health status and community resources to use as a basis for comparison. Document the situation before changes are made, record events as changes occur and use information you collect later to show what has been achieved as a result of your projects. If you decide to conduct outcome evaluation, plan it from the very beginning with the creation of specific and measurable outcome objectives. District and national agencies, a local university, or an NGO might have useful resources or be willing to help (see also Chapter 4). Collecting information Written material is useful to document your efforts. Use the worksheets in this manual as checklists, checking off steps as they occur to show that you have completed a process. Other sources of information include: - written records that team members keep, such as a log or diary of key events - minutes from meetings - reports from small group discussions - questionnaires that you ask others to complete (keep them simple) - interviews with people who worked on the programme or were affected by it - a drawing or flowchart that shows a picture of what happened - any media coverage, newsletters, reports, or journals that mention your work - children's or adolescents' work Note: Someone on the team who is good at recording information needs to oversee the job of monitoring. The assigned monitor should involve others in the process. Improving Mental Health in Rawalpindi, Pakistan Focusing on mental health, students work together to promote their own health as well as the health of their families and communities. The programme is reinforced through the use of slogans, essay and speech contests, mental health committees, parent-teacher associations, and managerial training workshops for district education officers. Programme evaluation indicates improved grades, increased attendance, fewer dropouts, and increased general and mental health case referrals. In Rawalpindi, local school leaders considered all of the six key features of a Health-Promoting School: - ENGAGE HEALTH, EDUCATION, AND COMMUNITY LEADERS - PROVIDE A SAFE, HEALTHY ENVIRONMENT (PHYSICAL AND PSYCHOSOCIAL) - PROVIDE HEALTH EDUCATION - PROVIDE ACCESS TO HEALTH SERVICES - IMPLEMENT HEALTH-PROMOTING POLICIES AND PRACTICES - IMPROVE THE HEALTH OF THE COMMUNITY Adapted from M. H. Mubbasher, T. Y. Sasraf, S. Afghan, and N. N. Wig, 1989 Where can we go if we have questions or need help? Obtaining training and technical assistance You can find additional resources beyond the local community to support your work in creating Health-Promoting Schools (see also Chapter 4 and Chapter 5). Provincial and national networks of Health-Promoting Schools are developing in an increasing number of countries. Additionally, WHO representatives in countries or in WHO Regional Offices can provide information about Health-Promoting Schools and can link you to other United Nations (UN) agencies that have resources to contribute to your effort. Ministries of health or education may have a representative who is participating in a regional network for the development of Health-Promoting Schools. Another resource is Education Development Center, Inc., in the United States, the WHO Collaborating Centre for Promoting Health through Schools and Communities (http://www2.edc.org/hhdc/index.html). The WHO Global School Health Initiative website — http://www.who.ch/hpr — provides information about Health-Promoting Schools and links to other Internet resources for school health promotion. Among these sources and among university faculty, trained health educators and experts from international agencies, you will find people who can assist local schools. For school staff and community members, training in the concepts, goals and skills of health promotion contributes to success. Training increases knowledge and capacity; builds commitment; strengthens relationships among the training participants; and adds to the momentum for the Health-Promoting School. It strengthens a School Health Team’s ability to address particular problems, bolster action plans, carry out the steps needed to meet objectives and decide how to evaluate progress. Depending on the needs of individual schools, training on the key features of Health-Promoting Schools, a particular curriculum, overall skill building, new technologies, or other topics will be useful. Certain health issues are often controversial or sensitive; teachers and other school personnel frequently benefit from training on building students’ skills and their own responses in sensitive areas. Training for teachers boosts their skills in classroom creativity and curriculum delivery, especially when the curriculum offers new information, a chance to practice new skills and opportunities to apply what they have learned. For other staff, for parents and community members, training provides a common language and shared concepts, and can help build a larger working group. Linking local efforts to larger initiatives Professionals, practitioners, parents and youth who are or have been involved in building a Health-Promoting School have information, experience and ideas to share with other local leaders. In some countries, national and provincial staff are also supporting local development of and commitment to Health-Promoting Schools and are even creating networks of local schools that are striving to become Health-Promoting Schools (see Chapter 4). WHO is supporting the development of global and regional networks to disseminate information and develop support for the establishment of Health-Promoting Schools (see Chapter 5). WHO’s Healthy Cities Programme and Healthy Islands initiatives also offer support for the development of Health-Promoting Schools and can serve as good links to broader health-promotion efforts. Changes in schools are more likely to be sustained if policies at the district and national levels support local efforts and provide incentives. In the WHO Western Pacific Region, for example, national or district-level departments publicly recognise and award certificates to schools that have achieved milestones in becoming health promoting. Schools can win bronze, silver, or gold awards when they meet specific criteria. Find out if such incentives are available in your region. If not, consider creating them, as they provide a kind of recognition that helps keep people striving for measurable results. If you work at the district level, you can support local efforts in important ways. Within your own agency, you can mobilise support for Health-Promoting Schools and encourage collaboration between health and education groups. What you do specifically will depend on geography, ease of communication, availability of staff, your existing relationships with individual schools and the existence of a local, provincial, or national network (see also Chapter 5). Schools can benefit from your support in all of the following ways: In helping schools get started, district personnel can: - advocate for national policies that support Health-Promoting Schools - promote district policies, rewards, incentives and acknowledgements that support local school efforts - create a line item in the budget to support the development of Health-Promoting Schools - assist in organising a School Health Team at local schools and a Community Advisory Committee - reinforce the key features of Health-Promoting Schools and promote them in communities - help the schools articulate a vision - provide data on local health problems and risk behaviours - conduct public-awareness activities in the district - link schools to local, provincial and national networks - distribute WHO materials and publications that support local school efforts In providing technical assistance and support, district personnel can: - assist School Health Teams with planning and budgeting - assist schools in carrying out local-level projects - identify model programmes and encourage “cross fertilisation” so that schools can learn from one another - support professional development by providing or organising in-service training, locally or regionally - provide consultative support to participating schools - include local schools in a district-wide network - organise regional support groups if appropriate - link schools to national policy makers and to staff in the ministries of health and education - provide support to establish international links In providing support for evaluation of local projects, district personnel can: - establish criteria for a district/national evaluation - initiate or help organise a district/national evaluation - provide evaluation support and expertise - ensure that all local projects are monitored Education and health support and enhance each other. Neither is possible alone. Together, they serve as the foundation for a better world. World Health Organization At the World Education Forum in Dakar, Senegal, April 2000, WHO, UNICEF, UNESCO and the World Bank proposed to work together to Focus Resources on Effective School Health (FRESH). In doing so, they are helping schools become "Child Friendly Schools", i.e., schools that provide a learning environment that is friendly and welcoming to children, healthy for children, effective with children and protective of children. The implementation of an effective school health and nutrition programme is an important step towards creating a child friendly and health promoting school. Positive experiences by WHO, UNICEF, UNESCO and the World Bank suggest that education and health workers, teachers, students, parents and community members should work together to implement effective school health and nutrition programmes consisting of at least four core components: 1. Health-related school policies 2. Water and sanitation as first steps in creating safe and protective physical and psychosocial environment 3. Skills-based health education focusing on knowledge, attitudes, values and life skills needed to make and act on positive health-related decisions, and 4. Access to or linkages to health and nutrition services. These four components should be made available together, in all schools. They are a starting point for developing effective school health programmes as a component in broader efforts to develop Child Friendly Schools. WHO strengthens school health programmes through a variety of Departments, Regional Offices and Initiatives. WHO's Global School Health Initiative has four strategies to foster the development of Health-Promoting Schools. - Research: Evaluation research and expert opinion is analyzed and consolidated to describe the nature and effectiveness of school health programmes. - Building capacity to advocate: Research findings are jointly published with other UN agencies and partners to help people advocate for improved school health programmes. - Strengthening national capacities: Collaboration between health and education agencies is fostered and countries are helped to implement programmes that can improve health through schools. - Creating networks and alliances: Networks for the development of health-promoting schools are initiated. Global alliances are formed, such as the alliance with Education International (EI), to enable teachers' unions worldwide to improve health through schools and with United Nations Agencies such as UNAIDS and UNESCO. Part II: Tools to Use and Handouts/Transparencies Section A. Tools to Use Tool 1.1 Establishing a School Health Team .................................................................29 Tool 1.2 Assembling a Community Advisory Committee ..............................................30 Tool 2.1 Reviewing current school health-promotion efforts .......................................32 Tool 2.2 Assessing community health problems, policies and resources .....................33 Tool 2.3 Health-Promoting Schools: Finding opportunities for action ..........................37 Tool 3.1 Setting goals ........................................................................................................46 Tool 3.2 Defining objectives ..............................................................................................47 Tool 3.3 Developing the action plan ..................................................................................49 SECTION B: Handouts and Transparencies - How do health problems affect school performance? ........................................51 - What can schools do to promote health? .................................................................52 - What in the world is a Health-Promoting School? Examples from around the world ..............................................................................53 - Building support for a Health-Promoting School: A role for everyone ........................................................................................................54 Local Action. Part II: Section A - Tools to Use Tool 1.1 Establishing a School Health Team Directions: Write down the names of possible members in each section. Discuss as a group what each candidate offers in terms of potential interest in promoting health through the schools, openness to adapting and expanding his or her role in the school, specific skills, and influence in or outside the school community. Work with school officials in deciding how to select team members, ensuring that there is a balance of men and women, boys and girls, and if relevant, ethnic diversity. Use the last column to indicate with a check mark (✓) who is selected to join the team. \| SECTOR \| NAMES \| SKILLS/INTERESTS \| DECISION \| \|-----------------\|------------------------------\|------------------\|----------\| \| ADMINISTRATORS \| \| \| \| \| \| Headmaster \| \| \| \| \| Principal \| \| \| \| TEACHERS \| \| \| \| \| \| Classroom teachers (mainly \| \| \| \| \| primary schools) \| \| \| \| \| Subject teachers \| \| \| \| \| (mainly secondary schools) \| \| \| \| \| Science, health education, \| \| \| \| \| mathematics, physical \| \| \| \| \| education, language arts, \| \| \| \| \| history, geography \| \| \| \| \| Teachers’ representatives \| \| \| \| \| and organisations \| \| \| \| \| Others \| \| \| \| HEALTH CARE \| \| \| \| \| \| Physicians \| \| \| \| \| Nurses \| \| \| \| \| Clinic workers \| \| \| \| \| Others \| \| \| \| STAFF \| \| \| \| \| \| Counsellors \| \| \| \| \| Caretakers \| \| \| \| \| Food handlers \| \| \| \| \| Drivers \| \| \| \| \| Others \| \| \| \| STUDENTS \| \| \| \| \| PARENTS/FAMILY \| \| \| \| \| MEMBERS \| \| \| \| \| OTHERS \| \| \| \| Tool 1.2 Assembling a Community Advisory Committee Directions: Write down the names of possible members in each section. Discuss as a group what each candidate offers in terms of potential interest in promoting health through schools, connections and influence in the community, and skills. Work with school officials in deciding how to select team members, ensuring that there is a balance of men and women and, if relevant, ethnic diversity. Use the last column to indicate with a check mark (✓) who is selected to join the committee. \| SECTORS \| NAMES \| SKILLS / INTERESTS \| DECISION \| \|--------------------------\|------------------------------\|--------------------\|----------\| \| HEALTH CARE \| \| \| \| \| Physicians \| \| \| \| \| Dentists \| \| \| \| \| Nurses \| \| \| \| \| Health educators \| \| \| \| \| Family planning staff \| \| \| \| \| Mental health staff \| \| \| \| \| Social service staff \| \| \| \| \| Public health staff \| \| \| \| \| Clinic workers \| \| \| \| \| Infant health workers \| \| \| \| \| Reproductive health \| \| \| \| \| workers \| \| \| \| \| HIV/STD prevention \| \| \| \| \| workers \| \| \| \| \| Drug and alcohol \| \| \| \| \| prevention workers \| \| \| \| \| Helminth prevention \| \| \| \| \| workers \| \| \| \| \| FAMILY AND YOUTH GROUPS \| \| \| \| \| Parents’ groups \| \| \| \| \| Women’s groups \| \| \| \| \| Social groups \| \| \| \| \| Religious groups \| \| \| \| Tool 1.2 Assembling A Community Advisory Committee Directions: Write down the names of possible members in each section. Discuss as a group what each candidate offers in terms of potential interest in promoting health through schools, connections and influence in the community, and skills. Work with school officials in deciding how to select team members, ensuring that there is a balance of men and women and, if relevant, ethnic diversity. Use the last column to indicate with a check mark (✓) who is selected to join the committee. \| SECTORS \| NAMES \| SKILLS/INTERESTS \| DECISION \| \|--------------------------\|------------------------------\|------------------\|----------\| \| Social services \| \| \| \| \| Relevant NGOs \| \| \| \| EARLY CHILDHOOD EDUCATION \| SECTORS \| NAMES \| SKILLS/INTERESTS \| DECISION \| \|--------------------------\|------------------------------\|------------------\|----------\| \| Informal groups \| \| \| \| \| Childcare programmes \| \| \| \| \| Pre-school programmes \| \| \| \| VILLAGE OR MUNICIPAL GOVERNMENT \| SECTORS \| NAMES \| SKILLS/INTERESTS \| DECISION \| \|--------------------------\|------------------------------\|------------------\|----------\| \| Senior officials \| \| \| \| \| Housing programmes staff \| \| \| \| \| Youth programmes staff \| \| \| \| \| Sanitation/public works staff \| \| \| \| \| Recreation staff \| \| \| \| \| Law enforcement/Police \| \| \| \| \| Transportation staff \| \| \| \| LOCAL BUSINESSES \| SECTORS \| NAMES \| SKILLS/INTERESTS \| DECISION \| \|--------------------------\|------------------------------\|------------------\|----------\| \| Health insurance Workers \| \| \| \| \| Media representatives \| \| \| \| \| Street vendors \| \| \| \| \| Private enterprises (particularly targeting youth) \| \| \| \| Tool 2.1 Reviewing current school health-promotion efforts Directions: This tool is designed to help schools assess current efforts that can be the foundation for new efforts. The four headings express principles that underlie the creation of health. For each section, fill in examples from your school. Caring for themselves and others . . . Most schools already provide opportunities for students and school staff to care for themselves and others. List examples of current efforts: Making decisions and taking control of circumstances that affect health . . . Most schools already engage students and school staff in making decisions and taking control of circumstances that affect health. Examples of current efforts: Creating social conditions that enable people to be healthy . . . Most schools already involve students and school staff in fostering conditions in society that promote the health of all its members. Examples of current efforts: Improving students’ understanding of health knowledge and skills and how to apply them . . . Most schools already work to strengthen students’ and school staff health knowledge and skills and how to apply them. Examples of current efforts: ### Tool 2.2 Assessing community health problems, policies and resources Directions: Based on your knowledge of health problems, use the list below to note those that are common in your community. Circle a number to indicate how serious each condition is: - 1 = not a problem - 2 = a fairly small problem - 3 = somewhat of a problem - 4 = a serious problem - 5 = a very serious problem Then describe ways in which each problem affects students, teachers/staff, and the community in terms of health and well-being, absenteeism, academic performance, repetition of grade levels, economic vitality, quality of teaching, and burden on health services. #### A. Health Problems \| Health problems \| How serious \| Effect on students, teachers, school, and community \| \|----------------------------------\|-------------\|-----------------------------------------------------\| \| Alcohol and other substances \| 1 2 3 4 5 \| \| \| Immunisable diseases \| 1 2 3 4 5 \| \| \| Injuries \| 1 2 3 4 5 \| \| \| Helminth (worm) infections \| 1 2 3 4 5 \| \| \| HIV/AIDS and STI \| 1 2 3 4 5 \| \| \| Malaria \| 1 2 3 4 5 \| \| \| Mental health problems \| 1 2 3 4 5 \| \| \| Micronutrient deficiency \| 1 2 3 4 5 \| \| \| Oral health problems \| 1 2 3 4 5 \| \| \| Protein energy malnutrition \| 1 2 3 4 5 \| \| \| Respiratory infections \| 1 2 3 4 5 \| \| \| Sanitation \| 1 2 3 4 5 \| \| \| Tobacco \| 1 2 3 4 5 \| \| \| Unintended pregnancies \| 1 2 3 4 5 \| \| \| Unsafe water \| 1 2 3 4 5 \| \| \| Violence \| 1 2 3 4 5 \| \| \| Vision and hearing problems \| 1 2 3 4 5 \| \| \| Other ___________________________ \| 1 2 3 4 5 \| \| Assessing community health problems, policies and resources Tool 2.2 (continued) Directions: Use the list below to note any policies—or lack of policies—that affect the health of students, teachers/staff, and community. Consider those that concern school attendance; equal access to school for girls and boys; child work; maternity leave for teachers and staff; sexual harassment and exploitation; women in school, the workplace, or public life; AIDS policies in the school; violence; alcohol, tobacco, and other drug use, production, marketing, and distribution. Also think about how actual practice, as opposed to official policy, has an effect on health. B. Policies \| Policies \| Effect of policy and practice on students, teachers, school and community \| \|----------\|-------------------------------------------------------------------------\| \| National policies \| \| \| District policies \| \| \| Local policies \| \| \| School policies \| \| C. Community Resources \| Community resources \| Name of contact person \| \|---------------------\|------------------------\| \| Clinics, hospitals, health care providers \| \| \| Infant health, child nutrition, family planning, HIV prevention, other public health programmes \| \| \| Parent education, parent health promotion projects \| \| \| National health promotion efforts \| \| \| NGOs, international projects \| \| If you were in a community like St. Michael, Barbados, where the Lawrence T. Gay Memorial Primary School was seriously affected by dengue fever, you might use Tool 2.2 in this way. ### A. Health Problems \| Health problems \| How serious \| Effect on students, teachers, school, and community \| \|----------------------------------------\|-------------\|-----------------------------------------------------\| \| School/community-based injuries \| 1 2 3 4 5 \| \| \| HIV/AIDS and STI \| 1 2 3 4 5 \| \| \| Violence \| 1 2 3 4 5 \| \| \| Unintended pregnancies \| 1 2 3 4 5 \| \| \| Alcohol, tobacco, and other drugs \| 1 2 3 4 5 \| \| \| Helminth (worm) infections \| 1 2 3 4 5 \| \| \| Micronutrient deficiency \| 1 2 3 4 5 \| \| \| Protein energy malnutrition \| 1 2 3 4 5 \| \| \| Unsafe/inadequate sanitation/water \| 1 2 3 4 5 \| Allows bacteria to breed \| \| Poor oral health \| 1 2 3 4 5 \| \| \| Vision and hearing problems \| 1 2 3 4 5 \| \| \| Malaria \| 1 2 3 4 5 \| \| \| Respiratory infection \| 1 2 3 4 5 \| \| \| Mental health problems \| 1 2 3 4 5 \| \| \| Other \| 1 2 3 4 5 \| Debilitates children, staff \| ### B. Policies School policies Lack of a school policy on garbage separation and incineration Effect - Increases illness and absenteeism (through dengue fever) for students, teachers, and staff - Affects quality of teaching - Drains health care resources - Decreases productivity in workplaces throughout the community ### C. Resources - Clinic, hospital - Public health inspector - Parent educators - National health promotion effort - NGOs, international projects Key Feature 1 A Health-Promoting School Engages Health, Education And Community Leaders \| Opportunity \| We encourage family and community involvement in the life of the school. \| \|-------------\|------------------------------------------------------------------------\| \| Action \| Families are involved in making decisions about health-promoting activities. \| \| \| Our curriculum contains health-related activities that involve children working with their families. \| \| \| Local groups with an interest in child and adolescent health and health organisations providing services in the community participate collaboratively in school activities. \| \| Other: \| \| \| Opportunity \| We make efforts to build links with the community. \| \|-------------\|---------------------------------------------------\| \| Action \| Students and teachers participate in local events (cultural, sports, festivals) on a regular basis. \| \| \| The school informs the local community about its health initiatives through local media, school open days, and students providing “health-promoting school” displays at community functions. \| \| Other: \| \| * Adapted from WHO, Health-Promoting Schools: Regional Guidelines. Development of Health-Promoting Schools, a Framework for Action. Developed by the Regional Office for the Western Pacific, 1996.* Key Feature 2 A Health-Promoting School Provides A Safe, Healthy Environment (Physical and Psychosocial) Opportunity We provide sufficient sanitation and water. Action □ There are enough toilets/latrines for males and females □ Safe, clean water is available for drinking and handwashing □ There is enough water for washing facilities and sanitation Other: □ Opportunity We uphold practices that promote a sustainable environment. Action □ We recycle renewable resources such as paper, glass and aluminium □ We discourage the use of disposable plastic containers Other: □ Opportunity Students are encouraged to take care of the school facilities. Action □ We have an adequate garbage disposal system □ Students take part in beautifying the school: painting, planting, cleaning up the school grounds Other: □ Opportunity We create safe physical surroundings and reduce hazards in and near the school Action □ Removing breakable glass in doors, concrete/asphalt under playground equipment, and holes/ruts on playing fields □ Maintaining playground equipment in good repair and safe laboratories for sciences □ Adding safety features and protection equipment as necessary Other: □ \| Opportunity \| We create a nurturing climate of care, trust, and friendliness that encourages student attendance and involvement. \| \|-------------\|-----------------------------------------------------------------------------------------------------------------\| \| Action \| The school actively discourages physical and verbal abuse and violence, among students and staff and toward one another. \| \| \| The school promotes equal respect for men and women, boys and girls, and for people with different ethnic backgrounds and sexual orientations. \| \| Other: \| \| \| Opportunity \| We provide support and assistance to students who are at a disadvantage compared to their classmates. \| \|-------------\|-----------------------------------------------------------------------------------------------------------------\| \| Action \| We recognise that some students have special needs, and we work to provide appropriate facilities, learning aides, and programmes to students with disabilities or other disadvantages. \| \| \| We respect students who are disabled and integrate them into all aspects of school life. \| \| Other: \| \| \| Opportunity \| We value all our students and respect their differences. \| \|-------------\|----------------------------------------------------------------------------------------------------------\| \| Action \| The school provides opportunities to celebrate cultural, religious, and tribal diversity through food, costume, dance, craft, displays, festivals, and exhibitions. \| \| \| The curriculum provides opportunities for students to learn about cultural, religious, racial, and other forms of diversity. \| \| \| The school promotes tolerance and equality between boys and girls and between children of different ethnic, religious and social groups (WHO 1996g). \| \| Other: \| \| Opportunity Our teachers are adequately prepared to play a role in Health-Promoting Schools. Action ☐ Preservice and inservice training programmes on health promotion are provided to teachers ☐ Teachers and staff are supported, on an ongoing basis, with information about the availability of health resources and skill building to help promote and use these resources Other: ☐ Key Feature 4 A Health-Promoting School Provides Access To Health Services Opportunity We make basic health services available to students and staff. Action ☐ We actively seek immunisation for students ☐ Health screening is provided: vision, hearing, dental ☐ Health records on children's health status are kept by the relevant authorities ☐ We have a first aid kit and provide training in its use ☐ Counselling and support services are available for socially and emotionally distressed students and those with medical problems Other: ☐ Opportunity Local health services contribute to our school’s health program. Action ☐ There is consultation between health-service personnel and teachers about the design and implementation of a health-related curriculum ☐ Health-service personnel complement the work of teachers by participating in delivering relevant aspects of the curriculum ☐ Health-service agencies provide training programmes for teachers on specific topics ☐ Local health services support schools in explaining and implementing local health campaigns Other: ☐ Key Feature 5 A Health-Promoting School Implements Health-Promoting Policies And Practices Opportunity Our school ensures that girls and boys have equal access to school resources. Action ☐ We have reviewed customs and practices about play space, equipment, teacher time and other resources and, where necessary, have taken action to make the school equitable Other: ☐ Opportunity We have a policy on healthy food. Action ☐ Healthy, locally grown food is available ☐ Teachers act as role models by eating healthy food in school ☐ Healthy food choices are made available at school social events ☐ We comply with food safety standards Other: ☐ Key Feature 6 A Health-Promoting School Improves The Health Of The Community Opportunity We provide a safe environment for the school community. Action - Teachers and students are respected and have a voice in the policies and practices of the school - Girls are protected from sexual exploitation - All students are protected from sexual harassment - We undertake periodic safety audits of all buildings and equipment and repair them as needed - With the local community, we take action to minimise local traffic hazards (related to traffic and drug dealing) - We put procedures in place to see that students are protected from unwanted visitors in school - In selecting new play and sporting equipment, we take safety into account and ensure that guidelines for use are in place - We have a plan for responding when students are injured on school property Other: --- Opportunity We attend to the educational needs of parents in order to influence the well-being of students. Action - The school provides parents, where appropriate, with specific educational services (literacy education, parenting skills, prevention education for HIV/STI, violence, etc.) - The school informs parents about the health and social issues their children are learning about in school so parents can support these efforts - The school serves as a link to services that are available in the community Other: \| Opportunity \| Other key stakeholders also have the chance to gain skills needed in health-promoting schools. \| \|-------------\|-----------------------------------------------------------------------------------------------\| \| Action \| Training sessions are made available for parents, key health and education personnel of relevant agencies, and local community members to expand their role in school health \| \| Other: \| \| \| Opportunity \| We have a safety plan for natural or other disasters. \| \|-------------\|-------------------------------------------------------\| \| Action \| Teachers and administrators are trained in relevant procedures \| \| \| Students and school staff practice emergency responses \| \| Other: \| \| \| Opportunity \| We have policies on a variety of other health-related issues. \| \|-------------\|---------------------------------------------------------------\| \| Action \| sun protection \| \| \| health screening \| \| \| school closure in event of emergency \| \| \| HIV/AIDS and STI education and related discrimination \| \| \| tobacco use \| \| \| weapons in school \| \| \| kinds of food served in school \| \| \| nondiscrimination \| \| \| control of helminth and other parasites \| \| \| nutrition \| \| Other: \| \| Tool 3.2 Defining objectives Directions: Objectives are actions to be taken to achieve your goal. They should be specific and measurable. This tool is designed to help you identify objectives. Start with one goal that you selected with Tool 3.1. Use the blank copies of this tool following this page to set objectives for each goal. How can you draw on the key features of a Health-Promoting School to meet these goals more effectively? Look back at the examples and the Opportunities for Action that you identified in Tool 2.3. These can be thought of as objectives that you could set to meet your goals. Bear in mind existing programmes and resources that might contribute to achieving your goal (see Tool 2.1), policies that might help or need to be modified, and community resources that might be sought and employed (see Tool 2.2). Think about setting objectives that allow you to use available resources efficiently and are most likely to lead to your goal. --- \| Tool 3.2 \| Defining Objectives \| \|----------\|---------------------\| \| Goal \| Increase the availability of safe water \| \| ○ ENGAGE HEALTH, EDUCATION AND COMMUNITY LEADERS \| \| \| Objective 1 \| By [date], families will be given the opportunity to participate in determining the kind of safe water supply that will be available at the school \| \| Objective 2 \| By [date], three activities will be added to the school curriculum that involve children working with their families to assess the safety of their water supply and how to maintain its safety \| \| ○ PROVIDE A SAFE, HEALTHY ENVIRONMENT \| \| \| Objective 1 \| By [date], the school will provide safe clean water for drinking and handwashing \| \| ○ PROVIDE SKILLS-BASED HEALTH EDUCATION \| \| \| Objective 1 \| By [date], the school curriculum will provide sufficient information to enable students and staff to maintain a clean, safe water supply at the school and at home \| \| ○ FACILITATE ACCESS TO HEALTH SERVICES \| \| \| Objective 1 \| By [date], the school will meet with local health authorities to look at ways that clean, safe water can be made available in the school and community \| \| ○ IMPLEMENT HEALTH-PROMOTING POLICIES AND PRACTICES \| \| \| Objective 1 \| By [date], the school health team will agree on a policy that supports the implementation and maintenance of a clean, safe water supply at school \| \| ○ STRIVE TO IMPROVE HEALTH IN THE COMMUNITY \| \| \| Objective 1 \| By [date], students and staff will provide training sessions for parents and other community members about how to create and maintain a clean safe water supply locally \| --- EXAMPLE ## Goal - ENGAGE HEALTH, EDUCATION AND COMMUNITY LEADERS - Objective 1 - Objective 2 - Objective 3 - PROVIDE A SAFE, HEALTHY ENVIRONMENT - Objective 1 - Objective 2 - Objective 3 - PROVIDE SKILLS-BASED HEALTH EDUCATION - Objective 1 - Objective 2 - Objective 3 - FACILITATE ACCESS TO HEALTH SERVICES - Objective 1 - Objective 2 - Objective 3 - IMPLEMENT HEALTH-PROMOTING POLICIES AND PRACTICES - Objective 1 - Objective 2 - Objective 3 - STRIVE TO IMPROVE HEALTH IN THE COMMUNITY - Objective 1 - Objective 2 - Objective 3 On this form copy one of your goals and one objective you have selected to meet this goal. Think about one year’s time. Identify the steps needed to achieve each objective, who will take responsibility for the completion of the step, when the step will be completed, and what resources will be required. Make additional copies of this page to create an action plan for additional goals, objectives, and years. \| GOAL \| Year # \| Objective # \| \|------\|--------\|-------------\| \| STEPS \| PERSON(S) RESPONSIBLE \| TIME TO COMPLETE \| RESOURCES REQUIRED/COST \| \|-------\|-----------------------\|------------------\|-------------------------\| On this form copy one of your goals and one objective you have selected to meet this goal. Think about one year’s time. Identify the steps needed to achieve each objective, who will take responsibility for the completion of the step, when the step will be completed, and what resources will be required. Make additional copies of this page to create an action plan for additional goals, objectives, and years. GOAL: REDUCE THE AMOUNT OF GARBAGE LEFT FOR COLLECTION Year # ONE Objective # INTRODUCE GARBAGE SEPARATION \| STEPS \| PERSON(S) RESPONSIBLE \| TIME TO COMPLETE \| RESOURCES REQUIRED/COST \| \|------------------------\|-------------------------------------\|------------------\|-------------------------------------------------------------\| \| Incinerate combustibles\| Principal, janitor, food services staff \| 6 months \| Containers \| \| Recycle plastic containers \| Principal, janitor \| 1 year \| Building supplies \| \| \| Principal, teachers, staff, students \| 3 months \| Receptacles for plastic containers, collector/recipient of materials \| How do health problems affect school performance? Young people’s health problems vary around the world, but any health problem can prevent their learning and participating fully in school activities. - Parasite infections (roundworm, whipworm, hookworm, schistosome, and other flukes, and/or guinea worm) consume a child’s nutrients. Parasites cause malnutrition and delays in physical development, tissue and organ damage, and pain, diarrhoea, and related health problems. All of these symptoms interfere with children’s attendance and performance at school. - Iron deficiency anemia is associated with impaired thinking and poorer school performance. - Various infections, including malaria and respiratory diseases, account for frequent absenteeism. - Students with mental health problems may fail academically, be rejected socially, and have a poor self-image. - Unintended pregnancy forces many girls to drop out of school. Early pregnancy has major health risks for the girl and her child and disrupts the physiological, social, and intellectual development of young girls. - Especially in areas with high rates of diarrhoea and respiratory infection among younger children, girls often miss school because they are expected to help take care of their preschool brothers and sisters or an older relative. What can schools do to promote health? - Pull together the richness and resources of the community/individuals, agencies, services, religious organisations, and business. - Provide a setting to introduce health information and health-promotion strategies to the community and teach healthy behaviours that will be applied throughout life (safe food handling, hand washing, not smoking, not abusing alcohol or using illicit substances). - Provide education and curricula that help students acquire the knowledge, attitudes, values, and skills needed to practice a healthy lifestyle and create conditions conducive to health. - Involve families and community groups in school activities. - Offer or provide referrals to services that promote health and prevent disease. - Establish and advocate for policies and management practices that foster respect, self-esteem, and opportunities to achieve success. What in the World is a Health-Promoting School? Examples from around the World In thousands of communities around the world – Africa, the Americas, Southeast Asia, Europe and the Western Pacific – schools are taking steps to promote health and to create the foundations of Health-Promoting Schools. Here are some examples of what schools are doing in: \| Country \| Example \| \|------------------\|-------------------------------------------------------------------------\| \| Australia \| Providing sunscreen lotion and hats to pupils \| \| Barbados \| Integrating health lessons into social studies, math, and science classes \| \| Bolivia \| Involving students in keeping track of family health status \| \| Botswana \| Involving school children in health and development activities for younger, preschool children \| \| China \| Improving the lighting in classrooms \| \| Côte d’Ivoire \| Setting up food programmes at school to increase girls’ attendance \| \| Fiji \| Organising cleanup campaigns for school grounds and surrounding areas \| \| India \| (Gujarat State) Involving teachers and pupils in regular monitoring of pupils’ weight and height \| \| Jamaica \| Offering treatment for helminth infections at school \| \| The Netherlands \| Involving students in developing school health policy \| \| New Guinea \| Organising school staff and students to dig pits for toilets on or near school grounds \| \| Pakistan \| Offering a mental health programme that involves students, families, and communities \| \| The Philippines \| Planting school gardens to supply the food programme \| \| Tanzania \| Inviting parents into the school to discuss health promotion possibilities \| \| Thailand \| Inviting visiting nurses to school to provide immunisations \| \| Uganda \| Twinning children in school with older children: helping to promote health and safety of younger "school brother" or "school sister" \| \| Zambia \| Organising school-based anti-AIDS clubs to raise awareness in both school and the community \| Building support for a Health-Promoting School: A role for everyone School staff can: - Offer workshops or information sessions for parents and community members - Circulate printed materials from government agencies - Structure school activities to promote relationships with family members and community groups - Work with students to analyze and understand the positive and negative impacts of mass media Students can: - Produce a school health newsletter for peers and parents - Gather for group discussions on health issues - Participate in and publicise health-promotion projects such as school gardens or artworks Parents can: - Form a parents’ council or group - Organise health-promoting activities - Produce a newsletter to share information or resources - Provide links to community organisations - Invite nonactive parents to become involved Community members can: - Offer awards for creative health promotion - Sponsor or publicise school efforts - Advocate for improvement with other community leaders Selected WHO Publications Active Living: An Essential Element of a Health-Promoting School, WHO/HPR/HEP/97 Food Environment and Health: A Guide for Primary School Teachers Healthy Nutrition: An Essential Element of a Health-Promoting School, WHO/HPR/HEP/97 Local Action: Creating Health-Promoting Schools, WHO/HPR/HEP/97 Preventing HIV/AIDS/STI and Related Discrimination: An Important Responsibility of Health-Promoting Schools, WHO/HPR/HEP/97 Promoting Health through Schools: A Summary and Recommendations of WHO's Expert Committee on Comprehensive School Health Education and Promotion for the WHO/HPR/HEP 96.4 Promoting Health through Schools: Report of a WHO Expert Committee on Comprehensive School Health Education and Promotion, WHO Technical Report Series 870 Research to Improve Implementation and Effectiveness of School Health Programmes, WHO/HPR/HEP/96.3 The Status of School Health, WHO/HPR/HEP/96.1 Strategies to Overcome Barriers and to Improve School Health Programmes, WHO/HPR/HEP/96.2 Strengthening Interventions to Reduce Helminth Infections as an Entry Point for the Development of a Health-Promoting School, WHO/HEP/96.10 Tobacco Use Prevention: An Important Entry Point for the Development of a Health-Promoting School, WHO/HPR/HEP/97 Violence Prevention: An Important Element of a Health-Promoting School, WHO/HPR/HEP/97 World Health: A Magazine of the World Health Organization, Health-Promoting Schools, No. 4, July-August, 1996 Beckles, V. (1996). Children versus mosquitoes. World Health: A Magazine of the World Health Organization, 4, July/August: 19. Birdthistle, I., and Vince-Whitman, C. (1997). Reproductive Health Programs for Young Adults: School-Based Programs. Research series, FOCUS on Young Adults Program and Education Development Center, Inc., Newton, Mass. Carvajal Foundation (1993). Curriculum Development and Evaluation Design for Aguablanca's Comprehensive Educational Programme. Cali, Colombia: Carvajal Foundation. Dutch Centre for Health Promotion and Health Education (1995). The Trees and the Wood. Working at a health promoting school: A brochure for secondary education. Utrecht: Dutch Centre for Health Promotion and Health Education. Education Development Center, Inc. (1996). Rapid Assessment and Action Planning Tool (RAAPT). Newton, Mass.: Education Development Center, Inc. Hong-Ying, C. (1996). A Shanghai school shows the way. World Health: A Magazine of the World Health Organization, 4, July/August: 24. Israel, R. (1990). Program and Policy Options for Improved School Nutrition, Health and Learning in Developing Countries. Newton, Mass.: Education Development Center, Inc. Marx, E., Wooley, S., and Northrop, D. (1998). Health Is Academic: A Guide to Coordinated School Health Programs. New York: Teachers College Press. Marx, E., and Northrop, D. (1995). Educating for Health: A Guide to Implementing a Comprehensive Approach to School Health Education. Newton, Mass.: Education Development Center, Inc. Meresman, S. G. (1996). Health can be 'contagious.' World Health: A Magazine of the World Health Organization, 4, July/August: 15. Mubbasher, M. H., Sasraf, T. Y., Afghan, S., and Wig, N. N. (1989). Promotion of mental health through school health programmes. EMR Health Service, J6: 14/19. Mwashaa, E. S. (undated). HESAWA School Health and Sanitation Package: An Effective Tool for Sensitizing and Mobilizing Communities to Participate Actively in Community Based Health/Development Projects. Mwanza, Tanzania: Zonal HESAWA Coordination Office. Penthisarn, C. (1996). Helping schoolchildren to help themselves. World Health: A Magazine of the World Health Organization, 4, July/August 1996: 21. Santos, R. D. D. (1996). No junk food in the school canteen. World Health: A Magazine of the World Health Organization, 4, July/August 1996: 23. Veneo, B., and Doonar, P. A school in Papua New Guinea. (1996). World Health: A Magazine of the World Health Organization, 4, July/August 1996: 25. World Health Organization (1996a). Promoting Health through Schools. The World Health Organization's Global School Health Initiative. Prepared for WHO/HPR/HEP by S. Cohen and C. Vince-Whitman. Education Development Center, Inc., Newton, Mass., U.S.A. Geneva: World Health Organization. World Health Organization (1996b). Research to Improve Implementation and Effectiveness of School Health Programmes. Geneva: World Health Organization (WHO/HPR/HEP/96.3). World Health Organization (1996c). The Status of School Health. Geneva: World Health Organization (WHO/HPR/HEP/96.1). Prepared for WHO/HPR/HEP by D. Northrop, S. Cohen, C. Vince-Whitman, and L. J. Kolbe. World Health Organization (1996d). Improving School Health Programmes: Barriers and Strategies. Geneva: World Health Organization (WHO/HPR/HEP/96.2). World Health Organization (1996e). Health Promoting Schools: Regional Guidelines. Development of Health Promoting Schools. A Framework for Action. Regional Office for the Western Pacific. World Health Organization (1996f). WHO Information Series on School Health Document One. Strengthening Interventions to Reduce Helminth Infections. Geneva: World Health Organization. World Health Organization (1996g). Child Friendly Schools Initiative. Geneva: World Health Organization. World Health Organization. Regional Office for Europe 1995. Twenty Steps for Developing a Healthy Cities Project. 2nd Edition, 1995. World Health Organization (1993). The European Network of Health Promoting Schools. Resource Manual. 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In the middle of the 20th century, in 1954, on the other side of the planet in another desert climate, the U.S. State Department chose New York architect Edward Durell Stone to design the new American Embassy in New Delhi. The defining element of the new embassy was a brise-soleil, designed by Stone. This curtain wall was constructed of thousands of one-foot square perforated blocks that shielded the country’s interests from the hot Indian sun. Theories abound regarding Stone’s inspiration for screen block. During the lengthy construction of the New Delhi embassy, the national press gave Stone credit for being inspired by the centuries-old tradition of decorative wooden grilles in Hindu and Moorish architecture. Perhaps his source of inspiration was his friend Frank Lloyd Wright’s textile blocks. Possibly he was inspired by the concrete used by Belgian architect Auguste Perret at the Notre Dame du Raincy, a building Stone visited as a young man. Regardless of the source of his inspiration, the genius of Stone’s solution to the brutal Indian sun was undeniable, and breathtaking relief from the desert climate he was called upon to architecturally stave off. Much has been written about Stone and his many projects. He appeared on the cover of Time magazine in March of 1958 when concrete block has been credited in defining modern architecture. Ron and Barbara Marshall of the Palm Springs Preservation Foundation have studied and written extensively about this modest building material and the architectural craze started by Stone in the midcentury. Their excellent book, “Concrete Screen Block: The Power of Pattern,” recounts the fascinating story of concrete screening starting with Stone in New Delhi, reaching its apogee at the 1964 New York World’s Fair, and following its slowly diminished popularity until the 1970s, a resurgence of late. In between those years, the clever marketing of screen block as “fashionable” by manufacturers resulted in an explosion of patterns and applications. Most commonly produced in 2 x 2-inch square blocks, and in various patterned patterns, screen block offered modest decoration with helpful function for the desert Southwest’s ever-growing population during the last half of the 20th century. According to the Marshalls, by the late 1950s concrete screen block was frequently specified by leading architects for grandiose structures, schools, and even palatial residences. In climates where the challenges of sun protection spawned a host of architectural solutions (including metal grilles and awnings), screen block offered a tough, modular and cheap alternative. Along with this popularity screen block inherited a cascade of synonyms including brise-soleil, grille block, lattice wall block, perforated block, vented block, and pierced block. And with the synonyms also came a profusion of patterns and the additional opportunity of creating unique shapes. The Marshalls have documented over 350 different patterns and have established 58 examples in Palm Springs at last count. They note in their book, “the allure of being able to reimagine the brise-soleil by using different and ‘fresh’ geometric block shapes was irresistible.” Suddenly, the concrete industry’s dictate to “Fashion your future in Screen Block…[the] excitingly new building material will allow almost any design potential started to materialize and a raft of interesting screen block shapes came to the market. What some block producers saw as mere variations of earlier designs, others were truly imaginative.” The variety of screen block patterns were given exotic-sounding names like Mei Ling, Koshi, Samurai, La Paz, Maltese, and Morocco, conjuring up the romantic flavors of imports. Other pattern names took advantage of the midcentury’s fascination with space age science fiction, including Starfire, Starburst, Starlight, Venus and Polaris. Screen block appealed to the concrete industry and builders because it could be made quickly and at a high profit as tracts of houses were slapped up to accommodate the postwar boomers. The popularity of screen block peaked during the 1964-65 New York World’s Fair. Over three million concrete blocks were used during the fair’s construction, including many custom-designed patterns. By the 1960s, screen block was being supplanted by other design elements. The era ended abruptly, and some looked at the building material as an outmoded fad. In response, the concrete industry made some clever attempts to resurrect screen block’s relevance. Recognizing an application that seemed to have great potential, a trade organization pictorially emphasized screen block’s ability to conceal with “Hide-A-Car, Hide-A-Compost, Or Hide-Atelodrums.” The “Hide-A-Car” and “Hide-A-Any-thing-You-Want” slide…[screen block] can handle the toughest problems in cleaner fashion than any building material known to man.” The ugliness of parking garages was cited as a particularly favorable use. The idea was that screen block would be able to “add skill and beauty” such structures. Nevertheless, despite these highly functional uses, the late 1960s and 1970s witnessed a steady decline in the popularity of screen block. The enthusiasm for screen block evaporated with block producers and builders alike. The Marshalls note that, “Today, screen block can still be found in virtually every corner of the Coachella Valley in the Sunbelt. Certainly, few homeowners realize that their screen block patio wall is a continuation of the wooden grilles found in Moorish and Hindu architecture. But despite these exotic connections, history shows us that screen block’s exoticism overshadowed its design appeal was so compelling that it was embraced by a uniquely American product. It was linked to science fiction, exoticism and the Space Age. And with the resurgence in popularity of midcentury design, screen block is once again being specified by architects and builders alike.” Palm Springs has an abundance of screen block. The Marshalls have created a short self-guided screen block tour that highlights some fine examples. Developed for the convenience of a quick jaunt, the windshield survey is big fun. Drive by 190 E. Palm Canyon Drive. This 1960s three-dimensional block was designed by Australian sculptor Erwin Hauer. Far more expensive and difficult to produce than standard screen block, only a few examples of Hauer’s blocks are extremely rare. Nearby find Two Palms Apartments at 2000 E. Palm Canyon Drive. Examples of Venus pattern screen block create imaginative Martian figures. Then buzz by Canyon View Estates east on Canyon Drive. This 1960s schoolhouse attached condominiums, designed by architect William Krisel, offers a diversity of screen block, including Starburst and Mei Ling patterns. For a whirlwind tour around the world of concrete screen block where the Marshalls do the metaphysical driving, attend their lecture during Modernism Week on Wednesday, Feb. 19, at 1 p.m. at the Palm Springs Cultural Center. The cost of admission and donations are required. Tickets are available, as is the book, “Concrete Screen Block: The Power of Pattern,” at www.popsreservationfoundation.org. As for Edward Durell Stone, his influence on the Coachella Valley desert was far from over. 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Does Providing Prompts During Retrieval Practice Improve Learning? MEGAN A. SMITH\textsuperscript{1,}, JANELL R. BLUNT\textsuperscript{2}, JOSHUA W. WHIFFEN\textsuperscript{2} and JEFFREY D. KARPICKE\textsuperscript{2} \textsuperscript{1}Department of Psychology, Rhode Island College, Providence, USA \textsuperscript{2}Department of Psychological Sciences, Purdue University, West Lafayette, USA Summary: The purpose of this investigation was to identify ways to prompt retrieval practice to make recall even more effective at producing meaningful learning. In two experiments, subjects read educational texts and practiced retrieval across two periods. During prompted retrieval, subjects were cued to explain and describe concepts from the text, whereas during free recall, subjects recalled as much of the material from the text as they could. A reading control condition was also included. Learning was assessed using both verbatim and higher-order questions 1 week later. Practicing retrieval improved learning relative to the control on both types of questions; however, whether subjects practiced free or prompted retrieval did not matter for learning. Subjects rated prompted retrieval as less enjoyable and interesting than the other retrieval conditions. Results demonstrate practicing retrieval promoted meaningful learning, and that subjects’ initial retrieval success was highest when they used their own retrieval strategies during recall. Copyright © 2016 John Wiley & Sons, Ltd. Practicing retrieval, or actively reconstructing knowledge, is a powerful way to promote student learning. More importantly, retrieving information promotes meaningful learning and transfer, not just rote memorization (e.g., Butler, 2010; Carpenter, 2012; Jensen, McDaniel, Woodard, & Kummer, 2014; Karpicke & Aue, 2015), increasing the value of retrieval practice as a learning strategy for educational purposes. Much of the past research on retrieval practice has examined learning benefits from taking tests. For this reason benefits from retrieval practice have been (and often still are) referred to as the testing effect. Yet it is not the act of taking a test that is important, but rather processes that tend to occur during testing. Specifically, it is the act of retrieving knowledge from memory that promotes learning. Retrieving knowledge can occur during testing but can also be implemented in a wide range of activities (e.g., Blunt & Karpicke, 2014; Karpicke, Blunt, Smith, & Karpicke, 2014) that we refer to as \textit{retrieval-based learning activities}. In order for students to use retrieval practice as a learning tool, they simply need to set their materials aside and practice reconstructing them. There are many different ways to design retrieval-based learning activities, but practicing free recall of information is an especially effective method. During free recall, students set aside their study materials and freely reconstruct as much of the material from memory as possible. Practicing free recall allows learners to construct their own organizational structure and then use that structure during retrieval practice (see Raaijmakers & Shiffrin, 1981), and past research has suggested practicing free recall may improve learning more than other forms of retrieval practice such as answering short-answer questions (e.g., Glover, 1989). In addition to promoting student learning, free recall is a relatively practical way to engage in retrieval practice because neither students nor teachers need to prepare additional materials. Further, students do not seem to need training to engage in free recall. Students can simply set aside their textbooks or notes and practice freely recalling information. There are a few things that need to occur for retrieval practice to be effective (Karpicke, Lehman, & Aue, 2014). First, students need to successfully retrieve information. If students are unable to reconstruct material during retrieval practice, then the activity is unlikely to promote much learning (see Karpicke et al., 2014). Similarly, if students miss a fair amount of important material during recall, they are not likely to benefit from recall as much, compared to when retrieval practice is more complete. It is true that unsuccessful retrieval attempts have been shown to improve learning when feedback is provided (e.g., Kornell, Hays, & Bjork, 2009). However, differences in initial retrieval success can lead to different amounts of learning across retrieval-based learning conditions (Butler, Marsh, Goode, & Roediger, 2006; Kang, McDermott, & Roediger, 2007; Marsh, Agarwal, & Roediger, 2009), and feedback is not always enough to overcome differences in initial success (see Smith & Karpicke, 2014). Therefore, ensuring retrieval success is important even if feedback is provided. The second thing that needs to occur for retrieval practice to be effective is that students need to reinstate the prior context during retrieval (Karpicke & Zaromb, 2010; Karpicke et al., 2014; Lehman, Smith, & Karpicke, 2014). In other words, students need to think back to a previous time when they learned information and retrieve what they remember from the context. There is some evidence that reinstating the prior context is the mechanism by which retrieval practice improves learning (Lehman et al., 2014). If a retrieval-based learning activity is to be effective it must include this important element. Ensuring successful retrieval and context reinstatement can be somewhat challenging. For example, there are ways in which one could ensure successful retrieval, such as recalling a sentence immediately after reading it. However, massed retrieval, or removing all spacing between the learning episode and retrieval, does not necessitate reinstating the prior context, reducing learning benefits from retrieval practice (e.g., Carpenter & DeLosh, 2005; Karpicke & Bauernschmidt, 2011). Therefore, it may be difficult to keep retrieval success high while also requiring students to reinstate the prior context. Given this challenge, it is important to design and empirically test retrieval-based learning. Correspondence to: Megan A. Smith, Department of Psychology, Rhode Island College, 600 Mount Pleasant Ave, Providence, RI 02908, USA. E-mail: firstname.lastname@example.org strategies that enhance student learning and are applicable by teachers and students in academic settings. Using free recall as a learning strategy has been shown to promote learning but involves some risk because free recall provides very little support to help ensure successful retrieval. Further, improving success above typical levels achieved during free recall may make retrieval practice even more beneficial and potentially more efficient for students. However, if too much support is provided, students may be very successful but may not actively reinstate the prior context, and this scenario could harm the effectiveness of retrieval practice. Providing prompts that require students to describe and explain portions of material may bolster the effectiveness of retrieval practice. Providing students with prompts for retrieval would likely offer support during retrieval without compromising context reinstatement. King (1992) found evidence that students benefited from answering open-ended ‘describe’ and ‘explain’ questions, relative to rereading their notes. Guiding college students to describe and explain parts of their study materials during retrieval may help them reconstruct the material more completely. In addition, prompts may be provided during initial retrieval but then subsequently removed so that students may practice freely reconstructing information on their own. Designing a retrieval-based learning activity in this way utilizes the idea of scaffolding (see Meyer, 1993; Wood, Bruner, & Ross, 1976). There are reasons to expect prompted recall to produce more learning than standard free recall. Prompting students to describe and explain important material is likely to support successful retrieval. If students are prompted to retrieve information about a specific concept, they may be less likely to omit information that they know about the concept. During free recall, it is reasonable to expect that students will omit information that they would have been able to recall simply because they forget to reconstruct the information (i.e., information is available but not accessible without a cue; Tulving & Pearlstone, 1966). Further, a scaffolded approach may be particularly effective if prompted retrieval increases initial retrieval success before students transition to actively reconstructing the material on their own without prompts during later free recall practice. However, it is also possible that prompted retrieval may not improve learning or may hurt learning relative to free recall. If prompts fail to guide students to describe and explain important aspects of the material and restrict students’ ability to reconstruct the material on their own, then prompting may hurt performance. Providing prompts during recall first and allowing students to practice free recall during a second retrieval practice period may alleviate issues associated with restricted retrieval during prompted recall. Still, if prompting students to describe and explain during retrieval restricts the reconstruction of knowledge, instructors will want to instruct their students to use free recall instead of providing prompts. The current article reports two large experiments investigating the effect of providing students with prompts during retrieval practice. Experiment 1 examined whether prompting students to explain or describe the material during retrieval practice would improve initial retrieval success and enhance learning on a one-week delayed test. Experiment 1 also asked whether scaffolding students’ retrieval, by first providing prompts as support and then removing the prompts so that students freely recall on their own, would be a particularly effective way to promote student learning. Experiment 2 used a variant of the prompted retrieval task used in Experiment 1 and tested subjects on the Internet. In Experiment 1, undergraduate students learned educationally relevant materials by reading a text, engaging in a learning activity, rereading the text, and engaging in a second activity. This particular retrieval practice technique is easy to instruct students to do on their own. Whether the learning activity involved free recall (a standard free recall activity; Karpicke & Blunt, 2011), prompted recall, or a combination of free and prompted recall was manipulated across conditions. A reading control condition was also included. Learning was measured on a final short-answer assessment given in a second session 1 week after the first session. The final test included verbatim questions, which assessed content stated directly in the texts, and higher-order questions that required students to make inferences and apply the knowledge they learned from the texts. Both types of questions were included to replicate previous work showing retrieval practice enhances performance on both verbatim and higher-order questions (e.g., Blunt & Karpicke, 2014; Butler, 2010; Johnson & Mayer, 2009; Karpicke & Blunt, 2011; McDaniel, Howard, & Einstein, 2009; Smith & Karpicke, 2014). In addition, students were asked to rate several aspects of the learning activities in the first session, including how much they thought they had learned (judgments of learning), how much they enjoyed the activity, how difficult the activity was, and how interesting the activity was. If prompts improve initial retrieval success without sacrificing retrieval effort or context reinstatement, then engaging in prompted retrieval during both retrieval periods should enhance learning on the final assessment one-week later relative to practicing free recall during both periods. Furthermore, scaffolding retrieval by first providing prompts and then having students practice free recall may be particularly effective at producing learning. Alternatively, if prompts reduce initial retrieval, then the prompted conditions may produce less learning relative to standard free recall activities. Regardless, we expected all forms of retrieval practice would improve student learning relative to the reading control condition. EXPERIMENT 1 Method Subjects Subjects were 150 Purdue University undergraduate students. All students participated for partial credit for an Introductory Psychology course. Materials Two science texts were adapted from Basca, Burke, Campbell, and Sherman (2012) and Basca, Burke, Garcia, and Sullivan (2012): Energy Transfer (252 words, Flesh-Kincaid reading level of 7.8) and How we Breathe (219 words, Flesch-Kincaid reading level of 5.3). An example text is provided in the Appendix. Six prompts were created for each text. The prompts cued students to describe or explain main concepts from the text. Each prompt was intended to help the students to recall a portion of the text and referred to a roughly equal portion of the text. Together the six prompts were intended to cue the student to recall the entire text, and were always presented in the order that concepts appeared in the text. Retrieval prompts for one text are provided in the Appendix. We created 12 short-answer questions for the final assessment. There were two types of questions: verbatim and higher-order. Verbatim questions had answers taken directly from the text (see Smith & Karpicke, 2014). Higher-order questions required students to go beyond what was presented. In some cases, students needed to integrate facts from the text, and in others students needed to take what was learned and apply it to a new situation. These questions assess meaningful learning (see Ariašian et al., 2001; King, 1992). Example questions of both types are provided in the Appendix. Design The experiment used a between-subjects design with five conditions. Free recall and prompted recall were factorially manipulated across two consecutive retrieval periods. Thus, four experimental retrieval practice conditions were created: free–free, prompted–prompted, free–prompted, and prompted–free. A fifth reading control condition was also included in which students read twice but did not practice retrieval. Thirty students were assigned to each of the five conditions. In all five conditions, students completed their procedure for two texts, and the order of text presentation was fully counterbalanced across students. Procedure Students were tested in small groups in two sessions spaced 1 week apart. During the initial learning phase, students read one text for 5 min, engaged in a recall activity for 7 min, made ratings about the previously completed learning activity, reread the text for 5 min, completed another recall activity for 7 min, and then made ratings about the previously completed recall activity. In some retrieval periods, students practiced free recall by typing as much information as they could remember. In other retrieval periods, students practiced prompted retrieval: they were given prompts to describe or explain parts of the text to help them recall the full text. Students then repeated this procedure for a second text. In the reading control condition, students played a video game instead of the recall activities, thus they engaged in two spaced reading periods. During reading periods, students read the text on the computer for 5 min. They were instructed to study the text so that they could remember it later. During recall activities, students practiced retrieval on the computer for 7 min. Retrieval practice was manipulated based on the students’ assigned condition. During free recall periods, students recalled as much information as they could from the text. During prompted recall periods, students were given six prompts to cue them to retrieve the full text. Each prompt asked students to explain or describe a section of the text. Each prompt was presented one at a time on the screen for 70 s, and students were told to type as much information as they could remember from the passage that was related to the prompt. When 70 s passed, the screen cleared, the next prompt appeared on the screen, and students repeated the procedure. This continued until students recalled with all six prompts. In the free–free condition, students practiced the free recall procedure during both retrieval practice periods. In the prompted–prompted condition, students practiced the prompted recall procedure during both periods. In the free–prompted condition, students practiced free recall during the first period and prompted recall during the second period. In the prompted–free condition, students practiced prompted recall during the first period and free recall during the second period. The prompted–free condition represents a scaffolded format of retrieval practice because students first retrieve with support (prompted recall) and then the support is removed (free recall). During rating periods, students answered a series of questions: How well do you think you will remember this material in 1 week? How much did you enjoy this task? How difficult was this task? How interesting was this task? Questions were answered on a scale from 0 to 100. A 0 indicated they would not remember anything, the task was not enjoyable, not difficult, or not interesting. A 100 indicated they would remember all of the material, the task was extremely enjoyable, extremely difficult, or extremely interesting. Students saw ratings from 0 to 100 in increments of 10 on the screen, and they selected their response by clicking a corresponding button. After students completed the entire procedure for one text, they repeated the procedure for a second text. Students completed the same condition for both texts. When students had finished the second text, they were dismissed and returned for a final assessment 1 week later. On the final test, students answered 12 questions for each text, six verbatim, and six higher-order questions. The order of questions was held constant across students, and students were tested over the texts in the order in which they originally learned them. Students responded by typing their answers on the computer, and they were given unlimited time to answer each question. After a question had been presented for 20 s, a button labeled ‘Next’ appeared on the screen, and students clicked the button to advance to the next question. This procedure ensured that students spent at least 20 s attempting to answer each question. Once students answered each question for both texts they were debriefed and thanked for their participation. Scoring All scorers were unaware of which student produced each response, and to which condition each student belonged. The texts were divided into 30 idea units. All recall protocols were scored by giving 1 point for each correctly recalled idea unit (Karpicke & Blunt, 2011). Each idea was marked as either recalled or not recalled. Two independent raters scored all initial recall protocols, and a third rater settled any disagreements. For short-answer questions, 1 point was given for each correct response, .5 points were given for partially correct response, and 0 points were given for incorrect responses. or no response. Two independent raters scored all short-answer tests, and the raters agreed on 94% of items. Because the two sets of scores were extremely similar, the scores were averaged in cases of disagreement. Results Initial performance The top panel of Table 1 shows proportion of correct idea units recalled during initial retrieval. Overall, performance improved from period 1 $(M=0.46)$ to period 2 $(M=0.56)$. However, there were performance differences based on retrieval activity. In period 1, students retrieved more idea units when they practiced free recall $(M=0.50)$ than when they practiced prompted recall $(M=0.42, d=0.54, 95\% \text{ CI } [0.18, 0.91])$.$^1$ The same pattern held for period 2; students retrieved more during free recall $(M=0.62)$ than during prompted recall $(M=0.50, d=0.78, 95\% \text{ CI } [0.41, 1.15])$. Prompted recall led to lower retrieval success relative to free recall. However, lower levels of retrieval success may have been because of lower output as opposed to lower levels of overall learning. Examining performance in the prompted–free and free–prompted conditions provides support for this idea. Although students in the prompted–free group produced fewer ideas than those in the free–free group during period 1 (.42 vs. .49), performance was the same during period 2 when both groups practiced free recall (.62 for both groups). Similarly even though students in the free–prompted group produced more ideas than those in the prompted–prompted group during period 1 (.51 vs. .41), performance was the same during period 2 when both groups practiced prompted recall (.50 vs. .51). These results suggest it is the retrieval activities themselves that are restricting what students recall, and it is possible that this occurred without altering learning across conditions. Table 1. Proportion of ideas recalled during initial retrieval practice, and proportion of idea units recalled during initial retrieval practice based only on ideas needed to answer final short-answer questions (critical idea units) in Experiments 1 and 2 \| \| Proportion recall \| Proportion critical idea units \| \|------------------------\|-------------------\|--------------------------------\| \| \| Period 1 \| Period 2 \| \| Experiment 1 \| \| \| \| Free – Free \| .49 (.16) \| .62 (.18) \| \| Prompted – Prompted \| .41 (.13) \| .51 (.12) \| \| Prompted – Free \| .42 (.18) \| .62 (.19) \| \| Free – Prompted \| .51 (.14) \| .50 (.09) \| \| Experiment 2 \| \| \| \| Free Recall \| .35 (.16) \| .47 (.20) \| \| Prompted Recall \| .36 (.15) \| .43 (.18) \| Note: Standard deviations are reported in parentheses. Final assessment performance Figure 1 shows the proportion correct on final verbatim questions and final higher-order questions by condition. Practicing retrieval improved performance on the final assessment 1 week later. Students in all four retrieval practice conditions performed better than students in the reading control condition on verbatim questions, all $F_3 (1, 58) > 4.18$, and higher-order questions, all $F_3 (1, 58) > 6.03$. The top panel of Table 2 shows effect sizes ($d$) comparing each retrieval group to the reading control group. An ANOVA was performed on the four retrieval conditions to see whether different types of retrieval practice influenced later performance on the assessment. However, for both verbatim and higher-order final assessment questions there were no differences between the different retrieval-based learning activities, both $F_3 < 1$. Providing describe and explain prompts during retrieval practice did not lead to increased performance relative to other conditions. Further, scaffolding the prompts during retrieval practice (i.e., the prompted–free condition) did not lead to improved performance on the final assessment relative to other forms of practicing retrieval. Additional analysis of initial recall We conducted additional analysis to further explore the content of initial retrieval. The right column of Table 1 shows initial retrieval performance including only idea units that were required to answer the final short-answer questions, or ‘critical idea units’. Idea units were coded based on whether the final short-answer questions required access to that particular idea unit. For example, the verbatim question ‘What tiny, hair-like structures cover the inside of the airway?’ corresponded to the idea unit ‘Cilia cover the inside of your airways.’ This resulted in 15 critical idea units for Energy Transfers and 16 for How We Breathe. Initial performance was then reanalyzed using only these idea units. If during prompted recall students tended to retrieve only the critical idea units necessary to answer final questions, then analyzing initial performance as a function of only relevant idea units would reveal no differences in initial performance. However, if prompted recall restricted students’ output, then the same pattern of results would be expected here as with the full set of idea units. Overall, the pattern of results with the critical idea units was the same as with the full set of idea units. Performance improved from period 1 $(M=0.52)$ to period 2 $(M=0.62)$. However, there were differences in performance based on retrieval activity. In period 1, students retrieved slightly more idea units when they practiced free recall $(M=0.53)$ than when they practiced prompted recall $(M=0.50, d=0.06, 95\% \text{ CI } [-0.30, 0.42])$. The same pattern held for period 2; students retrieved more during free recall $(M=0.66)$ than during prompted recall $(M=0.58, d=0.48, 95\% \text{ CI } [0.11, 0.84])$. Given these results, it is likely that prompted recall restricted students’ output during retrieval. Ratings of the learning activities Table 3 shows judgments of learning, and Table 4 shows ratings of enjoyment, difficulty, and interest for each recall period across all five conditions. The computer failed to record ratings for one student in the reading control condition. Figure 1. Proportion correct on final verbatim and higher-order short-answer questions in Experiment 1. Error bars represent standard errors of the mean Table 2. Effect sizes ($d$) comparing retrieval practice conditions to the reading control conditions on the final short-answer assessment in Experiments 1 and 2 \| \| Verbatim \| Higher order \| \|----------------------\|----------\|--------------\| \| Experiment 1 \| \| \| \| Free – Free \| 0.54 [0.02, 1.05] \| 0.76 [0.23, 1.28] \| \| Prompted – Prompted \| 0.67 [0.14, 1.18] \| 1.02 [0.48, 1.56] \| \| Prompted – Free \| 0.57 [0.05, 1.08] \| 0.64 [0.12, 1.16] \| \| Free – Prompted \| 0.80 [0.27, 1.33] \| 1.03 [0.49, 1.57] \| \| Experiment 2 \| \| \| \| Free Recall \| 0.59 [0.32, 0.87] \| 0.50 [0.22, 0.77] \| \| Prompted Recall \| 0.50 [0.22, 0.77] \| 0.47 [0.19, 0.74] \| Note: 95% confidence intervals around $d$ are shown in brackets. Table 3. Mean judgments of learning in Experiments 1 and 2 \| \| Period 1 \| Period 2 \| \|----------------------\|----------\|----------\| \| Experiment 1 \| \| \| \| Reading Control \| 64.7 (19.9) \| 67.8 (17.0) \| \| Free – Free \| 52.0 (21.7) \| 56.0 (25.4) \| \| Prompted – Prompted \| 56.5 (21.0) \| 65.3 (22.5) \| \| Prompted – Free \| 52.0 (24.2) \| 58.3 (21.6) \| \| Free – Prompted \| 55.5 (22.3) \| 57.3 (23.0) \| \| Experiment 2 \| \| \| \| Reading Control \| ----- \| 70.6 (23.1) \| \| Free Recall \| ----- \| 62.7 (23.7) \| \| Prompted Recall \| ----- \| 66.5 (22.8) \| Note: Standard deviations are reported in parentheses. Table 4. Mean ratings of enjoyment, difficulty, and interest of the initial learning activities in Experiments 1 and 2 \| \| Enjoyment \| Difficulty \| Interest \| \|----------------------\|-----------\|------------\|----------\| \| \| Period 1 \| Period 2 \| Period 1 \| Period 2 \| Period 1 \| Period 2 \| \| Experiment 1 \| \| \| \| \| \| \| \| Reading Control \| 66.4 (20.0) \| 65.0 (22.2) \| 22.4 (20.8) \| 21.2 (21.1) \| 60.2 (22.9) \| 57.4 (22.8) \| \| Free – Free \| 51.3 (25.1) \| 47.2 (27.8) \| 42.7 (25.3) \| 38.2 (24.3) \| 52.2 (23.3) \| 48.3 (25.7) \| \| Prompted – Prompted \| 42.3 (21.7) \| 40.5 (25.2) \| 30.8 (21.5) \| 28.0 (21.7) \| 40.7 (17.2) \| 35.8 (20.7) \| \| Prompted – Free \| 44.5 (24.8) \| 47.2 (23.3) \| 38.5 (25.1) \| 40.3 (20.4) \| 45.7 (23.9) \| 45.7 (21.9) \| \| Free – Prompted \| 53.2 (18.6) \| 45.8 (20.9) \| 39.8 (21.6) \| 43.8 (24.9) \| 52.5 (18.5) \| 50.7 (15.9) \| \| Experiment 2 \| \| \| \| \| \| \| \| Reading Control \| ----- \| 76.7 (24.9) \| ----- \| 26.4 (24.3) \| ----- \| 74.7 (25.9) \| \| Free Recall \| ----- \| 67.5 (25.0) \| ----- \| 45.6 (25.6) \| ----- \| 69.7 (25.9) \| \| Prompted Recall \| ----- \| 66.1 (20.9) \| ----- \| 49.0 (25.4) \| ----- \| 68.1 (23.3) \| Note: Standard deviations are reported in parentheses. judged different activities from period 1 to period 2. For students in the prompted–free condition, enjoyment increased slightly from period 1 to period 2, $MD = -2.67$, $d = 0.18$, $[-0.18, 0.54]$. However, the interaction was driven by students in the free–prompted condition. On average enjoyment decreased from period 1 to period 2 for students in the free–prompted condition, $MD = -7.33$, $d = -0.74$, $[-1.14, -0.33]$. It appears that students enjoyed practicing free recall more than prompted retrieval. The analysis of difficulty ratings revealed no main effect of period, $F < 1$. However, there was a main effect of condition, $F(4, 144) = 4.70$, $\eta^2_p = .15$. Students rated the reading control activity, including playing Pac-Man, as less difficult than the free–free, prompted–free, and free–prompted retrieval activities, all $Fs (1, 57) > 9.94$. There was no interaction, $F(4, 144) = 1.87$, $\eta^2_p = .05$. The analysis of interest ratings revealed a main effect of period, $F(1, 144) = 7.16$, $\eta^2_p = .05$. Students decreased their ratings of interest in the learning activities from period 1 ($M = 50.23$) to period 2 ($M = 47.58$). There was also a main effect of condition, $F(4, 144) = 4.02$, $\eta^2_p = .10$. Students rated the prompted–prompted learning activity as less interesting than the reading control activity, $F(1, 57) = 15.11$, $\eta^2_p = .21$. There was no interaction, $F < 1$. Discussion In Experiment 1, students who practiced retrieval learned more than those who did not practice retrieval (the reading control condition) for both verbatim questions and higher-order questions. However, prompted retrieval did not lead to an improvement in initial retrieval performance and therefore did not improve learning measured 1 week later. In fact, during period 1, prompted retrieval led to worse performance than free recall. However, there is some evidence that, even though prompted retrieval restricted students’ output, it did not hurt learning. In the prompted–free condition, students’ performance during free recall in period 2 was equivalent to those in the free–free condition (both recalled 62% of the ideas). This occurred even though students in the prompted–free condition retrieved fewer ideas than students in the free–free condition during period 1 (42% vs. 49%). An analysis of the critical idea units needed to answer the questions on the final assessment still showed students retrieved more during free recall than prompted recall in period 2 (.66 vs. .58). Given that performance was the same on the final assessment across all retrieval practice groups regardless of prompted or free recall, it is possible that during prompted retrieval students retrieved the important information covertly, providing a learning benefit similar to more overt retrieval observed during free recall (see Smith, Roediger, & Karpicke, 2013). Students may have had a more difficult time overtly producing what they retrieved because of the particular way prompted retrieval was done in Experiment 1. During prompted retrieval, six retrieval prompts were provided to students one at a time for a set amount of time, and students were asked to recall the information. Each time a new prompt appeared the old prompt and the information the students already recalled disappeared. It is possible that this procedure disrupted students’ retrieval strategy and caused them to forget what they already typed into the computer and what they did not. Therefore, a second experiment was conducted with a different way of implementing prompted retrieval. Three learning conditions were compared in Experiment 2: free recall, prompted recall, and reading control. In Experiment 2, when subjects practiced prompted recall they saw all six prompts at the top of the screen throughout a single recall period. In addition, Experiment 2 was conducted with subjects recruited online, and we were able to obtain a larger and more diverse population than the group of subjects from Experiment 1. EXPERIMENT 2 Method Subjects Four hundred and eight people were recruited online through a Human Intelligence Task (HIT) posted on Amazon Mechanical Turk. Subjects were restricted to those who were located in the United States, had a 95% HIT acceptance rate, and had completed at least 1000 HITs. Out of 408 subjects, 333 subjects returned for the second session. Of those 333, 17 subjects were excluded for not completing the HIT, either because they indicated they cheated during the experiment or because they failed to comply with the instructions by not providing any responses during the recall task. Two subjects were excluded because of a computer error in recording their final data. The final sample contained 314 subjects for analysis. Subjects participated in two online sessions 1 week apart and were randomly assigned to one of the three between-subjects conditions at the beginning of the first session, resulting in 100 subjects in the reading control group, 108 subjects in the free recall group, and 106 subjects in the prompted recall group. There were 184 females and 130 males, ages ranging from 18 to 75 ($M = 36.7$, $SD = 11.5$). Subjects received $1.50$ to complete the first session, which took approximately 20 min, and $2.50$ to complete the second session 1 week later, which took approximately 12 min. Materials and design The materials from Experiment 1 were used in Experiment 2. The experiment used a between-subjects design with three conditions: prompted recall, free recall, and reading control. Subjects were randomly assigned to learn one of the two texts in Experiment 2. Procedure Subjects completed Session 1 online at the time and location of their choosing and were informed that a second session would take place exactly 1 week after the first session. During Session 1, subjects first electronically signed the informed consent, entered demographic information, and read a detailed set of instructions about the procedure. Subjects then read a text, engaged in a recall (or distracter) activity, reread the text, engaged in the recall (or distracter) activity again, and made ratings at the end of the session. The procedures for each task were very similar to those from... Experiment 1 with minor changes. The primary change was that in the prompted recall condition, the six prompts were shown simultaneously at the top of the screen instead of one by one. During study periods, subjects spent a minimum of 2 min reading the text, and then a ‘Continue’ button appeared on the screen allowing subjects to advance when they were ready. Subjects spent an average of 2 min 31 s during reading phases. During recall periods, subjects spent a minimum of 4 min recalling before the ‘Continue’ button appeared on the screen. Subjects spent an average of 5 min 19 s on recall tasks. In the reading control condition, subjects played a video game for 4 min in between study periods. During the rating task at the end of Session 1 subjects were asked if they cheated during the experiment in addition to information about the learning activities. Exactly 1 week after Session 1, subjects received an email through Mechanical Turk reminding them to complete Session 2 by logging on to the Mechanical Turk website. The short-answer procedure in Session 2 was identical to the one used in Experiment 1, except that subjects completed the task online and were asked at the end of the session whether they cheated. Subjects could complete Session 2 at any time and location within 24 h of receiving the email reminder. Scoring The procedures for scoring the data from Experiment 2 were similar to those used in Experiment 1. For the recall data, two independent raters scored 10% of the initial recall protocols. The raters agreed on 92% of scores. Given the relatively high inter-rater agreement, one of the raters scored the rest of the recall data. For the short-answer data, two independent raters scored 33% of the responses. The raters agreed on 82% of the answers. A third rater settled the disagreements and created a method for scoring the remaining data. One rater then scored the remaining short-answer data according to this scoring system. Results Initial performance The bottom panel of Table 1 shows proportion of idea units recalled during initial retrieval. Again, performance generally improved from period 1 ($M=0.36$) to period 2 ($M=0.45$). However, the prompted recall group did not recall much more than the free recall group during period 1, $d=0.11$, 95% CI $[-0.16, 0.37]$, and recalled slightly less than the free recall group during period 2, $d=-0.18$, 95% CI $[-0.44, 0.09]$. Final assessment performance Figure 2 shows the proportion correct on the final verbatim and higher-order questions. Once again, practicing retrieval improved performance on the final assessment 1 week later. Subjects in the two retrieval practice conditions performed better than those in the reading control group on both verbatim and higher-order questions, all $Fs > 11.79$. The bottom portion of Table 2 shows the effect sizes ($d$) comparing the free recall and prompted recall conditions to the reading control group. While differences were found between the retrieval practice groups and the reading control group, once again the differences between the retrieval practice groups were close to zero for both the verbatim, $d=0.10$, 95% CI $[-0.17, 0.37]$, and higher-order, $d=0.06$, 95% CI $[-0.20, 0.33]$, final assessment questions. Additional analysis of initial recall Table 1 shows the proportion of critical idea units recalled (those that were directly related to final short-answer questions). Replicating the results of Experiment 1, the pattern of results using only the critical idea units was the same as when the full set of idea units were used. Performance generally improved from period 1 ($M=0.43$) to period 2 ($M=0.53$), but performance did not greatly differ based on the type of retrieval practice implemented. During period 1, those in the free recall group recalled 0.41 of the idea units while those in the prompted recall group recalled 0.45 of the idea units, $d=0.21$, 95% CI $[-0.06, 0.48]$. During period 2, those in the free recall group recalled 0.54 of idea units while those in the prompted recall group recalled 0.52 of idea units, $d=0.09$, 95% CI $[-0.18, 0.36]$. Ratings of the learning activities Table 3 shows judgments of learning, and Table 4 shows ratings of enjoyment, difficulty, and interest across all three conditions. Because of an error writing data to the database, ratings were not recorded for two subjects in the reading control condition, one subject in the free recall condition, and one subject in the prompted recall condition. For judgments of learning, subjects in the reading control group $(M=70.6)$ believed they learned more than those in the free recall group $(M=62.7, d=0.34, 95\% \text{ CI } [0.06, 0.62])$. Judgments of learning in the reading control condition were higher than those in the prompted recall condition $(M=66.5)$, but the confidence interval around the effect included zero, $d=0.18, 95\% \text{ CI } [-0.10, 0.46]$. The difference between the two retrieval practice groups was close to zero, $d=0.03, 95\% \text{ CI } [-0.24, 0.30]$. Analysis of the enjoyment ratings indicated that, as in Experiment 1, subjects found the reading control activity (which included playing a video game) more enjoyable $(M=76.7)$ than the free recall activity $(M=67.5, d=0.37, 95\% \text{ CI } [0.09, 0.65])$ and the prompted recall activity $(M=66.1, d=0.46, 95\% \text{ CI } [0.18, 0.74])$. Again the difference between the two retrieval practice groups was close to zero, $d=0.09, 95\% \text{ CI } [-0.18, 0.36]$. Analysis of the difficulty ratings indicated that, as in Experiment 1, subjects reported the reading control activity to be less difficult $(M=26.4)$ than the free recall activity $(M=45.6, d=0.77, 95\% \text{ CI } [0.48, 1.05])$ and the prompted recall activity $(M=49.0, d=0.90, 95\% \text{ CI } [0.61, 1.19])$. The difference between the two retrieval practice groups again was close to zero, $d=0.05, 95\% \text{ CI } [-0.22, 0.32]$. Finally, analysis of the interest ratings indicated that subjects reported the reading control activity to be slightly more interesting $(M=74.7)$ than the free recall activity $(M=69.7, d=0.19, 95\% \text{ CI } [-0.08, 0.47])$ and the prompted recall activity $(M=68.1, d=0.27, 95\% \text{ CI } [-0.01, 0.54])$. However, both confidence intervals around $d$ included zero. The difference between the two retrieval practice groups was close to zero, $d=0.07, 95\% \text{ CI } [-0.20, 0.34]$. GENERAL DISCUSSION The two experiments reported here investigated whether providing prompts during retrieval practice would improve initial retrieval success and enhance the size of the retrieval practice effect on long-term retention. In Experiment 1, students were given six ‘describe’ or ‘explain’ prompts cueing main ideas from the text. Together, the six prompts were designed to cue students to recall the entire text. Students completed two prompted retrieval periods, two free recall periods (where no prompts were provided), or one prompted and one free recall period in the initial learning session. All retrieval practice conditions outperformed a reading control condition, but there were no discernible differences among the four retrieval practice conditions on long-term retention performance. In Experiment 2, prompted retrieval was implemented by providing all six prompts simultaneously on the screen throughout the recall periods. The results replicated Experiment 1: Both prompted and free recall conditions produced more learning than a reading control condition, but the two retrieval practice conditions did not differ. Importantly, the present experiments also provide evidence that practicing retrieval improves higher-order learning. In both experiments, retrieval practice enhanced long-term retention of higher-order questions, although there were no discernible differences among the different forms of retrieval practice. Although some authors have questioned whether retrieval practice promotes complex learning (Van Gog & Sweller, 2015), there is now a great deal of evidence showing that retrieval practice enhances performance on long-term measures of higher-order meaningful learning (e.g., Blunt & Karpicke, 2014; Butler, 2010; Jensen, McDaniel, Woodard, & Kummer, 2014; Karpicke & Blunt, 2011; Smith & Karpicke, 2014; for a review see Karpicke & Aue, 2015). The present experiments contribute to the growing base of evidence demonstrating that retrieval practice enhances long-term complex learning. Although there were no differences in learning among the different retrieval-based learning activities, there were differences in ratings among the conditions in Experiment 1. In general students reported enjoying the prompted retrieval periods less than the free recall periods in Experiment 1. The only condition during which students reported increased enjoyment from period 1 to period 2 was when they practiced prompted retrieval first and free recall second. Students rated the prompted–prompted retrieval condition as the least interesting. In Experiment 2 the rating differences between prompted recall and free recall were very close to zero. Comparing the ratings from Experiment 1 and Experiment 2, it seems that providing the prompts all at once on the top of the screen and allowing students to see all of their recall on the screen during prompted recall likely caused subjects to enjoy the prompted recall learning activity as much as they enjoyed the free recall learning activity. It seems that subjects simply did not enjoy answering the prompts one by one. However, the results being compared come from two separate experiments, and the populations of subjects were different (undergraduates and a more general population), so it is possible that the different pattern of results emerged for a different reason. The finding that prompted retrieval did not lead to a greater learning benefit compared to free recall is surprising in light of the motivation behind the current investigation. Describe and explain prompts were originally expected to improve initial retrieval success. Describe and explain prompts should have provided support to bolster retrieval success without disrupting context reinstatement. Instead our prompts did not improve initial retrieval success. In fact, initial data suggest our describe and explain prompts restricted students’ retrieval output in some situations, namely when the prompts were provided one at a time (Experiment 1). It seems that in Experiment 1 the prompts restricted students to only think about small pieces of information at once when presented one by one. If prompts restricted the way students retrieved information, then it is possible the prompts disrupted students’ ability to create their own organizational structure and use that structure to retrieve information. In Experiment 2 we changed the prompted format so that students could see all prompts at the top of the screen during the full recall period. With this procedure, both prompted recall and free recall led to similar recall output. In fact, during the first recall period those in the prompted condition recalled slightly more than those in the free recall condition (.35 vs. .36 for the overall idea units, and .41 vs. .45 for the critical idea units). These data suggest that the prompted format used in Experiment 2 allowed subjects to create their own organizational structure and utilize it. during retrieval. Even still, this form of prompted retrieval did not lead to considerably higher levels of recall during the learning activities, and therefore did not greatly improve long-term learning. Our prompts did not improve learning from retrieval practice beyond the levels found using the standard free recall method. However, we do not take these data to mean that all prompts will fail at increasing the power of retrieval practice as a learning strategy. An effective retrieval prompt should allow students to build upon their organizational structure. Most important for educational purposes, any form of support or prompting will not necessarily improve retrieval success. There are clear tradeoffs between initial retrieval success and students’ ability to reinstate the prior context during retrieval. While it may seem intuitive to provide additional support by asking students to describe and explain different aspects of the material, support may not always have the intended effect. Our results show that retrieval practice in many forms improved learning 1 week later. Most importantly, our retrieval-based learning activities improved both verbatim learning and higher-order meaningful learning as measured after a one-week retention interval. Therefore, practicing retrieval is a powerful learning tool that educators can encourage students to use both in the classroom and on their own. ACKNOWLEDGEMENTS Support during the writing of this article was provided by Grants from the National Science Foundation (DRL-1149363 and DUE-1245476) and the Institute of Education Sciences in the U.S. Department of Education (R305A110903). J.R.B. is supported by a National Science Foundation Graduate Research Fellowship (2012124747). The opinions expressed in this article are those of the authors and do not represent the views of the National Science Foundation, the Institute of Education Sciences, or of the U.S. Department of Education. We wish to thank Jan Barkdull, Cathrine Brattain, Tiniesha Jensen, Nikita Saoji, Michael Sikorski, and Caitlin Taylor for assistance with data collection and scoring, and Stephanie Karpicke for assistance with material creation. We also wish to thank the Learning Lab for constructive comments and feedback. REFERENCES Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001). In L. W. Anderson & R. Krathwohl (Eds.), A taxonomy for learning, teaching, and assessing: a revision of Bloom’s taxonomy of educational objectives. New York: Longman. Basca, B., Burke, R., Campbell, L., & Sherman, D. (2012). In W. Gayle (Ed.), Earth’s changing surface: Student reference book. Chicago, IL: Chicago Educational Publishing Company, LLC. Blunt, J. R., & Karpicke, J. D. (2014). Learning with retrieval-based concept mapping. Journal of Educational Psychology, 106, 849–858. Butler, A. C. (2010). Repeated testing produces superior transfer of learning relative to repeated studying. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36, 1118–1133. Butler, A. C., Marsh, E. J., Goode, M. K., & Roediger, H. L. (2006). When additional multiple-choice hints aid versus hinder later memory. Applied Cognitive Psychology, 20, 941–956. Carpenter, S. K. (2012). Testing enhances the transfer of learning. Current Directions in Psychological Science, 21, 279–283. Carpenter, S. K., & DeLosh, E. L. (2005). Application of the testing and spacing effects to name learning. Applied Cognitive Psychology, 19, 619–636. Cummings, G. (2012). Understanding the new statistics: Effect sizes, confidence intervals, and meta-analysis. New York, NY: Routledge Taylor & Francis Group. Glover, J. A. (1988). The “testing” phenomenon: Not gone but nearly forgotten. Journal of Educational Psychology, 81, 392–399. Jensen, J. L., McDonal, M. A., Woodard, S. M., & Kummer, T. A. (2014). Teaching to the test—or testing to teach: Exams requiring higher order thinking skills encourage greater conceptual understanding. Educational Psychology Review, 26, 307–329. Johnson, C. L., & Mayer, R. E. (2009). A testing effect with multimedia learning. Journal of Educational Psychology, 101, 621–629. Kang, S. H. K., McDermott, K. B., & Roediger, H. L. (2007). Test format and corrective feedback modify the effects of testing on long-term retention. European Journal of Cognitive Psychology, 19, 528–558. Karpicke, J. D., & Aue, W. R. (2015). The testing effect is alive and well with complex materials. Educational Psychological Review, 27, 317–329. Karpicke, J. D., & Bauernschmidt, A. (2011). Spaced retrieval: Absolute spacing enhances learning regardless of relative spacing. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37, 1250–1257. Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative study with concept mapping. Science, 331, 772–775. Karpicke, J. D., Blunt, J. R., Smith, M. A., & Karpicke, S. S. (2014). Retrieval-based learning: The need for guided retrieval in elementary children. Journal of Applied Research in Memory and Cognition, 3, 198–206. Karpicke, J. D., Lehman, M., & Aue, W. R. (2014). Retrieval-based learning: An episodic context account. In B. H. Ross (Ed.), The psychology of learning and motivation, vol 61 (edn, pp. 237 – 284). San Diego, CA: Elsevier Academic Press. Karpicke, J. D., & Zaromb, F. M. (2010). Retrieval mode distinguishes the testing effect from the generation effect. Journal of Memory and Language, 62, 227–239. Kornell, N., Hays, M. J., & Bjork, R. A. (2009). Unsuccessful retrieval attempts enhance subsequent learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35, 989–998. King, A. (1992). Comparison of self-questioning, summarizing, and notetaking-review as strategies for learning from lectures. American Educational Research Journal, 29(2), 303–323. Lehman, M., Smith, M. A., & Karpicke, J. D. (2014). Towards an episodic context account of retrieval-based learning: Dissociating retrieval practice and elaboration. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40, 1787–1794. Marsh, E. J., Agarwal, P. K., & Roediger, H. L. (2009). Memorial consequences of answering SAT II questions. Journal of Experimental Psychology: Applied, 15, 1–11. McDaniel, M. A., Howard, D. C., & Einstein, G. O. (2009). The read-recite-review study strategy: Effective and portable. Psychological Science, 20, 516–522. Meyer, D. K. (1993). What is scaffolded instruction? Definitions, distinguishing features, and misnomers. National Reading Conference Yearbook, 42, 41–53. Raijmakers, J. C. W., & Shiffrin, R. M. (1981). Search of associative memory. Psychological Review, 88, 93–134. Smith, M. A., & Karpicke, J. D. (2014). Retrieval practice with short-answer, multiple-choice, and hybrid tests. Memory, 22, 784–802. Smith, M. A., Roediger, H. L., & Karpicke, J. D. (2013). Covert retrieval practice benefits retention as much as overt retrieval practice. Journal... of Experimental Psychology: Learning, Memory, and Cognition, 39, 1712–1725. Tulving, E., & Pearlstone, Z. (1966). Availability versus accessibility of information in memory for words. Journal of Verbal Learning and Verbal Behavior, 5, 381–391. Van Gog, T., & Sweller, J. (2015). Not new, but nearly forgotten: The testing effect decreases or even disappears as the complexity of learning materials increases. Educational Psychology Review, 27, 247–264. Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89–100. APPENDIX: EXAMPLE TEXT, PROMPTS, AND SAMPLE FINAL ASSESSMENT QUESTIONS. The correct response to questions is typed in italics along with each question. (V) denotes a verbatim final assessment question; (H) denotes a higher-order question Energy transfer Energy transfers from the sun There are many planets in the solar system. Some are further away from the Sun than others. Mercury is the closest to the Sun and Neptune is the furthest from the Sun. The Earth is the third planet from the Sun, and it receives a steady supply of energy. The transfer of energy from the Sun to Earth is responsible for many changes that take place around us. Clouds and precipitation As the Sun heats up the Earth’s water, some water evaporates and rises into the atmosphere. Eventually, it cools and condenses on tiny dust particles to form clouds. The size of droplets grows until they are so large that they fall as precipitation. Wind The Sun does not heat all parts of the Earth equally. The areas around the equator, the tropics, receive more of the Sun’s energy and are warmer than other parts of the Earth. Unequal heating leads to the movement of air from cooler, higher-pressure regions to warmer, lower-pressure regions. This movement is called wind. Storms Storms such as hurricanes also result from the transfer of the Sun’s energy to Earth. As large bodies of water are warmed by the Sun, more and more of their water evaporates and eventually condenses into the air above. A huge amount of energy is released into the air as this occurs. The released energy sets the air in motion, spinning faster and wider until a hurricane forms. Hurricane season is typically 1 June to 30 November. Prompts for prompted retrieval practice (1) Describe the distance between the Earth, Mercury, Neptune, and the Sun and what this means for energy transfer. (2) Describe how clouds are made. (3) Explain why it rains. (4) Describe how different parts of the Earth are heated by the Sun. (5) Explain air movement on Earth. (6) Describe storms and how they are made. Final assessment questions (V) Which parts of Earth receive the most heat from the Sun? The areas around the equator* (V) Unequal heating to the Earth causes what type of air movement? Wind (H) Does the wind blow toward or away from the equator and why? Toward, because it moves from cooler areas toward warmer areas and the equator is a warmer area since it receives more energy from the Sun. (H) Imagine you live in an environment with no dust particles. What would not form? 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Plant cool season veggies during the months in the shaded area, according to your location. Use the frost dates and average days to maturity for each vegetable to determine planting and harvest dates. Extend seasons by protecting from frost or summer sun, and use soil temperature controls such as mulch and wind protection. Most mature cool season veggies are frost tolerant. Begin fall planting for spring and/or summer harvest: - Artichokes - Brussels sprouts - Asparagus - Rhubarb - Potatoes - Fava beans - Onions - Garlic Hot temperatures cause lettuce, spinach, chard, cabbage family and other leafy vegetables to bolt. ### Cool Season Vegetables #### The Plan Things you’ll need to plan your garden: - Calendar - Journal - Frost Dates - Average seasonal temperatures - Days to germination for selected seeds - Days to maturity for each crop - Recommended planting dates - How will you use the produce? - How many people will be enjoying the produce? \| ROOT \| STEM \| LEAVES \| LEAVES \| \|------------\|--------------\|-----------------\|---------------\| \| beet \| asparagus \| bok choy \| lettuce \| \| carrot \| kohlrabi \| brussel sprouts \| mustard greens\| \| garlic \| potato \| cabbage \| parsley \| \| leek \| rhubarb \| celery \| spinach \| \| parsnip \| \| chard \| watercress \| \| radish \| \| cilantro \| \| \| rutabaga \| \| Chinese cabbage \| FRUIT \| \| shallots \| \| chives \| fava beans \| \| turnip \| \| collards \| snow peas \| #### IMMATURE FLOWERS - artichoke - broccoli - cauliflower #### CHARACTERISTICS OF COOL SEASON VEGETABLES - Grow best in average temperatures of 55 – 75 degrees - Will tolerate slight frost when mature - Food value is higher per pound than warm season vegetables because edible parts are the vegetative parts rather than the fruit - Most have shallow to medium root systems making them well adapted to small gardens or container gardens - Can be grown all year in temperate zones - Can be grown in most zones with shade in summer #### Frost Protection: - Cover individual plants with cut-off plastic bottles or cardboard cones - Start seedlings in coldframes #### Warm Soil Temperature: - Cover soil with dark plastic; - Shield plants from wind #### Cool Soil Temperature: - Cover soil with organic mulch - Use shade structures to shield from sun and wind #### FROST DATES: \| \| First Frost \| Last Frost \| \|----------------\|-------------\|------------\| \| Interior \| Oct. 7 \| April 20 \| \| North County \| Nov. 7 \| April 7 \| \| Coast/SLO \| Dec. 31 \| Feb 15 \| References: Compiled from the Master Gardener Handbook 12/2005	<urn:uuid:fc36ca94-c607-48ef-bb21-225f95e54aa8>	CC-MAIN-2019-18	https://ucanr.edu/sites/mgslo/files/300462.pdf	2019-04-20T09:20:22Z	crawl-data/CC-MAIN-2019-18/segments/1555578529472.24/warc/CC-MAIN-20190420080927-20190420102927-00415.warc.gz	582,065,969	651	eng_Latn	eng_Latn	0.991207	eng_Latn	0.990344	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 640, 2860 ]	[ 3.5625 ]	1	0
Exploring Meteorite Mysteries Lesson 17 — Asteroid Resources: The Stepping Stone to Beyond Objectives Students will: • actively explore the potential resources available to space travelers through research, assessment, team cooperation, and exploration simulations. • develop the background to make the connection between meteorite research and potential planetary resources. • map and core an edible asteroid. Background — What can we get from an asteroid? Two types of materials on asteroids appear to be attractive for mining – metals and volatiles. Both of these are essential for space travel. The cost of launching any material from the Earth is extremely high, so useful materials which are already in space can be very valuable. Most of the asteroids are found in orbits between Mars and Jupiter. However, several hundred have orbits that bring them close to the Earth. Rocket trips to some of these “near-Earth” asteroids would use even less fuel than a trip to the Moon, though the travel time to an asteroid might be much longer. Metals - An asteroid of the composition of an ordinary chondrite could be processed to provide very pure iron and nickel. Valuable byproducts would include cobalt, platinum, gallium, germanium, and gold. These metals are basic to the production of steel and electronic equipment. Some metals from an asteroid mine might even prove valuable enough to be returned to Earth. Iron meteorites are high grade ores. Volatile - Water, oxygen, and carbon compounds are useful in any space settlement, both for life support and for producing rocket fuel. These volatiles could be found in an asteroid that resembles a carbonaceous chondrite or the nucleus of a former comet. Water contents may range from 5-10% by weight for a chondrite to 60% by weight for a comet nucleus. In some asteroids large quantities of sulfur, chlorine and nitrogen may also be available. About This Lesson In teams, students will research and document some of the requirements for mounting an expedition to an asteroid. Activity B allows the students to simulate a miniature mining expedition of an edible asteroid. (Adapted from “Asteroid Resources” by John S. Lewis in Space Resources, NASA SP-509, Vol. 3, pg. 59-78, 1992) Lesson 17 — Asteroid Resources Activity A: Exploration Proposal Objectives Students will: - plan an expedition or other large engineering project. - investigate options in many aspects of space flight. - present their options, reasoning, and recommendations to the group. Scenario Time: Sometime in the next century. Place: Earth. NASA, in cooperation with national and international space agencies, is planning for human exploration of the outer solar system. The intention is to send expeditions to the moons of Jupiter, Saturn, Uranus, and Neptune to explore, collect samples, and search for clues to the beginnings of the solar system. It is impractical to send all the rocket fuel and consumables (drinking water, air, food) from the Earth because they are heavy, bulky items. Therefore, NASA is looking for sources of rocket fuel and consumables at an intermediate destination, the asteroid belt. Your class has been selected to plan a prospecting expedition to the asteroids to look for resources that could be turned into rocket fuel, drinking water, etc. Materials for Activity A - resource materials about: space travel, space resources, asteroids, rockets, space shuttle, spacecraft (see Education Resources, pg. B.2) - personal log (journal) - art supplies - Student Background sheet (pg. 17.7) Procedures Advanced Preparation 1. Read background material. 2. Assemble research materials or know where students may find them. 3. Copy Student Background sheets as needed. Classroom Procedure 1. Present background for the problem, and then brainstorm what facts about asteroids might be needed to prepare for a mission that would prospect for water, oxygen, or metals. 2. Brainstorm the important components that must be designed or built to mount a prospecting expedition to an asteroid. Topics to be addressed may vary, depending upon the grade levels of students, availability of information and materials, etc. They could include: propulsion (type of rocket), power, life support, communications, financing (including valuable things that could be mined on an asteroid and returned to Earth), crew selection (including human vs. robotic), ground support, vehicle design, maintenance, prospecting tools, and training. 3. Each team selects a topic from those suggested — all members of the team should reach consensus. 4. Teams will research and document their topic, keeping a log of sources investigated, relevant data found, relevant conversations, meetings, etc. The research should include a “major points” outline, visual aids, references used, and list of possible problems to be resolved through research. Teams should also list “interfaces” with other aspects of the expedition design, (e.g., the electrical power team needs to know how large the crew is, how the life-support system runs, and whether the prospecting tools require electricity). 5. Team results should include the basic questions or trade-offs for their part of the prospecting expedition, advantages and disadvantages for each option (e.g., power from solar cells versus power from a nuclear reactor), and a recommendation of which option is best for the expedition. Groups should present their results to the class. Questions 1. Why do humans explore? 2. Where does the money for space exploration come from? 3. Might the money be spent better on the many problems on Earth? 4. What are possible economic benefits of space exploration? 5. Might a lunar base be cheaper to run than a space station in low-Earth orbit? 6. What are the advantages/disadvantages of gender-mixed crews? 7. What are the different abilities of human crews and robotic instruments (e.g. compare initiative, adaptability, hardiness, need for life-support)? 8. What types of support teams (on Earth or other home base) are necessary to a mission? Consider human and/or robotic crews. 9. How does destination and crew selection affect vehicle design? 10. What skills/programming would astronauts/robots need during each phase of a mission? 11. Imagine some emergencies that might occur in flight. How might we plan to deal with them? What kinds of problems could not be fixed in a spacecraft millions of miles from home base? Extensions 1. Create a web showing the interconnections of support personnel necessary to a mission. 2. Research and debate “Human vs. Robotic Exploration.” Lesson 17 — Asteroid Resources Activity B: Prospecting on Asteroids Objectives Students will: • devise and carry out an investigation plan to prospect for resources on an artificial asteroid. • use reasoning, observation, and communication skills. • map an edible asteroid. • conduct coring or digging excavations to assess and report the “mineral resources” available. Background Scientists have found that meteorites contain materials that could be useful to support space travel. Asteroids are the source of many meteorites; therefore, it has been proposed that mines and manufacturing plants on asteroids would be able to supply or replenish needed consumables for deep space expeditions. Some of the resources include, but are not limited to: water - found in minerals in carbonaceous chondrites (used for life support or rocket fuel) diamonds or platinum - found in ureilites (monetary or industrial value) iron, nickel, cobalt, or gold - found in ordinary chondrites and irons (industrial value) fine surface materials similar to soils - (for nutrient or plant growth material, insulation, or building blocks) gallium or germanium - found in ordinary chondrites (used for electronic circuitry) oxygen - can be extracted from minerals (used for life support and rocket fuel) carbon - found in carbonaceous chondrites (used for life support and manufacturing) Procedure Advanced Preparation 1. If the teacher will be making the “asteroid(s),” allow at least 10 hours of refrigeration before class time (see classroom procedure and recipe on page 17.6). 2. If the class will make the “asteroid(s),” allow two class sessions for this activity. 3. Assemble or assign materials. 4. Review the background material. Classroom Procedure Day 1 1. Discuss resources on asteroids; brainstorm the material needs of deep space travelers. 2. Establish and assign tasks (may be based on Activity A or Background Information). 3. Students decide what and why they could prospect on asteroids. 4. Team tasks: make an edible “asteroid”, class or team determines what the ingredients represent (see recipe directions below). Day 2 5. Exchange “asteroids” with another team (to make the coring a discovery). 6. Name the “asteroid” (see naming criteria in Lesson 4 — The Meteorite-Asteroid Connection). 7. Draw or map the “asteroid” using the student worksheet; illustrate in detail. 8. Locate the best site for a core sample (a deep cylindrical hole) that will help determine the interior resources. 9. Mark the core location on the map, and on the “asteroid,” using a small flag or toothpick. 10. Take one or more core samples using a sharp apple corer or knife. 11. Draw and describe the core on the Student Worksheet, noting the type and amount of “mineral resources” present. 12. Write a brief report to headquarters on Earth, describing the research, findings, and suggestions for further research. Questions 1. Why would we want to go other places to mine? 2. If the resources of an asteroid are needed to support a deep space exploration mission, where would be a better place from which to launch a resource mining expedition: Earth, a space station, a lunar base, other? Why? Extensions 1. Create a poster indicating the substances and resources that could be found or produced on different planets, moons, and asteroids. Use information scientists have learned from meteorites and lunar materials. 2. Estimate the cost differences of launching a mining operation from various “jumping off” places. 3. Construct a prototype of a mining facility located on the planetary body of your choice. 4. Set up a booth at a science event to demonstrate your concept for a mining facility. Painting courtesy of Dennis Davidson, American Museum of Natural History, Hayden Planetarium. 1. Remove filling from approximately 8 cookies, crush cookies into fine particles and set aside on waxed paper for step 7, save filling. 2. Crush remaining cookies (with fillings) into medium-large pieces (add filling from step 1). 3. Mix grapes and peanuts with crushed cookies. 4. Place margarine and marshmallows in microwaveable bowl and melt thoroughly, stir. 5. Combine marshmallow mixture with cookie mixture, blend gently but thoroughly. 6. Using lightly buttered hands, gather the gooey mass into an “asteroid” shape, add “impacts” or “collision fragments” by making indentations in the warm mass. 7. While still warm, roll the “asteroid” in crushed chocolate cookies (this creates a regolith or soil-like surface layer), immediately wrap firmly in waxed paper. 8. Refrigerate overnight. * For typical asteroid shape and topography, review the picture of asteroid Ida in the slides and below. This recipe will produce a very dark surface, possibly like a “C” class asteroid, which might correspond to carbonaceous chondrite meteorites. Scenario Time: Sometime in the next century. Place: Earth. National and international space agencies are cooperating to plan for human exploration of the outer solar system. Their intention is to send expeditions to the moons of Jupiter, Saturn, Uranus, and Neptune to explore, collect samples, and search for clues to the beginnings of the solar system. It is impractical to send all the rocket fuel and consumables (drinking water, air, food) from the Earth because they are heavy, bulky items. Therefore, the space agencies are looking for sources of rocket fuel and consumables at an intermediate destination, the asteroid belt. Your class has been selected to plan a prospecting expedition to the asteroids to look for resources that could be turned into rocket fuel, drinking water, etc. Background — What can we get from an asteroid? Two types of materials on asteroids appear to be attractive for mining - metals and volatiles. Both of these are essential for space travel. The cost of launching any material from the Earth is extremely high, so useful materials which are already in space can be very valuable. Most of the asteroids are found in orbits between Mars and Jupiter. However, several hundred have orbits that bring them close to the Earth. Rocket trips to some of these “near-Earth” asteroids would use even less fuel than a trip to the Moon, though the travel time to an asteroid might be much longer because the asteroid is not orbiting Earth. Metals - An asteroid of the composition of an ordinary chondrite could be processed to provide very pure iron and nickel. Valuable byproducts would include cobalt, platinum, gallium and germanium. These metals are basic to the production of steel and electronic equipment. Some metals from an asteroid mine might even prove valuable enough to be returned to Earth. Iron meteorites are high grade ores. Volatiles - Water, oxygen, and carbon compounds are useful in any space settlement, both for life support and for producing rocket fuel. These volatiles could be found in an asteroid that resembles a carbonaceous chondrite or the nucleus of a former comet. Water contents may range from 5-10% by weight for a chondrite to 60% by weight for a comet nucleus. In some asteroids large quantities of sulfur, chlorine and nitrogen may also be available. (Adapted from “Asteroid Resources” by John S. Lewis in Space Resources, NASA SP-509, Vol. 3, pg. 59-78, 1992) Prospecting on Asteroids Student Worksheet: Activity B Group: ____________ Name: _______________________ 1. Make a drawing or map of the front and back of your asteroid, add appropriate labels. List important materials found in cores. Note the scale (example 1 cm on grid = 3 cm on the asteroid). 2. Draw and label a detailed illustration of the core sample in the space below. The scale may need to be different from the scale above. 3. Write a brief report to headquarters on Earth describing your research. 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Chapter 2 The Great River Civilizations 2.1 Civilizations Long Dead: And Yet Alive In the first part of the fourth millennium B.C. a group of cultural centers developed in southwestern Asia. Probably emerging through coalescence from a web of small and, it would seem, insignificant Neolithic villages, impressive cities formed in the river valleys of the Indus, the Euphrates–Tigris and the Nile. Spreading out to form nets with other, in part more peripheral, urban centers, the classical civilizations bearing their names were born in these river valleys (Fig. 2.1). Today their once flourishing life is attested to only by the mounds or tells covering their ruins. And by no means have we managed to uncover them all. Great finds are awaiting future archaeologists. The fascinating story of how these tells in some cases were persuaded to reveal their secrets, is not the subject of the present narrative. Nor is it our concern here to elaborate on the heroic endeavor and the almost superhuman tenacity, fortitude and resilience shown by those pioneers who managed to decipher the writings left behind by the vanished civilizations, thousands of years dead. Suffice to recall that the pyramids and ruins in the Nile valley had been the objects of legends for millennia. Tales of treasures and curses. Bedouins were roaming the deserts and fever-infested marshlands which now covered the once flourishing river basins of the Euphrates and the Tigris. They still worshiped with awe the mysterious tells, calling them by mystic names, the origins of which were long forgotten. But in present day Iraq, not too far from the present city of Baghdad, were the crumbling ruins of the once so marvellous city of Babylon, the Gate of The Gods, the Bab-Ili. Once a center of science and mathematics, literature and history, astronomy and medicine, astrology and worship. As well as the bearer and center of a complex business structure which extended throughout the known world. With exquisite restaurants and a most sinful and hedonistic nightlife. In the rubble of what once were, there remained a ruin of what evidently had been a gigantic structure. Locally, it still was called reverently by the name of the ancient Tower of Babel. Napoleon’s invasion of Egypt led to the discovery of the Rosetta Stone and subsequently the decipherment of its inscriptions by Jean-François Champollion. Fig. 2.1 This map shows the areas of the three Great River Civilizations The main rivers shown are the Nile, the Euphrates and the Tigris. Euphrates flowed through the city of Babylon at this time, and the two rivers joined before they met the Persian Gulf. Also shown is the river of Choaspes, as well as the Indus River. Trade routes over land and sea connected them, and the presence of trade as well as other kinds of contact and interaction are very much in evidence. The ancient cities of Babylon and Ur of Mesopotamia are shown, Memphis and Thebes of Egypt, and Mohenjo-Daro and Harappa of the Indus Valley Civilization. Susa was the capital city of Persia before Darius founded the magnificent capital of Persepolis (in 518 B.C.). Dilmun was, according to some legends, the location of the Garden of Eden, central to three great religions. In ancient times this whole area was much more fertile than today, the climate was better and wildlife was abundant. Lion-hunting was a favorite activity for the Kings of Mesopotamia, as a result of which lions became extinct relatively early there. Thus were opened up insights into events extending a thousand years beyond those recorded by the Bible and those accounted by the classical Greek historians and travellers. The decipherment of the hieroglyphic script of Egypt provided insights into all aspects of life in this ancient land. The original script of ancient Egypt was, of course, the hieroglyphs. Eventually the need for a more practical and faster way of writing led to the development of the so called hieratic (sacred) script, a kind of simplified hieroglyphs. From the eight century B.C. a third type of script, which is even easier, is used, the so called demotic script, the script of the people. The Rosetta Stone is a fragment dating from 196 B.C., found in 1799 by one of Napoleon’s officers. On it a decree had been written in Egyptian with hieroglyphs and with hieratic characters, and in Greek in demotic script. The breakthrough in deciphering the hieroglyphs and hieratic script came when Champollion could locate the names Ptolemy and Cleopatra in both Egyptian scripts. It was then possible to compare with the Greek text, and piece together the alphabets. The insights provided by the finds in the pyramids are subject to an important restriction. Almost exclusively all we have is material intended as support for the deceased in after-life. This is not to say that we are lacking texts pertaining to daily life or practical matters. But the criterion for preservation have been that of inclusion into the burial chamber. Mesopotamia was now part of the once powerful Turk Ottoman Empire which was entering its final decades. The mounds and the areas around them had long been a source of building material of exquisite quality: Bricks of clay, baked at such high temperature that it surpassed by far what could be accomplished with contemporary technology. A number of these bricks were decorated with strange patterns of wedge-formed marks. These ubiquitous decorated bricks were excellent as building material, and served useful purposes as landfill as well as for building dykes along the banks of the Euphrates. In fact, as one of the first expeditions arrived at the old cite of Babylon to commence excavations there, workers were busily occupied with constructing huge embankments along the river banks. Using as building material not earth, but the books from the Imperial Library, housed at the Imperial Museum which had been located at the northernmost corner of ancient Babylon. Indeed, the decorated bricks were books. The key to the decipherment of the cuneiform script in – or rather, on – these books, was provided by inscriptions found at Behistun near Persepolis, in the highlands of present day Persia. As in the case of the Rosetta Stone the inscriptions had been made in more than one language, one of which was Old Persian, which was known. An other version of the inscription was in the cuneiform script found on the “decorated bricks.” Ordered by the Persian King Darius to commemorate his victories, the inscription had been carved on a great limestone cliff near the present village of Behistun, about 300 ft above the ground. Just getting an exact copy of the ancient letters was a strenuous and quite dangerous task. The story about the decipherment of the ancient script of the Sumerians and the Babylonians is suspenseful and fascinating. Building on work by the German philologist George Friedrich Grotefeld (1775–1853), the British diplomat and scholar, later to be called the Father of Assyriology, Henry Creswick Rawlinson (1810–1895), finally unravelled the script in 1846. The assignment undertaken and carried out successfully by the archaeologists and linguists is humbling: A totally unknown script, writing texts in a completely unknown language, several thousand years dead. Nevertheless, the script was deciphered and the language was slowly reconstructed and pieced together. At first the results were viewed with skepticism by the scholarly world, suspecting a conspiracy of swindles. In the end a curious but convincing test was undertaken: A guaranteed new tablet was copied and given to a number of experts. Secluded they were then each required to make their individual versions of translation of the text! They passed. Even though there were discrepancies, there were enough common elements in all the translations to clearly demonstrate that they had indeed red and understood a common text which they had been given, à priori unknown to all of them. The most mysterious of the Great River Civilizations is undoubtedly the Indus Civilization, contemporary to the early stages of the Mesopotamian and Egyptian ones. Excavations have uncovered what could be intriguing relations to the Sumerian civilization of ancient Mesopotamia. In the time span between 2700 B.C. and 1500 B.C. the cities in the Indus valley developed into remarkable urban centers, carriers of an advanced civilization second to none from this epoch. Then decline set in, around 1,500 it is over. We do not know the cause of the demise of this great human achievement. Over the next 1,000 years a different way of life is in evidence, of a totally rural nature. The three best known cities are Harappa, Mohenjo-Daro and Chanhu-Daro. The layout of the cities remarkably resemble that of ancient Mesopotamian ones: In Mohenjo-Daro the center is dominated by the Citadel, an elevated area surrounded by a wall about 50 ft high. Here we find the Great Bath, a watertight pool which may have had a sacred function. Below the Citadel lies the city, with broad avenues and more narrow side streets, arranged in a regular grid. Houses are built with baked brick, are usually two stories high around a central courtyard. All this closely resemble the layout and architecture found in Mesopotamian cities like ancient Ur and Babylon. Running water is supplied, and we find a covered system for drainage and sewage. An intriguing feature is the lack of imposing structures immediately identifiable as palaces of kings or rulers. This has led some scholars to speculate that perhaps no ruling class existed at all, or possibly the ruling class harbored values which made them shun outwardly trappings of their elevated position. Also in evidence are a larger number of female sculptures, leading to hypothesizing of a matriarchal society. More than 2,000 seals and seal impressions have been found. Again we find a close parallel to seals uncovered in Mesopotamia. As in Mesopotamia, they were carved from stone, and probably were used as the signature of the owner on various documents, letters and packets. The script, the Harappan script, found on them has not been deciphered as of this writing. As of this writing no evidence of the mathematics or the geometry of this civilization has been uncovered. This notwithstanding that evidence of their architecture and technology is everywhere. Also, they had a standardized system for weights and measure. One may, therefore, speculate that spectacular breakthroughs in revealing their science and mathematics may well lie in the future. This possibility is also borne out by the ubiquity of sophisticated geometric patterns and ornaments in decorations found throughout the Indus Valley area. These finds are of a clear protogeometric nature, which constitutes strong evidence of the sophistication required to support geometric ideas. Another intriguing piece of information is the following: In the first Indian mathematical text, presumably of Hindu origin, there are specific geometric rules for constructing altars. The tool for doing so is a set of ropes or string. The title of the work is the Sulva-Sutra, which means “string-rules”. The methods employed document knowledge of the so-called Pythagorean Theorem as well as similar right triangles. Now, the altars are supposed to be made of burned bricks, a technology the Hindus of that time did not possess, according to knowledgeable sources. But in the cities of the Indus civilization this technique is to be found everywhere. This has led some historians of mathematics to speculate that the Sulva-Sutra may have originated here. It certainly should be admitted that this is a speculative hypothesis, but it should be worth some serious digging at the cites in question. 2.2 Birth of Geometry as We Know It Some historians have tended to dismiss the early science as “merely magic and sorcery”. But others have forcefully espoused the diametrically opposite view: The ancients employed precisely the same method as modern scientists! Indeed, the model of explanation they had for events in nature, for disease, for astronomical phenomena, and so on, was tried out. Corrections were attempted for the shortcomings. Eventually, through trial and error, with failures and mistakes, humanity arrived at our state of today. It may have taken a long time. Or did it really? The invention of the wheel, the first written records, may date from around the fourth millennium B.C. That makes 6,000 years up to our time. But compare that to the cave paintings of 30,000 years ago! Amazingly, however, the earliest mathematics we encounter is qualitatively of the same nature as the mathematics of today. For no other science can one assert the same. An important precondition for humans to be able to live in a well organized society, based on agriculture, is the existence of a reliable calendar. Indeed, without secure knowledge on the changes of the seasons, it is not possible to sow the grain or other seeds at the right time. Sowing too early may destroy the crops by nightly frost early on, and sowing too late may not leave enough time for it to ripen. These needs were of the outmost importance, literally a question of life and death. And knowledge of a calendar is not possible without insights in astronomy, which again requires knowledge of geometry. Geometry and mathematics did also play an important role in measuring land, constructing irrigation channels or dykes along major rivers and in other engineering tasks. Some historians of mathematics speculate that the capricious and often unpredictably violent behavior of the Euphrates and the Tigris accounts for the fact that mathematics seems to have been better developed in ancient Mesopotamia than it was in ancient Egypt, where the more benign Nile behaved with exemplary regularity. But this comparison is not uncontroversial: Other historians argue that we know more about Mesopotamian mathematics than we do of the Egyptian, simply because the former was written on baked clay tablets, a practically imperishable medium, while the Egyptians wrote on papyrus which has a much shorter life under normal circumstances. 2.3 Geometry in the Land of the Pharaoh The Egyptian civilization erected itself a proliferation of monuments in the form of huge geometric objects: The Great Pyramids. Such is the immenseness of these artifacts that some writers have speculated that they were left behind by extraterrestrials visitors to Earth. How could people without a sophisticated technology make plans for these structures, let alone carry out the actual constructions? And the pyramids themselves have been surrounded by mysticism and speculations by puzzled observers. But the greatest pyramid of them all was not, according to some historians of mathematics, one found in the Egyptian desert. Instead, it is found on an ancient piece of papyrus, named the Moscow Papyrus (Fig. 2.2). The so-called Moscow Papyrus dates from approximately 1850 B.C. The papyrus contains 25 problems or examples, already old when the papyrus was written. It was bought in Egypt in 1893 by the Russian collector Golenischev, and now resides in the Moscow Museum. The text was translated and published in 1930 by W.W. Struve, in [56]. This papyrus may show that the mathematical knowledge of the Egyptians went considerably further than the so-called Rhind Papyrus (see below) demonstrates. In one of the problems treated there, a formula for the volume of a frustum of a square pyramid is given. If $a$ and $b$ are the sides of the base and the top, respectively, and $h$ is the height, then the formula for its volume is $$V = \frac{h}{3}(a^2 + ab + b^2)$$ This is exactly right, and its beauty and simplicity has led some historians of mathematics to reverently refer to it as the greatest of all the Egyptian Pyramids. It is often asserted that this formula was unknown to the Babylonians, thus documenting a rare instance where Egyptian mathematics surpassed the Babylonian. But whereas there does exist tablets from Babylonia where the (obviously false) formula $$V = \frac{h}{2}(a^2 + b^2)$$ is used, there also exists at least one tablet where a formula equivalent to the Egyptian one may have been employed, for a frustum of a cone. ![Fig. 2.2](image-url) The Moscow Papyrus with the geometry described in the text This is according to a controversial interpretation by Neugebauer, see [58, pp. 75–76]. Much of the interpretation hinges on whether there is an error in the calculation on the tablet. By the way, some of the tablets we find from ancient Babylonia are the “papers” prepared by the students of the Temple Schools or the Business Schools which could be found in the larger cities, certainly in Babylon itself. So some sources must be treated with caution. On the other hand, there are some 22,000 tablets from the Royal Library of the last of the great Assyrian Kings Ashurbanipal at Nineveh. Another explanation for the mistake might be that the correct formula can be written as $$V = h \frac{(A + \sqrt{AB} + B)}{3},$$ where $A$ and $B$ denote the surface area of the base and the top (Fig. 2.3). Now $\frac{(A+\sqrt{AB}+B)}{3}$ is known as the Heronian Mean (named after Heron of Alexandria) of $A$ and $B$. So one might speculate if two different kinds of “mean” have been confused here. But be this as it may, the geometric insights documented by the Greatest of the Egyptian Pyramids is surely prodigious. It is instructive to attempt deducing this formula by our present day High School Math. We proceed as illustrated in Fig. 2.4. We let the side of the base be $a$ and the side of the top be $b$. The height of the big, uncut pyramid is $OC = T$, and the height of the small one, which has been removed, is $OC' = t$. Thus the height of the frustum is $h = T - t$, in other words the distance between the base and the top. Further $AB = a$ and $A'B' = b$ so that the similar triangles given by O, $A'$, $B'$, and O, $A$, $B$ yield ![Diagram](image) Fig. 2.3 Proof by cutting and reassembling We are now ready to compute the volume $V$ of the frustum. \[ V = \frac{1}{3} Ta^2 - \frac{1}{3} tb^2 = \frac{1}{3} \left( \frac{T}{a} a^3 - \frac{t}{b} b^3 \right) = \frac{1}{3} \frac{T}{a} (a^3 - b^3) = \] \[ \frac{1}{3} \frac{T}{a} (a - b)(a^2 + ab + b^2) = \frac{1}{3} (T - \frac{T}{a} b)(a^2 + ab + b^2) = \] \[ \frac{1}{3} (T - t)(a^2 + ab + b^2) = \frac{1}{3} h(a^2 + ab + b^2) \] The Moscow-papyrus also contains another problem of great interest. Struve, in [56], claims that in it, Egyptian mathematicians document that they know how to compute the surface area of the sphere (actually, the hemisphere). He interprets the text as computing this area with a value for $\pi$ implicitly given by the formula \[ \frac{\pi}{4} = \left( 1 - \frac{1}{9} \right)^2, \] which gives $\pi = 3 \frac{13}{81} \approx 3 \frac{1}{6}$. Other researchers disagree sharply with Struve’s interpretation. Van der Waerden writes as follows in [58]: The genius of the Egyptians would have been wonderful and indeed incomprehensible, if they had succeeded in obtaining the correct formula for the area of the hemisphere. The situation is not improved by the presence of an unfortunate hole at a decisive spot in the papyrus. Thus it must be regarded as an open question whether the Egyptians knew the formula for the surface area of the sphere. But the claim is supported by the fact that Papyrus Rhind also does give this value for the number $\pi$. The so-called Papyrus Rhind is in fact the most important papyrus for our understanding of Egyptian mathematics. It has been given this name because it was bought in Luxor by the Scottish Egyptologist A. Henry Rhind in 1858. Rhind, who was in poor health, had to spend some winters in Egypt. He died on his way home from his last visit there in 1863, and the papyrus was purchased from his executor by British Museum, together with another Egyptian mathematical document known as the Leather Scroll. A more appropriate name for this important papyrus would be the Ahmes Papyrus, after the Egyptian Scribe$^1$ who copied it from a considerably older papyrus. This name is now being used more frequently. Ahmes relates on it that the original stems from the Middle Kingdom, which dates to about 2000 to 1800 B.C. The copy by Ahmes is from around 1650 B.C. Together with the Moscow Papyrus and the Leather Scroll, the Ahmes Papyrus forms our main source for Egyptian mathematics. The Egyptians used the value given above for $\pi$, and with this value a computation which appears on the papyrus, uses the correct formula for the area of a circular disc. Altogether the papyrus has the appearance of a practical handbook of math, explaining basic methods by doing a total of 85 examples. A very beautifully booklet has been published recently with photographs in color of the entire papyrus, transcription of the hieroglyphs and figures on it and explanation of the mathematics in a modern language. Highly recommended reading [48]. ### 2.4 Babylonian Geometry When we use the term Babylonians we actually mean the civilization residing in the whole of Mesopotamia, not just the citizens of that marvellous city Babylon. This culture was already highly developed at the time from which we find the earliest records, the ancient culture of the Sumerians. The main city was not Babylon, until comparatively recent times. The ancient city of Ur in southern Mesopotamia was the spiritual and political center for a long time. The Sumerians arrived in this region with their culture already well developed, we do not know from where. The political hegemonies shifted over time, most notably with the arrival of the Akkadians, of which the Babylonians eventually were part. But new rulers carefully preserved the old culture of the Sumerians, and the Kings carefully collected ancient books, baked clay tablets, in Libraries, and made translations into the Akkadian from the Sumerian. In fact we have preserved elaborate dictionaries for the two languages, as well as parallel translations. The Babylonians had a sophisticated way of representing numbers and computing. They represented numbers to the base 60, in the same way as we represent $^1$Ahmes is the earliest individual name associated with mathematics which we know. Fig. 2.5 Some sexagesimal digits. Above (10), (20), (30), (40) and (50). Below (1), (2), (21), (19) and (59) numbers to the base 10. Thus for instance they would represent the number 61 as (1)(1), while the number 6,359 would be represented as (1)(45)(59). The name sexagesimal comes from the Latin term sexagesimus, which means “sixtieth”. The word sex is Latin for six. In Greek “six” is hex, hence the terms hexadecimal, meaning the number system with base 16, used extensively in Computer Science. Further, the term hexagon means 6-gon. In Fig. 2.5 we have written the sexagesimal digits in parenthesis. Those possible digits are of course (0), (1), . . . , (59). Using a stylus usually cut from reed, the Babylonians impressed wedges on clay tablets, which were subsequently baked if the writing was to be preserved. Wedges of different shapes were used, thus making it possible to codify a large set of characters. The digits from 1 to 59 were build up of two types of wedges, in the simplest script in use (others were also present at different epochs). In Fig. 2.5 we see some digits, ending with (59). Note the mixture of base, as the individual digits in the base 60-system were represented with symbols for 1’s and 10’s. The Babylonians did not directly use the digit (0) in the beginning, but did so indirectly by leaving an open space: Nothing there! But as scribes, writers and copiers, copied old tablets to new clay to be baked, mistakes were easily made. So to clarify matters, they started to write a symbol which meant None or Not. But trailing zeroes were not used. Thus context would have to determine whether (1) meant 3,600, 60, 1, $\frac{1}{60}$, . . . Even though we would find this clumsy, it represented a numerology, a representation and understanding of numbers, far superior to that of the Egyptians, Greek or the Romans. We know a great deal about the mathematics of the Babylonians. This research was to a large degree initiated by Otto Neugebauer and his collaborators and associates. Like many others Neugebauer had to flee Germany during the Nazi era, and came to the United States. He uncovered and interpreted many tablets from Babylonia, and made the striking discovery of the meaning of the most famous of all tablets which have been found until now, and which we shall return to below. While realizing that the Babylonians had admirable mathematical insights, historians of mathematics had no clear understanding of the motivation behind it. In fact, it was a widespread view that all mathematics prior to the Greek period only consisted of simple practical computations for everyday applications in trade, agriculture and simple engineering tasks. Mathematics as the science we know it, they maintained, did not exist until the advent of the Greek. This view would be espoused since it was the Greek who introduced the concept of a mathematical proof. But it is a fundamental misunderstanding that there can be no mathematics as a science without our modern notion of proof. Indeed, the creative process which every research mathematician engages in when mathematics is discovered is almost the complete opposite of a formal proof. Only à posteriori do we mathematicians cloak our work in the formal style of Satz–Beweis, so beloved by some professors but equally hated by the majority of their students. Of course proofs are necessary so as to ensure correctness of results. And actually finding a proof of a conjecture everyone believes to be true is also very much central to mathematics, as in the case of Andrew Wiles’ proof of the famous Fermat Conjecture in the last decade of the twentieth century, or Grigori Perelman’s recent proof of the Poincaré Conjecture. But it really is not necessary to have produced a formal proof of a mathematical theorem in order to document complete knowledge of why the theorem is indeed true. As it happens, a careful analysis of a baked clay tablet from ancient Babylon elucidates this point very well. The tablet which is perhaps the most famous one, has been given the name Plimpton 322. It signifies that it is the tablet numbered 322 in the A.G. Plimpton collection at Columbia University in New York. The tablet is written in old Babylonian characters, dating from the period 1900–1600 B.C. We follow some of the description of the tablet in E. Robson [51]: The tablet is about 13 by 9 by 2 cm. Its second and third column list the smallest and largest member of Pythagorean triples, one may think of the shortest side and the hypothenuse of a right angled triangle. The final column contains the line count from 1 to 15. Unfortunately the tablet is damaged, in that a piece along the entire left edge is missing. Moreover, there is a deep indentation at the middle of the right hand side. Finally, it is also somewhat damaged at the upper left corner. So the first column is partly broken away. It may have contained either the square of the hypothenuse divided by the square of the longest side, or the square of the shortest side divided by the square of the longest side. Whatever interpretation of these incomplete data, however, the tablet documents that the Babylonians had firm knowledge of so called Pythagorean triples. Some claim that it has been found traces of modern glue along the rupture-edge at the left, thus indicating that it was complete at excavation, but broke thereafter in the possession of individuals with access to such amenities as glue, who attempted repairing it. If so, it would be interesting if the missing piece could somehow be traced. It could reside in one of the many bins of unclassified and unintelligible fragments of Babylonian tablets. As it happens, this was the gravest danger facing the ancient tablets: Destruction at the time of their excavation, which was often – at least in the beginning – done quite crudely. The tablet was acquired by an interesting character named Edgar James Banks, (1866–1945).$^2$ He was an American college professor, antiquities collector and dealer, and adventurer. He was active in the Ottoman Empire, at the end of its $^2$We follow [61] among other sources. existence, and is probably an original for the figure of Indiana Jones. He started out as American consul in Baghdad in 1898, and bought many cuneiform tablets on the markets of the decaying Ottoman Empire. These he resold in carefully planned small installments, so as not to flood the international market and thus deflate prices. The tablets went to museums, libraries, universities, and theological seminaries. One of the tablets which Banks sold, was, according to the information he gave, from Senkereh in southern Irak, near the ruins of the ancient city of Larsa. He sold this tablet to Professor Eugene Smith of Columbia University in New York. Smith willed his books to the university, and the tablet is today number 322 in the A.G. Plimpton library’s collection of rare books. The contents of Plimpton 322 demonstrates that the Babylonians had firm knowledge Pythagorean triples. They probably also knew the so called Pythagorean Theorem. In what sense did they know this? In the absence of firm knowledge we may ask questions and speculate. Before proceeding with Plimpton 322, I shall present the simplest and most beautifully proof I know of this theorem. Is it the Babylonian proof, the proof they knew? But they would not call it a proof, but regard it as an example of using the rule by which certain areas may be added. And, of course, we give the proof here in modern language and symbolism. But first we give a more conventional proof, the principle behind it might also have been known to the Babylonians, in Fig. 2.6. See Howard Eves, [14]. In Fig. 2.6 the three sides in the right triangle are labelled as above: The hypothenuse as $d$, the two others as $a$ and $b$, where $a \geq b$. We then set ![Diagram](image) Fig. 2.6 A (very hypothetical) Babylonian proof of “Pythagoras’ Theorem”. The essential part of this figure, namely the subdivision of the largest square, appears in the oldest Chinese mathematical text we know, the Chou-pi, from the second millennium B.C. Thus evidence suggests that this insight formed part of a common wisdom in the ancient world. \[ c = a - b \] From the figure we now see that the area of the square on the hypotenuse, $ d^2 $, is equal to $ c^2 $ plus the areas of the four right triangles congruent with the given one. As the area of a triangle is equal to half the base times the height, a fact well known to the Babylonians, we get \[ d^2 = c^2 + 4 \left( \frac{1}{2} ab \right) = c^2 + 2ab \] But as the Babylonians also knew, \[ (a \pm b)^2 = a^2 \pm 2ab + b^2, \] which, using the formula in the case of the minus-sign, finally yields \[ d^2 = a^2 + b^2, \] as desired. Figure 2.6 and the corresponding proof is one possibility. A variation of the same theme, less familiar to us in our usual thinking concerning “Pythagoras’ Theorem”, but even more in line with the way the Babylonians thought, is a proof derived from Fig. 2.7. Indeed, the Fig. 2.7 yields \[ (a + b)^2 = d^2 + 2ab, \] from which follows $ d^2 = a^2 + b^2 $. Fig. 2.7 The Putative Babylonian Proof of “Pythagoras’ Theorem” Such methods for dealing with sums of squares is well documented from Babylonian tablets. From [55, pp. 27–28], we reproduce the following example, to be found on a tablet in Strasbourg’s Bibliothèque National et Universitaire. Phrased in modern language: An area $A$, consisting of the sum of two squares, is 1,000. The side of one square is $\frac{2}{3}$ of the side of the other square, diminished by 10. What are the sides of the square? The Babylonians would solve this as follows, again presented in modern language: The sides of the respective squares are denoted by $x$ and $y$. We then have $x^2 + y^2 = 1,000$, as well as the relation $y = \frac{2}{3}x - 10$. Squaring the latter yields $$y^2 = \frac{4}{9}x^2 - 2 \cdot \frac{2}{3}x \cdot 10 + 10 \cdot 10 = \frac{4}{9}x^2 - \frac{40}{3}x + 100.$$ Substitution into the first equation yields $$\frac{13}{9}x^2 - \frac{40}{3}x - 900 = 0.$$ Having thus transformed the geometric problem into an algebraic one, the Babylonian scholars and scribes – rather, in the present case presumably students doing their homework – could find the solution utilizing their knowledge about equations and systems of equations. The answer to the present problem is 30, the one positive solution of the equation. The presentation of the solution starts like this: “Square 10, this gives (1)(40) (i.e., 100). Subtract (1)(40) from (16)(40) (i.e., 1,000), this gives (15)(0) (i.e., 900)…” We return to Plimpton 322 (Fig. 2.8). The tablet contains a table of numbers, arranged in four columns of 15 numbers each. The rightmost column just consists of the numbers 1, 2, . . . , 15. The column to the left is partly destroyed by the missing part. Today Neugebauer and Sachs’ explanation is no longer generally accepted. An alternative explanation is by so called reciprocal pairs. The explanation is due to a number of authors. Accounts of this work, with references, may be found in Eleanor Robson [51] and [50], as well as in Jöran Friberg’s book [15]. Friberg ties Plimpton 322 to an Old Babylonian generating rule, which has been ascribed to Pythagoras and Plato, and also appear in Euclid’s Elements, Book X. Below we shall start with the explanation which was given by Neugebauer and his collaborators, then give a briefly summary of Friberg’s and Robson’s explanation of the method of regular reciprocal pairs. However, the competing explanations are mathematically related, and they have similar far reaching consequences. They demonstrate first of all that the Babylonians knew ways to generate such triples $(a, b, d)$. It is also fairly certain that they knew the so-called Pythagorean Theorem. But exactly how did they work out their list of the Pythagorean triples? As already stated, the rightmost column only serves to number the entries in the other columns. But the two next columns look at first rather haphazard and arbitrary. At first this led some to assume that the tablet merely constituted a fragment of some business-files, which are actually very much present in quantity among the ancient tablets from Babylon. But the column to the left bears the heading “diagonal”, while the next has the heading “breadth”. As with most of the numbers in the first row, to the left, also the heading here is illegible. But the consensus of opinion among the experts is that the numbers constitute in some way a list of Pythagorean triples. How they are presented, however, cannot be ascertained with certainty. Clearly, given any Pythagorean triple $(a, b, d)$, we get another by multiplying each number by the same natural number $r$, obtaining $(ra, rb, rd)$. Thus we need only to generate the so-called primitive Pythagorean triples, that is to say the triples where the numbers do not have a common factor >1. Now there is an elegant way of generating all possible primitive Pythagorean triples. Usually the method and its proof is attributed to Diophantus, as it is explained in his Arithmetica. But recent detective work might indicate that Hypatia of Alexandria deserves some of the credit for this work, see Chap. 4, Sect. 4.20, as well as [11]. In Sect. 2.7 we shall give a completely modern account of the method for finding the primitive Pythagorean triples, according to Diophantus as reconstructed by Fermat and Newton much later, still. The reader who is only interested in Plimpton 322, may skip that section. Only a small fragment of this theory is really needed in the explanation of the Pythagorean triples on Plimpton 322. In particular the full statement of Theorem 1 in Sect. 2.7 is not needed, it suffices to carry out the obvious verification \[ (v^2 - u^2)^2 + (2uv)^2 = (v^2 + u^2)^2, \] thus \[ a = v^2 - u^2, \quad b = 2uv \text{ and } d = v^2 + u^2 \] form a Pythagorean triple. But when the significance of Plimpton 322 was first discovered by Neugebauer and Sachs, there was a tendency to interpret it as evidence of a much more far reaching mathematical knowledge on the parametrization of primitive Pythagorean triples. ### 2.5 The (u,v) Explanation of Plimpton 322 It is generally accepted that the tablet contains four errors. Three of them are easy to explain as a simple mistake with the stylus, whereas the fourth is more mysterious. Several explanations have been offered, but as long as we only have this one table of this type, and in view of the missing part, it is difficult to decide what the correct explanation is. At any rate, except for these presumed errors the second and third column from the right consists of the numbers $b$ and $d$ described above, for the choices of $u$ and $v$ shown in the table presented as Fig. 2.9. We have written the corrected numbers with the presumed erroneous ones in parenthesis.$^3$ We start with entry number 11: The values 2 and 1 should give $(b,a,d) = (4,3,5)$ which is not shown. Instead this triple is multiplied with 15, to give more palatable digits in the Babylonian number system. Next we note that the last entry, in line number 15, is not a primitive triple. \| b \| a “Breadth” \| d “Diagonal” \| No. \| v \| u \| \|-----\|-------------\|--------------\|-----\|---\|---\| \| 120 \| 119 \| 169 \| 1 \| 12\| 5 \| \| 3456\| 3367 \| 4825 (11521) \| 2 \| 64\| 27\| \| 4800\| 4601 \| 6649 \| 3 \| 75\| 32\| \| 13500\| 12709 \| 18541 \| 4 \| 125\| 54\| \| 72 \| 65 \| 97 \| 5 \| 9 \| 4 \| \| 360 \| 319 \| 481 \| 6 \| 20\| 9 \| \| 2700\| 2291 \| 3541 \| 7 \| 54\| 25\| \| 960 \| 799 \| 1249 \| 8 \| 32\| 15\| \| 600 \| 481 (541) \| 769 \| 9 \| 25\| 12\| \| 6480\| 4961 \| 8161 \| 10 \| 81\| 40\| \| 60 \| 45 \| 75 \| 11 \| 2 \| 1 \| \| 2400\| 1679 \| 2929 \| 12 \| 48\| 25\| \| 240 \| 161 (25921)\| 289 \| 13 \| 15\| 8 \| \| 2700\| 1771 \| 3229 \| 14 \| 50\| 27\| \| 90 \| 56 \| 106 (53) \| 15 \| 9 \| 5 \| Fig. 2.9 The reconstructed Plimpton 322 $^3$ Also note that these are all primitive triples corresponding to the given values of $v,u$, with the exception of two entries. This observation is only interesting for the readers who will study Sect. 2.7. If this explanation of the numbers on Plimpton 322 is correct, the numbers $u$ and $v$ would be carefully chosen. First, they would all be regular sexagesimal numbers: Their inverses are finite sexagesimal fractions. That such choices are possible at all for the entire table is due to the choice of base 60, which has the prime factors 2, 3, 5, whereas base 10 only has 2, 5. Thus for instance, in Babylonia they would have $\frac{1}{3} = (0) \cdot (20)$ and $\frac{1}{15} = (0) \cdot (4)$. Then the tricky long division in the sexagesimal system could be avoided in many cases, and replaced by multiplication, which they easily performed using multiplication tables on baked clay tablets. With our base of 10, we have a special relationship to the numbers 3, 7 and 13, as being, respectively, lucky, sacred and unlucky. The Babylonians do not seem to have offered 3 much thought, but 7 was sacred and 13 was very unlucky, The Number of the Raven. As stated above the leftmost column may have contained either the square of the hypotenuse divided by the square of the longest side of the triangle, or the square of the shortest side divided by the square of the longest side. Therefore it has been speculated that this tablet might have been used in computations as equivalent to a table over $\cotan(\varphi)$ or $\cos(\varphi)$ for angles $\varphi$ between $44^\circ 46'$ and $31^\circ 53'$. According to Robson [51], page 112 the concept of angle is anachronistic, in that the Babylonians did not have this concept.\footnote{But this would not preclude that there might exit tables which have served a similar purpose to trigonometric tables.} The decrement in the values of $\varphi$ are not constant, and $\sec(\varphi)$ decreases by very roughly $\frac{1}{60}$ from one line to the next. Is Plimpton 322 part of a set of “trigonometric tables” for use in astronomy and engineering? Some might still like to believe that, but there is no evidence for such a usage. On the contrary, Babylonian astronomy and astrology flourished much later than the Old Babylonian Epoch, which the tablet comes from. ### 2.6 Regular Reciprocal Pairs, Babylonian Number-Work and Plimpton 322 The Babylonians did most of their number-work relying on tables. For example, multiplication could be carried out using the tables of squares by the formula $$xy = \frac{1}{4}((x + y)^2 - (x - y)^2).$$ Moreover, one should note that $$\frac{1}{4} = (0) \cdot (15),$$ and multiplication with this number is especially simple in base 60, much like multiplying by 0.2 or 0.5 in base 10. In addition to tables of squares, the students of the ancient scribal schools had to learn sexagesimal multiplication tables by heart, and also had to learn tables of regular sexagesimal reciprocal pairs.$^5$ These tables were important for a handy conversion of a problem of division into a problem of multiplication. As an illustration of a division using this, we look at \[ 123 : 12 = 10.25, \] with our decimal system, in modern sexagesimal notation $(10) \cdot (15)$, while the Babylonians would write the answer as $(10)(15)$. The Babylonians would very probably not handle such an easy division by their Method of Reciprocal Pairs, but nevertheless, here is how it works: First observe that $12 \times 5 = 60$, thus in modern sexagesimal notation $\frac{1}{12} = (0) \cdot (5)$, and in Babylonian notation the reciprocal of $(12)$ is $(5)$. Since, as we would write \[ 123 : 12 = 123 \times \frac{1}{12} = (2)(3) \times (0) \cdot (5), \] the Babylonians would proceed to multiply $(2)(3)$ with $(5)$, obtaining the answer $(10)(15)$, immediately and without having to consult tables of squares. Finally this answer has to be interpreted right, going back to the context. The correct answer is $10 + \frac{15}{60} = 10\frac{1}{4}$ rather than, for instance, $10 \times 60 + 15 = 615$. Now we return to Pythagorean triples. We have worked above with a particular reciprocal pair, namely $(12, \frac{1}{12})$ in our notation. Now it turns out that every such pair of reciprocals $x$ and $x' = \frac{1}{x}$ yields two rational numbers $b' = \frac{x - x'}{2}$ and $d' = \frac{x + x'}{2}$ such that with $a' = 1$ we get $a'^2 + b'^2 = d'^2$, in other words $(a', b', d')$ is a rational Pythagorean triple. In fact, since $xx' = 1$ we get \[ a'^2 + b'^2 = \left(\frac{x - x'}{2}\right)^2 + 1 = \frac{x^2 - 2xx' + x'^2 + 4}{4} \] \[ = \frac{x^2 + 2xx' + x'^2}{4} = \left(\frac{x + x'}{2}\right)^2 = d'^2. \] With $x = 12$ we obtain $b' = \frac{143}{24}$ and $d' = \frac{145}{24}$. Scaling this rational triple we get a Pythagorean triple of integers $(24, 143, 145)$, which by the way does not appear on Plimpton 322. Now, going back to the $(u, v)$-explanation, we have that \[ a = v^2 - u^2, \quad b = 2uv \text{ and } d = v^2 + u^2, \] thus $^5$ See Robson [51, p. 113]. \[ a' = \frac{a}{b} = \frac{v^2 - u^2}{2uv} = \frac{1}{2}(x - x'), \quad b' = \frac{b}{b} = 1 \text{ and } d' = \frac{v^2 + u^2}{2uv} = \frac{1}{2}(x + x'), \] where $ x = \frac{v}{u} $ and $ x' = \frac{u}{v} = \frac{1}{x} $. Hence from a mathematical point of view the two explanations are equivalent. However, the point is that regular reciprocal pairs are ubiquitous in Babylonian mathematics, whereas primitiveness and parametrization appears nowhere else. This argument alone would lead one to discard the $(u, v)$-version of the explanation in favor of the regular reciprocal pairs. Friberg, in [15, p. 92], refers to the rule \[ d, b, a = \frac{x + x'}{2}, 1, \frac{x - x'}{2} \] as the Old Babylonian generating rule, and he argues on page 88 for the following tentative translation of the headings of Plimpton 322, although as he states “The meaning [...] is far from obvious”: The square of the holder for the diagonal (from) which 1 is subtracted, then [the square of the holder for] the front comes up. The square side of [the square of the holder for] the front. The square side of [the square of the holder for] the diagonal. Its line number. ### 2.7 Parametrization of Pythagorean Triples We now explain the complete theory of parameterizing primitive Pythagorean triples. Let $(a, b, d)$ be a Pythagorean triple. We then have \[ \left( \frac{a}{d} \right)^2 + \left( \frac{b}{d} \right)^2 = 1, \] i.e., the point $(x, y) = \left( \frac{a}{d}, \frac{b}{d} \right)$ lies on the unit circle which has the equation \[ x^2 + y^2 = 1. \] So the problem is equivalent to finding all points with rational coefficients on this circle. We now pull one of today’s standard tricks, taught in every class of first year calculus: We wish to find a rational parametrization of the circle, that is to say, to find rational expressions in some variable $t$, $x = \varphi(t)$, $y = \psi(t)$, such that when $t$ varies, then $(\varphi(t), \psi(t))$ runs through all points on the circle. The trick is to let $t$ be the slope of the line through the point $(-1, 0)$, see Fig. 2.10. The equation of this line is \[ y = t(x + 1), \] which we substitute into the equation for the circle, thus obtaining \[ x^2 + t^2(x + 1)^2 = 1, \] and hence \[ (1 + t^2)x^2 + 2t^2x + t^2 - 1 = 0, \] which, as $ 1 + t^2 $ is never zero, may be written as \[ x^2 + \frac{2t^2}{1 + t^2}x + \frac{t^2 - 1}{1 + t^2} = 0. \] Now the formula for the roots of the general second degree equation, \[ x^2 + px + q = 0, \] is \[ x = -\frac{p}{2} \pm \sqrt{\frac{p^2}{4} - q}, \] which when applied to the equation in question here yields \[ x = -\frac{t^2}{1 + t^2} \pm \sqrt{\left(\frac{t^2}{1 + t^2}\right)^2 - \frac{t^2 - 1}{1 + t^2}} = -\frac{t^2}{1 + t^2} \pm \frac{1}{1 + t^2}, \] after a short computation. We thus obtain \[ x = -1 \text{ or } x = \frac{1 - t^2}{1 + t^2} \] Substituting the last solution into the equation for the line, we get \[ y = t \left( \frac{1 - t^2}{1 + t^2} + 1 \right) = \frac{2t}{1 + t^2} \] Since the points $(x, y)$ have rational coordinates, we may write $t = \frac{u}{v}$ for natural numbers $u$ and $v$. Here we must have $v > u$ since the slope $t$ of our line lies in the interval $(0, 1)$. Substituting this into the expressions for $x$ and $y$, we obtain the following formulas: \[ x = \frac{a}{d} = \frac{v^2 - u^2}{v^2 + u^2}, \quad \text{and} \quad y = \frac{b}{d} = \frac{2vu}{v^2 + u^2}. \] We have essentially completed all ingredients needed to prove the following: Theorem 1. All primitive Pythagorean triples $(a, b, d)$ are given by \[ a = v^2 - u^2, \ b = 2uv \quad \text{and} \quad d = v^2 + u^2, \] where $u$ and $v$ are positive integers, $v > u$, without a common factor > 1. Moreover, $u$ and $v$ are not both odd numbers. Proof. First of all, numbers of the form $a = v^2 - u^2, b = 2uv, d = v^2 + u^2$ where $u$ and $v$ are natural numbers do form a Pythagorean triple, as is seen by computing $a^2 + b^2$. If we assume that $u$ and $v$ have no common factor > 1, then the triple is also primitive, except for the possibility that $a = 2\overline{a}, b = 2\overline{b}$ and $d = 2\overline{d}$. Indeed, $a, b, d$ can have no other common factor than 2, and it is easily seen that this happens if and only if $u$ and $v$ are both odd numbers. Then the overlined numbers do form a primitive Pythagorean triple. In this case we introduce new versions of $u$ and $v$ by putting \[ \overline{v} = \frac{v + u}{2}, \quad \overline{u} = \frac{v - u}{2}, \] from which we find \[ 2\overline{uv} = \frac{v^2 - u^2}{2} = \overline{a}, \overline{v}^2 - \overline{u}^2 = uv = \overline{b} \quad \text{and} \quad \overline{v}^2 + \overline{u}^2 = \frac{v^2 + u^2}{2} = \overline{d} \] It is not difficult to verify that $\overline{v}, \overline{u}$ have no common factor > 1, and are not both odd numbers. Now, given a primitive Pythagorean triple $(a, b, d)$. From the considerations preceding the formulation of the theorem, we can always find natural numbers $v$ and $u$, such that Unless $ u $ and $ v $ are both odd numbers, we therefore have that $ a, b, $ and $ d $ must be as claimed in the theorem. If $ u $ and $ v $ are both odd, then we proceed as above, obtaining new $ u $ and $ v $'s, $ \bar{v} = \frac{v+u}{2}, \bar{u} = \frac{v-u}{2} $, also without common factors, but now not both odd numbers, such that \[ 2\bar{v}\bar{u} = \frac{v^2 - u^2}{2}, \bar{v}^2 - \bar{u}^2 = uv, \text{ and } \bar{v}^2 + \bar{u}^2 = \frac{v^2 + u^2}{2}. \] Thus the primitive Pythagorean triple $ a, b, d $ is described as in the theorem, but with the roles of $ a $ and $ b $ interchanged. \[\square\] Exercises Exercise 2.1 An ancient method for computing the area of a circle is to take the average of the areas of the inscribed and the circumscribed squares. What value for $ \pi $ does this method correspond to? The following exercises are modern generalizations of problems which come from Babylonian clay tablets. You are free to use all your modern algebra and calculus. See [14, pp. 58–59], for the original formulation and more information on these problems. Exercise 2.2 (a) An Old Babylonian tablet, that is to say a tablet from the period 1900–1600 B.C., the same time as Plimpton 322, poses a problem about a ladder standing upright against a wall. This problem deals with a ladder of known length $ b $ stands upright against a wall. The ladder is then allowed to slide down a known distance $ a $. The question is how far out from the wall the lower end of the ladder will be. (b) A similar problem comes from a much later period, namely the Seleucian epoch, about 300 B.C.–300 A.D. This problem states the following: A reed stands up against a wall, and then slides down a known distance $ a $, which results in the lower end moving out a known distance $ b $ from the wall. The question is how long the reed is. Exercise 2.3 Find the radius of the circumscribed circle of an isosceles triangle with sides $ b, b $ and $ a > b $. On the tablet $ a = 60, b = 50 $. For these values, write the answer in the sexagesimal system. Exercise 2.4 Find the sides $ x $ and $ y $ of a rectangle, when it is given that $ xy = A $ and that $ x^2d = B $, where $ d $ is the diagonal. Find the answer when $ A = 12 $ and $ B = 320 (= (5)(20)) $. Then compute the answer for the values on the tablet, $A = (20)(0)$, $B = (14)(48)(53)(20)$. For these two sets of values, write the answer in the sexagesimal system. Exercise 2.5 Find the area $A$ of an isosceles trapezoid with bases $a$ and $b$ and sides $s$. On the tablet $a = (50)$, $b = (14)$ and $s = (30)$. For these values, write the answer in the sexagesimal system. Exercise 2.6 One leg of a right triangle is $a$. A line parallel to the other leg at a distance $h$ from it cuts off a right trapezoid of area $A$. Find the lengths of the bases of the trapezoid. On the tablet $a = (50)$, $h = (20)$ and $A = (5)(20)$. For these values, write the answer in the sexagesimal system. Exercise 2.7 An area consisting of the sum of two squares is $A$. The side of one square is 10 less than $\frac{2}{3}$ of the side of the other square. What are the sides of the square? On the tablet $A = (16)(40)(= 1,000)$. For this value, write the answer in the sexagesimal system. Exercise 2.8 A rectangle has area $A$ and perimeter $B$. Find the lengths of the sides $x$ and $y$. Take $A = (1)(40)$, $B = (1)(44)$. For these values, write the answer in the sexagesimal system. Exercise 2.9 An Old Babylonian tablet, found at Susa, gives the ratio of perimeter and circumference of the circumscribed circle as $(0)\cdot(57)(36)$ for a regular hexagon. Use this to find an approximate value for $\pi$, written sexagesimally. The following two problems are inspired by the Moscow Papyrus. Exercise 2.10 The area of a rectangle is $A$, and the width is the fraction $\frac{p}{q}$ of its length. Find the dimensions of the rectangle. Compute the answer when $A = 12$, $p = 3$ and $q = 4$. Exercise 2.11 The area of a right triangle is $A$, and one leg is $m$ times the other. Find the dimensions of the rectangle. Compute the answer when $A = 20$ and $m = 2.5$. The two following exercises are based on information from [58]. Exercise 2.12 The ancient Egyptians computed the area of a triangle and a trapezoid correctly. But the quadrangles were some times treated as follows: Half the sum of two opposite sides was multiplied by half the sum of the other two sides. Is this method correct? If no, when does the method yield a correct answer? Exercise 2.13 To find the area of a circle, the Egyptians squared the diameter and multiplied by $\frac{8}{9}$. What value for $\pi$ does this give? Exercise 2.14 As stated in the text, it has been speculated that the tablet Plimpton 322 might have been used in computations as equivalent to a table over $\cotan(\varphi)$ or $\cos(\varphi)$ for angles $\varphi$ between $44^\circ 46'$ and $31^\circ 53'$, or at least perhaps served a similar purpose to such a table. The decrement in the values of $\sec^2(\varphi)$ is very close to $\frac{1}{60}$ from one line to the next. Assuming that Plimpton 322 were part of such a collection, try to compute the 15 numbers the preceding tablet would have contained. 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Ten Reasons Why Steam-Heating Boilers Flood Having problems with that steam-heating boiler’s water line? Is that boiler constantly flooding? Is your customer complaining about not having enough heat when the boiler does flood? Before you get mad at the automatic water feeder, take some time to look at the possible causes of that flooding problem. Good troubleshooters never make decisions until they’ve examined all the clues. Here are ten of the most common reasons why steam-heating boilers flood: 1. The water line surges. And when it does, it turns the automatic water feeder on and off. Surging begins when the boiler water gets dirty or oily. Much of the dirt and oil will lay on the surface of the boiler water. When the steam tries to break free, it lifts the water, creating the surging. You can see this in the gauge glass. Since steam systems are open to the atmosphere, you need to clean them from time to time. Get rid of the surging, and you’ll usually get rid of the flooding. 2. The water’s pH is too high. When steam condenses, it produces carbonic acid, which can eat its way through wet-return lines. Service technicians often add chemicals to steam boilers to keep the pH from sinking too low. But if the pH gets too high it can be just as bad. A pH that is too high causes foaming, and foaming leads to trouble. Too much water flows from the boiler with the steam. That loss of water calls the automatic feeder into action. When the condensate returns, the boiler floods. A good pH for a steam system ranges between 7 and 9. When the pH reaches 11, the water will foam. This is why old-timers added vinegar to the boilers. Vinegar is acidic, and that helps to bring the pH down. 3. The boiler has a tankless coil, and it’s leaking. The city water pressure will always be greater than the pressure in a steam heating system. Even the smallest lead in a tankless coil will flood a boiler. Close the cold-water valve leading to the coil for a few hours and watch the gauge glass. If the flooding stops, you’ve probably found the culprit. Replace the tankless coil. 4. The system has a gravity return, and motorized zone valves. When a motorized zone valve closes on a boiler that’s under pressure, the water will back into the return line of the closed zone. That brings on the automatic water feeder. The next time the motorized zone valve opens the condensate returns from the system and floods the boiler. Install quarter-inch bleed lines around the tops of the motorized zone valves. The bleed lines will let through enough pressure to keep the water from backing out of the boiler, but it won’t allow enough steam by to overheat the zone. 5. The boiler is over-fired. If the flame is too big, the exit velocity of the steam will carry water from the boiler into the system. The automatic water feeder will replace the “missing” water before it has a chance to work its way back into the boiler. When it does, the boiler will flood. Fire boilers to the connected piping-and-radiation load. No more, and no less. 6. The automatic water feeder is positioned too high on the boiler. In an attempt to cover a tankless coil during the summer, some installers will tamper with the McDonnell & Miller Quick-Hook-Up fitting. They’ll add nipples and elbows, and cause the feeder to feed at a point that’s too high on the gauge glass. Normally, the feeder should open when the water line drops to a point just above the low-water cutoff’s operating position. If the feeder adds too much water (because it sits too high on the gauge glass), the returning condensate will flood the boiler every day. 7. The feed line is clogged with sediment. If you’re using a float-operated feeder/cutoff combination such as McDonnell & Miller’s 47-2, a plugged feed line can create a back-pressure that will keep the feed valve from shutting tightly. City water pressure will bleed through and flood the boiler. You can diagnose this problem by doing a broken-union test (M&M shows you how in their instructions). If you find a plugged feed line, replace it. 8. The feeder-bypass valve isn’t holding. The bypass around the feeder lets you fill the boiler quickly, but if the shutoff valve in that line doesn’t hold tightly, the boiler will keep taking on water until it floods. Here again, the broken-union test gives you a quick way of finding out whether that important valve is doing its job. If it’s not, replace it. 9. The piping around the boiler doesn’t meet the boiler manufacturer’s specs. Modern boilers make steam very quickly. The piping around the boiler is very important to the production of dry steam. If this piping is wrong, the boiler will throw water into the piping. The automatic water feeder will then replace that water. Before long, the boiler will be flooded. Take the time to check the piping on the job against what the boiler manufacturer calls for. If it doesn’t meet the specs, you’ll have to repipe that boiler. This is tough medicine, but it’s often the only cure. 10. Someone is adding water when you’re not there. Never dismiss this as a possible cause. If someone adds water to the boiler in the middle of the steaming cycle, the returning condensate will bring the level water up even higher, and the boiler will flood. Talk to the home owner or building superintendent. Make sure they understand how a steam boiler works, and what it needs in the way of feed water. Your McDonnell & Miller representative is always willing to help you solve your steam-heating problems. Call them the next time you need help.	<urn:uuid:876bf953-527d-445d-a567-672a24f21915>	CC-MAIN-2022-27	https://documentlibrary.xylemappliedwater.com/files/documents/2011/06/CounterPointSeptember1996-B.pdf	2022-07-04T21:10:24+00:00	crawl-data/CC-MAIN-2022-27/segments/1656104496688.78/warc/CC-MAIN-20220704202455-20220704232455-00295.warc.gz	245,840,086	1,222	eng_Latn	eng_Latn	0.998984	eng_Latn	0.998984	[ "eng_Latn" ]	false	rolmOCR	[ 5608 ]	[ 2.078125 ]	1	0
May 16, 2016 Dear Konza Valley Water User: The Riley County Public Works Department is pleased to provide you with this Consumer Confidence Report for 2015. The Federal Safe Drinking Water Act of 1974 and subsequent amendments requires the Konza Valley Water Benefit District to provide you with a “Consumer Confidence Report”. The Konza Valley Water District purchases the water they supply to you from the City of Manhattan. The attached 2015 Water Quality Reports are from testing performed within the Konza Valley Water system, and from the City of Manhattan, both which will serve as your “Consumer Confidence Report”. The drinking water provided continues to meet or exceed all Federal and State standards. Drinking water may reasonably be expected to contain at least small amounts of some contaminants. The presence of contaminants does not necessarily indicate the water poses a health risk. More information about contaminants and potential health effects can be obtained by calling the EPA’s Safe Drinking Water Hotline (800-426-4791). If you are interested in more detail regarding the Federal Safe Drinking Water Act of 1974 and subsequent amendments, I suggest you go to the EPA’s website at http://www.epa.gov/safewater/sdwa/sdwa.html. For more information you may contact me by phone at 785-537-6330, or by email at email@example.com. Respectfully, Leon Hobson, P.E. Director of Public Works Copy: Konza Valley Water Benefit District File www.rileycountyks.gov Attachments: Konza Valley Water Benefit District CCR City of Manhattan CCR This brochure is a snapshot of the quality of the water that we provided last year. Included are the details about where your water comes from, what it contains, and how it compares to Environmental Protection Agency (EPA) and state standards. We are committed to providing you with information because informed customers are our best allies. If you would like to observe the decision-making process that affect drinking water quality, please call LEON HOBSON at 785-537-6330. Our drinking water is supplied from another water system through a Consecutive Connection (CC). Your water comes from: \| Buyer Name \| Seller Name \| \|-----------------------------\|---------------------------\| \| KONZA VALLEY WATER BENEFIT DISTRICT \| CITY OF MANHATTAN \| Some people may be more vulnerable to contaminants in drinking water than the general population. Immuno-compromised persons such as those with cancer undergoing chemotherapy, persons who have undergone organ transplants, people with HIV/AIDS or other immune system disorders, some elderly, and infants can be particularly at risk from infections. These people should seek advice about drinking water from their health care providers. EPA/CDC guidelines on appropriate means to lessen the risk of infection by Cryptosporidium and other microbial contaminants are available from the Safe Drinking Water Hotline (800-426-4791). Drinking water, including bottled water, may reasonably be expected to contain at least small amounts of some contaminants. The presence of contaminants does not necessarily indicate that water poses a health risk. More information about contaminants and potential health effects can be obtained by calling the EPA’s Safe Drinking Water Hotline (800-426-4791). The sources of drinking water (both tap water and bottled water) included rivers, lakes, streams, ponds, reservoirs, springs, and wells. As water travels over the surface of the land or through the ground, it dissolves naturally occurring minerals and, in some cases, radioactive material, and can pick up substances resulting from the presence of animals or from human activity. Contaminants that may be present in sources water before we treat it include: Microbial contaminants, such as viruses and bacteria, which may come from sewage treatment plants, septic systems, livestock operations and wildlife. Inorganic contaminants, such as salts and metals, which can be naturally-occurring or result from urban storm water runoff, industrial or domestic wastewater discharges, oil and gas production, mining or farming. Pesticides and herbicides, which may come from a variety of sources such as storm water run-off, agriculture, and residential users. Radioactive contaminants, which can be naturally occurring or the result of mining activity. Organic contaminants, including synthetic and volatile organic chemicals, which are by-products of industrial processes and petroleum production, and also come from gas stations, urban storm water run-off, and septic systems. In order to ensure that tap water is safe to drink, EPA prescribes regulation which limits the amount of certain contaminants in water provided by public water systems. We treat our water according to EPA’s regulations. Food and Drug Administration regulations establish limits for contaminants in bottled water, which must provide the same protection for public health. Our water system is required to test a minimum of 2 samples per month in accordance with the Total Coliform Rule for microbiological contaminants. Coliform bacteria are usually harmless, but their presence in water can be an indication of disease-causing bacteria. When coliform bacteria are found, special follow-up tests are done to determine if harmful bacteria are present in the water supply. If this limit is exceeded, the water supplier must notify the public. Water Quality Data The following tables list all of the drinking water contaminants which were detected during the 2015 calendar year. The presence of these contaminants does not necessarily indicate the water poses a health risk. Unless noted, the data presented in this table is from the testing done January 1- December 31, 2015. The state requires us to monitor for certain contaminants less than once per year because the concentrations of these contaminants are not expected to vary significantly from year to year. Some of the data, though representative of the water quality, is more than one year old. The bottom line is that the water that is provided to you is safe. Terms & Abbreviations Maximum Contaminant Level Goal (MCLG): the “Goal” is the level of a contaminant in drinking water below which there is no known or expected risk to human health. MCLGs allow for a margin of safety. Maximum Contaminant Level (MCL): the “Maximum Allowed” MCL is the highest level of a contaminant that is allowed in drinking water. MCLs are set as close to the MCLGs as feasible using the best available treatment technology. Secondary Maximum Contaminant Level (SMCL): recommended level for a contaminant that is not regulated and has no MCL. Action Level (AL): the concentration of a contaminant that, if exceeded, triggers treatment or other requirements. Treatment Technique (TT): a required process intended to reduce levels of a contaminant in drinking water. Maximum Residual Disinfectant Level (MRDL): the highest level of a disinfectant allowed in drinking water. There is convincing evidence that addition of a disinfectant is necessary for control of microbial contaminants. Non-Detects (ND): lab analysis indicates that the contaminant is not present. Parts per Million (ppm) or milligrams per liter (mg/l) Parts per Billion (ppb) or micrograms per liter (µg/l) Picocuries per Liter (pCi/L): a measure of the radioactivity in water. Millirems per Year (mrem/yr): measure of radiation absorbed by the body. Monitoring Period Average (MPA): An average of sample results obtained during a defined time frame, common examples of monitoring periods are monthly, quarterly and yearly. Nephelometric Turbidity Unit (NTU): a measure of the clarity of water. Turbidity in excess of 5 NTU is just noticeable to the average person. Turbidity is not regulated for groundwater systems. Running Annual Average (RAA): an average of sample results obtained over the most current 12 months and used to determine compliance with MCLs. Locational Running Annual Average (LRAA): Testing Results for: KONZA VALLEY WATER BENEFIT DISTRICT \| Microbiological \| Result \| MCL \| MCLG \| Typical Source \| \|-----------------\|--------\|-----\|------\|----------------\| \| No Detected Results were Found in the Calendar Year of 2015 \| ### Disinfection Byproducts \| Monitoring Period \| Your Highest RAA \| Range (low/high) \| Unit \| MCL \| MCLG \| Typical Source \| \|-------------------\|------------------\|------------------\|------\|-----\|------\|----------------\| \| TOTAL HALOACETIC ACIDS (HAA5) \| 2014 \| 15 \| 15 \| ppb \| 60 \| 0 \| By-product of drinking water disinfection \| \| TTHM \| 2014 \| 20 \| 20 \| ppb \| 80 \| 0 \| By-product of drinking water chlorination \| ### Lead and Copper \| Monitoring Period \| 90th Percentile \| Range (low/high) \| Unit \| AL \| Sites Over AL \| Typical Source \| \|-------------------\|-----------------\|------------------\|------\|----\|---------------\|----------------\| \| COPPER, FREE \| 2012 - 2014 \| 0.0134 \| 0.0081 - 0.014 \| ppm \| 1.3 \| 0 \| Corrosion of household plumbing \| \| LEAD \| 2012 - 2014 \| 2.2 \| 1.2 - 3.1 \| ppb \| 15 \| 0 \| Corrosion of household plumbing \| If present, elevated levels of lead can cause serious health problems, especially for pregnant women and young children. Lead in drinking water is primarily from materials and components associated with service lines and home plumbing. Your water system is responsible for providing high quality drinking water, but cannot control the variety of materials used in plumbing components. When your water has been sitting for several hours, you can minimize the potential for lead exposure by flushing your tap for 30 seconds to 2 minutes before using water for drinking or cooking. If you are concerned about lead in your water, you may wish to have your water tested. Information on lead in drinking water, testing methods, and steps you can take to minimize exposure is available from the Safe Drinking Water Hotline or at [http://www.epa.gov/safewater/lead](http://www.epa.gov/safewater/lead). During the 2015 calendar year, we had no violation(s) of drinking water regulations. Some or all of our drinking water is supplied from another water system. The table below lists all of the drinking water contaminants, which were detected during the 2015 calendar year from the water systems that we purchase drinking water from. \| Regulated Contaminants \| Collection Date \| Water System \| Your Highest Value \| Range (low/high) \| Unit \| MCL \| MCLG \| Typical Source \| \|------------------------\|-----------------\|--------------\|--------------------\|------------------\|------\|-----\|------\|----------------\| \| ARSENIC \| 5/7/2014 \| CITY OF MANHATTAN \| 2.5 \| 2.5 \| ppb \| 10 \| 0 \| Erosion of natural deposits \| \| BARIUM \| 5/7/2014 \| CITY OF MANHATTAN \| 0.053 \| 0.053 \| ppm \| 2 \| 2 \| Discharge from metal refineries \| \| CHROMIUM \| 5/7/2014 \| CITY OF MANHATTAN \| 1.8 \| 1.8 \| ppb \| 100 \| 100 \| Discharge from steel and pulp mills \| \| FLUORIDE \| 1/12/2015 \| CITY OF MANHATTAN \| 0.86 \| 0.63 - 0.86 \| ppm \| 4 \| 4 \| Natural deposits; Water additive which promotes strong teeth. \| \| NITRATE \| 4/29/2015 \| CITY OF MANHATTAN \| 0.27 \| 0.27 \| ppm \| 10 \| 10 \| Runoff from fertilizer use \| \| Secondary Contaminants \| Collection Date \| Water System \| Your Highest Value \| Range (low/high) \| Unit \| SMCL \| \|------------------------\|-----------------\|--------------\|--------------------\|------------------\|------\|------\| \| ALKALINITY, TOTAL \| 5/7/2014 \| CITY OF MANHATTAN \| 59 \| 59 \| MG/L \| 300 \| \| CALCIUM \| 5/7/2014 \| CITY OF MANHATTAN \| 23 \| 23 \| MG/L \| 200 \| \| CHLORIDE \| 5/7/2014 \| CITY OF MANHATTAN \| 53 \| 53 \| MG/L \| 250 \| \| CONDUCTIVITY @ 25 C UMHOS/CM \| 5/7/2014 \| CITY OF MANHATTAN \| 470 \| 470 \| UMHO/CM \| 1500 \| \| CORROSIONSITY \| 5/7/2014 \| CITY OF MANHATTAN \| 0.89 \| 0.89 \| LANG \| 0 \| \| HARDNESS, TOTAL (AS CACO3) \| 5/7/2014 \| CITY OF MANHATTAN \| 110 \| 110 \| MG/L \| 400 \| \| MAGNESIUM \| 5/7/2014 \| CITY OF MANHATTAN \| 14 \| 14 \| MG/L \| 150 \| \| MANGANESE \| 5/7/2014 \| CITY OF MANHATTAN \| 0.0033 \| 0.0033 \| MG/L \| 0.05 \| \| PH \| 5/7/2014 \| CITY OF MANHATTAN \| 9.4 \| 9.4 \| PH \| 8.5 \| \| PHOSPHORUS, TOTAL \| 3/9/2011 \| CITY OF MANHATTAN \| 0.2 \| 0.2 \| MG/L \| 5 \| \| POTASSIUM \| 5/7/2014 \| CITY OF MANHATTAN \| 7.2 \| 7.2 \| MG/L \| 100 \| \| SILICA \| 5/7/2014 \| CITY OF MANHATTAN \| 22 \| 22 \| MG/L \| 50 \| \| SODIUM \| 5/7/2014 \| CITY OF MANHATTAN \| 45 \| 45 \| MG/L \| 100 \| \| SULFATE \| 5/7/2014 \| CITY OF MANHATTAN \| 74 \| 74 \| MG/L \| 250 \| \| TDS \| 5/7/2014 \| CITY OF MANHATTAN \| 280 \| 280 \| MG/L \| 500 \| During the 2015 calendar year, the water systems that we purchase water from had no violation(s) of drinking water regulations. Please Note: Because of sampling schedules, results may be older than 1 year. How often is your water tested? The City of Manhattan tests water throughout the treatment process, when it reaches the water towers and at various locations throughout the distribution system. In addition to manual testing, we use automated analyzers that continuously test the water before, during and after the treatment process for pH, conductivity, turbidity, free chlorine, total chlorine and other water quality parameters. Water from six storage reservoirs is tested weekly by environmental staff for pH, chlorine, ammonia and other parameters. Finished water, or water that has been through the water treatment process, is regularly tested. The following tests are conducted by certified Water Treatment Plant operators: - Every 4 hours: Hardness, pH, total chlorine, and turbidity - Every 8 hours: Total dissolved solids - Every 24 hours: Fluoride and free ammonia We also collect the following samples and submit them to the KDHE laboratory in Topeka: - Monthly: Coliform bacteria (60 samples from the distribution system) - Quarterly: Trihalomethanes/haloacetic acids, fluoride - Annually: Nitrate, synthetic organic compounds and volatile organic compounds - Tri-Annually: Lead, copper, regulated and unregulated inorganic contaminants Our commitment to our customers Year after year, we deliver on a promise to provide safe and reliable drinking water. This promise demands foresight, investment and long-range planning. Monitoring and treatment are key methods by which we protect the public water supply. The source of the City’s drinking water is 20 public water supply wells located near the confluence of the Big Blue and Kansas rivers. Protecting the wellfield is a vital public service that remains a top priority. In 1999, we initiated a voluntary wellfield water quality monitoring program, testing the untreated water directly from the wells. Find more information at CityofMHK.com/Water. Public Works Department Water and Wastewater Division (785) 587-4530 CityofMHK.com/Water Randy D. DeWitt, P.E. Assistant Director of Public Works firstname.lastname@example.org Abdu Durar, Ph.D. Environmental Compliance Manager email@example.com How do we prevent lead contamination in Manhattan? Lead contaminated water has been making headlines recently, leading many people to question the safety of their drinking water. The City of Manhattan would like to assure you the City’s drinking water meets all federal and state drinking water standards. City staff, their spouses, children, friends and neighbors drink Manhattan water every day, and it’s critical that we can all do so without concern. Our goal is to provide water of the highest quality, and we take steps to ensure we meet that goal every minute of every day. How does lead contamination occur? Lead isn’t found in Manhattan’s source water, and it is not introduced during our treatment process. Most often, lead contamination originates in the plumbing of private residences when corrosive water (water with a low pH) sits in lead pipes, galvanized pipes, pipes with lead-based solder, or old plumbing fixtures made of brass that may be found in some older homes. How does the City prevent contamination? Lime is added during the treatment process to reduce hardness and raise pH. As a result, Manhattan’s finished water is basic and not corrosive. The City also adds hexametaphosphate to the water, which inhibits corrosion by creating a coating on the inside of pipes, acting as a barrier between the water and the pipe material, whatever that material may be. What does pH mean? pH is a measurement of how acidic or basic water is. The scale is 0-14, with 0 being the most acidic and 14 being the most basic. Manhattan’s water has a pH of approximately 9.40 pH units making it about as corrosive as hand soap. How does the City monitor the water? We monitor all aspects of water quality closely, including online analyzers that test pH levels constantly throughout the treatment process and manual pH testing performed every four hours by Water Treatment Plant operators. Every three years, 30 of our customers living in older homes throughout Manhattan collect samples for lead and copper analysis. Collection of these samples simulates a worst case scenario with collection occurring only after water has sat undisturbed in the customer’s water lines for at least 6 hours. The samples are tested at Kansas Department of Health and Environment labs. The results of these tests continue to be far below Environmental Protection Agency health advisory levels. Is there lead in the system? Thanks to a 1986 amendment to the Safe Drinking Water Act, the use of lead in public water supply systems and private plumbing was banned nationwide. We are not aware of any lead pipe being used to supply drinking water in Manhattan. More questions or concerns? If you do have concerns about lead in your water, you can minimize the potential for lead exposure by flushing your tap for 30 seconds to 2 minutes before using water for drinking or cooking. You may wish to have your water tested. Information on lead in drinking water, testing methods, and steps you can take to minimize exposure is available from the Safe Drinking Water Hotline (800-426-4791) or at EPA.gov/SafeWater/Lead. This report is based upon tests conducted by the Kansas Department of Health and Environment (KDHE) on the finished water produced by the City of Manhattan’s Water Treatment Plant. Unless otherwise noted, the data represent tests conducted between January 1 and December 31, 2015. Of the 87 contaminants regulated by the Environmental Protection Agency (EPA), only eleven (11) were detected in the compliance monitoring samples. However, two (2) of the detected contaminants (chloramines and fluoride) are added as part of the treatment process to improve water quality. All detected contaminants were below maximum contaminant levels (MCLs). The following tables list the name of each substance, unit, MCLs, the amount detected and Maximum Contaminant Level Goal (MCLG). All regulated and some unregulated contaminants that were detected in the water collected, even in the most minute traces, are included. The footnotes explain the findings, and there is also a key to the units of measurement. MCL is defined as “the highest level of a contaminant that is allowed in drinking water.” MCLG is “the level of a contaminant in drinking water below which there is no known or expected risk to health.” MCLGs are set as close to the MCLGs as feasible. MCLGs allow for a margin of safety. ### DETECTED REGULATED CONTAMINANTS \| PARAMETER \| AVERAGE LEVEL DETECTED \| RANGE \| MCL \| MCLG \| VIOLATION \| SAMPLE DATE \| LIKELY SOURCE \| \|-----------------\|------------------------\|-------\|-----\|------\|-----------\|---------------\|-------------------------------------------------------------------------------\| \| Arsenic (ppb) \| 2.5 \| 2.5 \| 10 \| 0 \| No \| May 7, 2014 \| Erosion of natural deposits; runoff from orchards; runoff from glass and electronics production waste \| \| Barium (ppm) \| 0.053 \| 0.053 \| 2 \| 2 \| No \| May 7, 2014 \| Erosion of natural deposits; discharge from metal refineries, discharge of drilling wastes \| \| Chloramines* (ppm) \| 2.46 \| 1.28 \| 3.31\| 4 \| No \| January - December 2015 \| Water additive used to control microbes \| \| Chromium (ppb) \| 1.8 \| 1.8 \| 100 \| 100 \| No \| May 7, 2014 \| Erosion of natural deposits; discharge from steel and pulp mills \| \| Fluoride (ppm) \| 0.73 \| 0.63 \| 0.86\| 4 \| No \| January - December 2015 \| Water additive that promotes strong teeth \| \| Nitrate (ppm) \| 0.27 \| 0.27 \| 10 \| 10 \| No \| May 1, 2015 \| Runoff from fertilizer use \| ### MICROBIOLOGICAL \| BY-PRODUCT \| RESULT \| MCL \| MCLG \| TYPICAL SOURCE \| \|------------\|--------\|-----\|------\|----------------\| \| Coliform (TCR) \| In August, 1.6% of samples tested positive \| No more than 5% of samples can test positive \| 0 \| Naturally present in the environment \| In compliance with the Total Coliform Rule (TCR), the City of Manhattan is required to collect a minimum of 60 samples per month (720 per year) for bacteriological water monitoring. Coliform bacteria are usually harmless but their presence in water can be an indication of disease-causing bacteria. When Coliform bacteria are found, special follow-up tests are done to determine if harmful bacteria are present in the water supply. Any violation of drinking water microbiological standards requires issuing a public notice. In August 2015, Coliform bacteria were found in one sample. However, no bacteria were found in any follow up tests. There was no violation and no public notice required. ### DISINFECTION BY-PRODUCTS \| BY-PRODUCT \| HIGHEST RAA* \| RANGE \| MCL \| MCLG \| VIOLATION \| SAMPLE DATE \| LIKELY SOURCE \| \|---------------------\|--------------\|-------\|-----\|------\|-----------\|---------------\|-------------------------------------------------------------------------------\| \| Haloacetic Acids (HAAs)* (ppb) \| 15.5 \| 9.5 \| 21.0\| 60 \| N/A \| January - December 2015 \| By-product of drinking water disinfection \| \| Total Trihalomethanes (TTHMs) (ppb) \| 29.0 \| 15.0 \| 36.0\| 80 \| N/A \| January - December 2015 \| By-product of drinking water disinfection \| ### METALS IN DRINKING WATER FROM HOME TAPS The City of Manhattan is required to monitor corrosion of household plumbing systems by sampling in homes for lead and copper. KDHE requires these tests be performed every three years. With the cooperation of local homeowners, City staff will be collecting samples again in the summer of 2017. For more information on metals in drinking water, call the Safe Drinking Water Hotline at (800) 426-4791 or visit www.epa.gov/safewater/lead. \| ANALYTE \| 90TH PERCENTILE* \| RANGE \| MCL \| MCLG \| VIOLATION \| SAMPLE DATE \| LIKELY SOURCE \| \|-------------\|------------------\|-------\|-----\|------\|-----------\|---------------\|-------------------------------------------------------------------------------\| \| Copper (ppm)\| 0.010 \| 0.001 \| AL = 1.3 \| AL = 1.3 \| No \| July - September 2014 \| Corrosion of household plumbing systems; corrosion of natural deposits; leaching of wood preservatives \| \| Lead (ppb) \| 0.0 \| 0.0 \| 2.1 \| AL = 15 \| AL = 15 \| No \| July - September 2014 \| Corrosion of household plumbing systems; erosion of natural deposits \| ### DETECTED UNREGULATED CONTAMINANTS Unregulated contaminants are tested every three years. These samples were collected on May 7, 2014. \| PARAMETER \| LEVEL DETECTED \| SMCL \| \|-----------------\|----------------\|------\| \| Alkalinity as CaCO3 (ppm) \| 59.0 \| 200 \| \| Calcium (ppm) \| 23 \| 100 \| \| Chloride (ppm) \| 53 \| 250 \| \| Conductivity, Specific (µmhos/cm) \| 470 \| 1500 \| \| Corrosivity (L) \| 0.89 \| 0 \| \| Hardness, Total (ppm) \| 110 \| 400 \| \| Magnesium (ppm) \| 14 \| 150 \| \| Manganese (ppm) \| 0.0023 \| 0.05 \| \| pH (pH units) \| 8.4 \| 8.5 \| \| Potassium (ppm) \| 7.2 \| 100 \| \| Silica (ppm) \| 22 \| 50 \| \| Sodium (ppm) \| 45 \| 100 \| \| Solids, Total Dissolved (mg/L) \| 280 \| 500 \| \| Sulfate (ppm) \| 74 \| 250 \| ### KEY TO TABLES AL=Action Level: Any samples that contain over this amount of a contaminant require correction/control action by the utilities L=Langlier Index: Used to reflect corrosion or deposition of scale deposits N/A=Not Available ppb=parts per billion or micrograms per liter (µg/L): One part per billion equals one penny per $10,000,000 SMCL=Secondary Maximum Contaminant Level ppm=parts per million or milligrams per µmhos/cm-microhms per centimeter ### FOOTNOTES 1 Compliance is based on a Running Annual Average (RAA) of the most recent 12 months of testing. The RAA was 2.46 parts for Fluoride. Since fluoride is not added as an disinfectant, MCLs do not apply. The highest level allowed in drinking water is the Maximum Residual Disinfectant Level (MRDL). For chloramines, the highest level allowed is 4.4 ppm. 2 Fluoride occurs naturally in very low concentrations. It is added at the Water Treatment Plant to promote dental health. The City regularly monitors the City’s water reports the highest Running Annual Average (RAA) from 2015. The highest TTHMs RAA occurred in the third quarter, and the highest HAAs RAA in the first quarter of 2015. 3 In a ranking of 10 samples, the ninth highest sample is the value that represents the 90th percentile. 4 Hardness must be expressed in grains per gallon. To convert ppm to grains per gallon, divide by 17.1, (10 ppm=6.43 grains per gallon). ### SOURCE WATER ASSESSMENT REPORT The City of Manhattan obtains its drinking water from groundwater wells. Raw water is treated to remove several contaminants, and disinfectants are added to protect against microbial contaminants. The Safe Drinking Water Act (SDWA) requires states to develop a Source Water Assessment (SWA) for each public water supply that treats and distributes raw source water in order to identify potential contamination sources. The state of Kansas has completed an assessment of our source water. For results of the source water assessment, please contact us or view the results online at www.kdhe.state.ks.us/ops/swap/SWReports.html. ### MESSAGE FROM THE EPA Drinking water, including bottled water, may reasonably be expected to contain at least small amounts of some contaminants. The presence of contaminants does not necessarily indicate that the water poses a health risk. More information about contaminants and potential health effects can be obtained by calling the EPA's Safe Drinking Water Hotline at (800) 426-4791). The source of drinking water (both tap and bottled water) includes rivers, lakes, streams, ponds, reservoirs, springs and wells. As water travels over the land or through underlying rock, it dissolves naturally occurring minerals and, in some cases, radioactive material, and can pick up substances resulting from the presence of animals or from human activity. Contaminants that may be present in source water before treatment include microbial contaminants, such as viruses and bacteria, which may come from sewage treatment plants, septic systems, agricultural livestock operations and wildlife; and inorganic contaminants, such as salts and metals. Inorganic contaminants may be naturally occurring or result from urban stormwater runoff, industrial or domestic wastewater discharges, oil and gas production, mining or farming. Pesticides and herbicides, which may come from a variety of sources such as agriculture, urban stormwater runoff and residential uses, can be found in source water. In addition, they are possible to find in drinking water contaminants in source water, which can be naturally occurring or be the result of oil and gas production and mining activities. Organic chemical contaminants, including synthetic and volatile organic chemicals, which are by-products of industrial processes and petroleum production, and can also come from gas stations, urban stormwater runoff and septic systems, may be present in source water. Some people may be more vulnerable to contaminants in drinking water than the general population. Immunocompromised persons such as persons with cancer undergoing chemotherapy, persons who have undergone organ transplants, persons with HIV/AIDS or other immune system disorders, infants, some elderly people, and people with chronic illnesses should seek advice about drinking water from their health care providers. EPA/Centers for Disease Control guidelines on appropriate means to lessen the risk of infection by Cryptosporidium and other microbiological contaminants are available from the Safe Drinking Water Hotline (800-426-4791). In order to ensure that tap water is safe to drink, the EPA prescribes regulations that limit the amount of certain contaminants in water provided by public water systems. We treat our water according to EPA regulations. 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The Marlin Independent School District, in the collaboration with its counselors, nurses, and the School Health Advisory Council has established this plan for addressing child sexual abuse and other maltreatment of children. This plan may be accessed at the district website. A copy of this plan will also be kept in each principal’s office, each school counselor’s office and at the MISD Administration Building. This plan includes the legal definition of sexual abuse, methods for increasing awareness regarding sexual abuse of children, and the psychological, behavioral, and physical warning signs of abuse. Since the typical signs of child abuse many vary by age, we have also included signs more typical in younger children and also adolescents. This plan addresses when to suspect physical abuse and when to suspect neglect. Facts on your legal obligation and your legal protection can be found in this plan and also a summary of Texas state law, and instructions for making an online report. What is Sexual Abuse of a Child? Sexual abuse in the Texas Family Code is defined as any sexual conduct harmful to a child’s mental, emotional, or physical welfare as well as a failure to make a reasonable effort to prevent sexual conduct with a child. Methods for Increasing Awareness Regarding Sexual Abuse of Children Staff: Each year, all staff will participate in training provided by the Texas Department of Family and Protective Services entitled Reporting Suspected Abuse or Neglect of a Child for educational professionals (http://www.dfps.state.tx.us/training/Reporting/default.asp) and successfully complete an assessment to receive credit for the training. A copy of the plan will be available on-line and also available in each principal and counselor’s office. Students: School counselors will address issues to increase awareness regarding sexual abuse of children and anti-victimization programs with age appropriate conversation and materials no less than once per school year in classroom group lessons in grades K through 7. Awareness regarding sexual abuse of children will be addressed with students in PE classes no less than once per school year. Parents: Information concerning the district plan for Addressing Sexual Abuse of Children will be posted in school newsletters, on the MISD website, and in the student handbook. The student handbook (which is available both in printed format and on-line at the district website) includes the following information: - As a parent, you are legally responsible for the care of your child. You must provide your child with safe and adequate food, clothing, shelter, protection, medical care and supervision, or you must arrange for someone else to provide these things. Failure to do so may be considered neglect. - As a parent, it is important for you to be aware of warning signs that could indicate a child may have been or is being sexually abused. A child who has experienced sexual abuse should be encouraged to seek out a trusted adult. - As a parent, be aware that disclosures of sexual abuse may be more indirect than disclosures of physical abuse, and it is important to be calm and comforting if your child, or another child, confides in you. Reassure the child that he or she did the right thing by telling you. - As a parent, if your child is a victim of sexual abuse, the campus counselor or principal will provide information regarding counseling options for you and your child available in your area. The Texas Department of Family and Protective Services also manages early intervention counseling programs. - As a parent, if you permit your child to be in a situation where he or she may be injured, then you may be prosecuted for child abuse. The fact that the abuser is a parent or other family member does not remove your obligation to protect the child. If you are frightened for your own safety or that of your child, call 911 or the Child Abuse Hotline at 1-800-252-5400. Warning Signs in Children and Adolescents of Possible Child Sexual Abuse Any one sign doesn’t mean that a child was sexually abused, but the presence of several suggests that you begin asking questions and consider seeking help. Keep in mind that some of these signs can emerge at other times of stress such as: during a divorce, death of a family member or pet, problems at school or with friends and other anxiety-inducing or traumatic events. Possible Psychological and Behavioral Signs of Sexual Child Abuse - Changes in sleeping patterns - Bedwetting - Nightmares or bad dreams - Depression, irritability, or anger - Low self-esteem, guilt, shame - Avoidance of people or places - Sexual advances or “touching” inappropriately - Sexual drawings - Changes in socialization (social withdrawal or social isolation) Possible Physical Symptoms - Becomes pregnant or contracts a venereal disease, particularly if under age 14 - Trauma to the mouth or genitals - Rectal bleeding - Pain around the genital area - Poor appetite - Weight loss or weight gain Signs More Typical of Younger Children - An older child behaving like a younger child (such as bed-wetting or thumb sucking) - Uses new words for private body parts - Resists removing clothes when appropriate times (bath, bed, toileting, diapering) - Asks other children to behave sexually or play sexual games - Mimics adult-like sexual behaviors with toys or stuffed animal - Wetting and soiling accidents unrelated to toilet training Signs You May See in a Child or Adolescent - Has nightmares or other sleep problems without an explanation - Seems distracted or distant at odd times - Has a sudden change in eating habits - Refuses to eat - Loses or drastically increases appetite - Has trouble swallowing - Sudden mood swings: rage, fear, insecurity or withdrawal - Leaves “clues” that seem likely to provoke a discussion about sexual issues - Writes, draws, plays or dreams of sexual or frightening images - Develops new or unusual fear of certain people or places - Refuses to talk about a secret shared with an adult or older child - Talks about a new older friend Suddenly has money, toys or other gifts without reason Exhibits adult-like sexual behaviors, language and knowledge Signs More Typical in Adolescents - Self-injury (cutting, burning) - Inadequate personal hygiene - Drug and alcohol abuse - Sexual promiscuity - Running away from home - Depression, anxiety - Suicide attempts - Fear of intimacy or closeness - Compulsive eating or dieting Consider the Possibility of Sexual Abuse when the Parent or Other Adult Caregiver - Is unduly protective of the child or severely limits the child’s contact with other children, especially of the opposite sex - Is secretive and isolated - Is jealous or controlling with family members Physical Warning Signs Physical signs of sexual abuse are rare. If you see these signs, take your child to a doctor. Your doctor can help you understand what may be happening and test for sexually transmitted diseases. - Pain, discoloration, bleeding or discharges in genitals, anus or mouth - Persistent or recurring pain during urination and bowel movements - Wetting and soiling accidents unrelated to toilet training Suspect Physical Abuse When You See... - Frequent injuries such as bruises, cuts, black eyes or burns, especially when the child cannot adequately explain their causes - Burns or bruises in an unusual pattern that may indicate the use of an instrument or a human bite; cigarette burns on any part of the body - Frequent complaints of pain without obvious injury - Aggressive, disruptive and destructive behavior - Lack of reaction to pain - Passive, withdrawn, emotionless behavior - Fear of going home or seeing parents - Injuries that appear after the child has not been seen for several days - Unseasonable clothes that may hide injuries to arms or legs Suspect Neglect When You See... - Obvious malnourishment - Lack of personal cleanliness - Torn and/or dirty clothes - Obvious fatigue and listlessness - A child unattended for long periods of time Need for glasses, dental care or other medical attention Stealing or begging for food Frequent absence or tardiness from school Your Legal Obligation Current law requires that professionals such as teachers, doctors, nurses, or child daycare workers must make a verbal report within 48 hours. Failure to report suspected child abuse or neglect is a misdemeanor punishable by imprisonment of up to 180 days and/or a fine of up to $2,000 (Texas Family Code, Chapter 261). Reporting suspected child abuse to your principal, school counselor or superintendent will NOT satisfy your obligation under this law. MISD School Board Policy FFG(EXHIBIT) states the Notice of Employee Responsibilities for Reporting Child Abuse and Neglect. Your Legal Protection Your report of child abuse or neglect is confidential and immune from civil or criminal liability as long as the report is made in "good faith" and "without malice." In good faith means that the person making the report took reasonable steps to learn facts that were readily available and at hand. Without malice means that the person did not intend to injure or violate the rights of another person. Provided these two conditions are met, you will also be immune from liability if you are asked to participate in any judicial proceedings that might result from your report. If You Suspect Abuse: - DO report your reasonable suspicions - DON'T confront the abuser - DON'T try to investigate It is not up to you to determine whether your suspicions are true. A trained investigator will evaluate the child's situation. Even if your report does not bring decisive action, it may help establish a pattern that will eventually be clear enough to help the child. A Disclosure If you are the first person the child tells about sexual abuse, your testimony as "outcry witness" may be especially important in future legal proceedings. What you say the child told you is not considered hearsay but is admissible evidence in a trial involving a sexual offense against a child. This exception applies only to the first person the child approaches. Reports may be made to any of the following: Marlin Police Department: (254)883-9255 Child Protective Services: (800) 252-5400 Texas Department of Family and Protective Services: www.txabusehotline.org The following websites might help you become more aware of child sexual abuse: Prevent Child Abuse America: www.preventchildabuse.org Prevent Child Abuse Texas: www.preventchildabusetexas.org Texas Department of Family and Protective Services: www.dfps.state.tx.us Available Counseling Options and Other Resources National Child Abuse Hotline: 1-800-4-A-Child (1-800-422-4453) ChildHelp: Includes programs for children who are abused, including their Good-Touch-Bad Touch program, designed to eliminate child abuse by bringing prevention education to children and adults everywhere. Phone: 1-480-922-8212 Website: www.childhelp.org Stop It Now: Provides a national helpline for supportive guidance, information, and resources. The Helpline is staffed by professionals who can provide assistance in how to deal with suspected child abuse situations. Additional resources are available on their website. Phone: 1-888-PREVENT Email: email@example.com Website: www.stopitnow.org	<urn:uuid:3e43fd8d-1686-4e45-a96f-ddee0cd1f568>	CC-MAIN-2019-43	https://marlinisd.org/UserFiles/Servers/Server_149374/File/Marlin/Required%20Postings/MISD%20Maltreatment%20Plan.pdf	2019-10-19T12:31:43Z	crawl-data/CC-MAIN-2019-43/segments/1570986693979.65/warc/CC-MAIN-20191019114429-20191019141929-00330.warc.gz	568,680,637	2,323	eng_Latn	eng_Latn	0.994322	eng_Latn	0.996664	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 1000, 3968, 6104, 8078, 10642, 11363 ]	[ 2.828125 ]	6	1
THE MEDAL OF HONOR It is the highest award for valor in action against an enemy force which can be bestowed upon an individual serving in the Armed Services of the United States. It is generally presented by the President of the United States of America in the name of Congress. It is often called the “Congressional Medal of Honor.” A SALUTE TO First Lieutenant FRANK S. REASONER the men and women who gave their lives in Vietnam. Finally Congress enacted legislation awarding three acres in the northwest corner of the National Mall as a site for the Vietnam Veteran’s Memorial. Today, more than 20 years after its dedication, the memorial remains the most visited in the nation’s capital. THE VIETNAM WAR MEMORIAL In 1957 America sent its first troops into Vietnam in a war that lasted 15 years. Over 2 million Americans were involved in this conflict. On March 29th 1973 we finally pulled our last troops out of Vietnam and the communist forces claimed a total victory. This war cost the lives of more than 58,000 Americans. North and South Vietnam lost well over 3 million soldiers and two million plus civilians. This was an unpopular war in America. And not until April 1979 was there any sort of tangible movement to recognize The Silver Valley Veterans Memorial site is located at Hill street and Railroad Avenue in Kellogg, Idaho. Frank will be honored in a greater way at this site. For those who would like to contribute to the construction of this project, you may send your contribution to: SILVER VALLEY VETERANS MEMORIAL Post Office Box 428 • Kellogg, Idaho 83837 A presentation of the Silver Valley Veterans Memorial A WORD ABOUT FRANK’S BACKGROUND Frank was born in September 1937 in Spokane, Washington. In 1948 Frank’s parents, Daisy and Jim Curry, moved to Kellogg, Idaho. Frank did well in high school and excelled in sports. In June 1955 at the age of 17, he graduated and enlisted in the Marine Corps. In Marine parlance Frank was known as a “Mustang”, that is an enlisted man that’s to become an officer. He received an appointment to West Point in 1958 and graduated from the Academy in June of 1962. He was welcomed back into the Marines by two major generals as a 2nd Lieutenant. This was the first time that a Marine enlisted man graduated from West Point and became a Marine officer. It was becoming clear that there was something outstanding about this young Idaho Marine. Frank was married to Sally in December 1962. In 1964 Frank deployed to Hawaii and became a part of the 1st Marine Brigade and later moved to Okinawa for more training. Early in 1965 he joined the Third Reconnaissance Battalion in Vietnam. Frank was given a short break from Viet Nam to visit his wife Sally and see his infant son, Mickey in Hawaii. In an emotion-filled tender moment, he requested of Sally that if he didn’t come back from the war and she remarried, would she please not change Mickey’s last name. Sally graciously granted one of his last requests. Frank’s life and sacrificial action and death so impacted all of Third Recon Battalion that they named their area Camp Reasoner. Underneath the sign over the camp entrance was the inscription, “Greater love hath no man”. This is part of the immortal words of Jesus Christ recorded in the Gospels, “Greater love hath no man than this, that a man lay down his life for his friends.” John 15:13. What is it that makes a man like Reasoner tick? What motivates his inner life to enable him to lay down his life willingly for his comrades? Here are a few words from a fellow officer Udell Meyers who was with him the day before he died. “Knowing the grave danger these patrols faced, he could not order them to go unless he went with them, shared their fate and assisted in any way he could. He gave his last full measure of devotion in a life-giving effort to save the lives of his men. Such was the courage and commitment of Frank Reasoner, the personification of what it means to be Semper Fidelis, Always Faithful, to God and country” T.U. Meyers. Sally later remarried and lives in N. Idaho. Mickey Reasoner is married and has a son and an adopted Vietnamese daughter. They live in Corvallis, Oregon. This outstanding young warrior became the first Marine officer to receive the Medal of Honor for his valiance in Vietnam. THE CITATION For conspicuous gallantry and intrepidity at the risk of his life above and beyond the call of duty while serving as Commanding Officer, Company A, 3rd Reconnaissance, Battalion, 3rd Marine Division in action against hostile Viet Cong forces near Danang, Vietnam on July 12, 1965. The reconnaissance patrol led by First Lieutenant Reasoner had deeply penetrated heavily controlled enemy territory when it came under extremely heavy fire from an estimated 50 to 100 Viet Cong insurgents. Accompanying the advance party and the point that consisted of five men, he immediately deployed his men for an assault after the Viet Cong had opened fire from numerous concealed positions. Boldly shouting encouragement, and virtually isolated from the main body, he organized a base of fire for an assault on the enemy positions. The slashing fury of the Viet Cong machine-gun and automatic weapons fire made it impossible for the main body to move forward. Repeatedly exposing himself to the devastating attack, he skillfully provided covering fire, killing at least two of the Viet Cong and effectively silencing an automatic weapons position in a valiant attempt to effect evacuation of a wounded man. As casualties began to mount, his radio operator was wounded and First Lieutenant Reasoner immediately moved to his side and tended his wounds. When the radio operator was hit a second time while attempting to reach a covered position, First Lieutenant Reasoner courageously running to his aid through the grazing machine-gun fire fell mortally wounded. His indomitable fighting spirit, valiant leadership and unflinching devotion to duty provided the inspiration that was to enable the patrol to complete its mission without further casualties. In the face of almost certain death he gallantly gave his life in the service of his country. His actions upheld the highest traditions of the Marine Corps and the United States Naval Service. — Lyndon B. Johnson President of the United States	<urn:uuid:d2ae16ee-8b63-4d77-8ae9-685f0c50b795>	CC-MAIN-2018-51	http://kbaymarine.com/images/A_Salute_to_First_Lt._Frank_Reasoner.pdf	2018-12-15T19:00:59Z	crawl-data/CC-MAIN-2018-51/segments/1544376826968.71/warc/CC-MAIN-20181215174802-20181215200802-00210.warc.gz	160,841,630	1,334	eng_Latn	eng_Latn	0.997628	eng_Latn	0.998213	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 1644, 6308 ]	[ 2.15625 ]	1	3
Fine Arts – Dance Performance Descriptors 25A Students who meet the standard understand the sensory elements, organizational principles, and expressive qualities of the arts. \| Stage A \| Stage B \| Stage C \| \|------------------------------------------------------------------------\|------------------------------------------------------------------------\|------------------------------------------------------------------------\| \| Sensory Elements \| Sensory Elements \| Sensory Elements \| \| 1. Identify body parts and basic locomotor and nonlocomotor movements. \| 1. Identify body parts and describe locomotor and nonlocomotor movements they perform. \| 1. Identify and describe basic locomotor and nonlocomotor movements in personal and peer performances. \| \| 2. Explore personal and shared space, directions, levels, size of movement, and body shapes. \| 2. Identify personal and shared space, directions, levels, size of movements, body shapes. \| 2. Distinguish among spatial factors (direction, level, size, shape). \| \| 3. Identify quick/slow, strong/light movements. \| 3. Identify quick/slow, strong/light movements. \| 3. Describe quick/slow, strong/light movements in personal and peer performances. \| \| Organizational Principles \| Organizational Principles \| Organizational Principles \| \| 4. Identify two parts in a dance or accompaniment (AB form). \| 4. Identify two parts in a dance and/or accompaniment (AB form). \| 4. Create and demonstrate dances showing an understanding of AB form and logical sequencing of movement (beginning, middle, and ending). \| \| 5. Identify starting and ending positions in personal or peer dances. \| 5. Identify starting and ending positions in personal or peer dances. \| 5. Structure movements into dance phrases and sections. \| \| Expressive Qualities \| Expressive Qualities \| Expressive Qualities \| \| 6. Suggest meanings that locomotor and nonlocomotor movements can convey (e.g., light, quick skips suggest happiness). \| 6. Suggest meanings that locomotor and nonlocomotor movement can convey (e.g., light, quick skips suggest happiness; dragging feet suggest sadness). \| 6. Identify specific actions, gestures, and changes in movements that communicate feelings and ideas. \| Fine Arts - Dance Performance Descriptors 25A Students who meet the standard understand the sensory elements, organizational principles, and expressive qualities of the arts. \| Stage D \| Stage E \| Stage F \| \|---------\|---------\|---------\| \| Sensory Elements 1. Identify ways to vary actions through contrasts in time, force, and flow of movement. 2. Observe and describe the use of spatial factors in dance compositions. 3. Distinguish between sustained/percussive movement qualities. 4. Identify various choreographic and musical forms (AB, ABA, and round). 5. Identify the choreographic (aesthetic) principles (e.g., contrast, repetition) in a dance composition. 6. Interpret the kinds of meanings/feelings conveyed by different space, time, and energy (force and flow) factors (e.g., fast/light, ongoing, large actions on a zigzag pathway for excitement). Organizational Principles 4. Identify and describe choreographic and musical forms (AB, ABA, round, rondo). 5. Structure movement phrases using choreographic (aesthetic) principles (e.g., repetition, contrast). Expressive Qualities 6. Discuss possible meanings of various dance compositions. \| Sensory Elements 1. Identify ways to vary actions through contrasts in time, force, and flow of movement. 2. Observe and describe relationships created through variations in spatial factors. 3. Distinguish among the qualities of sustained, percussive, swing, vibrate, suspend, and collapse (time, force, flow). Organizational Principles 2. Identify aesthetic principles (contrast, repetition, transition, variety, balance) and musical/choreographic forms (AB, canon, rondo, theme, variation). Expressive Qualities 3. Discuss how and why dances are open to different interpretations and reactions. Fine Arts - Drama Performance Descriptors 25A Students who meet the standard understand the sensory elements, organizational principles, and expressive qualities of the arts. \| Stage A \| Stage B \| Stage C \| \|---------\|---------\|---------\| \| Sensory Elements 1. Identify uses of sound, movement, and space in drama/theater. Organizational Principles 2. Retell what happens in a story. 3. Identify characters and setting in a drama. Expressive Qualities 4. Identify the emotions of happy, sad, mad, and scared. \| Sensory Elements 1. Differentiate personal space, group space, and partner space. 2. Choose movements to communicate an idea. 3. Distinguish between vocal and non-vocal sounds used in a drama. Organizational Principles 4. Identify the beginning, middle, and end of a story. 5. Identify the characters, setting, problem, and solution in a drama. Expressive Qualities 6. Identify emotions (e.g., happy, sad, mad, scared) created by actors in a drama. \| Sensory Elements 1. Explain the difference between performance and audience space. 2. Explain how movement and sound are used in drama/theater to communicate ideas and characters. Organizational Principles 3. Suggest alternative dialogue and/or actions to complete or change a story. 4. Identify the plot, character, setting, problem/resolution, and message of a drama. Expressive Qualities 5. Identify emotions communicated through body language choices. Fine Arts - Drama Performance Descriptors 25A Students who meet the standard understand the sensory elements, organizational principles, and expressive qualities of the arts. \| Stage D \| Stage E \| Stage F \| \|---------\|---------\|---------\| \| Sensory Elements 1. Defend movement and vocal choices used to communicate an idea. 2. Explain how music and sound are used to communicate emotion and mood. 3. Identify conflict in a dramatic situation. 4. Identify the elements of a scripted drama (e.g., dialogue, narration, character lists, time, place listing). 5. Analyze the choice of setting and characters used in a drama. 6. Identify the message, theme, and purpose of a drama. 7. Analyze how different emotions affect an actor's movement, facial expression, posture, walk, and gestures. Organizational Principles 3. Identify conflict in a drama (e.g., man vs. man, man vs. self, man vs. nature, man vs. supernatural, man vs. society). 4. Differentiate between improvisation and scripted drama. 5. Evaluate the choice of setting and character used in a drama. Expressive Qualities 6. Identify the message, theme, and purpose of a drama. 7. Analyze how different emotions affect an actor's movement, facial expression, posture, walk, and gestures. Sensory Elements 1. Describe ways an actor uses voice (i.e., pitch, rate, volume) and body (i.e., posture, gestures, facial expressions) to communicate character and setting. 2. Explain the choice of support tools/design elements (props, costumes, lights, sound, make-up, sets) used to support a drama. 3. Combine vocal qualities with physical pace and rhythm to make a character unique or distinct from others. Organizational Principles 4. Identify different types of narrative conventions used in a drama (e.g. narrator as character, narrator as story teller, narrator as omnipotent observer). 5. Analyze a drama for the types of conflict it contains (man vs. man, man vs. self, man vs. nature, man vs. supernatural, man vs. society). 6. Describe plot techniques used to enhance a drama (e.g. choice of time and place, use of minor characters, introduction of new information, use of musical lyrics). 7. Compare improvisation and scripted drama. 8. Construct a scenario with a definite beginning, middle, and ending. Expressive Qualities 9. Analyze how physical shape and level, along with the physical relationship of characters to each other, communicate ideas and emotions to an audience. Fine Arts – Music Performance Descriptors 25A Students who meet the standard understand the sensory elements, organizational principles, and expressive qualities of the arts. \| Stage A \| Stage B \| Stage C \| \|---------\|---------\|---------\| \| Sensory Elements 1. Identify loud, soft, high, and low sounds. 2. Identify fast and slow music. 3. Identify tone colors (timbres) of voices and environmental sounds. 4. Identify long and short sounds. 5. Echo a steady beat. Organizational Principles 6. Distinguish between same and different phrases or sections in a simple song. Expressive Qualities 7. Match the mood, emotion, or idea expressed in a musical example with the sensory element that creates that expressive quality. \| \| Sensory Elements 1. Imitate loud, soft, high, and low sounds. 2. Identify fast and slow music. 3. Identify tone colors (timbres) of voices, environmental sounds, and classroom instruments. 4. Imitate long and short sounds. 5. Echo a steady beat. Organizational Principles 6. Indicate the phrases or sections in simple AB and ABA songs. Expressive Qualities 7. Identify the sensory element that creates a mood, emotion, or idea in a musical example. \| \| Sensory Elements 1. Distinguish between loud/soft, high/low sounds. 2. Distinguish between fast/slow music. 3. Distinguish between same and different tone colors (timbres) of voices, classroom instruments, and environmental sounds. 4. Distinguish between long and short sounds. 5. Echo a rhythm pattern. 6. Replicate the beat in a musical composition. Organizational Principles 7. Identify simple music forms (e.g. rondo, ostinato) when presented aurally. Expressive Qualities 8. Identify different sensory elements that create a mood, emotion, or idea in a simple musical selection. \| Fine Arts – Music Performance Descriptors 25A Students who meet the standard understand the sensory elements, organizational principles, and expressive qualities of the arts. \| Stage D \| Stage E \| Stage F \| \|---------\|---------\|---------\| \| Sensory Elements \| Sensory Elements \| Sensory Elements \| \| 1. Describe the tempo(s) and dynamic level(s) in a simple musical example. \| 1. Describe the tempo(s) and dynamic level(s) in a complex aural musical example. \| 1. Translate common Italian tempo(s) (e.g., andante, presto), dynamic (e.g., piano, forte), and articulation(s) (e.g., staccato, legato) markings into English. \| \| 2. Identify tone colors (timbres) of a variety of musical instruments. \| 2. Identify the tone color(s) [timbre(s)] of the instruments and/or voices in an aural musical example. \| 2. Distinguish between the beat and the rhythm(s) of a given musical example. \| \| 3. Replicate the rhythm pattern of a given musical example. \| 3. Distinguish between the beat and the rhythm(s) of a given musical example. \| 3. Identify the meter in a musical example. \| \| 4. Demonstrate duple and triple meter. \| 4. Identify the meter in a musical example. \| 4. Distinguish major and minor tonalities in aural musical examples. \| \| 5. Identify major and minor tonalities in musical examples. \| 5. Distinguish major and minor tonalities in aural musical examples. \| 5. Label the intervals in a written melody. \| \| 6. Identify melodies going upward, going downward, and staying the same in a written musical example. \| 6. Describe melodic movement (e.g., upward, downward, steps, skips, repeated notes) in an aural example. \| 6. Identify the texture (e.g., polyphonic, homophonic, or monophonic) in a given aural example. \| \| 7. Define melody and harmony. \| 7. Distinguish between a melody with harmony and a melody without harmony. \| 7. Analyze the form of a simple musical composition. \| \| Organizational Principles \| Organizational Principles \| Expressive Qualities \| \| 8. Describe the repetition and contrast in form in a musical example. \| 8. Identify simple music forms (e.g., imitation, theme, variation) when presented aurally. \| 8. Compare and contrast the use of expressive qualities in two performances of the same musical example. \| \| Expressive Qualities \| Expressive Qualities \| \| \| 9. Explain the selection of organizational and sensory elements to express a particular mood, emotion, or idea in an original composition with environmental sounds, body sounds, or classroom instruments. \| 9. Justify the selection of organizational and sensory elements to express a particular mood, emotion, or idea in an original composition with environmental sounds, body sounds, or classroom instruments. \| \| Fine Arts – Visual Arts Performance Descriptors 25A Students who meet the standard understand the sensory elements, organizational principles, and expressive qualities of the arts. \| Stage A \| Stage B \| Stage C \| \|---------\|---------\|---------\| \| Sensory Elements \| Sensory Elements \| Sensory Elements \| \| 1. Recognize various types of lines in given art works (e.g., thick/thin, long/short, straight/curved). \| 1. Describe a variety of lines (e.g., create a drawing using spiral, jagged, zigzag, wavy). \| 1. Distinguish between continuous and broken lines in a given art work (e.g., Jackson Pollock). \| \| 2. Discover shapes in a given art work (e.g., circle, square, triangle). \| 2. Distinguish between organic (free-form, natural) and inorganic (geometric) forms/shapes. \| 2. Describe line direction (e.g., horizontal, vertical, diagonal). \| \| 3. Recognize open shapes and closed space. \| 3. Identify primary, secondary, and analogous colors in an art work. \| 3. Give examples of organic (free-form, natural) and person-made shapes in the visual environment. \| \| 4. Recognize the correct order of the spectrum (e.g., create a rainbow using colors in the correct order). \| 4. Identify a variety of textures from organic and person-made objects (e.g., use the technique of rubbing). \| 4. Select examples of neutral colors found in nature (e.g., clouds, tree bark, rocks). \| \| 5. Distinguish between rough and smooth textures. \| 5. Show size progression (e.g., organize small, medium, large). \| 5. Recognize the difference between warm and cool colors. \| \| Organizational Principles \| Organizational Principles \| Organizational Principles \| \| 6. Identify simple patterns (e.g., AB, AA, BB, ABA). \| 6. Identify in an art work elements (e.g., jagged lines, curved shapes, bright colors) that convey emotions (e.g., scary, mad). \| 7. Distinguish among foreground, middle ground, and background. \| \| 7. Recognize direction in an art work (e.g., up and down, back and forth, across). \| 7. Tell the story an art work shows. \| 8. Identify the horizon line in a given art work. \| \| Expressive Qualities \| Expressive Qualities \| Expressive Qualities \| \| 8. Name the mood or emotion shown in an art work (e.g., happy, sad). \| 10. Recognize the mood or emotion in two or more art works with the same subject (e.g., dragons, cats, weather, ocean). \| 9. Describe symmetrical and asymmetrical balance. \| \| \| 11. Classify a group of art works according to subject (e.g., portrait, landscape, still life). \| \| Fine Arts – Visual Arts Performance Descriptors 25A Students who meet the standard understand the sensory elements, organizational principles, and expressive qualities of the arts. \| Stage D \| Stage E \| Stage F \| \|---------\|---------\|---------\| \| Sensory Elements \| Sensory Elements \| Sensory Elements \| \| 1. Describe the use of line in gesture drawing. \| 1. Distinguish between figure and ground in a still life composition. \| 1. Distinguish between figure and ground in a still life composition. \| \| 2. Identify the positive and negative space in an art work. \| 2. Differentiate between positive and negative spaces in a sculpture. \| 2. Differentiate between positive and negative spaces in a sculpture. \| \| 3. Distinguish between 2-D and 3-D art works. \| 3. Describe value and line and how they transform shapes to 3-D forms. \| 3. Explain the illusion of a 3-D object drawn on a flat surface. \| \| 4. Explain the importance of the light source in creating light and shadow. \| 4. Distinguish the light and dark values of a color using a monochromatic scale. \| 4. Recognize color schemes in a work of art. \| \| 5. Construct a color wheel in a given media (e.g., cut or torn paper, paint, oil pastels). \| \| 5. Construct a color wheel which consists of primary, secondary, and intermediate colors. \| \| Organizational Principles \| Organizational Principles \| Organizational Principles \| \| 6. Recognize rhythm created through the repetition of sensory elements (e.g., the squares of Mondrian). \| 5. Recognize a repeated element that creates a random rhythm (e.g., crazy quilt). \| 7. Locate contrast in 2-D and 3-D art works (e.g., light to dark, big to small). \| \| 7. Recognize the relationship of parts to the whole in an art work. \| 6. Recognize variation in size and proportion to express an idea (e.g., Giacometti’s, Botero’s, and Tallin’s sculptures). \| \| \| 8. Demonstrate the use of radial balance in a 2-D art work. \| \| \| \| Expressive Qualities \| Expressive Qualities \| Expressive Qualities \| \| 9. Identify symbols from everyday life in given art work. \| 7. Identify universal symbols from everyday life. \| 8. Select and describe expressive qualities that contribute to subject matter in an art work. \| \| 10. Compare mood in several portraits of famous people. \| 8. Describe the moods depicted in a variety of art works with the same subjects (e.g., landscapes, still life). \| 9. Compare similar symbols in a 2-D or 3-D art work (e.g., flags, traffic signs, logos). \| \| 11. Illustrate an original story (e.g., Young Authors). \| \| \| 25B Students who meet the standard understand the similarities, distinctions, and connections in and among the arts. \| Stage A \| Stage B \| Stage C \| \|------------------------------------------------------------------------\|------------------------------------------------------------------------\|------------------------------------------------------------------------\| \| 1. Name one way each art form is different from the others (e.g., music and drama use voice; dance and visual arts do not). \| 1. Identify sensory elements, organizational principles, and expressive qualities used in more than one art form. \| 1. Compare sensory elements, organizational principles, and expressive qualities shared among several art forms that express a similar idea (e.g., beginning, middle, and end in music, dance, and drama). \| \| 2. Describe the theme, idea, feeling, or story within an art work (e.g., mood in "Starry Night", Peer Gynt Suite). \| 2. Examine the same sensory elements, organizational principles, and expressive qualities in two different works in the same art form. \| 2. Compare the use of sound, movement, action, or visual images to express similar ideas (e.g., subject matter such as night, ocean; emotions/moods such as sad, scary). \| 25B Students who meet the standard understand the similarities, distinctions and connections in and among the arts. \| Stage D \| Stage E \| Stage F \| \|------------------------------------------------------------------------\|------------------------------------------------------------------------\|------------------------------------------------------------------------\| \| 1. Use the vocabulary of elements, principles, and tools when describing a work of art. 2. Plan and create a work of art that expresses a specific idea, mood, or emotion using defined elements, principles, and tools. \| 1. Explain how elements, principles, and tools are combined to express an idea in a work of art. 2. Explain why specific elements, principles, and tools were used in a work of art created by the student or another artist. \| 1. Analyze how the artistic components (i.e., elements, principles, expressive ideas; tools, processes, technologies; creative processes) are combined within a work of art. \| Fine Arts - Dance Performance Descriptors 26A Students who meet the standard understand processes, traditional tools, and modern technologies used in the arts. \| Stage A \| Stage B \| Stage C \| \|---------\|---------\|---------\| \| Tools \| Tools \| Tools \| \| 1. Tell that the body is what dancers use for dance. 2. Suggest movements that would be appropriate for response to words, sounds, pictures, props, and/or stories. \| 1. Identify the body as the main tool of dance. 2. Suggest movements that would be appropriate for response to words, sounds, pictures, props, and/or stories. \| 1. Explain why the body is the main tool of dance. 2. Discuss ways words, sounds, pictures, props, and stories are used to create or perform dances. \| \| Processes \| Processes \| Processes \| \| 3. Explore one idea/element (e.g., level or body shape). \| 3. Explore movement combining two or more elements (e.g., join body shape and level). \| 3. Create and perform sequences/phrases that demonstrate the elements. \| Fine Arts - Dance Performance Descriptors 26A Students who meet the standard understand processes, traditional tools, and modern technologies used in the arts. \| Stage D \| Stage E \| Stage F \| \|---------\|---------\|---------\| \| Tools 1. Discuss ways to maintain the body as a healthy tool for dance. 2. Identify specific movements that can be applied in response to words, sounds, pictures, props, and/or stories. 3. Apply processes (e.g., performing, improvising, exploring, composing, choreographing) when dancing. 4. Identify the production aspects of dance (e.g. music, lighting, costuming, scenery, setting) seen in dance compositions. Processes 3. Apply processes (e.g., performing, improvising, exploring, composing, choreographing) when dancing. 4. Identify the production aspects of dance (e.g. music, lighting, costuming, scenery, setting) seen in dance compositions. Tools 1. Recognize and implement safe dance practices required for maintenance of a healthy body. 2. Discuss ways specific movements are applied in response to words, sounds, pictures, props, and/or stories. Processes 3. Observe and discuss how processes (e.g., performing, improvising, exploring, composing, and choreographing) affect the expressive qualities of dance compositions. Fine Arts - Drama Performance Descriptors 26A Students who meet the standard understand processes, traditional tools, and modern technologies used in the arts. \| Stage A \| Stage B \| Stage C \| \|---------\|---------\|---------\| \| Tools \| Tools \| Tools \| \| 1. Name the three primary tools (i.e., mind, body, voice) of drama. \| 1. Identify the three primary tools (i.e., mind, body, voice) of drama. \| 1. Connect the three primary tools (i.e., mind, body, voice) to skills learned. \| \| 2. Demonstrate ways the mind, body, and voice are used to communicate character. \| Processes \| Processes \| \| 3. Name partner strategies used to plan a drama. \| 2. Demonstrate group strategies used to plan a drama. \| 2. Compare collaboration strategies used to plan a drama. \| \| 4. Tell what practicing/rehearsing is in the development of a drama. \| 3. Demonstrate the practicing/rehearsing techniques used to create a drama. \| 3. Explain why actors use practicing/rehearsing techniques to prepare a drama. \| \| 4. Interact in role with other characters using safe movement in an improvised and/or rehearsed drama. \| 4. Interact with other characters using safe and appropriate movement and dialogue in an improvised and/or practiced/rehearsed drama. \| Fine Arts - Drama Performance Descriptors 26A Students who meet the standard understand processes, traditional tools, and modern technologies used in the arts. \| Stage D \| Stage E \| Stage F \| \|---------\|---------\|---------\| \| Tools \| Tools \| Tools \| \| 1. Analyze the ways the mind, body, and voice are used to communicate character, setting, and emotions. 2. Identify support tools used in drama (i.e., costumes, sets, lights, props, sounds, make-up). \| 1. Analyze ways the mind and voice are used to communicate character, setting, conflict, emotion, mood, and tension. 2. Explain how support tools (i.e., costumes, sets, lights, props, sounds, make-up) are used in drama. \| 1. Analyze how the primary tools (mind, body, voice) impact an actor's skills. 2. Compare the use of support tools (i.e., costumes, sets, lights, props, sounds, make-up) in a variety of dramas. \| \| Processes \| Processes \| Processes \| \| 3. Demonstrate the process used to refine a drama (i.e., plan, practice, evaluate, revise, re-plan, re-practice). 4. Compare puppeteering to acting and improvising. \| 3. Demonstrate the creative problem solving process. 4. Compare pantomiming to acting and improvising. 5. Identify similarities and differences between acting, directing, and playwriting. \| 3. Compare directing to acting and improvising. 4. Describe the acting process (e.g., memorizing, determining and enacting character's wants, listening, maintaining concentration). 5. Explain how group dynamics affect a theatrical work or classroom drama. 6. Discuss the impact brainstorming, evaluating, and imagining have on a drama. \| Fine Arts - Music Performance Descriptors 26A Students who meet the standard understand processes, traditional tools, and modern technologies used in the arts. \| Stage A \| Stage B \| Stage C \| \|---------\|---------\|---------\| \| Tools \| Tools \| Tools \| \| 1. Identify voices of classmates. 2. Label environmental sounds. 3. Demonstrate differences between singing, speaking, shouting, and whispering voices. 4. Connect sound characteristics (e.g., long/short, high/low) to iconic notation. \| 1. Identify different types of voices (e.g., man and child). 2. Label environmental sounds. 3. Identify classroom instrument sounds. 4. Identify instruments visually. 5. Use appropriate vocal timbre and volume when singing classroom songs. 6. Interpret basic rhythmic notation symbols (e.g., whole note, half note, quarter note). 7. Sing or play accurately simple pitch notation using a symbol system (e.g., icons, syllables, numbers, letters). \| 1. Distinguish between the sounds of two different voices (e.g., man and child). 2. Distinguish between the sounds of two different environmental sounds (e.g., pencil sharpener and chalkboard). 3. Distinguish between the sounds of two different classroom instruments (e.g., tambourine and drum). 4. Identify orchestral/band instruments visually. 5. Use appropriate vocal timbre and volume when singing classroom songs. 6. Use correct technique (e.g., holding mallets, striking drums) when playing classroom instruments. 7. Echo, read, and/or write accurately rhythm patterns with whole, half, quarter, and eighth notes and rests in 2/4, 3/4, 4/4 meter signatures. 8. Sing or play accurately simple pitch notation in the treble clef using a symbol system (e.g., icons, syllables, numbers, letters). \| Fine Arts - Music Performance Descriptors 26A Students who meet the standard understand processes, traditional tools, and modern technologies used in the arts. \| Stage D \| Stage E \| Stage F \| \|---------\|---------\|---------\| \| Tools \| Tools \| Tools \| \| 1. Classify voices by range (e.g., soprano/alto). \| 1. Classify singers according to their vocal range. \| 1. Describe basic sound production theory (electronic & acoustic). \| \| 2. Identify orchestral/band instruments from aural examples. \| 2. Identify orchestral/band instruments from aural examples. \| Processes \| \| 3. Describe how selected instruments produce their sound. \| 3. Classify instruments according to how their sounds are produced (e.g., string, wind, percussion). \| 2. Demonstrate basic vocal and/or instrumental production techniques (e.g., breath support, posture, bowing). \| \| Processes \| Processes \| 3. Use standard notation to record simple musical ideas. \| \| 4. Demonstrate basic vocal and/or instrumental production techniques (e.g., breath support, posture, bowing). \| 4. Demonstrate basic vocal and/or instrumental production techniques (e.g., breath support, posture, bowing). \| 4. Sing or play melodies accurately and expressively from a written score in at least one clef. \| \| 5. Notate simple rhythmic and melodic patterns. \| 5. Write accurately melodies with rhythm patterns in whole, half, quarter, eighth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8 meter signatures. \| 5. Identify and accurately interpret symbols for dynamics, tempo, expression, and articulation. \| \| 6. Sing or play accurately simple rhythmic and melodic patterns from a written score. \| 6. Sing or play accurately simple rhythmic and melodic patterns from a written score. \| 6. Sight-read simple melodies and rhythms. \| \| 7. Identify general groupings of instruments and voices (e.g., chorus, band, and/or orchestra). \| 7. Classify musical groups according to their instruments/voice (e.g., quartet, solo, band, orchestra). \| 7. Describe the role of composers. \| \| \| \| 8. Describe the roles of conductors in a performance. \| \| \| \| 9. Describe the roles of singers or instrumentalists in a performance. \| 26A Students who meet the standard understand processes, traditional tools, and modern technologies used in the arts. \| Stage A \| Tools and Processes \| \|---------\|---------------------\| \| 1. Name simple materials used to paint, draw, and construct. \| \| 2. Select the correct tools necessary to create a 2-D or 3-D work. \| \| 3. Use appropriate tools (e.g., brushes, scissors, clay modeling tools) correctly with simple materials when creating an art work. \| \| 4. Demonstrate the safe use of materials and tools. \| \| Stage B \| Tools and Processes \| \|---------\|---------------------\| \| 1. List the materials and tools used to paint, draw, and construct. \| \| 2. Distinguish between materials and tools used in 2-D and 3-D works. \| \| 3. Use appropriate tools (e.g., brushes, scissors, clay modeling tools) correctly with simple materials when creating an art work. \| \| 4. Demonstrate the safe and responsible use of materials and tools when creating 2-D or 3-D work. \| \| Stage C \| Tools and Processes \| \|---------\|---------------------\| \| 1. Match the material, tools, and processes used in painting, drawing, and constructing. \| \| 2. Compare the use of 2-D and 3-D tools and materials in creating art works. \| \| 3. Explain how to use and care for art making tools and media when creating 2-D or 3-D work. \| \| 4. Demonstrate the safe and responsible use of materials and tools when creating 2-D or 3-D work. \| \| 5. Identify photos, paintings, weavings, prints, ceramics, and sculpture. \| Fine Arts – Visual Arts Performance Descriptors 26A Students who meet the standard understand processes, traditional tools, and modern technologies used in the arts. \| Stage D \| Stage E \| Stage F \| \|---------\|---------\|---------\| \| Tools and Processes \| Tools and Processes \| Tools and Processes \| \| 1. Choose the correct tools to apply specific media to a given surface (e.g., Tools: brushes, pencils, scissors; Media: markers, tempera, watercolors, clay/plasticene; Surfaces: paper, canvas, board). \| 1. Select and use appropriate tools and materials to create in 2-D and 3-D (e.g., Tools: pens, fine and coarse brushes; Materials: scratch board, styrofoam). \| 1. Recognize similar characteristics among a range of 2-D or 3-D media (e.g., watercolor/tempera, plasticene clay/fire clay, crayon/chalk). \| \| 2. Match the processes used with simple tools (e.g., applying paint, modeling clay). \| 2. Explain the processes used with specific tools (e.g., clay sculpture: coil, slab; chalk: smudge, rubbing). \| 2. Explain how tools, processes, and materials combine to create specific effects in a 2-D art work (e.g., foam or bristle brushes, q-tips or sticks to apply paint). \| \| 3. Describe and demonstrate how two materials (e.g., crayon and chalk) are used to achieve different effects depicting a similar idea. \| 3. Recognize the different characteristics of similar materials (e.g., watercolor/tempera; plasticene clay/fire clay; crayon/chalk). \| 3. Select specific tools, materials, and processes to communicate an idea in a 2-D and 3-D art work. \| \| 4. Select a specific art material to communicate a given idea (e.g., pen line to create hair). \| 4. Describe and/or demonstrate how the same idea is executed in 2-D and 3-D media. \| 4. Demonstrate a variety of processes using art making tools and materials to create a 2-D or 3-D art work (e.g., drawing, weaving, printing). \| \| 5. Differentiate among photographs, paintings, weavings, prints, ceramics, and sculpture. \| 5. Describe or demonstrate tools and processes of printmaking (e.g., block, mono, stamp, vegetable printing). \| 5. Distinguish among the processes of film, animation, and video. \| \| 6. Demonstrate fundamental processes in a variety of visual art forms (e.g., painting, weaving). \| 6. Describe or demonstrate the process of weaving (e.g., paper weaving, cardboard, loom). \| \| \| 7. \| 7. Describe or demonstrate the process of photography (e.g., camera, darkroom, paper prints). \| \| \| 8. \| 8. Describe or demonstrate various processes that can be used to create sculpture (e.g., clay, paper mache, found objects). \| \| Fine Arts – Dance Performance Descriptors 26B Students who meet the standard can apply skills and knowledge necessary to create and perform in one or more of the arts. \| Stage A \| Stage B \| Stage C \| \|------------------------------------------------------------------------\|------------------------------------------------------------------------\|------------------------------------------------------------------------\| \| Skills \| Skills \| Skills \| \| 1. Perform basic locomotor and nonlocomotor movements. \| 1. Perform and differentiate among basic locomotor and nonlocomotor \| 1. Perform and differentiate among basic locomotor and nonlocomotor \| \| 2. Imitate body shapes (stretched, curled, angular, twisted). \| movements. \| movements. \| \| 3. Explore factors of the spatial elements (personal and shared space, \| 2. Imitate and distinguish among stretched, curled, angular, twisted, \| 2. Perform using a series of shapes on different levels and create \| \| levels, directions, size of movement) in response to verbal cues. \| symmetrical, and asymmetrical body shapes. \| moving transitions between them. \| \| 4. Explore time elements (fast/slow, tempos, beat & rhythms) in \| 3. Demonstrate use of spatial elements (personal and shared, levels, \| 3. Vary actions with regard to spatial elements (i.e., personal, \| \| response to verbal cues. \| directions, pathways, relationships, size of movement) in response to \| shared, levels, directions, pathways, relationships, size). \| \| 5. Explore force/energy elements (strong/light) in response to verbal \| verbal cues. \| 4. Demonstrate a variety of beats, tempos, and rhythms in response to \| \| cues. \| 4. Explore time elements (fast/slow, tempos, beat & rhythms) in \| verbal cues. \| \| 6. Perform singing games and folk dances representative of a variety \| response to verbal cues. \| 5. Demonstrate changes in force/energy of movement (e.g., strong/light)\| \| of cultures. \| 5. Explore force/energy elements (strong/light) in response to verbal \| in response to verbal cues when dancing. \| \| 7. Improvise dances in response to words, sounds, pictures, props, \| cues. \| 6. Perform folk dance representative of a variety of cultures. \| \| and/or stories. \| 6. Perform singing games and folk dances representative of a variety \| 7. Improvise, create, and perform dances using a variety of resources:\| \| \| of cultures. \| voice sounds, body sounds (e.g., clapping, patting, finger snapping),\| \| \| 7. Improvise dances in response to words, sounds, pictures, props, \| stories, poetry, images, props, and music. \| \| \| and/or stories. \| \| \| Creating \| Creating \| Creating \| \| 8. Relate ideas and feelings perceived through exposure to teacher- \| 8. Solve problems and make decisions on the appropriateness of \| 8. Describe processes used when creating dances (e.g., imagining, \| \| directed problem solving tasks. \| movement in response to teacher directed tasks. \| visualizing, problem solving, how ideas are communicated through \| \| \| \| movement). \| Fine Arts – Dance Performance Descriptors 26B Students who meet the standard can apply skills and knowledge necessary to create and perform in one or more of the arts. \| Stage D \| Stage E \| Stage F \| \|---------\|---------\|---------\| \| Skills \| Skills \| Skills \| \| 1. Perform movements showing an awareness of body control. 2. Show clarity in body shape. 3. Show clarity in size, level, direction, and pathways when dancing. 4. Perform step patterns in response to varied rhythms. 5. Apply changes of energy in a sequence of movements. 6. Develop a repertoire of folk dance representative of a variety of cultures. 7. Use a variety of dance elements and resources to convey ideas, feelings, or characters in dance compositions. 8. Use choreographic and simple musical forms (e.g., AB, ABA, round, rondo) to create movement phrases. 9. Apply the creative processes (e.g., problem solving, interpreting, imagining/visualizing, communicating) when creating dances. \| 1. Perform sequences and actions with an awareness of control. 2. Practice and improve precision, clarity, and quality in use of body parts, actions, and sensory elements when dancing. 3. Apply spatial factors and a range of action relationships (e.g., unison, succession) when creating dance compositions. 4. Perform combinations of increasingly difficult rhythmic step patterns (e.g., schottische, polka, grapevine). 5. Apply changes of energy in a sequence of movements. 6. Develop a repertoire of folk dance representative of a variety of cultures. 7. Use a variety of dance elements and resources to convey ideas, feelings, or characters in dance compositions. 8. Apply choreographic and musical forms (e.g., AB, ABA, round, rondo, theme and variation) when creating dance compositions. 9. Evaluate dances in terms of the creating processes (e.g., the choreographer's interpretation, communication of the theme). \| 1. Combine and isolate 2-3 moving parts of the body in simple coordination. 2. Practice and improve precision, clarity, and quality in use of body parts, actions, and sensory elements when dancing. 3. Explore, select, and refine actions, dynamic, spatial, and relationship content in dance compositions. 4. Remember, practice, and perform dances made over a period of time. 5. Perform with others in unison and canon and with spatial clarity. 6. Demonstrate movement that reflects musical qualities, form, and style. 7. Structure phrases and sections of dance based on teacher's framework. 8. Discuss the processes that apply when choreographing dance compositions. \| Fine Arts – Drama Performance Descriptors 26B Students who meet the standard can apply skills and knowledge necessary to create and perform in one or more of the arts. \| Stage A \| Stage B \| Stage C \| \|------------------------------------------------------------------------\|------------------------------------------------------------------------\|------------------------------------------------------------------------\| \| Skills \| Skills \| Skills \| \| 1. Demonstrate ways to use space, movement, and voice to create emotions, characters, objects, or to imitate natural events. \| 1. Demonstrate ways to use the body and voice to communicate character actions, emotions, and sounds in a drama. \| 1. Demonstrate movement, use of space, vocal sounds, and spoken text in an individual and group drama. \| \| 2. Follow directions. \| 2. Follow multi-step directions. \| 2. Demonstrate the skills of listening, observing, and concentrating. \| \| 3. Demonstrate cooperation skills. \| 3. Demonstrate collaborative skills. \| 3. Demonstrate decision-making and problem-solving techniques to create a drama. \| \| 4. Repeat simple text. \| 4. Interact in role with other characters using movement in an improvised and/or rehearsed drama. \| 4. Interact in role with other characters using appropriate movement and dialogue in an improvised and/or rehearsed drama. \| \| Creating \| Creating \| Creating \| \| 5. Use a puppet to communicate a story. \| 5. Construct a scene with a definite beginning, middle, and end. \| \| Fine Arts – Drama Performance Descriptors 26B Students who meet the standard can apply skills and knowledge necessary to create and perform in one or more of the arts. \| Stage D \| Stage E \| Stage F \| \|---------\|---------\|---------\| \| Skills \| Skills \| Skills and Creating \| \| 1. Use movement and voice to communicate characters, actions, emotions, and setting. 2. Demonstrate concentration, recall, and memorization of sequencing to create a drama. 3. Demonstrate teamwork (e.g., brainstorming, compromise) when planning a drama. 4. Use props and sound to enhance a drama. 5. Demonstrate the use of a puppet to communicate a story. \| 1. Demonstrate a variety of vocal techniques (e.g. pitch, rate, volume) and movements to create a character. 2. Enact a drama with a group demonstrating focus, concentration, teamwork, and rehearsal. 3. Collaborate with a group (e.g., plan an ensemble drama). 4. Sequence a series of actions and events into a drama. 5. Create environments or simple staging for a drama. \| 1. Incorporate vocal techniques of volume and clarity and physical techniques of poise, posture, facial expression, and eye contact to create a character. 2. Alter the environment to indicate a setting. 3. Invent a character based on personal experience or research. 4. Demonstrate shape, line, level, use of space, and concentration in an ensemble drama. 5. Collaborate and negotiate with a group to create a drama. 6. Adapt a story into a performed drama. 7. Use observations to create a drama. \| Fine Arts – Music Performance Descriptors 26B Students who meet the standard can apply skills and knowledge necessary to create and perform in one or more of the arts. \| Stage A \| Stage B \| Stage C \| \|------------------------------------------------------------------------\|------------------------------------------------------------------------\|------------------------------------------------------------------------\| \| Skills \| Skills \| Skills \| \| 1. Sing songs of various cultures in rhythm maintaining a steady tempo.\| 1. Sing songs of various cultures in rhythm maintaining a steady tempo.\| 1. Sing on pitch or play on classroom instruments songs of various cultures in rhythm, with appropriate timbre and maintaining a steady tempo. \| \| Creating \| Creating \| Creating \| \| 2. Improvise "answers" in the same style to given rhythmic and melodic phrases. \| 2. Improvise a rhythmic accompaniment for songs of various cultures. \| 2. Improvise rhythmic and melodic accompaniments for songs of various cultures. \| \| 3. Create and perform appropriate music to augment stories. \| 3. Create short vocal or instrumental melodic and rhythmic phrases within specified guidelines. \| 3. Create short songs or instrumental pieces within specified guidelines. \| Fine Arts – Music Performance Descriptors 26B Students who meet the standard can apply skills and knowledge necessary to create and perform in one or more of the arts. \| Stage D \| Skills \| \|---------\|--------\| \| 1. Sing or play music that has a difficulty level of 1* (on a scale of 1 to 6) on pitch; in rhythm; with appropriate timbre; with a steady tempo; with good breath, bow, mallet or fingering control; and with clear articulation/diction. \| \| Creating \| \| 2. Improvise simple rhythmic variations or simple melodic embellishments on familiar themes. \| \| 3. Create short songs or instrumental pieces within specified guidelines. \| \| Stage E \| Skills \| \|---------\|--------\| \| 1. Sing or play music that has a difficulty level of 2* (on a scale of 1 to 6) on pitch; in rhythm; with appropriate timbre; with a steady tempo; with good breath, bow, mallet or fingering control, and with clear articulation/diction. \| \| Creating \| \| 2. Improvise simple harmonic accompaniments using a variety of sound sources. \| \| 3. Create or arrange short songs or instrumental pieces within specified guidelines. \| \| Stage F \| Skills \| \|---------\|--------\| \| 1. Sing or play music that has a difficulty level of 2* (on a scale of 1 to 6) on pitch; in rhythm; with appropriate timbre; with a steady tempo; with good breath, bow, mallet or fingering control; and with clear articulation/diction. \| \| Creating \| \| 2. Improvise original melodies over given chord progressions. \| \| 3. Compose/arrange music within specific guidelines. \| For purposes of these standards, music is classified into six levels of difficulty adapted by MENC from NYSSMA Manual, Edition XXIII, permission pending: Level 1: Very easy. Level 2: Easy. Level 3: Moderately easy. Level 4: Moderately difficult. Level 5: difficult. Level 6: Very difficult. Fine Arts – Visual Arts Performance Descriptors 26B Students who meet the standard can apply skills and knowledge necessary to create and perform in one or more of the arts. \| Stage A \| Stage B \| Stage C \| \|------------------------------------------------------------------------\|------------------------------------------------------------------------\|------------------------------------------------------------------------\| \| Skills and Creating* \| Skills and Creating \| Skills and Creating \| \| 1. Manipulate a variety of materials to create 2-D or 3-D art works. \| 1. Purposefully manipulate 2-D and 3-D materials to create an art work that expresses an idea. \| 1. Select and skillfully use a variety of materials, mixed media, and tools to create a composition containing subject matter (e.g., figures, landscape, still life). \| \| 2. Demonstrate eye/hand coordination when using tools and materials to create an art work. \| 2. Create 2-D and 3-D art works that show the use of imagination and express personal ideas. \| 2. Create a composition expressing a personal idea from observation, research, or imagination. \| \| 3. Demonstrate the use of originality/imagination when creating an art work. \| 3. Create sculpture using additive processes (e.g., clay, paper, found objects). \| 3. Demonstrate additive and subtractive processes when creating 3-D objects in a variety of materials. \| \| 4. Construct a sculpture that expresses an idea about people. \| \| 4. Create the illusion of depth in a 2-D art work (e.g., overlap, size change, placement). \| \| \| \| 5. Construct a plan for a work of art using research. \| Fine Arts – Visual Arts Performance Descriptors 26B Students who meet the standard can apply skills and knowledge necessary to create and perform in one or more of the arts. \| Stage D \| Stage E \| Stage F \| \|------------------------------------------------------------------------\|------------------------------------------------------------------------\|------------------------------------------------------------------------\| \| Skills and Creating \| Skills and Creating \| Skills and Creating \| \| 1. Visually express a verbal or written idea (e.g., illustrate an original story). \| 1. Create a cartoon strip with a sequence of actions. \| 1. Create functional objects from a variety of materials (e.g., clay, metal, fiber). \| \| 2. Use a sketchbook to record ideas and designs. \| 2. Draw a still life composed of objects based on mechanical forms (e.g., balls, boxes, blocks, cups) demonstrating overlap and placement. \| 2. Create a realistic 2-D art work. \| \| 3. Draw from natural objects (e.g., figure, animal, fish) using a monochromatic color scheme. \| 3. Sketch and build a sculpture from a 2-D drawing. \| 3. Create a time art work (e.g., flip book, mobile/kinetic sculpture, animation, video, film). \| \| 4. Design a pattern of geometric shapes and render it in a 3-D object. \| 4. Design an architectural structure from imagination. \| 4. Develop a series of pictures for a storyboard. \| \| 5. Draw manufactured or natural objects from direct observation. \| 5. Draw a building from observation using geometric shapes and forms. \| 5. Create the illusion of depth in a 2-D art work (e.g., overlap, size change, placement). \| \| 6. Create the illusion of depth in a 2-D art work (e.g., overlap, size change, placement). \| 6. Create the illusion of depth in a 2-D art work (e.g., overlap, size change, placement, color change, detail). \| 6. Create an art work based on a plan incorporating research and problem solving. \| \| 7. Construct a plan for a work of art using research. \| 7. Construct a plan for a work of art using research. \| \| Fine Arts Performance Descriptors 27A Students who meet the standard can analyze how the arts function in history, society and everyday life. \| Stage A \| Stage B \| Stage C \| \|---------\|---------\|---------\| \| Roles of artists and audiences \| Roles of artists and audiences \| Roles of artists and audiences \| \| 1. Listen attentively to and observe performances and art works. \| 1. Identify and demonstrate the qualities of good audience behaviors. \| 1. Distinguish between appropriate and inappropriate audience behaviors. \| \| 2. Name one occupation associated with each art form (e.g., actor, painter, dancer, musician). \| 2. Share comments in a positive manner about a performance and/or an art work. \| 2. React to performances/art works in a respectful, constructive, and supportive manner. \| \| 3. Name the four fine arts. \| 3. Name a variety of occupations (e.g., director, actor, composer, conductor, painter, sculptor, dancer, choreographer) associated with different art forms. \| 3. Match the types of occupations with their art form (e.g., actor, director, playwright, designer with drama). \| \| Contributions of the arts \| Contributions of the arts \| Contributions of the arts \| \| 4. Identify ways arts are used in celebrations. \| 4. Give examples of how the arts are used in celebrations. \| 4. Compare ways the arts are used in a celebration (e.g., masks, costumes, banners, songs, dances). \| \| 5. Interpret movements, sounds, and visual images in art works made by self and others. \| 5. Describe how the arts tell us things in different ways (e.g., dance/movement, music, visual image, story). \| 5. List the things that artists make or do when they communicate through the arts (e.g., pictures, songs, advertisements, stories, movements, buildings). \| \| 6. Tell about a personal experience in the arts. \| 6. Give examples of personal experiences in the arts outside of school. \| 6. Point out ways the arts are used for personal time and enrichment (e.g., concerts, plays, exhibits, broadcasts, social dances, choirs, lessons). \| \| \| \| 7. Describe occupations that are related to the arts (e.g., photographer, illustrator, composer, playwright, choreographer, architect). \| Fine Arts Performance Descriptors 27A Students who meet the standard can analyze how the arts function in history, society and everyday life. \| Stage D \| Stage E \| Stage F \| \|---------\|---------\|---------\| \| Roles of artists and audiences 1. Evaluate audience behaviors of self and others. 2. React to performances/art works in a respectful, constructive, and supportive manner. 3. Describe the roles of artists in society (e.g., historian, critic, entertainer, inventor). 4. Describe a variety of places where the arts are produced, performed, or displayed. Contributions of the arts 5. Explain ways dance, drama, music, and visual art play a part in everyday life (e.g., architecture, landscape design, political cartoons, fashion design, background music, television). 6. Explain how the arts are used in commercial applications (e.g., posters, TV commercials, package design, industrial design). 7. Describe occupations that are related to the arts (e.g., landscape architect, political cartoonist, fashion designer, sound engineer). \| \| \| \| \| \|---------\|---------\|---------\| \| Roles of artists and audiences 1. Evaluate audience behaviors of self and others. 2. Explain how works of art relate to the environment where they are performed or displayed and how the space affects the art works (e.g., outdoor sculpture, murals, theatre in the round, dancing in a parade vs. on a stage). 3. Describe how the site (e.g., outdoor art fair vs. museum, half-time show at a sporting event vs. symphony hall) influences who the audience is and the way the audience responds. Contributions of the arts 4. Explain ways dance, drama, music, and visual art play a part in everyday life (e.g., education, architecture, landscape design, political cartoons, fashion design, background music, television). 5. Analyze how the arts are used in commercial applications (e.g., posters, TV commercials, package design, industrial design). 6. Categorize types of artists with their art and art related products or performances (e.g., commercial artist, artistic directors). \| \| \| \| \| \|---------\|---------\|---------\| \| Roles of artists and audiences 1. Demonstrate good audience behavior and evaluate the behavior of self and others. 2. Describe how audience behavior changes a product or performance. Contributions of the arts 3. Compare and contrast how the arts function in two different types of ceremonies (e.g., parades, weddings, graduations, sporting events). 4. Give examples in which various arts are used to persuade and promote ideas. 5. List technology used in the arts (e.g., cameras, synthesizers, computers, printing press). 6. Categorize types of artists with their art and art related products or performances (e.g., designers create packages, composers write advertising jingles, architects design buildings). \| 7B Students who meet the standard understand how the arts shape and reflect history, society, and everyday life. \| Stage A \| Stage B \| Stage C \| \|------------------------------------------------------------------------\|------------------------------------------------------------------------\|------------------------------------------------------------------------\| \| 1. Connect images and sounds from a work of art to stories about people and everyday life. \| 1. Identify the images, objects, sounds, and movements from a work of art and describe what they tell about people, time, places, and everyday life. \| 1. Identify cultural characteristics of a work of art. \| \| \| \| 2. Describe how the arts inform viewers about people and events from history. \| \| \| \| 3. Name significant artists in dance, drama, music, or visual art. \| 27B Students who meet the standard understand how the arts shape and reflect history, society and everyday life. \| Stage D \| Stage E \| Stage F \| \|------------------------------------------------------------------------\|------------------------------------------------------------------------\|------------------------------------------------------------------------\| \| 1. Investigate the ways various people (present and past) use the arts to celebrate similar events (e.g., celebrations, festivals; seasons). \| 1. Describe how the same idea is expressed in works of art (e.g., portraits, wedding dances, national anthems) from different cultures, times, or places. \| 1. Investigate how the arts reflect different cultures, times, and places. \| \| 2. List significant contributions made by artists in several art forms. \| 2. Compare the ways different cultures, times, or places use materials to produce works of art (e.g., musical instruments, masks, puppets, pottery, textiles). \| 2. Compare how different art forms express aspects of the same culture, time, or place. \| \| \| 3. List artists who have made significant contributions and describe their ideas. \| 3. Compare and contrast the contribution of individual artists on movements, trends, or periods. \| (1) The first step is to identify the relevant facts and circumstances of the case. (2) Next, the court must determine whether there has been a violation of the defendant's constitutional rights. (3) If a violation is found, the court will then consider the severity of the violation and the appropriate remedy. (4) Finally, the court will issue its decision, which may include an order for compensation or other relief. GLOSSARY AB FORM - music, dance, or visual image composed of two contrasting sections. ABA FORM - music, dance or visual image composed of two contrasting sections with the first section repeating after the second section. AESTHETIC COMPONENTS - the sensory, formal, technical, and expressive properties of an art work. AESTHETIC CRITERIA - criteria based on art theories; principles; and the social, political, and cultural context used to judge the value and impact of an art work. DYNAMICS - variations in the degree of loudness or softness in a musical composition or the variety of vocal, aural, visual and physical intensity in a dramatic presentation. EXPRESSIVE QUALITIES - emotion, mood, and ideas expressed in a work of art. LEVEL - the placement of the body (e.g., high, middle, low) by an actor or dancer. LOCOMOTOR - actions which are performed while traveling through space in dance and drama. NONLOCOMOTOR - actions which are performed while staying in one place in dance and drama. ORGANIZATIONAL PRINCIPLES - structure and organization of the various parts of a whole work of art. PITCH - the highness or lowness of the voice of an actor or a musical tone. RONDO - a music or dance form resulting from the alternation of a main theme with contrasting themes; diagrammed: ABACA. ROUND - a music or dance form in which two or more groups perform the same melody or movement sequence but start at different times. RHYTHM - dance and music: the organization of long and short sounds/movements; drama: the stops, retards, and structural emphasis of a dramatic presentation; visual arts: the repetition of sensory elements which creates a sense of movement. SENSORY ELEMENTS - elements of an art form perceived through the senses; what an audience/viewer sees or hears. SHAPE - dance and drama: the body shape (e.g., straight, rounded, twisted) created by a dancer or actor; visual arts: an area within a defined boundary or line. TEMPO - dance and music: the rate of speed of a composition; drama: the pace of a dramatic presentation. TEXTURE - music: the number of lines of music and the relationships among those lines; visual arts: a surface quality which is either seen (visual) or felt (tactile) in a visual image. THEME AND VARIATIONS - a definite, complete musical subject or choreographic idea followed by modifications of that subject or idea. TIME ARTS - those arts which evolve over a period of time (e.g., music, drama, dance, performance, video, film, and computer animation).	<urn:uuid:1b981d8f-8b2f-4ce1-a02b-4488df18b0f3>	CC-MAIN-2018-51	http://www.calumetcity155.org/curriculum/documents/Music-wis.pdf	2018-12-15T18:37:23Z	crawl-data/CC-MAIN-2018-51/segments/1544376826968.71/warc/CC-MAIN-20181215174802-20181215200802-00210.warc.gz	341,334,764	13,609	eng_Latn	eng_Latn	0.982593	eng_Latn	0.991527	[ "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_Lat...	false	rolmOCR	[ 2935, 4751, 6254, 8773, 10642, 13391, 15924, 18498, 19945, 21133, 22156, 23459, 24706, 26358, 28141, 30331, 31818, 34423, 39424, 42035, 44413, 45962, 47802, 49619, 51821, 54447, 56656, 59593, 60923, 62450, 62875, 64940, 65398 ]	[ 4.25, 4.15625 ]	1	0
TOOTHPASTE Andrew McFarland Campbell Many years ago, when I was the youngest in the family, I remember playing with a tube of toothpaste. I must have been about a year and a half old, so it couldn’t really have been any later than 1977. In those days toothpaste came in the traditional metal tubes with the screw caps. This tube of toothpaste wasn’t at home. It was in the supermarket, J&J Foods in King’s Square. I was in the child’s seat in a shopping trolley, and I was not happy. My two older brothers were there, and my Dad was there too. But my Mum wasn’t. Even though Mum was safely at home, barely five minutes’ drive away, I missed her. I have always been close to my mother – I apologise for the cliché, but its true – and I knew she wasn’t well. I was fussing because I wanted to be with her. I remember my oldest brother, Matthew, was walking on one side of the trolley. At the age of eight he was helping Dad do the shopping, walking a few feet ahead, collecting things he knew we needed. Martin, my other brother, was on the other side, a four-year-old boy trying to help his Dad, trying to be his older brother. But I was in the middle, in the child’s seat. And I missed Mum. I wanted to be with her. We were near a shelf, and I was able to reach out and grab something – the tube of toothpaste. I took it out of its cardboard box and started to squeeze it. This was to be my first introduction to one of the fundamental laws of the Universe, a law that trumps the most sincere environmentalist. Entropy increases. In my hand the tube felt metallic and cool. As I squeezed it I could feel the paste flow inside it. After a good few squeezes I wanted to put the tube back the way it was, uncrumpled and smooth. I did what any thinking toddler would do. I squeezed it some more, assuming that would even it out. Of course all that happened was it got more crumpled. I cried. I remember my Mum crying about that time as well. It was just me and her. She was standing outside the car, holding me in her arms. We were on a country road, overlooking a huge field. “Oh Mummy, Mummy,” my Mum was crying. I suppose it was then that I realised that my Mummy had a mummy herself, even if she wasn’t here. I didn’t realise the significance of the rows of rectangular stones standing in the field though. Years later, I understood why Mum was crying. She told me she had only seen Dad crying once. And he was crying about that thing too.	<urn:uuid:48b34d54-bad5-4392-aa4c-10cc8ac8caab>	CC-MAIN-2018-51	https://mcfarlandcampbell.files.wordpress.com/2011/12/toothpaste.pdf	2018-12-15T18:20:42Z	crawl-data/CC-MAIN-2018-51/segments/1544376826968.71/warc/CC-MAIN-20181215174802-20181215200802-00212.warc.gz	678,145,216	583	eng_Latn	eng_Latn	0.999631	eng_Latn	0.999634	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 1786, 2448 ]	[ 3.109375 ]	1	0
The church square was not built until 1783, after the old walled church graveyard and adjoining house gardens were no longer used. Parish Church of St Peter and St Paul Ried became an independent parish after it split from the mother parish of Mehmrbach in the 14th century. The Gothic style of the previous building can still be seen in the base of the church tower and in the buttresses of the presbytery. The Parish Church of St Peter and St Paul was given its present form between 1720 and 1734. The 73-metre-high spire acquired its present form after catastrophic storm damage in 1929. The interior surprises the visitor with the wide barrel vault over the nave, which is uniformly decorated with stucco in the regency style. Each of the eight nave chapels was once dedicated to local guilds, which were also responsible for their furnishings. The interior furnishing is to a large extent the work of the Schwanthaler family of sculptors. Particularly remarkable is the “Mount of Olives Group” in the “Chapel of Suffering”, which is attributed to Thomas Schwanthaler. Inside the church and on the outer south side are large numbers of remarkable epitaphs set into the wall. Innviertel Museum of Folklore and Sparkasse Town Auditorium With its comprehensive collections, this museum offers all those interested in art an excellent overview of the diversity of forms created by the Schwanthaler family. There are sculptures of all generations and periods of style to be seen in the Hall of Figures. A video film (ca. eight minutes) about the works of the Schwanthaler family in Ried is offered in the foyer. The historical development of Ried is seen in the permanent exhibition “Ried Between Bavaria and Austria”. The folklore collections on the first floor are divided into the spheres of arts and crafts, traditional costumes and textiles, jewellery and vessels. The collection of religious folk art goes back above all to the donation made by the priest Father Weichtbauer, and comprises hand-painted devotional pictures, precious reliquary crosses and lavish monastery work, as well as the famous “Oberndorf Crib”, before which the famous carol “Silent Night, Holy Night” was heard for the first time in 1818. In the Ried Town Gallery are exhibited above all works by members of the Innviertel Guild of Artists. Open: Tuesday – Friday 9 a.m. – 12 noon and 2 p.m. – 5 p.m. Saturday 2 p.m. – 5 p.m. • Telephone: 0043 / (0)7752 / 901 Ext. 301 and 302 Concerts, lectures, theatrical performances, etc. take place in the adjoining Sparkasse Town Auditorium. • Museum and events area are handicap accessible! The Ancestral Schwanthaler Family Home In 1669 Thomas Schwanthaler purchased the “half timber, half brick dwelling” in Priesterzeile (Priests’ Lane). The house was owned by the family of sculptors until 1838. They worked here for over five generations and branched out from Ried to other places (Vienna, Krems, Passau and Gmunden). Two generations worked in Munich (Ludwig von Schwanthaler is the creator of the “Bavaria” statue). The most famous Ried Schwanthalers are Thomas (1634 – 1707), Franz (1683 – 1762) and Johann Peter the Elder (1720 – 1795). The commemorative frieze was put up in 1868 on the occasion of the renaming of Priesterzeile to Schwanthalergasse. Numerous Schwanthaler works can be seen not only in the church in Ried, but also in many churches in the vicinity. Main Square After the total destruction of the old market town in 1364, the new main square was positioned closer to the castle. The slightly elongated and curved square reflects the architectural characteristics of an early Bavarian hall and the facades of the town houses have straight rooflines. Their partly Gothic or early Baroque original architecture was covered with new facades in the 19th century. The main square is optically divided by the Dietmar Fountain. The lower part of the square had always been a market and until 1872 there was a free-standing building used for the trade of corn, salt and linen. The market in Ried determined prices in the region. The wholesale trade reached even as far as Vienna and Nuremberg. There is still a traditional fruit and vegetable market every Tuesday morning. Toll House Marie Louise, second wife of Napoleon I, stayed overnight at the old toll and trade house, previously known as the “Schäffer’sches Kaffeehaus”. A plaque records an historic event; on 8 October, 1813, the “Ried Treaty” was signed here in which King Max Joseph of Bavaria severed the alliance with France and joined the alliance against Napoleon. County Judge’s House (Post Office) The post office replaced three old town houses, one of which was the district authority building. The colourful design by Wilhelm Traeger (died 1980) from Ried again emphasises this triple unification. The former Judge’s House (7 Hauptplatz) was taken over in 1780 by the Imperial Treasury Department. Napoleon I stayed the night in this house. According to written records, an attempted assassination of Napoleon was barely averted. Jesters’ Fresco Preserved beneath the oriel at the entrance to 10 Hauptplatz is a jocular fresco from 1592: two jesters embrace each other below the inscription “Unser sein Drey” (We are Three). But who then is the third? The one who is looking up. Town Hall The former Gothic town hall was completely reconstructed as early as 1653, and the facade was then decorated with pictures and sayings from the days of the founding of the town. It contained a public weighing vault and a bread vault. In the latter the local bakers were permitted in turn to sell bread. A meeting room was converted in 1791 to provide a proper detention cell. In 1893 the building received a romantic style, of which only such few details such as the tower and the portal remain. Still preserved is the council hall with the mayors’ portrait gallery and the imperial portraits (Maria Theresia, Joseph II, Franz Joseph I). These remind us of the historic events of the years 1779 (Peace Treaty of Teschen – the Innviertel region ceded to Austria) and 1857 (Ried is raised to town status). Dietmar Fountain The former draw well was replaced in 1665 by a Baroque fountain. The stone figure of “Dietmar the Anhanger”, the legendary founder of the town, is the work of the Ried sculptor, Veit Adam Vogl, a contemporary of Thomas Schwanthaler. The story of the founding of the town is based on a legendary event during the Third Crusade (1189 – 1192). The peasant’s strapped boot was decisive as a replacement for the banner lost in battle. STEIZHAMER SQUARE The name of the square has changed often through the centuries. It was called "Am oberen Platz", then "Tandlmarkt" from 1626 (after the market stalls on the west side), later "Theaterplatz" when the deconsecrated Gothic hospice church (demolished in 1892) was used as a theatre, and then as "Holzplatz" before finally receiving its present name. Until 1812, the area was marked by a massive round tower – used as a powder magazine – where Stelzhamer Square joins Bahnhofstraße. Stelzhamerplatz is a house reminiscent in its narrowness of the little market stalls and artisans workshops built along the western part of the fortified walls. They belonged to the market town chamber and were available for an annual rent. The shops were closed down in 1790 and the plots of land sold. 4 Stelzhamer Memorial A memorial made by the Gmunden sculptor Anton Gerhart was dedicated in 1911 to the important Upper Austrian poet Franz Stelzhamer (1802 – 1874). Born in Großpiesenhain near Pramet, Franz Stelzhamer lived from 1845 to 1851 in Ried and wrote one of his main works here, "D'Ahni" (The Ancestress). He also wrote the Upper Austrian anthem. 5 Old Brewery Inn Once a much-frequented inn, and above all an important stopping place for carts coming from the surrounding countryside on market days and rural festivals, or when there were hangings, horse races or riding events in Ried. Franz Stelzhamer is also said to have taken pleasure in visiting the inn. 6 Braunauer Gate This town portal was long the only westerly exit. The Braunauer Gate and the Schärdinger Gate are the only parts of the fortifications that have been preserved. The Linzer Gate was demolished in the 19th century. The market town walls had already been destroyed during the Spanish War of Secession (1704). The moats before the portals and walls were filled in during the 18th century. 7 Hofmann House The house at 5 Rainerstraße was an old wheat-beer inn, which possessed the oldest rights to the transportation trade. Above all salt from Gmunden was transported on from here. 8 Linen Weavers’ Guild House Owned since 1488 by the “Brotherhood of the Guild of Weavers”, until 1820 it was used as a guild and inspection office to represent the extensive linen-weaving trade in Ried. 9 Jahn Gymnasium The home of the "Turnverein Ried 1848" (Ried Gymnastics Association), the sports hall also serves as a public venue for large events. It stands on the former Mühlbach Meadow, which from as early as 1904 was popular as a sports field and ice-skating rink. ROSSMARKT (HORSE MARKET SQUARE) This place name has been used since the 16th century and is taken from the horse markets originally held here. A large horse market and procession now takes place each year on the Tuesday after Easter Sunday in the main square. The square was once closed off at both ends. Only a small portal was given for access on foot to the beginning of the market to the west. The portal was locked at night and even bricked up when there was a threat of enemies or disease. The only exit from this square was therefore the Schärdinger Gate. 15 Brewers’ and Tanners’ House (27 Roßmarkt) Since 1790 a beautiful Baroque facade has united the tanners’ house with two narrow houses, one of which possessed old brewery rights. The mash house at the confluence of the Oberach and Breitsach rivers belonged to the brewery. It is the headquarters of ‘Ried Brewery’ today. 16 Market Town Judge’s House (29 Roßmarkt) Originally called the Soldiers’ House, and purchased in the late 17th century by the Market Chamber, the house was occasionally the residence of the physician and market town judge. The town library has been on these premises since 1979. 17 Schärdinger Gate Together with the Braunauer Gate, the Schärdinger Gate is the second preserved town portal of the old fortifications. The Erl Gate (named after the ‘Erlen’, the alder trees at the moat), and the Münsterer Gate were the only exits from the town to the north. Official gate guards, who lived on an upper floor, controlled the traffic of people and goods until 1808. 18 Capuchin Monastery The Capuchin Order has existed in Ried since 1641. The monastery and church were consecrated in 1644. A turbulent period followed when the monastery was dissolved by Joseph II, which almost led to the church being blown up during the French Wars. The building was used as a munitions depot and then as a military hospital. The Capuchins returned in 1862. 19 Castle – today a hospital Ried Castle was a medieval fortification. In the 12th century the masters were called “de Riede”. At around 1250 the castle was the property of the Bavarian Dukes, and they had stewards administer it. The fortifications were repeatedly destroyed during the battles between Bavaria and Austria, and finally during the Spanish War of Succession in 1704. Following the unification of Innviertel with Austria, the castle accommodated the newly created district authorities until 1849, and then the offices of the regional authorities. The former castle has been a hospital since 1902, and was given public status in 1912 as the “Emperor Franz Joseph Jubilee Hospital”. It was sold in 1954 to the Order of the Sisters of Mercy, who extended the hospital in several stages to its present size and efficiency. A Brief History of the City of Ried im Innkreis Ried was first mentioned in 1136, and the citizens of Ried (“urbani”) around 1180. At around 1200 the market town became the property of the Bavarian Dukes and from the 14th century was the seat of a county court. Only one and a half hours travelling distance from the fortified Austrian border on the Geiersberg, the flourishing market town was for centuries a buffer in the feuds between Bavaria and Austria. In 1266 Ried Castle, which was defended by the Bavarian Dukes, was besieged by King Ottokar of Bohemia and in 1307 by Frederick the Handsome. The castle and the market town were subsequently conquered and destroyed by Rudolf the Founder in 1364. The market town of Ried was then rebuilt close to the protecting castle. Although Ried and Landshut were awarded ducal town rights, and both towns sent representatives to the Bavarian provincial parliament, contrary to Braunau and Schärding, this market town of considerable size was to wait long before being raised to the status of a town. In 1379 an agreement signed at Ried Castle ended the border disputes between Austria and Bavaria and thus ensured a more peaceful economic development. This was largely supported by Ried’s heyday when there were about 100 workshops of the linen weaving industry and the linen trade. In 1435 Ried received the coat of arms of a market town from Duke Heinrich VI. The border disputes were repeated in the wars of succession in Spain (1701 – 1714) and Austria (1740 – 1745). Innviertel (the region between the Inn river and Hausruck Wood) was joined to Austria in 1779 through the Treaty of Teschen. Due to its central location Ried became the main district town for the newly acquired region. In the Treaty of Schönbrunn forced upon Austria by Napoleon, Innviertel was again returned to Bavaria from 1810 to 1816, and was even a French province for a short period. Napoleon stayed twice in Ried. Although Bavaria joined the alliance against Napoleon in the “Ried Treaty” on 8 Oct., 1813, it conclusively lost Innviertel to Austria. What was then the largest market town in Austria was raised to the status of a town in 1857. Due to enduring peace and the fact that the town was no longer in a border region, rapid economic development got underway. Agricultural exhibitions have taken place every second year since 1867, which as an “International Agricultural Trade Fair” in the 20th century attracted up to a million visitors. The importance of Ried for agriculture today is seen in the international sales events run by the Simmenthal Breeding Association. The development to a school town began when the grammar school was built in 1872 – the first high school in Innviertel. Ried became a traffic and transport junction with the building of the Neumarkt – Simbach (1870) and Attnang – Schärding (1877) railway lines. To be mentioned in the industrial sphere is a factory for solid wood furniture, a ski manufacturer of international fame and the production of highly technical facilities. But Ried also enjoys its greatest significance as a centre for trade and shopping in the region. Publisher: Ried Municipality / Culture Dept. and Tourist Association E-mail: firstname.lastname@example.org • www.ried.com Map drawing: © Prof. Karl Meissl Information: 0043 / (0)7752/ 901 Ext. 301 & 302 Culture Dept. 0043 / (0)7752/ 85180-35, Fax 85180-20 Tourist Information Office E-mail: email@example.com • www.ried.com	<urn:uuid:21b75f26-b8c5-4477-948e-d4ae7e765ccd>	CC-MAIN-2019-43	https://www.ried.com/uploads/download/817_1146_altstadtfuhrer_englisch_2017.pdf	2019-10-19T12:37:41Z	crawl-data/CC-MAIN-2019-43/segments/1570986693979.65/warc/CC-MAIN-20191019114429-20191019141929-00313.warc.gz	1,046,015,526	3,584	eng_Latn	eng_Latn	0.997976	eng_Latn	0.997974	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 6606, 15394 ]	[ 2.3125 ]	1	0
SECTION–II Chemistry (Maximum marks : 50) PART—A (Answer the questions in one or two sentences. Each question carries 2 marks) I (a) Define pH of a solution. (b) What is meant by degree of hardness? \hspace{1cm} (2×2=4) PART—B (Answer any two questions. Each question carries 8 marks) II (a) Distinguish between normality and molarity of a solution. (b) Account why the pH of the blood remains constant. \hspace{1cm} 4 III (a) What are the important disadvantages of hard water? (b) Give any two examples of nanomaterials. \hspace{1cm} 4 IV (a) Point out the oxidizing agent and the reducing agent in the following reaction: \[ 2\text{FeCl}_3 + \text{SnCl}_2 \rightarrow 2\text{FeCl}_2 + \text{SnCl}_4 \] (b) Give an account of applications of carbon nanotubes. \hspace{1cm} 4 (2×8=16) PART—C (Answer two full questions. Each question carries 15 marks) V (a) Calculate the molecular weight of the following compounds: (i) $ C_{12}H_{22}O_{11} $ (ii) $ \text{FeSO}_4(\text{NH}_4)_2\text{SO}_46\text{H}_2\text{O} $. (At. wt. of Fe = 55.85 & S = 32) \hspace{1cm} 3 (b) Illustrate with suitable examples, Lewis acids and bases. \hspace{1cm} 3 (c) Explain the ionic product of water. \hspace{1cm} 3 (d) Which indicator is suitable for the titration of a strong acid against a weak base and explain? \hspace{1cm} 3 (e) 20 ml KOH solution containing 8.5 g of KOH per litre of the solution is titrated against sulphuric acid solution. The volume of the acid required is 19.2 ml. Calculate the normality and strength of the acid solution. \hspace{1cm} 3 OR VI (a) Write down the molecular formulae of the following compounds: (i) Ammonium sulphate (ii) Potassium dichromate (b) Illustrate redox reaction with suitable example. (c) A solution is prepared by dissolving 0.4 g of NaOH in 100 ml of water. What is the pH of the solution? (d) Explain the terms: (i) Standard solution (ii) Indicator. (e) 5600 ml of hydrogen gas at NTP is required to fill a balloon. Calculate the weight of Zn required to produce this amount of hydrogen by reaction with dil. $H_2SO_4$. (Zn = 65). VII (a) Distinguish between temporary hardness and permanent hardness. (b) One ml of a sample of EDTA solution is found to be equivalent to 1.75 mg. CaCO$_3$. If 25 ml of this solution is required by 10 ml of a water sample, calculate the total hardness of water. (c) Explain any two methods for the synthesis of carbon nanotubes. (d) List any three applications of nano materials. (e) What are the important disadvantages of hardwater when used in steam boilers? OR VIII (a) How will you determine the degree of hardness of water by EDTA method? (b) What are the important properties of carbon nanotubes? (c) How the hardness of water can be removed using ion exchange method? (d) What are the different types of carbon nanotubes? (e) Describe the important characteristics of potable water.	<urn:uuid:2dde5bd2-2cdf-4670-9e35-1c091b19ac21>	CC-MAIN-2017-17	http://madinpoly.com/pdf/model/1/1003cheoct10.pdf	2017-04-28T21:53:52Z	crawl-data/CC-MAIN-2017-17/segments/1492917123097.48/warc/CC-MAIN-20170423031203-00448-ip-10-145-167-34.ec2.internal.warc.gz	247,301,423	829	eng_Latn	eng_Latn	0.912814	eng_Latn	0.924453	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 1578, 2915 ]	[ 3.125 ]	1	4
A game spinner is divided into 5 congruent sections and labeled, as shown below. The arrow will be spun 100 times. Which of the following is most likely the number of times the arrow will stop on the section labeled “lose a turn”? A. 10 B. 20 C. 25 D. 50 What is the value of the expression below? \[\|12\| + \|-15\|\] A. $-27$ B. $-3$ C. $3$ D. $27$ 3 A store owner uses the expression below to calculate the sale price of each CD player he is discounting. \[ r - 0.2r \] In the expression, $ r $ represents the regular price of a CD player. Which of the following is equivalent to the expression? A. $ 0.1r $ B. $ 0.8r $ C. $ 0.9r $ D. $ 1.2r $ 5 Which of the following is equivalent to the expression below? \[(3)(4)\left(-\frac{3}{4}\right)\] A. $ -12\left(-\frac{3}{4}\right) $ B. $ -12\left(\frac{3}{4}\right) $ C. $ -12 - \frac{3}{4} $ D. $ -12 + \frac{3}{4} $ 6 Coffee, tea, and pastries are sold at a coffee shop. Last week, $ \frac{2}{5} $ of the coffee shop’s profits were from coffee sales and $ \frac{1}{3} $ of its profits were from tea sales. The rest of its profits were from pastry sales. What fraction of the coffee shop’s total profits last week were from pastry sales? A. $ \frac{1}{15} $ B. $ \frac{2}{15} $ C. $ \frac{4}{15} $ D. $ \frac{11}{15} $ Questions 7 and 8 are short-answer questions. 7 Marisol constructed a triangle. One angle in the triangle has a measure of $40^\circ$. Another angle in the triangle has a measure of $80^\circ$. What is the measure, in degrees, of the third angle in Marisol’s triangle? 8 A barge traveled 30 miles up a river in 5 hours. What was the average rate of travel, in miles per hour, of the barge? Which of the following expressions has a value of 1.25? A. $(2.5)(-0.5)$ B. $-(2.5)(0.5)$ C. $(-2.5)(-0.5)$ D. $-(-2.5)(-0.5)$ Question 10 is an open-response question. - BE SURE TO ANSWER AND LABEL ALL PARTS OF THE QUESTION. - Show all your work (diagrams, tables, or computations) - If you do the work in your head, explain in writing how you did the work. A snow day occurs when school is canceled for the day because of bad winter weather. The box below shows the number of snow days at Andrew’s school during each of the past six winters. \[2, 5, 5, 3, 4, 5\] a. For the past six winters, what was the median number of snow days per winter at Andrew’s school? Show or explain how you got your answer. b. For the past six winters, what was the mean number of snow days per winter at Andrew’s school? Show or explain how you got your answer. c. For the past six winters, what was the mean absolute deviation of the number of snow days per winter at Andrew’s school? Show or explain how you got your answer. Maria lives in another state. The box below shows the number of snow days at Maria’s school during each of the past six winters. \[0, 2, 9, 3, 1, 3\] d. At which school, Andrew’s or Maria’s, is the number of snow days per winter more predictable? Explain your reasoning. Use specific data from both schools in your explanation. Sophia needs $1\frac{1}{4}$ cups of honey to make 5 batches of snack bars. What is the number of cups of honey she will need to make 1 batch of snack bars? A. $6\frac{1}{4}$ B. 4 C. $\frac{1}{4}$ D. $\frac{4}{25}$ Adan has a map with the following scale. \| Scale \| \|-------\| \| $\frac{1}{2}$ inch : 50 miles \| The distance on the map from Clarksville to Jackson is 2 inches. What is the actual distance from Clarksville to Jackson? A. 25 miles B. 50 miles C. 100 miles D. 200 miles The diagram below shows three lines that intersect to form a triangle. Based on the angle measures in the diagram, what is the value of $x$? A. 32 B. 67 C. 81 D. 99 14 The prices for different spices at a grocery store are shown in the table below. \| Spice \| Size \| Price \| \|---------\|----------\|--------\| \| cumin \| 1.5 ounces \| $4.80 \| \| ginger \| 0.8 ounce \| $3.60 \| \| nutmeg \| 1.8 ounces \| $6.30 \| \| thyme \| 1.25 ounces \| $4.50 \| Which of the following spices has the least price per ounce? A. cumin B. ginger C. nutmeg D. thyme 15 Mr. Kramer’s patio is in the shape of a trapezoid. The trapezoid and its dimensions are shown below. What is the area of the patio? A. 144 square feet B. 252 square feet C. 315 square feet D. 360 square feet 16 A circle inscribed in a square is shown below. The area of the square is 81 square centimeters. Which of the following is closest to the circumference, in centimeters, of the circle inscribed in the square? (Use 3.14 for $\pi$.) A. 14.13 B. 28.26 C. 63.59 D. 127.17 17 Amin has 16 pots of equal size. He used 9 bags of potting soil to fill 12 of the pots. At that rate, how many bags of potting soil does Amin need to fill the remaining 4 pots? A. 1 B. $1\frac{4}{5}$ C. 3 D. $5\frac{1}{3}$ Dana has 8 baseball cards, 10 football cards, 4 hockey cards, and 14 basketball cards. All the cards are the same size and shape. Dana will select one card at random. What is the probability that the card selected will be a hockey card? 19 A bottle contains 120 fluid ounces of laundry detergent. Which of the following is closest to the number of liters in 120 fluid ounces? (1 fluid ounce ≈ 0.0296 liter) A. 3.55 liters B. 4.05 liters C. 4.16 liters D. 4.47 liters 20 The formula for the surface area of a sphere that has a radius $r$ is shown in the box below. $$SA = 4\pi r^2$$ A sphere and one of its dimensions are shown in the diagram below. What is the surface area, in square inches, of the sphere? A. $40\pi$ B. $80\pi$ C. $100\pi$ D. $400\pi$ Question 21 is an open-response question. - BE SURE TO ANSWER AND LABEL ALL PARTS OF THE QUESTION. - Show all your work (diagrams, tables, or computations) - If you do the work in your head, explain in writing how you did the work. Peter hired a cleaning company to clean his house. The cleaning company charges a fixed fee of $15 plus $17 per hour to clean a house. a. Write an equation that can be used to determine $ c $, the total amount in dollars that the cleaning company charges to clean a house in $ h $ hours. b. The cleaning company charged a total of $83 to clean Peter’s house. How many hours did it take to clean Peter’s house? Show or explain how you got your answer. A second cleaning company charges $20 per hour to clean a house. The second company does not charge a fixed fee in addition to their hourly rate. c. For what number of hours is the total amount charged for cleaning a house the same for both companies? Show or explain how you got your answer. ## Grade 7 Mathematics Reference Sheet ### Perimeter Formulas - Square: $ P = 4s $ - Rectangle: $ P = 2b + 2h $ or $ P = 2l + 2w $ - Triangle: $ P = a + b + c $ ### Volume Formulas - Rectangular Prism: $ V = lwh $ or $ V = Bh $ (where $ B $ is the area of a base) - Cube: $ V = s^3 $ ($ s $ is the length of an edge) - Cylinder: $ V = \pi r^2 h $ ### Area Formulas - Square: $ A = s^2 $ - Rectangle: $ A = bh $ or $ A = lw $ - Parallelogram: $ A = bh $ - Triangle: $ A = \frac{1}{2}bh $ - Trapezoid: $ A = \frac{1}{2}h(b_1 + b_2) $ - Circle: $ A = \pi r^2 $ ### Circle Formulas - Circumference: $ C = 2\pi r $ or $ C = \pi d $ - Area: $ A = \pi r^2 $ ### Total Surface Area Formulas - Rectangular Prism: $ SA = 2(lw) + 2(hw) + 2(lh) $ - Cylinder: $ SA = 2\pi r^2 + 2\pi rh $ \| Item No. \| Reporting Category \| Standard \| Correct Answer (MC/SA)* \| \|---------\|------------------------------------\|----------\|-------------------------\| \| 1 \| Statistics and Probability \| SP.6 \| B \| \| 2 \| The Number System \| NS.1 \| D \| \| 3 \| Expressions and Equations \| EE.2 \| B \| \| 4 \| The Number System \| NS.3 \| C \| \| 5 \| The Number System \| NS.2 \| B \| \| 6 \| The Number System \| NS.3 \| D \| \| 7 \| Geometry \| G.2 \| 60° \| \| 8 \| Ratios and Proportional Relationships \| RP.2 \| 6 miles per hour \| \| 9 \| The Number System \| NS.2 \| C \| \| 10 \| Statistics and Probability \| SP.4 \| \| \| 11 \| Ratios and Proportional Relationships \| RP.1 \| C \| \| 12 \| Ratios and Proportional Relationships \| RP.3 \| D \| \| 13 \| Geometry \| G.5 \| A \| \| 14 \| Ratios and Proportional Relationships \| RP.1 \| A \| \| 15 \| Geometry \| G.6 \| B \| \| 16 \| Geometry \| G.4 \| B \| \| 17 \| Ratios and Proportional Relationships \| RP.3 \| C \| \| 18 \| Statistics and Probability \| SP.7 \| 1/9 or equivalent \| \| 19 \| The Number System \| NS.3 \| A \| \| 20 \| Geometry \| G.7 \| C \| \| 21 \| Expressions and Equations \| EE.4 \| \| * Answers are provided here for multiple-choice and short-answer items only. 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1. There are 10 bags full of coins. All coins look the same and all weight 10 grams, except the coins from one bag that are fake and all weight 9 grams. Given a scale, how could you tell which bag has the wrong coins in just one measurement? Explain your answer! Solution. Take one coin from the first bag, 2 from the second, 3 from the third, \ldots, 10 from the 10th and place them on the scale. The total mass shown by the scale should be $(1 + 2 + \cdots + 10) \cdot 10 - x$ grams, where $x$ is the number of fake coins (each coin weighted 10 grams, except for the fake ones that are one gram lighter). Since the scale will show $550 - x$ grams we can see how many coins are fake and that is enough to deduce from which bag those coins were taken. 2. Find all prime numbers $p$ such that $p^2 + 2007p - 1$ is prime as well. Hint. Except for 3, prime numbers are not divisible by 3. Hence if $p$ is not equal to 3 then either $p = 3k + 1$ or $p = 3k - 1$ for some integer $k$. If you wish you may use lists of prime numbers from the internet (e.g. [www.imomath.com/primes](http://www.imomath.com/primes)) Solution. If $p = 3$, then $p^2 + 2007p - 1 = 6029$ which is a prime. For $p \neq 3$, we know that $p = 3k \pm 1$ hence $p^2 + 2007p - 1 = 9k^2 \pm 6k + 1 + 2007p - 1 = 9k^2 \pm 6k + 2007p$ which is divisible by 3 and can’t be prime. Thus the only such prime number is $p = 3$. 3. The sequence of numbers 1, 2, 3, \ldots, 100 is written on the blackboard. Between each two consecutive numbers a square box is drawn. Player $A$ starts the game and the players $A$ and $B$ alternate the moves. In each turn a player chooses an empty box and places “+” or “.” sign in it. After all the boxes are filled the expression on the blackboard is evaluated and if the result is an odd number the winner is $A$. Otherwise the winner is $B$. Determine which of the players has a winning strategy and what the strategy is. Solution. $A$ has the winning strategy. She should first place the sign “+” between the numbers 1 and 2. After that she should group the square boxes into pairs: each pair consisting of two boxes adjacent to the same odd number. Then the player $A$ should make sure that there is at least one sign “.” in each pair of boxes. Since $\cdot$ has the priority over $+$, after all products of numbers are calculated, 1 will be the only odd summand in the whole expression, hence the sum is odd. $A$ can achieve this goal by placing $\cdot$ sign in the box of the pair where $B$ has previously put his sign. 4. The sum of the squares of five real numbers $a_1, a_2, a_3, a_4, a_5$ equals 1. Prove that the least of the numbers $(a_i - a_j)^2$, where $i, j = 1, 2, 3, 4, 5$ and $i \neq j$, does not exceed $1/10$. Solution. Assume w.l.o.g. that $a_1 \leq a_2 \leq a_3 \leq a_4 \leq a_5$. If $m$ is the least value of $\|a_i - a_j\|$, $i \neq j$, then $a_{i+1} - a_i \geq m$ for $i = 1, 2, \ldots, 5$, and consequently $a_i - a_j \geq (i - j)m$ for any $i, j \in \{1, \ldots, 5\}, i > j$. Then it follows that \[ \sum_{i > j} (a_i - a_j)^2 \geq m^2 \sum_{i > j} (i - j)^2 = 50m^2. \] On the other hand, by the condition of the problem, \[ \sum_{i > j} (a_i - a_j)^2 = 5 \sum_{i=1}^{5} a_i^2 - (a_1 + \cdots + a_5)^2 \leq 5. \] Therefore $50m^2 \leq 5$; i.e., $m^2 \leq \frac{1}{10}$. 5. Let $ABCD$ be a parallelogram. A variable line $l$ passing through the point $A$ intersects the rays $BC$ and $DC$ at points $X$ and $Y$, respectively. Let $K$ and $L$ be the centers of the excircles of triangles $ABX$ and $ADY$, touching the sides $BX$ and $DY$, respectively. Prove that the size of angle $KCL$ does not depend on the choice of the line $l$. Solution. Since $\angle ADL = \angle KBA = 180^\circ - \frac{1}{2} \angle BCD$ and $\angle ALD = \frac{1}{2} \angle AYD = \angle KAB$, triangles $ABK$ and $LDA$ are similar. Thus $\frac{BK}{BC} = \frac{BK}{AD} = \frac{AB}{DL} = \frac{DC}{DL}$, which together with $\angle LDC = \angle CBK$ gives us $\triangle LDC \sim \triangle CBK$. Therefore $\angle KCL = 360^\circ - \angle BCD - (\angle LCD + \angle KCB) = 360^\circ - \angle BCD - (\angle CKB + \angle KCB) = 180^\circ - \angle CBK$, which is constant.	<urn:uuid:333f70b9-0ebc-4d58-a406-2b714239a9f9>	CC-MAIN-2022-05	https://mathcircle.berkeley.edu/sites/default/files/archivedocs/2007_2008/contest/0708contestpdf/comp4s.pdf	2022-01-27T17:46:03+00:00	crawl-data/CC-MAIN-2022-05/segments/1642320305277.88/warc/CC-MAIN-20220127163150-20220127193150-00373.warc.gz	451,769,054	1,437	eng_Latn	eng_Latn	0.973131	eng_Latn	0.973131	[ "eng_Latn" ]	false	rolmOCR	[ 4330 ]	[ 3.1875 ]	1	2
When I’m upset, anxious or angry, and I need to calm down, I’ll try one or more of these… GROUNDING ACTIVITIES – try to focus on the here and now, do these things slowly and intentionally. ☐ Take 5 Identify 5 things that you can see; 4 things that you can touch; 3 things that you can hear; 2 things that you can smell; 1 thing that you can taste. ☐ Get Out Go outside, breathe deeply and slowly, look up into the sky, listen to the sounds in nature, smell the trees, plants and flowers. ☐ Touch Down Take off your shoes, stretch and roll your ankles, press your feet firmly onto the floor, focus on your connection to the ground. ☐ Ride the Breath Breathe in to a count of 4; hold your breath to a count of 7, release your breath, slowly as if blowing out through a straw, to a count of 8. Repeat 3-5 times to decrease anxiety or panic. ☐ Handiwork Rhythmic, repetitive actions are very regulating. Color, knit, crochet, paint, or whatever you like to do or would like to try. ☐ Other: In order to strengthen my mind and my resilience, I will work on developing one or more of these… MINDFULNESS PRACTICES – try to devote 5-15 minutes a day to practicing. ☐ Meditation o Guided meditation – try an app like Insight Timer, Calm, Ten Percent Happier or Headspace. Many have decent free programs to help you get started or target a specific issue. o Body Scans – increase your connection and sensitivity to your own body by simply noticing each area and part, top to bottom or bottom to top. o Loving Kindness – May you be safe, may you be happy, may you be strong, may you feel like you belong. First to yourself, then to someone you like, then to someone you may struggle with, then to everyone. o Other: ☐ Writing o Journal or Diary – daily reflections about your experience o Letters or emails – stay in touch with personal thoughts, small stories, and supportive messages. o Gratitude Journal – end each day by listing the things that you are grateful for. o Savoring – reflect upon or share with someone else, something that made you happy, curious, awestruck. o Intentions – begin each day with a series of positive intentions about your day. State them in the present tense, for example: I intend that I am healthy. I intend that I connect positively with my students today. o Other: In order to increase my social resilience I will increase or diversify my connections by... SOCIAL SUPPORT NETWORKING – be open to new connections and ready to support others. - Identify the kind of support that you need: safety, emotional, informational, instrumental. - Identify the kind of support that you have to offer: safety, emotional, informational, instrumental. - Reach out and connect with someone. - Disconnect from someone that is not safe or respectful. - Join a group that shares common interests with you. - Other: In order to increase my resiliency and long term health, I will commit to the following self-care strategies... SELF-CARE, SELF COMPASSION – address the biology of toxic stress. - Sleep – I commit to... - at least 7 hours of sleep per night - going to bed 15 minutes earlier - no screens for at least an hour before sleeping - Exercise – I commit to... - Daily yoga and/or stretching - Daily workouts and/or running - Daily walks outdoors - Nutrition – I commit to... - Fruits and veggies at every meal - Meatless meals once a week - Healthy snacks In an effort to cultivate healthy habits, increase my resilience and inoculate myself against future trauma responses, I am willing to schedule the following: - Morning Routines – I commit to... - Afternoon Routines – I commit to... - Evening Routines – I commit to... Signature: ____________________________ Date: ____________________________ firstname.lastname@example.org	<urn:uuid:ab36cb11-d74f-4a5e-830b-828fdb8e2d73>	CC-MAIN-2023-50	https://interhab.org/wp-content/uploads/2022/06/LAFA-Personal-Resiliency-Plan-2020.pdf	2023-12-04T20:42:48+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100534.18/warc/CC-MAIN-20231204182901-20231204212901-00863.warc.gz	355,557,680	883	eng_Latn	eng_Latn	0.996461	eng_Latn	0.997295	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 2335, 3825 ]	[ 2.796875 ]	1	0
Whitney Estenson is the author of The Ascendant Series, a Young Adult Literature fantasy series. Whitney builds a diverse world filled with characters from all walks of life. Her world features magical abilities and locations, all while keeping it grounded in characters and the very real world challenges young people face every day. Through her novels, she shows it is possible to overcome any setback using internal grit and strength of character. Whitney has been in education since 2009. She has a Bachelor’s Degree in English Education and a Master’s Degree in Educational Technology. She has taught English Language Arts and Journalism. With over a decade in the classroom, she has the unique ability to roll with the punches and customize her presentation to fit the age level and interest of your audience. Her presentation is engaging, interactive, and inspiring! So, what’s the presentation about? Whitney offers several, customized presentations depending on what your students need. All presentations are appropriate for grades 7 and above. Examples include: Writer’s workshop: Works best with small groups, Whitney will sit down and go through exercises she uses when writing. Workshop can focus on character building, setting the scene, dialogue, or “showing” not “telling.” Sessions could run anywhere from 40 minutes-2 hours. How Do I Become a Writer? Whitney shares her story about her road to becoming a published author. She focuses on the necessary skills for being a successful writer, and the unconventional route she took to getting where she is today. Works well with groups of 20-60. Roughly 40 minutes. Author Assembly: A blend of storytelling and education, this presentation is very pro literacy and talks about the importance of not selling yourself short. Works with groups of any size. 1 hour. The Ascendant Series Novels House of Aries-The Ascendant Series Book I Kyndal Davenport has suffered terrible tragedy. As the sole survivor of a car crash that claimed her entire family, Kyndal knew that her life would never again be easy. Now she must live with an aunt she has never met in a small town she has never been to. Worse, at school she is hounded with taunts and whispered rumors by suspicious classmates. When she receives the rare attention of the alluring but inscrutable Roman Sands, Kyndal must determine what his true intentions are. But the everyday pains of adjusting to her new life are put aside when Kyndal wakes from strange dreams, finding her sheets on fire and her skin unburned. When Kyndal develops a powerful connection with Roman, she discovers that she isn't the only extraordinary person in Marienville, Pennsylvania. Roman reveals that his interest in Kyndal goes far beyond a high school romance; an interest that may decide the fate of the entire world. House of Taurus-The Ascendant Series Book II Nearly everyone who knew him says that Roman Sands is as good as dead. Corrupted by the dark magic of his adoptive father Ezekiel, Roman has been twisted into the very thing that he had sworn to destroy. But Kyndal Davenport isn't ready to give up on him yet. Hardened by Ezekiel's betrayal, and determined to find a way to undo Roman's curse, Kyndal devotes herself to honing her powers as the last living descendant of the Original Aries: one of the strongest bloodlines in Kindred history. But while Kyndal remains with her new allies in the Allegheny, the threat of Ezekiel and his new army looms over all the Kindred. House of Libra- The Ascendant Series Book III Released from what was to be an eternal confinement for his crimes, the chaos god Set threatens the very existence of the Kindred. His catastrophic attack on the Kindred's home base, the island of Awen, has ignited a war. Facing a god and a newly formed hybrid army, the Kindred must take extraordinary steps to prepare. Old traditions have been restored as four warriors have been brought together to form a new Guard, their people's best hope of defeating Set. Kyndal Davenport will face her greatest challenges as she uncovers secrets of the past, secrets she fears revealing to anyone, particularly her beloved Roman. As those in power move to use the Guard for their own purpose, doubt seeps in as to whom Kyndal can trust. And as her powers, skills, and new magical knowledge from The Book of Breathings expands, she uncovers a secret that shakes her to her fiery core. Purchasing of books can be made directly through Whitney ahead of time to have ready and signed on the day of the event. They may also be purchased through Amazon or BarnesandNoble.com. What do I need to have ready on the day of? On the day of the event, the biggest thing to prepare is the event space. Students are the most engaged in a speaker when they can listen as well as have something to look at. Access to an internet connection, computer, and projector are a must. Other things that are nice, but not necessary: bottled water and refreshments, especially if your author visit will last all day. Okay, but what will all this cost? Cost breaks down into three categories: Category A: Schools under 60 miles from Topeka, KS. Rate: $100 an hour $100 discount for full day No charge for mileage Category B: Schools over 60 miles from Topeka, KS. Does not require overnight stay. Rate: $100 an hour $100 discount for full day Host school pays for mileage Category C: Schools over 60 miles from Topeka, KS. Requires overnight stay. Rate: $100 an hour $100 discount for full day Host school pays for travel, lodging, meals Contact Whitney: Phone: (785) 633-6098 Email: email@example.com Website: www.theascendantseries.com	<urn:uuid:91506e9b-e6cd-4d9e-af6a-00dda0f111c6>	CC-MAIN-2019-43	http://nebula.wsimg.com/2cf59e4d409c0ebd062fd468e7ce0d9b?AccessKeyId=06361622314AFA10C3BB&disposition=0&alloworigin=1	2019-10-19T11:54:38Z	crawl-data/CC-MAIN-2019-43/segments/1570986693979.65/warc/CC-MAIN-20191019114429-20191019141929-00369.warc.gz	127,137,203	1,239	eng_Latn	eng_Latn	0.998783	eng_Latn	0.999007	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 1845, 4622, 5700 ]	[ 2.265625 ]	1	1
BANNED ITEMS LIST Items Not Allowed at Your Project during the Fair For the health and safety of everyone attending the Science & Engineering Fair, the items in the list below are not allowed to be brought to the Fair. To illustrate your project or experiment, please use pictures or video on your display board. Note: Volunteer door monitors will not allow you to enter the exhibit hall if you have any of the following items for display at your project 1. Do not display your name (first or last) or your school’s name anywhere on your project 2. Living organisms - including plants 3. Soil, sand, rock and/or waste samples - even if it is permanently encased in a slab of acrylic 4. Any chemical or liquid - including water a. Projects may not use water in any form in a demonstration during the Fair. (Bottled water for your own consumption is allowed and will be provided) 5. Taxidermy specimens or parts 6. Preserved vertebrate or invertebrate animals 7. Human or animal food a. Projects may not use food in any form in a demonstration during the Fair. (A snack for your own consumption is allowed and may be brought from home or purchased from the snack bar) 8. Human or animal parts or body fluids (for example: blood/urine/saliva) 9. Plant materials (living, dead, or preserved) that are in their raw, unprocessed, or non-manufactured state (Exception: manufactured construction materials used in building the project or display) 10. All hazardous substances or devices (Example: poisons, drugs, firearms, weapons, ammunition, reloading devices and lasers) 11. Dry ice or other sublimating solids 12. Sharp items (Example: syringes, needles, pipettes, knives) 13. Flames or highly flammable materials 14. Batteries with open-top cells 15. Glass or glass objects (Unless deemed by the Fair Staff to be an integral and necessary part of the project (Example: glass that is an integral part of a commercial product such as a computer screen)) 16. Any apparatus deemed unsafe by the Scientific Review Committee (Example: large vacuum tubes or dangerous ray-generating devices, empty tanks that previously contained combustible liquids or gases, pressurized tanks, etc.) MAXIMUM SIZE OF PROJECT Depth (front to back): 30 inches or 76 centimeters Width (side to side): 48 inches or 122 centimeters Height (floor to top): 108 inches or 274 centimeters	<urn:uuid:ef2eccd2-7e3c-4264-be1c-980b5fc2611b>	CC-MAIN-2018-17	http://sacstemfair.org/assets/banned-items-list.pdf	2018-04-27T06:19:57Z	crawl-data/CC-MAIN-2018-17/segments/1524125949489.63/warc/CC-MAIN-20180427060505-20180427080505-00634.warc.gz	264,475,183	528	eng_Latn	eng_Latn	0.993007	eng_Latn	0.993007	[ "eng_Latn" ]	false	rolmOCR	[ 2365 ]	[ 2.3125 ]	1	4
Sponsors Ann Carr City of Conroe Conroe Art League Conroe Service League Paul and Sally Copley Ron and Marty Craig Senator Brandon Creighton The Players Theatre Company D+A Group Larry and Martha Foerster Debra Ullrich Garcia Jim Gentry Carlos and Maggie Gutierrez Foster and Margaret Madeley Tommy and Mary Ann Metcalf Jim and Susie Pokorski Cliff and Kathleen Rowland Schmidt Memorials Annette Spikes George Strake Foundation Louis E. Wheeler Photos by Mark Canada 1. George Strake discovered oil in Conroe during the Depression and later became one of the wealthiest oil men in Houston. He was partner with his father in the GW Strake Company Petroleum Holdings. Designed and painted by Joe Kolb. 2. Dr. Charles Stewart served as the first Secretary of the State of Texas, signed of the Texas Declaration of Independence, designed the original Lone Star Flag, and represented Montgomery County in the first, fourth, and fourteenth legislatures. Laser etched by Mark Clapham. 3. Boogie Bench is a tribute to local music history in Conroe. Many professional musical performances contribute annually through the 4. History of Art depicts art through the centuries—including cave paintings, sculpture, architecture, music, and the movies. Designed and created by Jerry Parker. 5. Train Depot demonstrates the importance that commuter trains had in the development of our county. Conroe prospered the most in 1889 when commuter travel increased and brought economy to the developing town through the International and Great Northern Railroad. Designed and painted by Jerry Parker. 6. The Visual Arts- on Track honors the impact of the Art League in the community. Created by artists of the Conroe Art League in ceramic, glass tiles and paint. 8. Crighton Players honors the original theatre group that was founded in 1967 to produce theatrical performances at the Historic Crighton Theatre. Created by Lynn Peverill. 7. The Beat Goes On – The Crighton Theatre, built in 1934, was donated in the 1970s to Montgomery County citizens who helped fund and restore the building. It has become the centerpiece of Conroe and is still “The Crown Jewel of Montgomery County”. Created by Jerry Parker. 9. History in Brief celebrates Conroe’s earliest industrial businesses of lumber and oil. During the 1930’s, Conroe had more millionaires per capita than any other US city. The top was laser etched and sides were painted by Joe Davenport. 10. World War II is a tribute to the people who staffed the Conroe naval base constructed in 1939 by the Civil Aeronautics Authority to 11. Boomtown is a tribute to the lumber industry and to Isaac Conroe who founded the town with its first lumber mill in 1881. The lumber trade brought new families, schools, a post office, churches, and additional sawmills to the prospering town. Painted by Jerry Parker. 12. County Fair highlights the annual Montgomery County Fair which moved to its present location in 1968 with a rodeo, carnival, and BBQ cook-off. Created by Lynn Peverill and her art students. 13. Airport the Conroe airport has evolved since its role during World War II. Presently, the Conroe/North Houston Regional Airport hosts two FBOs, a restaurant, an Army Reserve Aviation Unit, and a private aviation club. Painted by Jerry Parker. The Conroe Art Bench Project was an initiative of the Texas Main Street Program to beautify and preserve the downtown district, encourage tourism, to celebrate the local artists, and to enjoy the rich history of Conroe. The thirteen concrete benches are works of art illustrating important moments of historical relevance in Conroe. Local prize-winning artists competed to be able to have their creations represent Conroe. Benches show the lumber industry, the oil boom in Conroe, the creation of the Lone Star flag, the railroad system, the impact of the Conroe Art League, the original theatre group, the local airport as it was in World War II to the present time, the Crighton Theatre, the local musicians, and the Montgomery County Fair. The Conroe Art Bench Project was funded through generous donations of local individuals, government, and corporate sponsors that absorbed the cost of the artwork. Downtown Conroe is alive daily with music, artists, live performances, places to shop and great restaurants. Take a walk, sit, and reflect on the history of Conroe!	<urn:uuid:a19e1672-742e-4e35-9578-eb4ea75b694d>	CC-MAIN-2018-51	https://d38trduahtodj3.cloudfront.net/files.ashx?t=fg&rid=ConroeCVB&f=0995_001(1).pdf	2018-12-17T14:42:06Z	crawl-data/CC-MAIN-2018-51/segments/1544376828507.84/warc/CC-MAIN-20181217135323-20181217161323-00402.warc.gz	573,998,210	964	eng_Latn	eng_Latn	0.918572	eng_Latn	0.996963	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 468, 1605, 2615, 4418 ]	[ 2.015625 ]	1	4
#1 - My name is My Daily Reader Kit #5 #3 - The Seasons My Daily Reader Kit #5 READ THIS IMPORTANT INFORMATION Read only one or two of these word/picture books to your child each weekday. Do read the same one or two books to your child until he becomes familiar with it. Say each word slowly, breaking its sound into manageable pieces. Spend only two to four minutes each weekday with these books. Read each one time. Give your child a hug for sitting with you. Use this book in a loving, caring way - never drill your child. WARNING: AS WITH ALL PAPER PRODUCTS, USE WITH PARENTAL SUPERVISION, MAKING SURE YOUR CHILD DOES NOT CHEW ON THIS BOOK. Also, keeping the book out of reach will help keep it special, something to be shared with Mom or Dad.. Remember this is a long term process but well worth the small amount of time it takes each weekday. Copyright 2003, 1987 What is your name Say each word slowly as you point to it What are the seasons of the year? My name is The seasons of the year are Say each word slowly as you point to it ant For this word, use your finger to print each letter as you say it. winter ant spring fence summer fence fall nest snake nest snake floor saturn floor saturn bone submarine bone submarine rhinoceros lake rhinoceros lake How old are you? Say each word slowly as you point to it calf I am years old. A calf is a baby cow. feather calf feather chicken cloud chicken cloud lamb vest A lamb is a baby sheep. Say each word slowly as you point to it vest lamb brush toothbrush brush toothbrush ceiling snail ceiling snail bat For this word, use your finger to print each letter as you say it. basket This section begins a transition to more words with a minimum of pictures. bat hanger short rain short Use your hands to show short. buggy long firetruck long Use your hands to show long. water net For this word, use your finger to print each letter as you say it. clarinet net push cactus hello cactus buffalo washer kitchen washer pull For this word, use your finger to print each letter as you say it. For this word, use your finger to print each letter as you say it. oar clown bathroom wash I need to use the bathroom. I wash my hands with soap and water.	<urn:uuid:c3dd9780-66fa-44b6-83d8-446cc9567dc1>	CC-MAIN-2018-51	http://www.loveandlearning.com/Kit%205%20books1%20and%203%20original.pdf	2018-12-17T15:30:09Z	crawl-data/CC-MAIN-2018-51/segments/1544376828507.84/warc/CC-MAIN-20181217135323-20181217161323-00401.warc.gz	432,603,165	602	eng_Latn	eng_Latn	0.957007	eng_Latn	0.989013	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "eng_Latn", "unknown", ...	false	rolmOCR	[ 83, 880, 975, 1057, 1138, 1151, 1166, 1179, 1192, 1205, 1220, 1235, 1252, 1269, 1287, 1305, 1370, 1410, 1425, 1443, 1459, 1472, 1544, 1556, 1575, 1594, 1610, 1626, 1783, 1796, 1809, 1854, 1871, 1914, 1997, 2008, 2023, 2040, 2057, 2071, ...	[ 3.921875 ]	1	0
WHERE IN THE WORLD? ANSWER PRIME NUMBERS - About 40,000 birds die each year in this country from flying into wind turbine blades. CNS Photo. WHERE IN THE WORLD - This is a picture of the Isles of Scilly, an archipelago of approximately 150 islands 27 miles southwest of the westernmost point of England. CNS Photo. OUR IGNOBEL HISTORY - Do chickens prefer beautiful people? CNS Photo. THE AIR UP THERE - Scientists are developing a system to locate and identify passengers who are releasing germs inside airline cabins. CNS Photo. The Isles of Scilly is an archipelago of approximately 150 islands located roughly 27 miles southwest of the westernmost point of England (Land's End). The islands are an eroded remnant of granite rock that intruded into the Earth's crust from deeper underground. Humans have inhabited the isles for more than 4,000 years. ANTHROPOLOGY 101 In northern India, a man who has lost more than two wives will try to shake off his perceived bad luck by marrying a plant. BRAIN SWEAT Why are these cities ordered in this way: Kabul, Buenos Aires, Canberra, Vienna, Brussels, Rome, Moscow? PRIME NUMBERS 4,217 - Average amount, in dollars, that human egg donors are compensated in the United States 58.05 - Average amount, in feet, California's coastal cliffs have retreated over the past 70 years 40,000 - Estimated number of birds that die each year flying into American wind turbine blades $495 - Amount, in dollars, that the estate of actor James Doohan (Scotty on "Star Trek") paid to have his ashes rocketed into orbit 4.86 billion - Number of years it would take our fastest spacecraft, Apollo 10, to reach Gliese, a newly discovered planet that scientists think might be capable of supporting life Sources: Slate.com; USGS; U.S. National Academy of Sciences; Space.com BRAIN SWEAT ANSWERS These are national capitals, listed alphabetically by country: Afghanistan, Argentina, Australia, Austria, Belgium, Italy, Russia. The Web site and search engine Yahoo! was originally called "Jerry and David's Guide to the World Wide Web," after its two founders, Jerry Yang and David Filo. According to company lore, Yahoo! is an acronym for "Yet Another Hierarchical Officious Oracle," though Yang and Filo say they chose the name because they liked the general definition of a yahoo: a rude, unsophisticated, uncouth person. OUR IGNOBEL HISTORY In 2002, three scientists at the University of Stockholm in Sweden sought to answer the burning question: Do chickens prefer beautiful people? They exposed six chickens (Gallus gallus domesticus) trained to peck at a computer screen to photos of seven human faces - men and women of varying degrees of attractiveness. The scientists noted how often the chickens pecked at each picture, then compared this behavior with 14 college students who were asked simply to pick pictures, not peck at them. The chickens and the students tended to choose the same beauteous faces of the sex opposite their own, proving (sort of) that chickens do indeed prefer beautiful people. For their work, the Swedish scientists won the 2003 Ig Nobel Prize for Interdisciplinary Research. THE AIR UP THERE If you fret about the general healthiness of cramming together sneezing, coughing passengers in an airplane, this news might help you breathe a bit easier: Purdue University scientists are developing a system to locate and identify passengers who are releasing germs - or worse - inside airline cabins. "The goal is to be able to track the source if a person released a biological agent, such as anthrax, or inadvertently released a pathogen, such as pandemic flu, by sneezing," said Qingyan Chen, a professor of mechanical engineering at Purdue. In a paper to be published in the journal Indoor Air, Chen and colleagues describe a system that uses sensors placed throughout an airliner's cabin and mathematical models to trace the source of detected airborne substances back to an area the size of a single airline seat. Researchers have tested their ideas by re-creating a commercial airliner's passenger compartment, complete with rows of seating. The system appears to work, but it is currently too slow for practical use, requiring several days to crunch the data and determine the source. The goal, of course, is to perfect a system that works in real time and pinpoints a contaminant's source before a plane lands. Until then, hold your breath. JUST ASKING Why is the alphabet in that order? Is it because of the song? VERBATIM • The first rule of intelligent tinkering is to save all the parts. - Stanford University population scientist Paul R. Ehrlich Copley News Service Eureka! Daily discoveries for the scientifically bent by Scott LaFee	<urn:uuid:0249252d-6c6f-4aa8-a773-099629269344>	CC-MAIN-2014-52	http://www.bendweekly.com/pdf_version.php?id=6940	2014-12-21T07:04:16Z	crawl-data/CC-MAIN-2014-52/segments/1418802770747.108/warc/CC-MAIN-20141217075250-00077-ip-10-231-17-201.ec2.internal.warc.gz	376,359,698	1,018	eng_Latn	eng_Latn	0.995745	eng_Latn	0.997739	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 1134, 1966, 3156, 4432, 4738 ]	[ 2.953125 ]	2	15
Chapter One Some early visitors: John Colter, Baptiste Ducharme, Daniel T. Potts, Joseph Meek, Johnson Gardner, Osborne Russell, Warren Angus Ferris, Father Pierre-Jean De Smet, John C. Davis. The Folsom-Cook Expedition takes off. The Washburn Expedition follows. Truman Everts is lost. Calfee and Josey look around. This is an account of the Northern Pacific Railroad and its influence on the early days of Yellowstone National Park. Many names will be familiar: early visitor John Colter, banker Jay Cooke, Northern Pacific President Frederick Billings, United States President Chester Alan Arthur, Colonel George Custer, writer Rudyard Kipling, the Earl of Dunraven, United States President Theodore Roosevelt, writer Mary Roberts Rinehart. Others will be less known: fur trapper Johnson Gardner, Chief Engineer W. Milnor Roberts, hotel man Rufus Hatch, W. W. Wylie and his tent camps, Joseph Keeney, Park visitors Emma and George Cowan. Yellowstone National Park became important to the Northern Pacific Railroad as a destination for its passengers just as California’s state park at Yosemite was an important destination for the Union Pacific Railroad’s passengers. The Northern Pacific took advantage of the fact that the more affluent American families had changed their habits of vacationing and had begun to spend recreational time together as families. The railroad men could see that hotels in the Park would suit eastern families of some wealth, and dude ranches in Montana, Idaho, and Wyoming would attract even more visitors to the Park area. The railroad men put up the money for many of these Park amenities to attract more passengers as they knew that financier Cornelius Vanderbilt was right when he told the New York Herald “You can’t build a railroad from nowhere to nowhere.” No one knows for certain who was the first to come up with the notion that a land of geysers, mud pots, boiling springs, --- 1 New York Herald, September 18, 1873. and deep canyons should be reserved as a national park. The Yellowstone area was part of the Louisiana Purchase, acquired from Napoleon in 1803. Members of the Crow tribe called the Yellowstone River the Elk River. Canadian trader David Thompson and early French voyageurs called the river through the area of yellowish rock “Les Roches Jaune.” As early as 1833, artist George Catlin, having traveled west the year before on the steamboat Yellowstone, proposed that much of the Rocky Mountain West, including the Yellowstone area, be reserved as parkland. The purchase of land in the middle of New York City in 1856 that Frederick Law Olmsted supervised as Central Park may have helped to change somewhat American perspective on lands set aside for leisure. The designation of Yosemite as parkland under California jurisdiction in 1864 made sense to more and more Americans. Olin D. Wheeler, known earlier for his volumes on Lewis and Clark, writer of many early tracts for the Northern Pacific, wondered why it took so long for the region to be “discovered.” He did not realize that men had come through the area for quite some time. Some of those who came back from the wondrous lands were not believed; hence, many of those travelers kept quiet about what they saw to avoid unpleasant remarks about their sanity. Some observers maintained that the land was worthless for agricultural pursuits, too desolate for settlement, too rugged for the mining and the lumber interests, and too dangerous for the wandering tourist. Indeed, the Yellowstone area seemed dangerous for some. Some white men, new to the area, saw Indian hunters as menacing. Shoshone, Flathead, Nez Percé, and other tribal groups traveled through the region on their way to hunt bison; each year, the hunters had to travel farther east to find game. The Crow visited the area, as did the Siksika and Piegan (Blackfeet) from the north, the Bannock (Shoshone) from the west, and the Tukuarika, also a Shoshone group, who sometimes resided in the park area and were called derisively “Sheepeaters.” Bison were common on the western plains until the 1880s. For an area generally regarded as lonely, desolate, and unwelcoming, a good number of adventurers visited the Yellowstone area in the 1800s. Some trappers could neither read nor write, nor did they want others to know their source of beaver pelts. They came and went in silence. Others, however, either told or wrote of their experiences, although they risked derisive laughter and ridicule when they did. After John Colter left the Lewis and Clark Expedition that was making its way back to the States, he moved out on his own and came upon a series of boiling mud pots in 1807-1808, probably located on the eastern portion of the Yellowstone area. Colter was a shy, quiet, reserved man who told others what he had seen. Those to whom he unwisely described his observations laughed and called the mud pots in jest “Colter’s Hell.” French-Canadian Baptiste Ducharme came west with the Ashley Expedition in 1819. Later, as an independent trapper, Ducharme traveled about the area in 1824 and 1828, describing with some accuracy a number of falls and geysers. In 1827, Daniel T. Potts, a trapper from Pennsylvania, visited the region and published a letter entitled “In the West,” in the Philadelphia Gazette and Daily Advertiser on September 27, 1827, outlining his unpleasant encounters with Blackfeet warriors. But he saw beauty as well: > On the south border of this lake are a number of hot and boiling springs, some of water and others of the most beautiful fine clay, resembling a mush pot, and throwing particles to the immense height of from 20 to 30 feet. The clay is of a white, and of a pink color... Potts signed his name at the edge of a hot spring basin north of West Thumb; shortly thereafter, he gave up trapping beaver, and returned to Pennsylvania. --- 2 Cramton, Louis C., Early History of Yellowstone National Park and its Relation to National Park Policies, Washington: Government Printing Office, 1932: 5-6 Nineteen-year-old trapper Joseph Meek was in the Yellowstone area in 1829 and in later years. For a time he was separated from his group and climbed a low mountain; at the top he could see miles and miles of volcanic activity, and marveled at its beauty. “…behold! the whole country beyond was smoking with vapor from boiling springs, and burning with gasses issuing from small craters, each of which was emitting a sharp, whistling sound.”$^3$ A fur trapper named Johnson Gardner spent time in the area in 1831-2 at the head of a valley that came to be called Gardner’s Hole, one of the earliest place names in the Park region. The Gardner River is also named for the trapper as well as the town of Gardiner, north of Mammoth Hot Springs.$^4$ Gardner could not read or write and signed with his “X” when he sold his furs to the American Fur Company. The trapper was regarded as an argumentative scoundrel, tough and dissolute. Twenty-year-old trapper Osborne Russell, a farm boy from Maine, came through the area with friends a number of times between 1834 and 1843 and wrote in his most readable account, I almost wished I could spend the remainder of my days in a place like this where happiness and contentment seemed to reign in wild romantic splendor surrounded by majestic battlements which seemed to support the heavens and shut out all intruders.$^5$ Russell remembered that many elk were in the vicinity of Yellowstone Lake. Jim Bridger, a delightful windbag to some, was in the area at the same time and most regarded his descriptions of geysers as more fine tall tales for which he was notable.$^6$ When Warren Angus Ferris came through the region in 1834, he was first assailed by unpleasant smells in the air. However, he --- $^3$ Frances Fuller Victor, The River of the West: The Adventures of Joe Meek, Hartford, Conn., R. W. Bliss, 1870. Republished in Missoula: Mountain Press Publishing Company, 1983: 75 $^4$ Mammoth Hot Springs was first called White Mountain Hot Springs. $^5$ Osborne Russell, Journal of a Trapper, Lincoln, University of Nebraska Press, 1955: 27-28 $^6$ Jim Bridger died in 1881 in Missouri. $^7$ Warren Angus Ferris, Life in the Rocky Mountains, Denver, The Old West Publishing Company, 1983: 328 Walter D. DeLacy, whose map of the region is regarded as the first. The following year, Davis traveled with another group, split off from a larger James Stuart party traveling farther east. He was not prepared for the magnitude of the area. “We came into the park just above the lake, and immediately found ourselves at the midst of the wonders of the enchanted land. The boiling springs and geysers were all around us, and accustomed as we were to the marvels of the Western scenery, we hardly knew what to think of the phenomena.”$^8$ The party was surrounded by unstable ground, but wisely followed the tracks of buffalo to firmer ground and safety. Davis, like some other visitors to the area, decided he was the first “white man” to view these splendors. In the autumn of 1869, three stockmen, David E. Folsom, his ranch hand and friend William Peterson,$^9$ and Charles W. Cook, left Diamond City to visit the Yellowstone region. In addition to ranching, the men worked at the Boulder Ditch Company. Both Folsom and Cook were Quakers. Others were to accompany them, but found that “pressing engagements” would keep them from joining the three adventurers; moreover, some stayed home because no military escort was available. The men had five horses, two carrying supplies, which included fishing tackle and buffalo robes. They left on September 6. The three took their time and enjoyed the sights that had made earlier people laugh at the stories of those who traveled years before. They were gone thirty-six days. Later Cook wrote, on seeing Great Fountain Geyser, “The setting sun shining into the spray and steam drifting toward the mountains, gave it an appearance of burnished gold, a wonderful sight. We could not contain our enthusiasm; with one accord we all took off our hats and yelled with all our might.”$^10$ When the ranchers returned to Helena, they learned that a search party was forming to find them. The three men were wary of telling their neighbors what they had seen, as they did not want to be branded liars, as had the earlier visitors. When magazines Harper’s and Scribner’s Monthly were told of the expedition, editors of both journals decided the story was too unreliable to publish. But Cook did publish an article in Western Monthly, Chicago, July 1870, entitled “The Valley of the Upper Yellowstone.”$^11$ In August 1870, a party of nineteen men made the Yellowstone trip: Territorial Surveyor-General Henry Dana Washburn;$^12$ Nathaniel Pitt Langford of St. Paul, Minnesota; Truman C. Everts, former Assessor of Internal Revenue and, at fifty-four years, the oldest man on --- $^8$ John C. Davis, “A Kentucky Granger Tells of the Earliest Visit to the National Park,” Livingston Enterprise, April 21, 1884 $^9$ Originally from Denmark, Peterson eventually became a prominent rancher in Idaho. $^10$ C. W. Cook, Preliminary Statement, J. B. Haynes Bulletin, December 1923. Copy at Merrill G. Burlingame Special Collections, Montana State University at Bozeman $^11$ Louis C. Cramton, Early History of Yellowstone National Park and its Relation to National Park Policies. Washington: Government Printing Office, 1932: 83-89. May have been written by David Folsom. $^12$ Washburn died a few months later at the age of thirty-nine, January 26, 1871, from consumption. the expedition; Everts’ assistant Walter Trumbull; hides merchant Jacob W. Smith; engineer and banker Samuel T. Hauser; fledgling Helena lawyer Cornelius Hedges; stationer Benjamin F. Stickney; freighter Warren C. Gillette; packers Charley Reynolds and Elwyn Bean; and black cooks Nute and Johnny. As the group passed through Bozeman on the way to the Yellowstone, Nathaniel Langford thrilled local businessmen when he said he knew that the “residents were patiently awaiting the time when the cars of the Northern Pacific shall descend into their streets.”\textsuperscript{13} At Fort Ellis, they picked up a six-man military escort on August 22 headed by Lieutenant Gustavus Cheyney Doane, including Sergeant William Baker, Privates Charles Moore, John Williamson, William Liepler, George W. McConnell, and a dog named Booby. From the beginning of the trip, a deep inflammation, or felon, had formed in Lieutenant Doane’s thumb. At night, he paced back and forth near the sleeping men, poking at his thumb with a dull pocketknife. After nine days, the problem became more serious. On September 4, Langford volunteered his services as acting surgeon and sharpened \textsuperscript{13} Nathaniel P. Langford, “The Wonders of the Yellowstone,” \textit{Scribner’s Monthly}, v. 2, n. 1 (May 1871): 3 his penknife. The men stretched Doane out on an empty ammunition case. While Cornelius Hedges and packer Elwyn Bean held him down, Langford sliced open the offending thumb, infected matter spewing over all the medical assistants. Doane shrieked and then relaxed, saying, “That was elegant.” Following this “surgery,” Doane slept for thirty-six hours. The dog Booby also had his troubles. His paws got so sore from the terrain he could not keep up with the men, so someone fashioned four little leather moccasins for his feet. As the party camped along the southeast arm of Yellowstone Lake, Truman Everts somehow managed to get himself truly lost, resulting in an ordeal of thirty-seven days. He wandered about, having lost all sense of direction; toward the end of his ordeal, Everts experienced hallucinations, broke his much-needed spectacles, and endured a snowstorm. Trackers George A. Pritchet and Jack Baronett, spurred on by a promise of a six-hundred-dollar reward, found the greatly emaciated Everts on October 16 and gently nursed him with bear oil and stomach-soothing remedies until he was able to get to Bozeman by spring wagon. Alas, the two rescuers never received their reward. Collins J. Baronett, also known as “Yellowstone Jack,” first visited the Park area in 1864 looking for gold. Shortly after the Everts rescue, he built the first bridge across the Yellowstone River north of its junction with the Lamar River in 1871. He charged a man or a mule a one-dollar toll to cross. He received twenty-five cents each for other animals that crossed the bridge. On the east side of the river on the flats, he built his lookout cabin. In the summer of 1871, two newcomers to the Montana area, house painter Henry Bird Calfee and boot maker Macon Josey decided to look over the region. They did not worry about the lack of a military escort but went into the area by themselves. In an attempt to save a frightened young deer that had fallen into a boiling pool, --- 14 Nathaniel P. Langford, The Discovery of Yellowstone Park, Bison Books, Lincoln: University of Nebraska Press, 1972: 51 15 The bridge was torn down in 1911. Josey fell in too, scalding the lower part of his body. Friend Calfee cut off his clothes, covered him with flour, fashioned a travois, and the two proceeded to continue their journey toward the Madison River. Despite Josey’s discomfort with his burns, both men enjoyed the sights; after a time, the burned man was able to forgo the travois and rode a horse. Toward the end of their trip, the two experienced another shock. Bandits hiding in brush near the Madison River began to shoot at them. Calfee and Josey raced quickly toward Bozeman and Sheriff John Guy, who found the shooters, killed three of them, brought two in for trial, with lots of stolen goods as evidence. Josey returned to the perhaps soothing and less dangerous manufacture of boots; Calfee moved back into the geyser area time and again, developing his skill as a photographer.$^{16}$ $^{16}$ Henry Bird Calfee, “Calfee’s Adventures,” Great Falls Tribune, c1895	<urn:uuid:1e52880f-2e2a-4488-975b-0c5a79f052e5>	CC-MAIN-2017-43	http://yellowstonerailroads.com/pdfs/NPRYchpt1_Pg1-8.pdf	2017-10-23T22:53:30Z	crawl-data/CC-MAIN-2017-43/segments/1508187826840.85/warc/CC-MAIN-20171023221059-20171024001059-00494.warc.gz	629,922,666	3,638	eng_Latn	eng_Latn	0.994534	eng_Latn	0.996366	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 1970, 4399, 6043, 8320, 11665, 12966, 15113, 16055 ]	[ 2.4375 ]	1	0
According to the ancient science of architecture, Maharishi Sthapatya Veda, the buildings that we live and work in create an enormous effect on our health and wellbeing. Improperly designed buildings can create unhappiness, arguments, ill health and lack of success. The direction the house faces, the slope of the land, and the placement of rooms in the house all contribute to how we feel. With the continuing increases in technology, there is a tendency to forget about the all powerful forces of nature. With electric lights, heating and cooling systems and tinted windows we can become out of touch with the natural environment, unless a tsunami hits and reminds us of our place in the scheme of things. Our buildings can create a barrier between us and nature. Our houses protect us from the elements while our offices provide a secure environment to work in. These structures can be used to harness the natural elements or restrict them, depending on our knowledge of design. Many people notice how energised they feel being in the bush or on a camping holiday. Away from the pollution, city sprawl and continuous traffic, they sleep more deeply, wake up feeling refreshed and experience a calmer mind and body. Buildings constructed using the principles of Vedic architecture replicate these experiences, while also protecting the inhabitants from the greater environment. Maharishi Sthapatya Veda is the most complete system of planning according to the solar, lunar and planetary influences on the Earth with reference to the North and South poles and the Equator. It describes how our spatial orientation influences our minds and bodies. The strongest influence of nature on Earth comes from the sun. On its path from east to west, the sun generates different qualities of energy. Scientific studies show that the neurons in our brain actually fire differently depending on what direction we are facing. There are also “place neurons” in the brain that signal our body’s orientation in a room or environment. The direction we face influences brain and body functioning. When we live and work in buildings with improper orientation or proportion, the firing paths of the neurons are reset in the wrong way. This can contribute to anxiety, illness, lack of creativity, failure in family and professional life, anti-social behaviour and even criminal tendencies. A study published in the Journal of Social Behavior and Personality showed that patients living in homes with south facing entrances had significantly poorer health than those with dwellings facing north or east. The same research indicated that when the patient slept in a bed facing in the north direction they experienced significantly more depression and anxiety than those with their beds facing in the other directions. For sound sleep east and south facing bed heads are best. Recent research in neuroscience confirms the knowledge of the ancient Vedic texts; that our brain functions optimally when our house is facing towards the east, the direction of the morning sun. Buildings that face any direction other than true east or north allow negative influences. Arguments are more likely if you are living in a home with a south west entrance. A western entrance brings poverty and fatigue while a north western door contributes to mental instability. If your home or office faces south you are open to suffering and problems. This is true for both the northern and the southern hemispheres as it more than just the influence of the sun’s direction that makes an impact. Based on the blueprint of natural law of all existence, Sthapatya Veda is concerned with the establishment of Consciousness. It goes beyond what is known under the umbrella of Vastu Shastra; which is knowledge of the establishment of cities, towns and buildings. While other approaches may advise using mirrors to correct poor energy flow, Sthapatya Veda recognises that there is no fooling nature. Maharishi Mahesh Yogi, who revived the ancient science of Vedic architecture and introduced it to the West, recommends that if your home is facing south, leave it as if it were on fire. While this may seem dramatic it is not just born of eastern superstition, a study published in the Journal of Social Behavior and Personality stated that robberies were 75% more common in buildings facing south than those facing east. When asked about why southern entrances for homes were so bad Maharishi explained that it is based on the idea of path of least resistance that is present throughout nature. An example of this is that water always flows by the most direct route down the hill. By doing this it will most successfully maintain its integrity rather than spreading itself around and evaporating or sinking into the ground. Sthapatya Veda takes into account the relationship between every grain of matter, with every other grain of matter, and calculates the direction of least action or the direction of most success. This knowledge of Vedic architecture taps into the knowledge of order that sustains the universe. Applied in daily life, this translates into success in relationships, better health and improvement in finances, or in other words, fewer obstacles to ones happiness and wellbeing. PLACEMENT Our house is like our second physiology. Just as we have organs in particular areas in our bodies, our house should also have rooms in particular areas. As the sun moves across the sky, it radiates different qualities of energy that produce specific influences on different parts of the house. The house should be designed so that the different energies of the sun correspond to the specific function and activity of the room. Then nature always supports every aspect of our activity. There is an ideal place for the entrance, the living room, the kitchen, the dining room and the bedrooms. The study is best located in the north of the house, the meditation room in the north east, the kitchen in the south east corner and the master bedroom in the south west of the house. It is important to place each room in the house in the proper location according to its function, so that you do not become sleepy in the dining room or hungry in the study. The wrong placement of the kitchen contributes to weakness and imbalance in digestion; the wrong placement of the bedroom can cause insomnia or chronic fatigue. One man reported that he effortlessly lost 5 kg after moving into his Sthapatyaveda house. “My normal weight for 20 years had been 88 kgs. Within three weeks of moving into this house it had dropped to 83 kgs. At the same time I was two or three times stronger”. A lawyer working in a Sthapatyaveda building noticed that he “did not get tired by the end of the day. Late afternoon was not much different from morning in terms of feeling rested and fresh.” People living in Sthapatyaveda houses report a sense of overriding calmness and sense of peace. These benefits are attributed to one of the unique features of Vedic architecture, the silent core at the centre of each building called the Brahmasthan. It is the silent focal point from which all activities emanate. The Brahmasthan can be highlighted by a squared off area, it can be an atrium with skylights or a courtyard surrounded by windows. It creates a similar silent quality to that which can be reached during meditation. Continue next page...>> Proportion Everything in nature is properly proportioned according to its function. For example, every part of the human body is not only properly placed, it is precisely proportioned and any deviation can create imbalances and problems. Likewise there is an ideal proportion for every room in the house and office. The relationships between the building size, room size, doors and windows are proportionally calculated for the individual according to precise mathematical formulas. These proportions can vary to suit the individual. Maharishi Sthapatya Veda aligns the individual to natural law. It aligns the cosmic proportions and intelligence with the intelligence of the individual including the human physiology. Materials Modern medicine is beginning to notice the ‘sick building syndrome’. Modern builders have been using increasingly toxic materials, including dyes, paints and glues in wood products, carpets and other elements of home construction. These materials can emit gases that are pathogenic. For example formaldehyde from indoor pollution has been shown to cause mucous membrane irritation in large numbers of people. There is also evidence that complex mixtures of volatile organic compounds in indoor air conditioners contribute to sensory irritation and possible adverse influences on the nervous system. The most natural materials are used in Maharishi Sthapatya Veda. Ventilation In order to make air-conditioning and heating more energy efficient, modern builders have been insulating buildings far too tightly. The result is that toxic fumes become trapped inside. This can include not only toxins from man-made materials but even naturally occurring pollutants such as dust mites and by product of insects and animals. Anyone who has worked in a place where the air does not circulate well is familiar with feeling sluggish and drowsy. The free flow of fresh air is essential for good health and clear thinking. Environment In the greater environment there are other considerations that affect the fortune creating ability of the building. They are: - Slope of the land - Features of the land - Unobstructed rising sun - Location of water An American city just two miles north of Fairfield in Iowa is being constructed entirely based on the principles of Vedic architecture. Already there are hundreds of Sthapatya Veda buildings including homes, hotels, businesses and a health spa. People are enjoying the benefits of Vedic architecture worldwide including buildings constructed in Great Britain, Ireland, Germany, Holland, Sweden, Norway, France, Finland, Spain, Israel, Japan, Denmark, Thailand, India, Cambodia and New Zealand. In Australia currently, there are around a hundred Maharishi Sthapatya Veda buildings either built or with approved plans. This includes a school in Melbourne. Throughout the ages architecture has seen many fashions come and go. These have been based more on various styles and theories, rather than any real attempt to improve the health of the inhabitants. In comparison, Vedic architecture and planning is the science of design for the wellbeing of the individual and the community. Sthapatya Veda literally means ‘knowledge of the establishment of Consciousness’. Its purpose is to optimise the health and coherence of the dweller, and to expand their awareness to higher states of consciousness. References Maharishi Mahesh Yogi: Building For The Health and Happiness Of Everyone. Exhibition, The Netherlands, Maharishi Vedic University Press. (1998) Knierim, J.J. et al: “Place Cells, Head Directions Cells And The Learning Of Landmark Stability”, Journal or Neuroscience, 15, pp1648-1659. (1995) Travis, F. et al: “Can A Building’s Orientation Affect The Quality Of Life Of The People Within Testing Principles Of Maharishi Sthapatya Veda”, Journal of Social Behaviour and Personality, (in press)	<urn:uuid:bfcbcb9c-2abc-4294-92ed-7c2471b1f975>	CC-MAIN-2017-43	http://vedicarchitecture.com.au/resource/artconscliv-msv.pdf	2017-10-23T22:22:41Z	crawl-data/CC-MAIN-2017-43/segments/1508187826840.85/warc/CC-MAIN-20171023221059-20171024001059-00497.warc.gz	367,407,747	2,200	eng_Latn	eng_Latn	0.998018	eng_Latn	0.998347	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 3554, 7392, 11276 ]	[ 2.828125 ]	1	1
We are in the midst of an unprecedented water crisis. South American regions are declaring an agricultural state of emergency, California’s wells are running dry, and countries from Belgium to Botswana are facing significant water stress. In a “business-as-usual” scenario these problems are only set to multiply: “Water scarcity is projected to increase with the rise of global temperatures as a result of climate change,” states Sustainable Development Goal 6. This is not just an agricultural problem – water scarcity has far-reaching effects as people are forced to flee drought- or salinity-ridden areas; a 2018 World Bank report estimated that by 2050 there may be up to 143 million “climate refugees”. Hence water management in irrigated agriculture can have distant and often overlooked humanitarian, economic and societal impacts. And with agriculture accounting for over 70% of the world’s fresh water use, innovation has to start here. But if the history of agriculture tells us anything, it’s that it consistently brings out the best human innovative spirit. And this is exactly what’s happening around the world, with huge efficiency drives through Climate-Smart Agriculture (CSA). CSA is all about the interdependencies between yields, and impacts and outcomes related to carbon, soil, water use and biodiversity. Spearheaded by the Food and Agriculture Organization of the United Nations, it is “an approach that helps to guide actions needed to transform and reorient agricultural systems to effectively support development and ensure food security in a changing climate”. It has three simultaneous goals and interlinking objectives: increased productivity and incomes, adapting and building enhanced resilience, and reducing emissions associated with agriculture. As an irrigation community, we need to take this further and define a new Water-Smart Agriculture, dealing with each of these goals through improved water efficiency. Let’s look at how each of the CSA objectives relate directly to smart water management. Objective 1: Increased productivity Doing more with less has become the mantra of a new sustainability drive in agriculture, and this goes as much for water use as anything else. New innovations are making it increasingly possible to do just this – increased yields (output) while using less resources (input), in ways which would have seemed mathematically impossible just a generation ago. Ag 4.0. Agriculture 4.0 is moving growing far beyond old-school trial and error, manual measurements, and assumptions, and instead towards ultra-efficiency, sensors, and big data. “Without measuring, we do not actually know how the plant truly reacts towards all external conditions – this is what we want to change with real-time feedback,” says Olivier Begerem at Belgian start-up 2Grow. For water efficiency, this means maximizing existing water use by monitoring a plant’s vegetative/generative stages to see the exact effect of inputs. As well as sensors, Ag 4.0 also involves use of drones, satellite imagery, and big data, to monitor the exact impact of irrigation cycles. According to consulting firm Oliver Wyman, “Agriculture 4.0 will no longer depend on applying water uniformly across entire fields. Instead, farmers will use the minimum quantities required and target very specific areas” – through precision irrigation. Precision irrigation. Increased precision is imperative for improving overall Water Use Efficiency (WUE), “the ratio between effective water use and actual withdrawal”. This is most often associated with drip irrigation, but also encompasses variable rate application, flow rate monitoring, and precision treatment solutions which alter water at a structural level. Eric Valette, a Switzerland-based water treatment expert says: “Increasing the Water Use Efficiency of irrigation systems through precision irrigation is absolutely key to dealing with water stress and becoming a water-smart grower. New treatment technologies make it possible to get the most out of every drop, maximizing the potential of irrigation systems while ensuring increased and optimized production.” Optimizing water inputs is just one half of the solution – just as imperative is ensuring this moisture stays in the soil long enough for plants to take advantage of it. Growers with irrigation solutions which optimize both the water itself and its behaviour in the soil will have an added competitive advantage going forward. Moister soils. Simply put, if soils can stay moist for longer, irrigation times and frequency can be significantly reduced. There is plenty of research under way looking at maintaining this soil moisture where it’s most needed. This includes everything from using peat moss, perlite (a volcanic glass), membranes and more, to increase absorption properties. Ag 4.0 innovations such as Spioo or Sentek’s sensors keep track of soil moisture in real-time, which can save water through maintaining optimum conditions. But focusing on the actual water rather than the soil can have a range of impacts: technologies such as Aqua4D target the irrigation water itself, subtly changing its structure so that it penetrates the soil pores, thus staying moist for longer periods. Soil-less. Moving away from soil entirely, interest in hydroponics, aquaponics and aquaculture is gathering pace all the time, and may have a big role to play in sustainably feeding the mega-cities of the future. Hydroponics in particular may come to be seen as the poster-boy for Water-Smart Agriculture, as at its most efficient it uses just 10% of the water required for traditional soil crops. Especially when combined with other technologies, hydroponically grown plants experience faster nutrient uptake, can grow up to twice as fast, and obtain higher yields. Objective 2: Enhanced resilience With an increasingly erratic climate, water-smart irrigation management needs to take into account significant fluctuations and an increase in extreme events. For example, the ENSO cycle, responsible for El Niño and La Niña effects, are varying unpredictably in length, playing havoc with irrigation scheduling. In a 2018 paper, Gelcer at al detailed an innovative AgroClimate tool from Mozambique which keeps track of ENSO phases (El Niño and La Niña) in real-time, to assist with irrigation timing and minimize water stress. On the other side of the world, agronomist Enrique Rebaza reports that to combat this unpredictability, growers have been adopting water treatment to help deal with fluctuations in water availability, as well as salt movements through soils. Innovative water treatment can reduce water on the surface, improve hemication of the soils and gain a better infiltration, while leaching salts away from the rhizosphere. Combating electroconductivity through sustainable leaching. The issue of salt accumulating in soil is as old as agriculture itself, and ‘salinity crises’ resulted in the collapse of ancient civilizations. With soil salinization increasing exponentially across the globe, the impacts are ever greater and the need for a solution more pressing. Current figures estimate that up to 20% of all cultivated land and 33% of irrigated agricultural land worldwide is at risk if salinity. The issue has gained traction in recent decades, as have a range of possible solutions. But chemical leaching and steaming are just short-term fixes and bring their own problems. The FAO asked almost 30 years ago, “Can agriculture make use of marginal quality water such as saline water in a way that is technically sound, economically viable and environmentally non-degrading?” Sustainable leaching solutions are now answering this call and are becoming more widespread, including more sustainable land management, chemical-free water treatment, and changing fertilizer practices. A sustainable, long-term solution to soil salinity would have a huge impact on millions around the world – good water management is intricately connected to good land management. Objective 3: Reduced emissions Xiaoxia Zou from the Chinese Academy of Agricultural Sciences (CAAS) writes that emissions from irrigation activities (including water pumping and conveyance) account for 50-70% of total emissions in the agriculture sector. “The GHG emission intensity of irrigation depends largely on water use efficiency,” says Zou, “So improvement of water use efficiency (both technical and managerial) can be an effective way to reduce emissions”. Small changes can have large impacts: Gahre et al noted that rice farmers in China who drain their irrigated rice fields mid-season reduced their methane emissions by 50%, while a 2014 study in Spain by Abalos et al illustrated that selective adjustment of irrigation frequency can reduce nitric oxide emissions by up to 46%, and CO2 by up to 21%. Meanwhile, innovative water treatment can improve the quality of irrigation water, accomplishing more while using less, thus saving significant pumping energy. But this goes beyond pumping: the same water treatment can also unclog and improve overall system functioning. When a system is optimized and running like clockwork, staff can get on with more important tasks, thus improving labour efficiency too. France-based Morel Diffusion recently found exactly this after irrigation upgrades which solved clogging issues: “We previously needed 6 people to work on the maintenance of the drippers,” says Morel. “In the month following the new installations, these 6 people could start working on something else instead.” Conclusion In applying these three objectives to irrigation management, we usher in a new era of water-smart agriculture which will benefit growers, plants, and planet alike. Many of these solutions involve cost-effective upgrades or subtle changes in irrigation	<urn:uuid:6342f5ff-6242-46f6-b29f-997687782291>	CC-MAIN-2022-49	https://aqua4d-turkiye.com/tarim/pdf/MKT-REF-2019-04-022-EN-Irrigazette-Water-smart-agriculture-efficiency-drive-world-needs.pdf	2022-12-04T21:33:26+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446710980.82/warc/CC-MAIN-20221204204504-20221204234504-00673.warc.gz	134,006,473	1,896	eng_Latn	eng_Latn	0.99682	eng_Latn	0.996475	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 709, 5663, 9871 ]	[ 2.59375 ]	3	1
Childhood Whooping Cough Vaccine Protects Most Children For At Least 5 years The results from a recent large study show that diphtheria-tetanus-acellular pertussis (DTaP) vaccines do a very good job of protecting 4 through 10 year old children from pertussis, or whooping cough. Overall effectiveness of the vaccine was measured at 88.7 percent, which is similar to the levels found in clinical trials done before the vaccines were licensed. The results were presented at the 49th Annual Meeting of the Infectious Diseases Society of America in Boston, by CDC epidemiologist Lara Misegades, Ph.D. The study also found that vaccine effectiveness was 98.1 percent among children who received their fifth DTaP dose within the past year. For each year after this, there was a modest decrease in protection. The report showed that by the time children were five or more years past their last DTaP dose, long-term effectiveness had fallen to 71.2 percent. CDC researchers expected that protection would fade over time, but before now did not have concrete estimates on long-term duration of protection. The study also determined that children who never received any doses of DTaP vaccine faced odds of having whooping cough at least eight times higher than children who received all five doses of the vaccine. “Our study was carefully designed to evaluate waning immunity, and the case-control methodology allowed us to directly estimate vaccine effectiveness,” Misegades said. “The results reassure us that DTaP is working and reinforce the need for a booster dose of Tdap at 11 or 12 years of age.” In collaboration with the California Department of Public Health, CDC reviewed medical records of more than 4,000 children from 15 California counties during the state’s 2010 whooping cough epidemic and reviewed these medical records with personal visits to more than 250 medical practices to read through each chart. The final analysis included more than 600 children with whooping cough and more than 2,000 children without infection in a comparison group. Whooping cough is a serious and highly contagious respiratory disease that can cause long, violent coughing fits and the characteristic “whooping” sound when a person gasps for air. It takes a toll on anyone, but for infants it can be deadly. In 2010, 27,550 cases of whooping cough were reported nationally with 27 deaths — 25 of which were infants. Worldwide, there are 30-50 million cases of whooping cough per year resulting in about 300,000 deaths. CDC officials stress that vaccines are the best way to prevent whooping cough. In addition, people who do catch whooping cough after being vaccinated are much less likely to be hospitalized or die from the disease. Because of the vaccines, the US no longer sees 200,000 cases of whooping cough each year. “Vaccines are our best protection against whooping cough, and they protect us well against severe and fatal disease,” said Misegades. CDC recommends that infants and children get DTaP vaccine at 2 months, 4 months, 6 months, and 15 through 18 months of age. A booster of DTaP is given at 4 through 6 years of age. Because protection from DTaP fades over time, CDC recommends another dose of whooping cough vaccine, known as Tdap, for adolescents – ideally at 11 or 12 years – and adults. Adults who did not receive Tdap as preteens should get one dose now. By protecting themselves, older children and adults can form a “cocoon of protection” around the babies in their lives that may be too young to be fully protected by DTaP vaccine. To learn more, visit CDC’s pertussis website at www.cdc.gov/pertussis or call 800-CDC-INFO.	<urn:uuid:2e025939-58d6-410c-8623-41d0e4f0e42b>	CC-MAIN-2017-43	http://fullertonpediatrics.com/wp-content/uploads/2012/08/whooping_cough_cdc.pdf	2017-10-23T22:32:54Z	crawl-data/CC-MAIN-2017-43/segments/1508187826840.85/warc/CC-MAIN-20171023221059-20171024001059-00497.warc.gz	143,490,961	795	eng_Latn	eng_Latn	0.998313	eng_Latn	0.998313	[ "eng_Latn" ]	false	rolmOCR	[ 3650 ]	[ 2.125 ]	1	1
RESOLUTION Eating Disorders Education and Awareness WHEREAS, the Nebraska State Board of Education (the “Board”) is firmly committed to a quality education and improving the health and well-being of all Nebraska students; and WHEREAS, eating disorders such as anorexia nervosa, bulimia nervosa, and binge eating disorders include attitudes and behaviors surrounding weight and food issues, extreme emotions, and can have life-threatening consequences for both females and males; and WHEREAS, ten million women and one million men across the country, primarily teens and young adults, are battling illnesses such as anorexia nervosa and bulimia nervosa, and millions more are suffering from binge eating disorders; and WHEREAS, among Nebraska high school students trying to lose weight, more than one in four have used a high risk weight loss method (fasting, supplements without a doctors’ advice, or vomiting/laxative use) to try and lose weight; and WHEREAS, eating disorders are more commonly diagnosed in females and males and more often during adolescence and early childhood with some children as young as 7-8 years old; and WHEREAS, anorexia nervosa, bulimia nervosa, and compulsive overeating are problems which are misunderstood, stigmatized and undertreated; feelings of shame, guilt, and misunderstanding often afflict a person who suffers from an eating disorder and prevent the treatment of the disorder; and WHEREAS, eating disorders can profoundly affect a child’s ability to learn by affecting a child’s cognitive functioning due to poor nutrition; and WHEREAS, a child’s cognitive function will also be affected by the mental disorders that often coexist with an eating disorder, including anxiety, depression, and obsessive-compulsive disorder; and WHEREAS, eating disorders are treatable when diagnosed and positive action is taken: Now, therefore, be it Resolved, That the Nebraska State Board of Education encourages: 1) Increasing public awareness of eating disorders and the prevention of those disorders; 2) Promoting healthful eating and exercise habits and a healthy body image; 3) Providing awareness to all Nebraska educators on professional development available through the National Education Eating Disorders Association Educator Toolkit www.nationaleatingdisorders.org/information-resources/educator-toolkit.php at no cost to the school districts; and 4) Recognizing the last week of February each year as National Eating Disorders Awareness Week in Nebraska public schools. Resolved further, that pursuant to Board policy requiring the establishment of a sunset date for Board resolutions, this resolution shall be of no further force or effect on and after the fourth annual anniversary date after its adoption. Date: 1-7-2011 Agenda item: 7-6 President, State Board of Education	<urn:uuid:2f7b3039-9e61-4f90-990b-61fbc8a181c2>	CC-MAIN-2022-49	https://www.education.ne.gov/wp-content/uploads/2017/08/Eating_Disorders_Education_and_Awareness.pdf	2022-12-04T21:30:02+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446710980.82/warc/CC-MAIN-20221204204504-20221204234504-00673.warc.gz	776,770,599	561	eng_Latn	eng_Latn	0.992454	eng_Latn	0.992454	[ "eng_Latn" ]	false	rolmOCR	[ 2827 ]	[ 2.28125 ]	1	3
Raising Readers Backpack Congratulations! By checking out and using this backpack from Capital Area District Libraries, you are helping your child develop important literacy skills. Although these skills are very important, they can also be fun to learn. In fact, every time you use one of these five simple practices with your child, you are helping him or her develop into a lifelong learner: reading, writing, talking, singing and playing. Here are some ideas for using the items in this backpack: - Read the books together, pointing out new words as you go along. - Write some of the letters or words you see in the book. - Talk with your child about the items in the kit. Ask what he or she thinks the stories might be about. - Listen to the music on the CD or DVD. - After finishing one of the stories, imagine together what might happen next. Read • Write • Talk • Sing • Play This tip sheet stays with the backpack. For a copy of your own, visit any CADL branch or cadl.org/raisingreaders. FEELINGS BACKPACK ACTIVITIES Emotions are as much a part of growing and learning as knowledge. Play with the Egg toy. Look at the faces. What emotions do the faces show? Talk with your child about words describing feelings. This will help him or her to learn words for ideas they can’t touch or see. This is important for early literacy, because they will need to be able to understand abstract ideas when they are reading. Draw your own feeling faces together—happy sad, mad, silly, etc. Sing “If You’re Happy and You Know It.” If you’re happy and you know it, clap your hands. If you’re happy and you know it, clap your hands. If you’re happy and you know it then your face will surely show it If you’re happy and you know it, clap your hands. If you’re happy and you know it, stamp your feet. If you’re happy and you know it, stamp your feet. If you’re happy and you know it then your face will surely show it If you’re happy and you know it, stamp your feet. If you’re happy and you know it shout, hurray, hurray! If you’re happy and you know it shout, hurray, hurray! If you’re happy and you know it then your face will surely show it If you’re happy and you know it shout, hurray, hurray! If you’re happy and you know it, do all three, hurray! If you’re happy and you know it, do all three, hurray! If you’re happy and you know it then your face will surely show it If you’re happy and you know it, do all three, hurray!	<urn:uuid:d97b00f2-7dc1-4e2e-a4bf-ea79e3e667da>	CC-MAIN-2017-43	http://www.cadl.org/files/3814/7007/6579/Feelings_raising_readers_tip_sheet.pdf	2017-10-23T22:16:19Z	crawl-data/CC-MAIN-2017-43/segments/1508187826840.85/warc/CC-MAIN-20171023221059-20171024001059-00509.warc.gz	405,701,107	571	eng_Latn	eng_Latn	0.997312	eng_Latn	0.997304	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 1003, 2439 ]	[ 3.765625 ]	2	2
1. Definitions Briefly explain the meaning of 3 out of the following 6 items: a) La Niña b) Interstadial c) Tephrochronology d) Termination e) SRES scenario f) Agulhas leakage 2. Time control The $^{14}$C method has been widely applied in dating materials containing carbon. Due to various reasons $^{14}$C ages must be converted to absolute, calibrated ages. a. Explain how to establish a $^{14}$C calibration curve; mention at least three types of information that can be used, and indicate the approximate time ranges covered by these methods. b. Give at least three methods that can be used for chronological correlation of $\delta^{18}$O ice core records from different locations within and between different ice sheets. c. Explain what dating methods can be used to date Holocene re-advances of Alpine glaciers. How are these methods applied? 3. Sea level change Sea level has changed as well during the Quaternary. Relative SLR curves of post-glacial sea level rise show a large spatial variability, with both rising and lowering sea levels, associated with different components and mechanisms controlling these relative SLR curves. Our understanding of all these post-glacial different SLR curves had dramatically improved after the establishment of GIA models, such as the model of Peltier. a. Draw a schematic sea level curve that reflects only the eustatic component of the rise. Indicate a few characteristic levels and dates. b. Give at least 3 mechanisms that have caused isostatic components of sea level change that have determined the very different types of observed postglacial SLR curves. Draw for each mechanism schematically the resulting relative SLR curve over the past 15 ka. c. Explain why SLR in the coming centuries may show considerable spatial variation across the globe. Where would you expect large rise – and why? 4. Climate change and control The circulation in the Atlantic has been varying considerable during the Quaternary. a. Indicate 3 types of variations in Atlantic Ocean circulation that have occurred, during the past 200 ka, and indicate their effect – and where this effect was observed. b. At a certain point in time the following trends in orbital parameters are occurring: Obliquity is increasing, Precession is shifting such that the Earth is at the perihelion in June, and Eccentricity is high. What are the consequences of this situation for a) growth or decay of the N-hemisphere ice sheets, and for b) the intensity of monsoons in Africa? Explain your answer. c. Draw the shape of the $\delta^{18}$O curve (schematically, but with key fluctuations indicated - draw units on the axes!) for the past 150,000 years in the Summit (GISP2/GRIP) ice record from Greenland; indicate (schematically) glacial and interglacial periods, stadials, Younger Dryas, Dansgaard-Oeschger events and Bond cycles.	<urn:uuid:d87fa5c2-7fca-48bb-b23c-871005688243>	CC-MAIN-2021-43	https://uavonline.nl/wp-content/uploads/2021/02/Quaternary-Climate-and-Global-Change-exam-2-february-2012.pdf	2021-10-24T04:45:28+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323585837.82/warc/CC-MAIN-20211024015104-20211024045104-00147.warc.gz	733,648,385	653	eng_Latn	eng_Latn	0.991868	eng_Latn	0.991868	[ "eng_Latn" ]	false	rolmOCR	[ 2922 ]	[ 2.8125 ]	1	1
Did you know that many cases of sinusitis in the us are caused by fungi? If you are a chronic sinusitis sufferer, plant-like organisms like fungi could really be the main culprit of your sinus symptoms. You may be surprised to know that you have had candida sinusitis all together. According to the United states Rhinologic Society, there are four types of fungal sinusitis. These are: Fungal ball and also sensitive fungal sinusitis exhibit similar sinusitis symptoms and also are considered as non-invasive, which means that fungi appear only in mucus from the sinuses. Just like bacterial sinusitis, sinus signs and symptoms include headache, facial pain and strain, coughing, blockage, post-nasal get, and sinus polyps. Whenever fungal sinusitis is said to be invasive, the fungi seriously penetrates the sinus mucosa, submucosa, blood vessels and/or bone. This is known as serious as well as life-threatening. - Fungi Greatly Impact the Sinuses Fungus are usually plant-like creatures that lack chlorophyll, therefore, they do not need sunlight to endure. - This helps make the sinuses an ideal venue for fungi growing. - Whenever fungi invade your sinuses, your own sinus passages obtain painful and obstructed. - The problem begins when mucus starts building up in the blocked sinuses. - Increased mucus production also means bacteria can easily increase in numbers in the sinus area. Avoiding Fungal Sinusitis Your living environment is actually one of the most common areas that can hold mold spores. Molds are a common cause of allergic fungal sinusitis. They can be found in ceilings, window panes and roofs. Cleanliness is always the key to stopping the signs of fungal sinusitis. This includes increasing air flow alternate in to your own living spaces, getting rid of mold spores with mold-fighting cleansers, as well as examining water leaks that cause moisture. It is also best to speak to your doctor for any nasal polyps that may have developed, since these growths are especially common in persons with yeast sinusitis. Steroid sprays, steroid falls and metered inhalers can also reduce the recurrence of fungal sinusitis, but should be used with caution. New Sinus Technology to treat Fungal Sinusitis Health technology professionals as well as researches have gone to great lengths to go to the best possible treatment methods for sinus infections. New technology in sinus treatment offers efficient and effective solutions for nasal allergy, chronic and acute sinusitis, which includes fungal sinusitis. One of the most advanced treatments is known as aerosolized treatment utilizing a lightweight nebulizer that aerosolizes doctor-prescribed anti-fungal, antibiotic and anti-inflammatory medication directly into the sinus region. The water particles launched by the nebulizer device tend to be tiny, ultra-fine particles, consequently, producing the nebulizer more effective to go into deeply into the sinuses. And because there is low system absorption of the medicine into the body, there is little or no worry about side effects hazards. An additional similar medicine delivery system is known as atomized therapy which works on the portable atomizing system which uses positive pressure to be able to propel liquid medication to the sinuses. - Ask your doctor about the latest units in sinus treatment technology - Get the best answer. - Be sinusitis free! Disclaimer: Content in this document is an advertisement, therefore it may be biased and should not be considered an objective or independent review. Owner of this document may be compensated when you purchase a product by clicking a link in this document. The views and opinions expressed in this document are purely of the author. Any product claim or other representation about a product or service should be verified with the manufacturer, provider or party in question. Any health information in this document is for educational purposes only and is not intended to replace the advice of your health care provider.	<urn:uuid:4312cee0-2548-4e94-8e0b-1c79afad0b87>	CC-MAIN-2017-43	http://farsimusic.net/Blast_Fungal_Sinusitis.pdf	2017-10-23T22:29:50Z	crawl-data/CC-MAIN-2017-43/segments/1508187826840.85/warc/CC-MAIN-20171023221059-20171024001059-00513.warc.gz	128,170,099	793	eng_Latn	eng_Latn	0.998568	eng_Latn	0.998568	[ "eng_Latn" ]	false	rolmOCR	[ 4012 ]	[ 2.421875 ]	3	0
Theme: STANDARD FIVE: PROFESSIONAL DEVELOPMENT Description: Candidates view professional development as a career-long effort and responsibility. Type of Evidence: The artifact presented as evidence to support this theme is a Professional Development Design that was created to help teachers in the middle school integrate comprehension strategies into content area classrooms. Master's Course it connects with: Administration of Reading Programs ELED 641 Dr. Sheelah Sweeney Standards it connects with: 1.1 Refer to major theories in the foundational areas as they relate to reading. They can explain, compare, contrast, and critique theories. 1.2 Summarize seminal reading studies and articulate how these studies impacted reading instruction. They can recount historical developments in the history of reading. 1.3 Are able to determine if students are appropriately integrating components (phonemic awareness, word identification and phonics, vocabulary background knowledge, fluency, comprehension strategies, and motivation) in fluent reading. 2.2 Support classroom teachers and paraprofessionals in the use of a wide range of instructional practices, approaches, and methods including technology-based practices. They help teachers select appropriate options and explain evidence base for selecting practices to best meet the needs of all students. They demonstrate the options in their own teaching and in demonstration teaching. 2.3 Support classroom teachers and paraprofessionals in the use of a wide range of curriculum materials. They help teachers select appropriate options to explain the evidence base for selecting practices to best meet the needs of all students. They demonstrate the options in their own teaching and in demonstration teaching. 3.4 Communicate assessment information to various audiences for both accountability and instructional purposes (policymakers, public officials, community members, clinical specialists, school psychologists, social workers, classroom teachers, and parents). 4.2 Assist the classroom teacher in selecting books, technology-based information, and nonprint materials representing multiple levels, broad interests, and cultural and linguistic backgrounds. 4.3 Demonstrate and model reading and writing for real purposes in daily interactions with students and educational professionals. Assist teachers and paraprofessionals to model reading and writing as valued lifelong activities. 5.1 Articulate the theories related to the connections between teaching dispositions and student achievement. 5.2 Conduct professional study groups for paraprofessionals and teachers. Assist classroom teachers and paraprofessionals in identifying, planning, and implementing personal professional development plans. Advocate to advance the professional research base to expand knowledge-based practices. 5.3 Positively and constructively provide an evaluation of their own or other’s teaching practices. Assist classroom teachers and paraprofessionals as they strive to improve their practice. 5.4 Exhibit leadership skills in professional development. They plan, implement, and evaluate professional development efforts at the grade, school, district, and state level. They are cognizant of and can identify and describe the characteristics of sound professional development programs. They can articulate the evidence base that grounds their practice. Rationale: This artifact is essential to a reading candidates’ portfolio because it covers a wide spectrum of the standards required by the International Reading Association. In a series of consecutive professional development sessions, large and small groups of teachers address the best practices in teaching reading in the content area using research-based materials, illustrating professional standard 1.1. They also expand on this information in peer-directed workshops to articulate how these studies impact reading instruction through application of knowledge-based practices. This initiative relates to professional literacy standards 1.2, 5.1, 5.2, and 5.4. Role modeling of applied comprehension strategies using interesting and diverse materials within each content area is critical to the success of this plan, supporting standard 4.3. The reading specialist, along with literacy teachers assists the content teachers in designing lesson plans that enhance reading comprehension through proven strategies that can be embedded into an existing curriculum, further demonstrating knowledge of standards 1.3, 2.3 and 4.4. Technology-based lessons in content area classes can serve as an important connection to literacy instruction, and several content area workshops are scheduled in the school computer lab/library, observing professional standards 2.2 and 4.2. In addition, communication between the content area teachers and the reading specialist throughout this professional development plan is expected to be facilitated by use of school internet accounts. This allows teachers a chance to share their evaluations of literacy-based activities and assessments of students’ performance within a confidential format, reflecting standards 3.4, 5.1, and 5.3. Regular visits by the reading specialist to content area classrooms are also vital to each instructor’s professional development experience, instilling leadership and showing support for integrating the components of reading within content area classes, fulfilling professional standards 1.4, 5.3, and 5.4. Reports from workshop participants at the conclusion of the school year would serve as the rationale for offering similar professional opportunities in other areas. This information would also provide guidelines for administrators and educators wishing to develop professional development plans for the following year, fulfilling standards 3.4, 5.2, and 5.4. PROFESSIONAL DEVELOPMENT DESIGN Administration of Reading Programs Integrating Comprehension Strategies into Content Area Classrooms Linda Tarantelli ELED 641-02 April 28, 2009 Professional Development Design Introduction Riverside Middle School is located in the village of East Providence, Rhode Island and serves approximately 494 students in grades six through eight. There are 53 teachers in the building. Of the 494 students at Riverside Middle School, 89% are white, 7% are black, 1% is Asian, 2% are Hispanic, and 1% is Native American. Approximately 23% are eligible for free or reduced price lunch. About 70% of students are in general education, 20% are in general education with supports, and 10% of students are in self-contained classrooms. According to The New England Common Assessment Program (NECAP), 70% of students are proficient in reading. The other 30% are partially or substantially below average (See Appendix A). Students who are reading two grade levels or below are serviced by the reading specialists in the building. They receive instruction using Science Research Associates (SRA) which is a scripted reading program where the main focus of reading instruction is phonics. This instruction is in addition to their language arts class. All other students with Personal Literacy Plans (PLP's) are placed in general literacy classes taught by other teachers in the building and receive no structured program. Many teachers allow students to do homework at this time, since they have no materials and have little or no background in teaching literacy. Few teachers at Riverside Middle School incorporate reading strategies into their content area classes because of lack of knowledge, however, many students, both proficient and struggling readers, need explicit strategy instruction before they are able to apply the comprehension skills necessary to reach grade level expectations using expository text (DiCecco & Gleason, 2002; Neufeld, 2005). Teachers of content area classes should integrate the teaching of reading and writing strategies to increase the levels of student success. All teachers are teachers of reading, not just English teachers (Ferrell, 2007; Knipper & Duggan, 2006; Neufeld, 2005; Radcliffe, Caverly, Hand & Frank, 2008; Rose, 2000). Vision Statement: Our mission as a learning community is to create a literate environment that promotes the development of lifelong learners and addresses the diverse needs of all students. We set high expectations for student achievement by incorporating meaningful literacy instruction in reading, writing, speaking, and listening into all curricular areas. We are committed to a curriculum that emphasizes critical thinking, problem solving, and technology. We believe that all children can learn, and through instruction and guidance, our students will become independent lifelong learners. Professional Development Topic and Rationale: Secondary teachers need to include content area literacy instruction to ensure that all students are prepared to participate successfully in the 21st century. Students must be able to read and comprehend expository text; after all, proficient reading is essential to achievement success in school and the larger world. After completing and looking over the Needs Assessment Survey (See Appendix B), it is clear that several areas need improvement. The Needs Assessment Survey was completed by all 53 teachers at the school. Many teachers stated that they were not familiar with the reading standards and did not feel knowledgeable in the area of reading strategies. Few stated that they would feel comfortable coaching other teachers who were less knowledgeable. Teachers also stated that they were not comfortable teaching vocabulary strategies to help students comprehend text because of lack of knowledge. Many content area teachers stated that they would incorporate reading strategies into their lessons if they received professional development in this area. Overall, teachers felt that there was also not much consistency between grade levels and content areas. Everyone seemed to teaching in exclusion. They also felt that many students at Riverside Middle School were not proficient in reading. After completing the NCTE Literacy Matrix (See Appendix C) it is apparent that teachers are in need of books, especially in their classroom libraries. Internet access as well as computer software are also in need. Opportunities for comprehension work before, during, and after reading were present, however, only in some classes. Also, concept-driven vocabulary instruction was present but not at high levels. Instruction is based on Grade Level Expectations (GSE’s). It appears (after examining the NECAP scores in reading and writing) that students have difficulty answering questions beyond the literal level and have more difficulty when reading expository texts. Also, most students are not proficient in science, according to science NECAP scores (See Appendix D) which could be due to the fact that they had difficulty understanding the questions. Based on the Needs Assessment Survey, NTCE Literacy Matrix, as well as NECAP scores, my target audience is content area teachers (science and social studies). My short term implications of this professional development initiative is to get teachers thinking about their own teaching and what they are doing well, and what they could use some help with. My long term goals are to teach participants key comprehension strategies that connect research to practice in secondary classrooms in order to increase student achievement. Goals: These strategies will help students comprehend expository text across the content areas. Participants will: - Become familiar with current research on best practices for comprehension instruction. - Learn key comprehension strategies to use from grade to grade and classroom to classroom. - Provide participants with effective in-service and follow-up support that focuses on effective comprehension strategies to use with expository text. - Learn strategies to use before, during, and after reading. - Use existing content area materials to create lessons using strategy instruction. Student Outcomes: As a result of strategy instruction, students will: - Learn strategies to use before, during, and after reading. - Increase performance on overall comprehension of expository text as measured by NECAP scores. - Increase number of students reading at grade level. - Use multiple strategies at the same time. - Increase ability to respond to text. Timeline: - Professional Development Workshop #1: September 2010, Riverside Middle School, Upper Library, 8:00-2:00. - Professional Development Workshop #2: October 2010, Riverside Middle School, Upper Library, 12:00-2:00. - Professional Development Workshop #3: November 2010, Riverside Middle School, Upper Library, 8:00-2:00. - Professional Development Workshop #4: December 2010, Riverside Middle School, Upper Library, 12:-2:00. - Professional Development Workshop #5: January, 2011, Riverside Middle School, Upper Library, 12:00-2:00. - Professional Development Workshop #6: February, 2011, Riverside Middle School, Upper Library, 12:00-2:00. - Professional Development Workshop #7: March, 2011, Riverside Middle School, Upper Library, 12:00-2:00. - Professional Development Workshop #8: April, 2011, Riverside Middle School, Upper Library, 12:00-2:00. - Professional Development Workshop #9: May, 2011, Riverside Middle School, Upper Library, 2:00-3:00. - Professional Development Workshop #10: May, 2011, Riverside Middle School, Upper Library, 2:00-3:00. Materials: - Overhead projector - Computers - LCD projector - Chart Paper - Markers - Highlighters - Sticky notes - Copy paper - T.V. - DVD player - Binder Teacher Resources: - Do I Really Have to Teach Reading? by Cris Tovani - Graphic organizers - Handouts on strategies - Webcast with Cris Tovani - Comprehending Content: Reading Across the Curriculum Grades 4-12 by Cris Tovani - Articles from IRA website on current research - [http://www.inspiration.com](http://www.inspiration.com) \| Item \| Cost \| \|----------------------------------------------------------------------\|--------\| \| 3-inch view binders @ $11.09 each \| $144.17\| \| Sticky notes @ $10.99 for 3/pack \| $142.87\| \| Highlighters @ $6.29 dozen \| $18.87 \| \| Markers @ $6.99 for 8 pack \| $20.97 \| \| Flip chart paper @ $29.99 6/pack \| $129.99\| \| Copy paper @ $42.99 per case \| $42.99 \| \| Membership to Inspiration.com 20 computer license \| $895.00\| \| Do I Really Have to Teach Reading? @ $20.00 \| $260.00\| \| Comprehending Content. Reading Across the Curriculum Grades 6-12 @ $395.00 \| $395.00\| \| Membership to IRA (online institutional subscription) \| $168 \| \| The Reading Teacher Journal of Adolescent & Adult Literacy \| \| \| Water bottles @ $5.99/case \| $59.99 \| \| Cans of soda @ $2.50/12-pack \| $50.00 \| \| Chips/Snacks @ $6.00/12-pack \| $120.00\| \| Sandwich Platters @ $34.99 \| $69.99 \| \| Pizza @ $12.50 each \| $75.00 \| \| Substitute teachers @ $80.00 per day \| $1920.0\| \| Paper Goods \| $30.00 \| Professional Development Sessions: Professional Development Workshop #1 Topic: Theoretical Base/ Prereading Strategies - What the research says about comprehension instruction in content area classes - Overview of the five areas of reading instruction that must be addressed to successfully teach children to read - Pre-reading strategies Target Group: - Whole group session with all 12 content area teachers (6 science teachers and 6 social studies teachers). Time/Location: - Meet in the upper library from 8:00-2:00 in September, 2009 - Need access to LCD projector and 13 computers; chart paper; markers; highlighters; snacks, water; paper goods; lunch Resources: - IRA online articles from journals: - Improving reading in a middle school science classroom (Journal of Adolescent & Adult Literacy) -Writing to learn across the curriculum: Tools for comprehension in content area classes (The Reading Teacher) -Scaffolding students' comprehension of text (The Reading Teacher) -Comprehension instruction in content area classes (The Reading Teacher) • Handouts on prereading strategies Content: The purpose of this session is to have teachers become familiar with best practices in teaching reading in the content areas. In order to be successful in content area classes such as social studies and science, students must be able to read a variety of informational texts. This workshop will give teachers a chance to become familiar with what the current research says about teaching content area reading, share strategies that they use as readers to comprehend text, and become familiar with some pre-reading strategies. Agenda: 8:00-8:15 In order to activate prior knowledge, teachers will complete a quick write addressing what they think content area reading instruction is the instruction of. Teachers will be given 3-inch binders to organize handouts on literacy strategies and will add to the binder throughout the academic year. 8:15-10:15 Teachers will read one of four articles about comprehension instruction in content area classes from online journals, The Reading Teacher or Journal of Adolescent & Adult Literacy (three teachers will read the same article). Next, they will break up into groups of three based on what article they read and discuss what they felt were the main ideas. One person from the group will record the group's thinking on chart paper. Next, teachers will complete a jigsaw activity, where they will share the most important points in the article that they read with the entire group using the notes they took on chart paper. All four groups will share. They will also discuss what literacy strategies they used to help them understand the article. 10:15-10:30 Break 10:30-11:00 Overview of the five areas of reading instruction that must be addressed to successfully teach children to become proficient in reading (phonemic awareness, phonics, fluency, vocabulary, comprehension). 11:00-12:00 Pre-reading strategies will be introduced. The first pre-reading strategy that will be introduced is called “book bits” (Yopp & Yopp, 2001). A description of the strategy is included (See Appendix E). The second pre-reading strategy that will be introduced is called an anticipation guide (Kozen, Murray & Windell, 2006; Vacca & Vacca, 2005). The third pre-reading strategy (See Appendix F) that will be used is called Read Around the Text (RAT). The RAT will be used district-wide. 12:00-1:00 Lunch 12:30-2:00 Using the strategies that were introduced, choose one to use with current classroom materials. Teachers will work in partners based on grade level and content and decide what pre-reading strategy they will use and with what classroom materials. Assignment: - Read Chapters one and three in Do I Really Have to Teach Reading? - Participants are encouraged to try out one of the prereading strategies in their classroom and share it at the next meeting. - Bring student work - Bring content area reading material Evaluation: At the end of the professional development session each teacher will fill out an evaluation form from the list (See Appendix Q) to gauge whether or not the entire professional development was useful and how the presenter might improve on their presentation. These will be collected after each presentation so that the presenter will have feedback after each session. Professional Development Workshop #2 Topic: Modeling what good readers do Target Group: - Whole group session with 6 science teachers and 6 social studies teachers. Time/Location: - Meet in the upper library from 12:00-2:00 in October, 2009. - Need access to TV and DVD player, chart paper, markers, highlighters; snacks, water, paper goods. Resources: - Do I Really Have to Teach Reading? By Cris Tovani - Comprehending Content (DVD #1) By Cris Tovani - Handouts Content: The purpose of this session is for teachers to see how important it is for teachers to share their own reading habits with students which can then guide instruction. Teachers will be given questions for discussion prior to listening to the tape. They will also take notes while listening to the tape. Agenda: 12:00-12:30 Teachers will share which pre-reading strategies they tried out in their classrooms, what went well and what they still have questions about. 12:30-1:30 Teachers will view the first DVD in Comprehending Content. Teachers will take notes while listening to the tape and think about the questions for discussion. They are: - Think about your history as a reader. What type of reading is hard for you? What type of reading is easy? How do you read the texts differently? - How is the organization of Cris's classroom similar to yours? What are the differences? - How would you describe a struggling reader? What types of reading do students struggle with most in your class? - What is your greatest challenge in teaching? Teachers will complete the same task Cris asks of students on the tape; have everyone read silently while highlighting parts of the text they understand. Each participant can compare notes with a partner and then share findings with the group. 1:30-2:00 Silent reading Assignment: Chapter one and Chapter three from Do I Really Have to Teach Reading? Participants must finish the reading for next time. Teachers who would like to have a prereading strategy modeled in their classroom may also sign up. These will be done based on requests only. Evaluation: At the end of the professional development session each teacher will fill out an evaluation form from the list (See Appendix G) to gauge whether or not the entire professional development was useful and how the presenter might improve on their presentation. These will be collected after each presentation so that the presenter will have feedback after each session. Professional Development Workshop #3 Topic: During Reading Strategies Target Group: - Whole group session with all 12 content area teachers Time/Location: - Meet in the upper library from 8:00-2:00 in November, 2009. - Need access to LCD projector and computer; handouts; highlighters; snacks; water; paper goods; lunch Resources: - Do I Really Have to Teach Reading? By Cris Tovani - Handouts - Comprehending Content by Cris Tovani Content: In the first part of this session, teachers will learn about strategies that good readers use during reading. The second part of the session will be used to teach students how to read and interpret charts, graphs, and data. Agenda: 8:00-8:30 Discuss readings from last time (Chapters one and three in Do I Really Have to Teach Reading?) 8:30-10:15 During reading strategies will be introduced. Two-column notetaking will be introduced (Daniels & Zemelman, 2004; Harvey & Goudvis, 2007; Keene & Zimmermann, 1997; Tovani, 2004) as well as highlighting important text (Harvey & Goudvis, 2007). Read/think alouds (Harvey & Goudvis, 2007) will also be discussed. All strategies will be introduced using the Gradual Release Model. Two-column notetaking will be implemented throughout the district so that all students will be familiar with this strategy. 10:15-10:30 Break 10:30-11:30 Using current classroom materials, teachers will work with a partner based on grade level and content and create a lesson to model one of the strategies. 11:30-12:30 Lunch 12:30-1:00 Teachers will view the second DVD, Comprehending Content by Cris Tovani. The tape includes all elements of strategy instruction; Cris models how to read data, the class discusses how the data is displayed and interpreted, students practice reading charts in small groups, and the learning from the group activity is discussed by the whole class. Teachers will be expected to take two-column notes (modeled in the morning session) while viewing the DVD. 1:00-1:30 Participants discuss guiding questions about the DVD: - How are graphs, charts, and data used in your discipline? What do students need to know to be able to read these materials? - What role do graphs, charts, and data play on state examinations? How do state standards in different disciplines support instruction in these areas? - Cris routinely surveys her students about issues. On this tape, survey questions include reading strategies—“What type of reading is hard?”—and current events—“Should we go to war in the Middle East?” How could you use survey information to help students develop reading skills? 1:30-2:00 Silent reading Assignment • Read Chapter two in Do I Really Have to Teach Reading? • Anyone who would like the presenter to model a reading strategy to his or her classroom can sign up for a time during the next month. • Try one of the strategies in their classroom • Bring student work to next session Evaluation: At the end of the professional development session each teacher will fill out an evaluation form from the list (See Appendix G) to gauge whether or not the entire professional development was useful and how the presenter might improve on their presentation. These will be collected after each presentation so that the presenter will have feedback after each session. Professional Development Workshop #4 Topic: During Reading Strategies (continued) Target Group: • Whole group session with all 12 content area teachers Time/Location: • Meet in the upper library from 12:00-2:00 in December, 2009. Resources: • Do I Really Have to Teach Reading? By Cris Tovani • Handouts on strategies Content: The purpose of this session is to continue our discussion of during reading strategies; however, the primary focus will be on answering/generating questions. Answering questions is effective because they give students a purpose for reading, focus students' attention on what they are to learn, help students to think actively as they read, encourage students to monitor their comprehension, and help students to review content and relate what they have learned to what they already know. Agenda: 12:00-12:30 Teachers get into groups of six and share student work. They will discuss what worked and what they still have questions about. 12:30-1:00 Discussion of chapter two in assigned reading. 1:00-2:00 Asking good questions; demonstration using article, The Montillation of Traxoline by Suzanne Weber (See Appendix H). Assignment: - Continue to practice strategy instruction - Bring student work Evaluation: At the end of the professional development session each teacher will fill out an evaluation form from the list (See Appendix G) to gauge whether or not the entire professional development was useful and how the presenter might improve on their presentation. These will be collected after each presentation so that the presenter will have feedback after each session. Professional Development Workshop #5 Topic: During Reading Strategies (continued) Target Group: - Group session with all science teachers. Time/Location: - Meet in the upper library from 12:00-2:00 in January, 2010. Resources: - Do I Really Have to Teach Reading? By Cris Tovani - Article from science content Content: The purpose of this session is to continue with during reading strategy instruction. The focus will be on how to annotate text. Agenda: 12:00-1:00 Using an article from science content, the presenter will model how to annotate text, using highlighters and sticky notes. 1:00-2:00 Silent reading Assignment: Chapter 6 in Do I Really Have to Teach Reading? Teachers should use the strategy they learned today and annotate the chapter. They will begin the assignment now and finish it for next time. They should continue using strategies in the classroom. Reminder: Bring content reading material to the next session. Evaluation: At the end of the professional development session each teacher will fill out an evaluation form from the list (See Appendix G) to gauge whether or not the entire professional development was useful and how the presenter might improve on their presentation. These will be collected after each presentation so that the presenter will have feedback after each session. Professional Development Workshop #6 Topic: During Reading Strategies (continued) Target Group: - Group session with all social studies teachers. Time/Location: - Meet in the upper library from 12:00-2:00 in February, 2010. Resources: - Do I Really Have to Teach Reading? By Cris Tovani - Article from social studies content Content: The purpose of this session is to continue with during reading strategy instruction. The focus will be on how to annotate text. Agenda: 12:00-1:00 Using an article from social studies content, the presenter will model how to annotate text, using highlighters and sticky notes. 1:00-2:00 Chapter 6 in Do I Really Have to Teach Reading? Teachers should use the strategy they learned today and annotate the chapter. They should continue to use strategies in their classroom. Reminder: Bring content reading material to the next session. Evaluation: At the end of the professional development session each teacher will fill out an evaluation form from the list (See Appendix G) to gauge whether or not the entire professional development was useful and how the presenter might improve on their presentation. These will be collected after each presentation so that the presenter will have feedback after each session. Professional Development Workshop #7 Topic: After reading strategies/ Graphic organizers Target Group: - Whole group session with ass 12 content area teachers. Time/Location: - Meet in the upper library from 12:00-2:00 in March, 2010. Resources: - Do I Really Have to Teach Reading? - http://www.inspiration.com Content: The purpose of this session is to introduce some after reading strategies. This is where students have the opportunity to recall, clarify, as well as question what they have read. Graphic organizers help students focus on text structure as well as write well organized summaries of text. Agenda: 12:00-1:00 Teachers will be introduced to graphic organizers for students to use as a tool to help them summarize and make sense of what they read. Teachers will be introduced to the inspiration software available to create different types of graphic organizers to fit a particular task. 1:00-1:30 Participants will have a chance to work with the software. 1:30-2:00 Participants will use content area materials to create a graphic organizer to use in their classroom. Assignment: - Finish graphic organizer and use with students - Bring student work next time to share Evaluation: At the end of the professional development session each teacher will fill out an evaluation form from the list (See Appendix G) to gauge whether or not the entire professional development was useful and how the presenter might improve on their presentation. These will be collected after each presentation so that the presenter will have feedback after each session. Professional Development Workshop #8 Topic: Synthesizing Complex Ideas Target Group: - Whole group session with all 12 content area teachers. Time/Location: - Meet in the upper library from 12:00-2:00, in April, 2010. Resources: - Do I Really Have to Teach Reading? - Comprehending Content Content: The purpose of this session is to help students understand connections and use their background knowledge to understand texts. Agenda 12:00-1:00 Participants will view DVD #4 which focuses on synthesizing complex ideas. Teachers will use two-column notes to organize their thoughts while viewing the DVD. Questions for Discussion: • The lessons Cris designs build during the course of the week and continue to develop over the next two months. How do Cris’s goals for students change from day to day? How do the reading activities change? • How does Cris use writing assignments to support the development of synthesis skills in reading? • How and why is synthesis important in different disciplines? 1:00-1:30 Break the participants into smaller groups by content area and have each group brainstorm ways synthesis is used in each area. 1:30-2:00 Silent reading Assignment: Chapter four and six from Do I Really Have to Teach Reading? Evaluation: At the end of the professional development session each teacher will fill out an evaluation form from the list (See Appendix G) to gauge whether or not the entire professional development was useful and how the presenter might improve on their presentation. These will be collected after each presentation so that the presenter will have feedback after each session. Professional Development Workshop #9 Topic: Wrap-up Target Group: • Group session with all science teachers Time/Location: • Meet in the upper library from 2:00-3:00, in May, 2010. Resources: • Do I Really Have to Teach Reading? Content: The hour will be used to look at and discuss student work as well as discuss questions participants have. Agenda: Teachers will pair up with teachers at their grade level to discuss student work. They will share what worked well, and what they still need help with. Teachers who feel that they have modeled a strategy well with their students might have other teachers come in to see the strategy taught by their colleague. If teachers would like the presenter to model a strategy in their classroom, they can sign up at this time. Evaluation: At the end of the professional development session each teacher will fill out an evaluation form (See Appendix I) to gauge whether or not the entire professional development was useful and how the presenter might improve on their presentation. Professional Development Workshop #10 Topic: Wrap-up Target Group: • Group session with all social studies teachers Time/Location: - Meet in the upper library from 2:00-3:00, in May, 2010. Resources: - Do I Really Have to Teach Reading? Content: The hour will be used to look at and discuss student work, as well discuss questions participants still have. Agenda: Teachers will pair up with teachers at their grade level to discuss student work. They will share what worked well, and what they still need help with. Teachers who feel that they have modeled a strategy well with their students might have other teachers come in to see the strategy taught by their colleague. If teachers would like the presenter to model a strategy in their classroom, they can sign up at this time. Evaluation: At the end of the professional development session each teacher will fill out an evaluation form (See Appendix I) to gauge whether or not the entire professional development was useful and how the presenter might improve on their presentation. Open-ended Professional Development: Starting in September, the presenter will be available after school by appointment. This time will be used to consult, help with lesson planning as well as assist with professional materials. Reflection/Feedback: Teachers should turn in a monthly reflection on what went well in their classroom and what they are still struggling with. These will be turned in each month and will be returned with feedback from the presenter within one week. Hopefully, as a result of this training, teachers are able to incorporate reading strategies that reflect the needs of their students. Teachers will also be expected to turn in an end of year written reflection. Assessment: Students will be assessed using formative and summative assessments in both science and social studies. Formative assessments may be done using quick-writes, short answer responses, as well as anecdotal notes. Summative assessments will be in the form of end-of-unit tests as well as NECAP scores in the areas of reading, writing, and science. References: Clark, K. F., & Graves, M. F. (2004). Scaffolding students’ comprehension of text. The Reading Teacher, 58, 570-580. Daniels, D., & Zemelman, S. (2004). Subjects matter: Every teacher’s guide to content-area Reading. Portsmouth, NH: Heinemann. DiCecco, V. V., & Gleason, M. M. (2002). Using graphic organizers to attain relational Knowledge from expository text. Journal of Learning Disabilities, 35, 306-320. Ferrell, K. (2007). May I go to the bathroom? Science Scope, 31, 31-37. Harvey, S., & Goudvis, A. (2007). Strategies that work: Teaching comprehension to enhance Understanding. York, ME: Stenhouse. Keene, E. L., & Zimmermann, S. (1997). Mosaic of thought: Comprehension in a reader’s workshop. Portsmouth, NH: Heinemann. Knipper, K. J., & Duggan, T. J. (2006). Writing to learn across the curriculum: Tools for comprehension in content area classes. The Reading Teacher, 59, 462-470. Kozen, A. A., Murray, R. K., & Windell, I. (2006). Increasing all students’ chance to achieve: Using and adapting anticipation guides with middle school learners. Intervention in School and Clinic, 41, 195-200. Neufeld, P. (2005). Comprehension instruction in content area classes. The Reading Teacher, 59, 302-312. Radcliffe, R., Caverly, D., Hand, J., & Franke, D. (2008). Improving reading in a middle school science classroom. Journal of Adolescent & Adult Literacy, 51, 398-408. Rogevich, M. E., & Perin, D. (2008). Effects on science summarization of a reading Comprehension intervention for adolescents with behavior and attention disorders. Exceptional Children, 74, 135-154. Rose, A. (2000). Literacy strategies at the secondary level. Leadership, 30, 12-16. Tovani, C. (2004). Do I really have to teach reading? Portland, ME: Stenhouse. Tovani, C. (2004). Comprehending content. Portland, ME: Stenhouse. Vacca, R. T., & Vacca, J. L. (2005). Content area reading: Literacy and learning across the curriculum. (8th ed.). New York: Longman. Weber, S. (2004). The montillation of traxoline. Oswego, NY. Yopp, R. H., & Yopp, H. K. (2001). Literature-based reading activities (3rd ed.). Boston: Allyn and Bacon. \| Criteria/Scale \| 3 \| 2 \| 1 \| \|------------------------\|-------------------------------------------------------------------\|-------------------------------------------------------------------\|-------------------------------------------------------------------\| \| Purpose \| Purpose established with sufficient detail & clarity in Introduction & Rationale \| Purpose established with some detail & clarity in Introduction & Rationale \| Purpose stated with minimal information in either/both Introduction & Rationale \| \| Required Sections \| All required sections present & completed, with detail \| Most required sections present & some details included \| Few required sections present &/or minimal details included \| \| Goals & Outcomes \| PD goals & student outcomes clearly linked \| PD goals & student outcomes somewhat linked \| Connection of PD goals & student outcomes unclear or problematic \| \| Research-Based Practices \| PD sessions & teacher materials primarily based on proven research practices \| PD sessions & teacher materials somewhat based on research practices \| PD sessions & teacher materials have limited connection with research practices \| \| Timeline \| Timeline provides logical progression of PD & for frequent contact & feedback with/for teachers \| Timeline somewhat logical & provides for adequate contact & feedback with/for teachers \| Timeline uneven in details and/or has minimal/inconsistent contact & feedback with/for teachers \| \| PD Sessions \| Sessions are well planned, interactive, have research-based content & accommodate needs of adult learners \| Sessions are somewhat planned, some teacher participation, some research-based content & somewhat meet needs of adult learners \| Sessions contain weaknesses in any/all of the following: planning details, teacher participation, research-based content, needs of adult learners \| \| Evaluation \| Evaluation well thought out & integral to all PD sessions \| Somewhat applicable evaluation provided after most PD sessions \| Evaluation not applicable to specific PD sessions &/or not consistently required \| \| Written Expression \| Well written with coherent, clear structure \| Mostly well written with some coherent structure \| Writing and structure somewhat problematic \| \| Work Quality \| Demonstrates high level of attention to quality & detail \| Demonstrates attention to quality & detail \| Demonstrates minimal attention to quality & detail \| \| APA Format \| Careful attention to APA format (no more than 2 minor errors) \| Mostly consistent attention to APA format (3-4 minor errors) \| Poor attention to APA format (5 or more errors & lack of adherence to style guidelines) \| Grade Ranges: A 21-30 B 11-20 C 5-10 D <5 Linda, I can tell you would really like to see more teachers using these strategies; your plan is a reasonable introduction to literacy in the content areas. I would have liked to see you bring in other resources besides Eric Carle's books.	<urn:uuid:552feea8-6e8e-45b3-aa24-b1e479ea34e1>	CC-MAIN-2017-43	http://ricreport.org/spa/Reading%20M.Ed/ELED%20641%20ARTIFACT.pdf	2017-10-23T22:26:59Z	crawl-data/CC-MAIN-2017-43/segments/1508187826840.85/warc/CC-MAIN-20171023221059-20171024001059-00524.warc.gz	291,695,408	8,608	eng_Latn	eng_Latn	0.933241	eng_Latn	0.996643	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "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	rolmOCR	[ 3040, 5844, 6027, 7701, 9379, 11314, 12444, 13519, 14016, 15648, 16483, 18215, 19691, 20880, 22562, 23625, 25210, 26433, 27700, 28929, 30158, 31258, 32186, 33451, 34576, 35763, 36567, 38154, 38728, 41959 ]	[ 1.65625, 2.1875 ]	1	4
Monarch Butterflies, Science, & God The late-summer generation of Monarch butterflies migrates up to 3,000 miles each fall and spring as they fly to central Mexico and to the western coast of California…and then back to the north and east again. They are the only species of butterfly known to do a 2-way migration the way birds do. The spring, early-summer and mid-summer generations of Monarchs live about 2-6 weeks, but the fourth generation of Monarchs are born after mid-August, and they live 6-9 months. The fourth generation is the one which migrates south, heading to a place in which they have never been before. They end up in the same specific places, returning to the exact same trees in the warmer climates, that were visited by Monarch Butterflies three generations back. The last Sunday of March this year is what Christians recognize as Palm Sunday. Luke 19:28-44 describes the time when Jesus entered Jerusalem at the beginning of his last week on earth. As he was headed toward the city, at some point along the way, the people recognize him as their Messiah King. They lay their clothing and palm leaves onto the road in front of him like a red carpet welcoming him to the Oscars. They’re singing, “Blessed is the king who comes in the name of the Lord! Peace in heaven and glory in the highest” (Luke 19:38)! But not everybody is singing the praises of Jesus. The Pharisees attempt to “cancel” the proclamations of the people, but Jesus says, “If they keep quiet, the stones will cry out” (Luke 19:40). The STONES will cry out. I love the truth of Scripture which recognizes that all of nature in one way or another proclaims the goodness of our great designer God. And I appreciate that science helps us discover the fine details of how God has put together nature and its natural laws so that life can flourish. Scientists don’t know for sure how Monarch Butterflies are able to migrate like they do, but according to the research group Monarch Joint Adventure (https://monarchjointventure.org/monarch-biology/monarch-migration), they ascribe some of this ability to instinct, like how birds and whales are hard-wired to migrate, or like how infants know how to suckle or to pull themselves up to stand. They also ascribe some of the Monarch’s ability to know when to migrate to decreasing daylight hours, colder temperatures, and aging milkweed and nectar sources. They ascribe the Monarch’s ability to migrate south and north to their “sun compass” which involves the special make-up of their eyes to orient themselves in relation to the sun, as well as to a “magnetic compass,” which is part of the make-up of their antennae allowing them to orient themselves in relation to the earth’s magnetic field. As I think about the uniqueness of how God created the Monarch Butterfly, I am reminded that we are in a unique season leading up to Easter. This is a unique time to draw closer to Jesus as we think about his death and resurrection, and what it means to our life both now and into eternity. You could use this month to intentionally grow spiritually. Perhaps you could join the Sunday (9:30am) or Wednesday (7:00pm) Bible study. Or perhaps you could make it your goal to worship as the church each Sunday (10:30). Or perhaps you could commit to a time of daily Bible reading with Our Daily Bread.	<urn:uuid:d2d0bac9-b894-4292-8165-82c4e338d9f2>	CC-MAIN-2021-43	https://www.cccstj.org/uploads/3/8/8/2/38825975/taste___see_1.pdf	2021-10-24T02:49:24+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323585837.82/warc/CC-MAIN-20211024015104-20211024045104-00147.warc.gz	851,110,327	739	eng_Latn	eng_Latn	0.997418	eng_Latn	0.997418	[ "eng_Latn" ]	false	rolmOCR	[ 3333 ]	[ 2.453125 ]	1	0
Classes For Kids and Teens New Projects Each Session Offered Arts and Crafts (ages 6-12): This is a great beginner program to introduce your child to fine art techniques with the fun of art & craft projects. This is a balanced program made to explore creativity through drawing skills, painting, cartooning and creative crafts. Cartoon World (ages 7-12): It’s time for fun with animated sketching projects that explore different styles, fun techniques and mediums. We will explore pop ups, comic strips, design and more! Little Artists (ages 4-7): This is a great beginner program to introduce your child to fine art techniques with the fun of art & craft projects. This is a balanced program made to explore creativity through drawing skills, painting, cartooning and creative crafts. Projects change every term- a very good foundation for elementary school success! Drawing + Painting (ages 8+): If you love to draw, this exploration of media & techniques will answer your questions and advance creative thinking. Project focus is on drawing and painting objects, animals, landscapes, color mixing, art history and techniques. Sculpture (ages 7+): In this class we will be sculpting with air dry clay, plaster bandage & plastercrete. Let’s use our hands & create fun 3D works of art that we can paint afterward! Digital Art - Procreate for Beginners (ages 9+): Learn the basics along with tips and tricks to get your ideas into the world of digital art. We will work on setting up your digital canvas, creating pallets, lettering, layers and even working on finished art work. (Procreate is a must for this class) Teen Drawing and Painting (ages 11+): This is a class for our older students who are looking to refine their style, learn techniques and explore art. Project focus is on drawing and painting objects, animals, landscapes, shading and highlight studies, recreations of famous work and art history education. --- Fall & Winter Virtual Programs (ages 4+) \| Day \| Program \| Fall/Winter \| Fee \| \|----------------------\|--------------------------\|-------------\|-----\| \| Tuesdays \| \| \| \| \| 4:30-6:00 pm \| Sculpting \| F or W \| $220\| \| 6:00-7:30 pm \| Arts & Crafts \| F or W \| $200\| \| Wednesdays \| \| \| \| \| 5:30-6:30 pm \| Digital Art \| F or W \| $100\| \| 6:30-8:30pm \| Teen Drawing/Paint \| F or W \| $200\| \| Saturdays \| \| \| \| \| 9:00-10:30 am \| Cartoon World \| F or W \| $190\| \| 10:30-12:00pm \| Little Artists \| F or W \| $190\| \| 12:30-2:00pm \| Drawing and Painting \| F or W \| $200\| Materials for projects are included (some small items might be needed) Material packages will be dropped off at your home and items that are to be borrowed will be picked up at the end of the session to be sanitized before future use. Private Lessons $40/hour --- Halloween & Holiday Elf Workshop Halloween Workshop “materials included to keep” $60 Sat. October 30/21 – 2:00-4:30pm (at least two projects) Holiday Elf Workshop “materials included to keep” $60 Sat. December 18/21 – 2:00-4:30pm (at least two projects) (HST Included) $8240.04/$94 Total Circle Payment Method: E-Transfer Only at this Time Please send this completed form with EMT to firstname.lastname@example.org SORRY, NO POST DATED PAYMENTS --- Stoney Creek School of Art Administration Office: 294 Pinchill Drive, Hannon, ON, L0R 1P0 E-Transfer Payment to: email@example.com Phone or Text to confirm space 289-237-4817 or email: firstname.lastname@example.org www.stoneycreekschoolofart.com 1. Student: Date of Birth: M_____/D_____/Y_____ Age:_______ Male/ Female (circle) Guardian Name: ____________________________ 2. Student: Date of Birth: M_____/D_____/Y_____ Age:_______ Male/ Female (circle) Guardian Name: ____________________________ Home Ph. # ____________________________ Cell Ph. # ____________________________ Please Write Email and Address CLEARLY: E-Mail Address: ____________________________ Home Address: ____________________________ PC______________________________ Special Information: Please Note: If you know a lesson will be missed please notify prior to class. Classes can be rescheduled to be viewed later. Missed classes are not credited. NSF charge $20.00 Refunds will not be issued for the student to choose to not continue the program or who miss classes. Tax receipts are to be requested via email before year end. Photos and recordings of students creating may be used for program promotional purposes. “I hereby release Stoney Creek School of Art for all claims for all and any damages, injuries, or incidents arising from participation of the applicant herein during any program or in any location where a program is held and/or/while using any items or directions provided.” Signature: ____________________________ Date: _____/_____/_____ (This must be signed to complete registration.)	<urn:uuid:96147cb7-1527-4b18-8429-2cb10f7ec72c>	CC-MAIN-2021-43	https://storage.googleapis.com/production-constantcontact-v1-0-0/370/1036370/mEdsjYzQ/f4629c37962b4b4f94bbdd0956c5d238?fileName=general-registration.pdf	2021-10-24T04:43:48+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323585837.82/warc/CC-MAIN-20211024015104-20211024045104-00146.warc.gz	663,274,618	1,220	eng_Latn	eng_Latn	0.998207	eng_Latn	0.998207	[ "eng_Latn" ]	false	rolmOCR	[ 5210 ]	[ 3.140625 ]	1	0
Targeted to secondary school students, this booklet discusses sexual harassment. The booklet opens with a vignette about a teenage girl who is harassed by a fellow student and several shorter vignettes describing various types of sexual harassment. Sexual harassment is defined, and nine forms of harassment are listed. The right to a life and an education free from sexual harassment is discussed. Methods of dealing with the harassment are discussed, focusing on available choices and questions to ask oneself when deciding what to do. Five vignettes of students with sexual harassment problems are presented for students to suggest appropriate responses. Recommendations for helping victims of harassment are presented. For bystanders, it is recommended that they say they do not think harassment is funny, tell the offender to stop, and walk away. For friends, it is recommended that they be supportive and help the friend document the harassment incidents. For schools, it is recommended that they have policies against sexual harassment and appoint someone to counsel students with harassment problems. The earlier vignette about the high school girl who is being harassed is continued with the girl's response. The booklet concludes with a checklist for students to determine if a school is prepared to handle sexual harassment problems. (ABL) TUNE IN to Your Rights... A Guide for Teenagers about TURNING OFF Sexual Harassment PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Some people think sexual harassment is just a fact of life. They think that nothing can be done about it, so it's best not to talk about it too much. We think sexual harassment is serious. It happens to a lot of people and causes a lot of pain. Fortunately, we also think that people can do something to stop it. There are no easy answers to sexual harassment. But there are some good strategies that help people find good answers. If someone's hassling you, or a friend of yours, or if someone thinks that you are hassling them, this book is for you. Read it. Talk about it with a friend. You may even want to talk about it in a class or with your student government. We think this is a good book. We hope that you think so, too. Table of Contents MICHELLE'S JOURNAL WHAT IS HAPPENING TO MICHELLE? WHAT'S HAPPENED TO OTHER STUDENTS? WHAT IS SEXUAL HARASSMENT? WHAT'S THE BIG DEAL? HOW DO I KNOW IF I'M BEING HARASSED? — WARNING SIGNALS WHAT'S KEN THINKING? WHAT CAN MICHELLE DO? — OTHER CHOICES WHAT WOULD YOU DO? — DECIDING WHAT TO DO — WHEN YOU SHOULD TALK TO SOMEONE ELSE WHAT DO YOU SUGGEST? HOW YOU CAN HELP WHAT YOUR SCHOOL CAN DO MICHELLE'S JOURNAL IS YOUR SCHOOL PREPARED? This booklet was developed by the Center for Women's Education, funded by the U.S. Department of Education under contract to the University of Minnesota. However, its content does not necessarily reflect the position or policies of the U.S. Department of Education, and no official endorsement should be inferred. This booklet was written by Barbara Johnson, with assistance from students designed by Jane DeLaney. Our thanks to the students who contributed their time and assistance of many teenagers in completing this project. © 1983, Regents of the University of Minnesota Dr. Charlotte L. Gray, Director Center for Women's Education Office for Institutional Equity 1065 School of Education The University of Minnesota Ann Arbor, Michigan (313) 765-2010 Michelle's Journal Sunday, May 13 Went to the mall yesterday with Kristen and Dolores. Had a great time. We went to all the good stores. Some of the new outfits are really crazy. I saw a pair of earrings that I wanted to buy, but I didn't have the money. Kristen liked them on me, too, but she didn't have any money either. Maybe I'll buy them next weekend. Well, I better start studying. Big test tomorrow. I better do o.k. or Dad will really be mad. Mom says I should study more. She's probably right. Monday, May 14 Today was really weird. Before math class Ken and James were whistling at me in the hall. At first, I thought it was kind of neat. Then they wouldn't stop. I tried to ignore them and go to class, but they pinned me against the door and wouldn't let me in. I told them to get out of my way, but they just kept laughing and leaning against me. I felt real strange, kind of scared and mad at the same time. Everybody was laughing when I finally got into the room. After class I saw Dolores. I really exploded then. She thought it was awful, too. Oh well, it's no big deal, I guess. I'm not the only girl to get hassled like that by the guys. I guess I'll survive. Tuesday, May 15 What a jerk! What a total jerk! Today, in Mr. Jacobs' class Ken started hassling me again. He kept winking at me and sending me notes. I was so embarrassed by what they said Gross! I tried to ignore him, but he just kept passing them to me. Some of the kids were giggling because they knew what was going on. I was so distracted that I didn't hear Mr. Jacobs call on me to answer a question. Mr. Jacobs was kind of mad. He told me that if I paid more attention to him and less to Ken, I'd do better in math. Everybody looked at me. I felt so dumb. But I didn't know what to say. Wednesday, May 16 I talked to Dolores about Ken. She said that I should just tell him to take a hike. So I waited for him after school. He was with a bunch of his friends. When I told him I wanted to talk to him alone, he said, "She just can't stand sharing me, guys." They all laughed. Well, I really told him off. I didn't care who was listening. They all thought it was a great joke, and Ken just kept saying, "Don't be so uptight, baby." I felt so helpless. It was like talking to a brick wall. More like a brick brain... Back again. The phone just rang and Dad said that some boy wanted to talk to me. But when I picked it up nobody was there. I'll bet it was Ken. Why should I let him get to me? Maybe I am just making a big thing out of nothing. Thursday, May 17 Got another phone call tonight. Mom answered it this time. She said it was a boy. Nobody was there though when I went to answer it. This is so weird! I know it's Ken. Maybe if I ignore him he'll get bored and stop. That's what Mom said. She said that this kind of stuff happens all the time. She said that a guy had really bothered her when she was a senior. She was glad when the year was over. "I know it's not fair," she said, "but don't let it interfere with your studies. He'll stop sooner or later." She's probably right. Friday, May 18 I can't believe this is happening to me. This is crazy. What did I do anyway? Ken told his buddies that we went out to the drive-in together last night, and now everybody is talking about the two of us. I don't know what else he said, but I can sure guess. Can you believe it, Kristen even came up to me and said, "Heard you had a hot date last night, Michelle!" As if that wasn't bad enough, some of the guys have been driving by the house, honking the horn and yelling my name. Dad and Mom are really mad about it. I don't know what to tell them. I'm sure it's Ken's car. I have to do something to make him stop. But what? Saturday, May 19 Dolores called today and asked me to go to the mall with her and Kristen. She said that we could buy the earrings that I saw last weekend. I think she thought that it would cheer me up, get my mind off Ken and what's happening at school. I really didn't want to go though. I was afraid that Ken or some of his friends might be there. I feel like a real jerk. A total jerk! I don't even want to go to school on Monday. But I know Mom will make me. Maybe I'll get sick. I really don't feel so well anyway.... The phone has been ringing today, but I've been afraid to answer it. I'm sure it's Ken. I wish I knew what to do. What is Happening to Michelle? Michelle has a problem. She feels picked on, confused and afraid. She feels like a "total jerk," to use her own words. But why? Let's look more closely at what Michelle wrote in her journal. Ken and some of his friends made sexual remarks to Michelle and pressed her against a classroom door. They kept her from doing what she wanted to do. They embarrassed her, maybe even humiliated her. Ken is also making strange phone calls to Michelle. She is worried about what he will do next. He is scaring Michelle and making her feel unsafe. Ken's behavior got Michelle in trouble with one of her teachers. Ken is interfering with her school work. Ken lied about Michelle. Now some of her friends at school are thinking about her differently. Ken has damaged her friendships and her reputation. Ken and his friends keep driving by Michelle's house, honking the horn and yelling her name. Her parents are angry and Michelle feels responsible. She is beginning to blame herself for Ken's behavior. Michelle has told Ken to stop. She has told him how his behavior makes her feel. But to Ken it all seems like a big joke. It is no joke though to Michelle. Ken's behavior is hurting Michelle in a lot of different ways. Michelle has a problem, a serious problem. She is being sexually harassed. What's Happened to Other Students? Actually, what is happening to Michelle is not all that unusual. A lot of students, both boys and girls, say that similar things have happened to them. Here are some real examples of how students say that they have been sexually harassed. They may sound like something that has happened to you or someone you know. "It's kind of different for a guy. But last year some older girls teased me about meeting them after school. They said that they'd give me some 'private lessons.' Well, I thought they were just teasing, but this one time he was asking me, 'What's wrong, aren't you interested yet?' It really burned me. I had to show them." "Everyone knows that there is this one teacher in school who is always leaning over the girls, trying to look down our blouses. He thinks that he's Macho. Like all the other guys, he's just dying for his chance. You feel real strange in his class." "I was the only girl in auto shop, so this one guy really gave me a hard time, making remarks and giving gross suggestions. He'd say all kinds of sick things to me, and then he'd just laugh at me. I told the teacher he was being mean, but he said that I better got used to it if I want to be a mechanic." "There is a place outside of the school by the steps. When girls go by there, the guys say a lot of things, you know, gross things, and really look you over. You have to go way out of your way to avoid them." "In the hall between classes we have to hold our books tight in front of us. That's because some of the guys try to brush up against us, feel us. It doesn't matter if you get mad at them. They just act innocent. But they know what they are doing." "I have a school placement in a department store where I do window displays. The manager has been real nice to me. At first I thought he really liked my work. It turned out though that it wasn't just my work that he liked. One day when we were alone he asked me to do some things to him. I was really scared. I didn't do anything, but I'm afraid he might ask me again." What is sexual harassment anyway? Remember Michelle's story? She first thought that it was kind of nice that Ken and James were whistling at her. But when they didn't stop, she began to feel strange. It no longer made her feel good. No matter what she did or said, they continued. It began to affect her life in ways she didn't like, yet she couldn't do anything to make them stop. The same thing occurs in each of the student's stories. In each story, a student feels angry and trapped by someone else's behavior. The student can't "turn off" someone's sexual demands, at least not without the risk of getting hurt in some way. As a result, each feels threatened and afraid of what will happen next. Sexual harassment often involves feelings of helplessness. You can feel unable to stop someone from hurting you. You can feel like you're singled out for no reason. And sexual harassment can be very frightening to a teenager when it is an adult who does the harassing. Sexual harassment can take many forms. It can be: - touching or grabbing - comments about your body - sexual remarks or suggestions - conversations that are too personal - pornographic pictures or stories - dirty jokes - obscene gestures - offensive displays of sex-related objects - staring in a way that seems too personal Sexual harassment is unwanted and unwelcome sexual behavior which interferes with your life. No one has the right to harass another person. If you think that you are being harassed, you have a right to do something about it. You have a RIGHT to a life free from sexual harassment. You also have a legal RIGHT to an education free from sexual harassment. What's the Big Deal? What's the big deal anyway? Ken and his friends didn't sexually assault Michelle. There is a difference between sexual assault and harassment, isn't there? Sexual assault is different from harassment. For one thing, assault is more physical and violent than harassment. But they are also similar in some ways, and that is what makes sexual harassment a big deal. BOTH sexual assault and harassment are ways that people - force sexual attention on someone who doesn't want it - dominate others by unfairly taking advantage of a situation - intimidate others to force their consent - take pleasure from someone else's pain or discomfort - abuse power that they have over people - violate someone's rights Power is a big part of assault and harassment. That is why people who are assaulted or harassed say that they feel weak, helpless, and humiliated. Assault does "go farther" than harassment, but both hurt people and make them feel badly. That's what makes harassment a big deal. How Do I Know If I’m Being Harassed? Students and adults say that they are sometimes unsure about whether they are being sexually harassed. Sometimes they say it is difficult to tell the difference between sexual harassment and flirting or teasing. There is a difference, though. Harassment feels bad. Flirting feels good. Harassment is unwanted. It makes people feel trapped and helpless, frustrated, confused, resentful and angry. If you think that you are being harassed, your own thoughts and feelings are usually pretty good signals about what is happening to you. Warning Signals — These thoughts and feelings are warning signals of sexual harassment. They can alert you to the possibility that you are being sexually harassed. Thoughts I can’t believe this is happening to me. Why me? What did I do? I wish I could make it stop. I hate you for doing this. If I say anything, everyone will think I’m crazy. Just leave me alone. What’s going to happen next? I wish I could get away. Why doesn’t anyone help me? Feelings Confused Guilty Helpless Annoyed Frightened Angry Scared Ken may be thinking about a lot of things right now. He may even be confused by Michelle's anger and his own feelings. He may not be trying to put her down. He may have something else in mind. Ken may be trying to attract Michelle. He may wonder why she's avoiding him. He may not understand how he's turning her off. Ken may think that it's funny. He may be confused by how angry and mad she is at him. He may not realize how badly he is hurting her. Ken may think that he's being real "bad." He may be surprised that some students disapprove of what he's doing. He may not know how bad he really looks. Ken may feel trapped by his own behavior. He may be embarrassed by Michelle's anger. He may not know how to stop without looking foolish. Ken may be angry. He may think that Michelle is putting him down. He may not understand that he has only himself to blame for how he feels. It's not easy to admit that you've hurt someone, even if you didn't mean to do it. But things only get worse when you don't. The best thing to do if you are harassing someone is always STOP! Could you... What Can Michelle Do? Now that you have a pretty good idea about what sexual harassment is, what can people do about it? Some people believe that nothing can be done. That's what Michelle thought. But Michelle did several things that actually do stop harassment in many situations. Remember the story? Michelle thought about Ken's behavior and how it made her feel. She talked it over with her friend Dolores and her mother. She decided that she didn't like it. She told Ken to stop. Sounds simple? It is. But it may be harder to do than you think. People who are being harassed are often afraid to say 'Stop.' They are afraid that it is their fault. They are afraid to mention it to someone else because they feel ashamed. They fear others will laugh at them or think that they are complaining about nothing. If you make your voice heard, it is difficult to ignore. "In the classroom, when Ken was passing notes, I'd have taken my books and gone to the principal's office. I wouldn't have put up with it." "If Ken wouldn't stop, I'd get out of the classes that I had to take with him, and I'd avoid seeing him in the halls. What else can you do if someone won't leave you alone? I'd be afraid of what he would do next." Deciding What To Do When You Should Talk to Someone Else If they try to make you promise to keep the harassment a secret. If the harasser is an adult. If the harassment happens only when you are alone with that person. If you are being physically threatened or hurt. Talk to a trusted adult. If your answers don't sound right to you, or if you are unsure about them, think again about your decision. Talk over with a friend or trusted adult. Do something for yourself. TUNE IN to your rights. I am a seventh grader and lately some high school girls have been teasing me. At first I thought that they were just flirting with me. It made me feel real good. But then they started doing things to me, like calling me names, pinching me and making me carry their books. I've been trying to avoid them, but they always seem to find me. I'm afraid to say anything to them, because they know my older brother. I don't want him to think that I am a sissy. Maybe I'm just making a mountain out of a mole hill. I mean can a guy be sexually harassed? Signed, I'm really mad. Last week I was fooling around and I said some crude things to Carrie at the baseball game. She told me to cut it out. Later, I thought it over and decided that I was wrong. I called her up to apologize and asked her to go out with me this Saturday. She refused. Yesterday I waited after school and tried to talk to her again. She says if I don't leave her alone she'll talk to one of our teachers about it. I'm not harassing her. I just want to go out with her. She's not giving me a chance. What should I do? Signed, I'm the only girl in shop class. Some of the boys play "practical jokes" on me, like pouring grease in my tool box, stealing tools I need, hiding things from me. It really bugs me. I told them to stop, but they just laughed. Even the teacher thinks that it's funny. I don't. They don't do these things to anyone else. Am I being sexually harassed? What can I do? Signed, Toni, my best friend, has had trouble with the manager where she works. She keeps trying to avoid him, but he always seems to catch her when she's alone. Sometimes he follows her into the stockroom and puts his arms around her. One time he even tried to kiss her. He says she reminds him of his daughter. She's upset because she doesn't like it, but she really needs the job. I feel helpless when Toni talks about it. I'd like to tell her what to do, but I really don't know what to say. Signed, I have been babysitting in my neighborhood for a long time. Lately, the father of one family has been driving me home. He says he wants to be sure I'm "safe and sound," but he always has a reason why he can't take me straight home. Sometimes he'll go to the store or downtown — even when I say I have to get right home. Last time, he held my knee and talked about how much I meant to him. I moved away from him and asked him to take me straight home. As I got out of the car, he said, "Ellie, let's just keep this between ourselves, all right?" He is a friend of my parents. What can I do? I feel awful. Signed, How You Can Help What should you do if you see someone being harassed? Some people feel like they can’t do anything, like they are a captive audience. There are, however, some things that you can do to help. You can say that you don’t think it’s funny. tell the person to stop. walk away. Don’t do or say anything that will encourage the harasser. Don’t giggle, stare at the person being harassed, add more jokes or gossip about what happened. These actions will probably make the situation worse, because they make people feel like you approve of their behavior. As a Friend Friends can be very helpful. Sometimes they can do more than anyone else. A friend can help someone figure out what is happening and what to do about it. If you are a friend of someone being harassed, be a good listener. Don't act on your own, without the person's permission. That might make your friend feel even more helpless. Help your friend decide what to do and then be supportive. If your friend decides to discuss matters with an adult at school, help your friend prepare what to say. Talk it over. Make a list of what happened. Write down what happened, when and where it occurred, who saw it, how it made your friend feel, and how you want to stop it. Provide plenty of detail. Offer to go along to the complaint manager. Your friend may be scared and really need your support. Be reassuring. But let your friend do the talking. Be supportive. The complaint process may be written in your Student Handbook in the part about student rights and responsibilities. Your school may also have a complaint manager. It may be the principal, or a counselor, or a teacher almost everyone knows. Ask your school's complaint manager or a trusted teacher about how your school helps prevent sexual harassment. Ask questions and be honest. Monday, June 4 Dolores and I had a long talk about Ken and how he's been bothering me. She said that I had to do something, because Ken just wasn't getting the message to leave me alone. We decided that I should talk to Ms. Greene, our Social Studies teacher, and see what she said. She likes to talk to students. Dolores promised to go with me. I'm kind of scared, but I'm really mad at Ken, too. Tuesday, June 5 Ms. Greene was really nice. She said that my problem wasn't all that unusual and that many people find themselves in this situation. She said I really should talk to the school's complaint manager, Mr. Jefferson. She said I have a right to get an education without being harassed. That made me feel a lot better, like I wasn't all alone and that I could really do something about it. I'm scared of talking to Mr. Jefferson, though. I've only seen him once in a while in the hall. I don't like the idea of talking about this to a stranger. Wednesday, June 6 Today, I saw Mr. Jefferson. Dolores and Ms. Greene came along. Ms. Greene started off by talking to Mr. Jefferson. They just seemed to chit-chat. Mr. Jefferson remembered when I had my picture in the paper back in eighth grade! He seemed really friendly. Then he asked me about what happened. He asked me a lot of questions. I was nervous at first, but he seemed really concerned. He said there were a lot of ways he could help me handle the situation. He felt the best way would be if I wrote a letter to Ken telling him what I didn't like, and what I wanted Ken to do. Mr. Jefferson said that he would help me write the letter, but that first I had to make a list of things that Ken had done. I told him that I would, and he suggested that we meet again next Monday. He also promised he'd be there when Ken read the letter. Monday, June 11 Dolores and I worked on the list of things for Mr. Jefferson over the weekend. I told Mom and Dad about it, and they thought that it was a good idea. They let Dolores stay overnight, so we could work on it together. Mr. Jefferson and I went over it today. Here's what I wrote: Dear Ken: I am writing this letter to tell you that I want you to stop bothering me. This is how you are bothering me: (1) Monday, May 14th: You and James whistled at me and kept me from going to class. You made rude comments about me. (2) Tuesday, May 15th: You passed gross notes to me in Mr. Jacobs' class. You distracted me and I got into trouble because I didn't hear him spell out a question. (3) Wednesday, May 16th: I told you to stop picking on me. You ignored what I said, and made fun of me in front of your friends. That night I started getting strange phone calls from someone. I think that they were from you. (4) Friday, May 18th: You lied about me and told your friends that we went out together when we didn't. You said that I was a "hot date." That night you and your friends began driving by my house honking the horn and yelling my name. I think you are trying to ruin my reputation. Writing this down makes me angry. You are hurting me, and I want you to stop. I want you to: (1) Stop whistling and staring at me; (2) Stop calling me rude names; (3) Stop acting like I want to see you outside of class; (4) Stop telling lies about me; (5) Stop calling me on the phone; (6) Stop driving by my house; (7) Leave me alone! Michelle Tuesday, June 12 I met with Ken and Mr. Jefferson this morning. I handed Ken my letter and he read it very slowly. He looked at it for a long time. He seemed to be upset and kind of embarrassed by it. I was really nervous, but I was glad that I had written it. Mr. Jefferson said, "Do you understand the problem, Ken? Will you do what Michelle asks?" Ken said that he didn't think that it was that big a deal. Mr. Jefferson told him that if he were me, he might see it differently. I told Ken that I just wanted to be able to go to class and do my work without being harassed by him. Wednesday, June 13 So far, so good. Ken and his friends didn't hassle me today. I think he's pretty mad at me, but I don't care. At least he's not making remarks and spreading lies. It makes me feel good to know that I can stand up for my rights. I think some of the other kids feel I did the right thing, too. Dolores does. Thursday, June 14 By tomorrow I should have all my exams done. Hurray! The math study group worked out pretty well. The social studies test was not as hard as I thought. Ken never looks at me and that suits me fine. We may never be friends, but so what. I don't need a friend like that. I'm glad that's over. I'm looking forward to next year. Is your school prepared to handle sexual harassment problems? Yes No Do you know and understand your school's sexual harassment policy? Have you been given any written guidelines that explain how to report sexual harassment? Are your school's guidelines clear and easy to follow? Have your parents been told how to help you make a complaint? Do you know a person at your school you feel comfortable talking to about sexual harassment? Have you been to a workshop on sexual harassment? Has sexual harassment been discussed in any of your classes? If you have answered no to most of these questions, your school needs to do more to help students solve the problem of sexual harassment. Talk to your student council or to teachers and guidance counselors about making changes that will help stop sexual harassment. Things turned out ok for Michelle. Ken and his friends stopped harassing her. She even learned something good about herself — she learned that she has rights that she can protect. You can do something about sexual harassment. It doesn't have to be a fact of life. You can talk about it with your friends. You can tell people how their behavior makes you feel, and you can be aware of your own behavior, especially the possibility that you may be hurting someone else. Your school can also do something about sexual harassment. It can clearly state that sexual harassment is wrong, whether it is done by a student or adult. It can provide support, too, like Michelle's school did, for those students who feel like they are being harassed. Michelle got TUNED IN to her rights, and by doing so she turned off sexual harassment. We hope that this book has helped you and other students TUNE IN to your rights about sexual harassment, too. 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Safety is the highest priority for Union Power, and as your local energy provider, we encourage our members to make safety a priority, too. May is National Electrical Safety Month, but it’s important to take safety precautions year-round. Here are some simple tips: DO: - Unplug it. Appliances, tools, and other devices are still connected to electricity when they are plugged in, even if they are turned off. Turn off AND unplug all electric devices when you’re done using them. - Inspect it. Examine electrical cords often for broken connectors or fraying, and throw away any worn cords. Only buy cords that have been approved by an independent testing laboratory. Also, watch your wattage/lumens and only use light bulbs that don’t exceed the maximum wattage/lumens listed on your lamp or fixture. - Check it. Ground Fault Circuit Interrupter (GFCI) outlets—those that protect against electrocution—should be used in any area where water and electricity could mix, including kitchens, bathrooms, garages and outdoors, and should be tested monthly. You should also check your smoke alarms and carbon monoxide detectors once a month to ensure they are working properly. DON’T: - Overload it. Overloaded electrical circuits can cause residential fires. Never use extension cords or multi-outlet converters for appliances. All major appliances should be plugged directly into a wall outlet, and you should only plug one heat-producing appliance into an outlet at a time. - Extend it. Extension cords are not a permanent solution. If you’re using extension cords regularly, you may need extra outlets and should contact a licensed electrician. - Touch it. Never go near or drive over a power line. If you encounter a downed line, leave the area immediately and notify us at 704-289-3145. Never place ladders, poles, or other items near power lines, and don’t fly kites or drones near lines or substations. Teach children not to put their fingers in electrical outlets, use child-proof outlet covers, and keep appliances and cords away from children. Also, never touch electrical appliances with wet hands or use them near sinks, tubs, toilets, or showers. For more safety tips and information, visit union-power.com, or follow us on Facebook, Twitter, and Instagram. Shopping for the Right Lightbulb Today, there are several lightbulb options available in stores that are much more energy efficient than standard incandescent lightbulbs. And since prices on energy-saving bulbs are a lot more affordable, it’s become much easier to be energy efficient and save on lighting costs. When shopping for lightbulbs, here’s what you should keep in mind: Look for ENERGY STAR-qualified bulbs ENERGY STAR-qualified LED lightbulbs use only 20%–25% of the energy and last 15 to 25 times longer than the standard incandescent bulbs they replace. Read the Product Label An easy-to-read product label is printed on the packaging of most lightbulbs. It indicates the bulb’s brightness, light color/appearance, energy use, estimated energy costs, and lifespan. Brightness is measured in lumens In the past, the brightness of a lightbulb was measured in watts, but since the introduction of energy-saving bulbs, this is a less useful measure of brightness. You can choose bulbs for the brightness you want by comparing lumens instead of watts. The higher the number of lumens, the brighter the lightbulb. Energy-efficient bulbs are available in many styles, sizes, and colors LED bulbs are available in a variety of shapes and sizes for any application, including recessed cans, track lighting, table lamps, and more. You can even find LED bulbs that are dimmable. They range in colors from warm yellow to cool blue. Choosing the right kind of lightbulbs for your home can have a significant impact on your energy consumption. With energy-saving lightbulbs, you can light your home using the same amount of light, while using a lot less energy. To learn more about lighting options, visit union-power.com/lighting. --- Calculate Savings for Energy-Efficient Lighting You might be wondering—is switching to energy-efficient lighting worth the investment? Our Lighting Savings Calculator can help you make smart decisions when it comes to choosing lighting for your home by comparing the savings potential of using energy-efficient bulbs versus standard incandescent bulbs. Access the Lighting Calculator by visiting union-power.com/energysavingcalculators and select the green “Lighting Calculator” icon to discover your home’s energy and cost savings potential today! Helping Members in Need The impact of the Coronavirus (COVID-19) outbreak is being felt all over the world, including here in our own communities. Our members are a part of the Union Power family, and together we will get through this situation. Many members have reached out asking how they can help during this difficult and uncertain time. Those who are interested in helping members who are experiencing financial hardship due to COVID-19 can assist by donating a Power Bucks gift certificate for your family member, friend, or neighbor who is a Union Power member. Power Bucks allow you to purchase kilowatt-hours of electricity for any Union Power member in need. Call 704-289-3145 to speak with a customer service representative (CSR) who will apply the Power Bucks credit to the member’s account of your choice. The member’s next bill will show a credit for the amount of Power Bucks purchased. We believe we are better when we work together. Thank you all for being a huge part of who we are and helping to brighten someone’s day by giving them the gift of power! Keep Utility Poles Free of Signs and Flyers From lawn care, real estate, yard sales, to lost pets—you name it—and we’ve seen a flyer for it on a utility pole. Although utility poles offer a convenient place to post a sign or flyer and may seem harmless, doing so creates safety hazards for lineworkers. Lineworkers risk increased injury to themselves and damage to their equipment, rubber gloves, boots, and protective clothing when items are posted on poles. Nails and tacks can also get in the way of the climbing hooks lineworkers wear on their boots when climbing a pole. An additional issue involves damage to the pole itself. Over time, water seeps into holes surrounding nails, staples, and tacks. Eventually, the pole will deteriorate and need to be replaced, creating another expense for the cooperative and its members. Companies and individuals posting signs on poles could face legal action or be fined for the cost of sign removal and disposal. We ask that everyone refrain from posting items on poles for the safety of all concerned. Together, we can keep our dedicated lineworkers safe and working efficiently. Picture this – you get a phone call saying, “Your electricity will be immediately shut off unless you pay your past-due bill.” You may not think you owe a balance, but the caller sounds convincing and is insisting that you hurry and make a payment. What should you do in this situation? If you get a call like this, here are some things you can do: - Contact Union Power directly at 704-289-3145 for questions or concerns regarding your payment or billing information. Don’t call any number the caller gave you. Also, know your utility bill payment options—online, by phone, mobile app, automatic bank drafts, mail, or in-person. - Never provide or confirm personal information (Social Security number, date of birth) or financial information (banking account information, debit or credit card information) to anyone initiating contact with you claiming to be someone from Union Power. - Take your time. If someone calls saying you have to pay your bill immediately to avoid disconnection, tell them you would like to verify that they are a legitimate Union Power representative by calling a verified number for the co-op. Beware of a caller exhibiting impatience, annoyance, or anger when you question their authority. Notice if their emotion intensifies when you ask to speak with their manager, request their phone number, or offer to call back later. - Always ask questions. Ask the person calling you to provide you with your account number, your last payment amount, date of payment, and his/her employee identification number. If he/she is a legitimate Union Power representative, this information will be readily accessible. If not, hang up and call a Union Power customer service representative. - Report the scam. Write down details of the scammer’s request, including the name they provided you, the date and time you spoke with them, their caller ID number, the method and amount of payment they requested, any phone number they requested you call to pay your bill, and any other details that might aid in a possible criminal investigation. If you already paid, you should also tell the payment provider—such as the wire transfer or credit card company. You may not get your money back, but it’s important to tell them about the scam. Scammers are constantly updating their tactics, and you can never be too careful when it comes to your personal and financial safety. We ask that you protect yourself and pass on information about impostor utility scams to people you know. If you have questions about a call you received from someone claiming to be a Union Power representative, call our office at 704-289-3145, to verify who you’re talking to. Interested in Reducing your Farm Energy Costs? Sign up for the Farm Energy Audit Program The North Carolina Energy Audit Program provides discounted energy audits to help your farm prioritize energy efficiency projects and access funding for equipment upgrades. The program provides an unbiased third-party evaluation of energy efficiency and demand reduction opportunities on your farm and ranks each project by a simple payback period. Each energy audit also includes a detailed inventory of your current equipment and an analysis of your energy usage by farm activity. This program will cover 75% of the cost of your energy audit. Your energy audit can be used to access funding through USDA programs such as the Rural Energy for America Program (REAP), which provides grants up to 25% of your project cost and loan guarantees up to 75% of your project cost. There is no obligation to move forward with projects once you receive your audit report. This program is funded by USDA Rural Development and operated by the North Carolina Electric Membership Corporation and EnSave, Inc. The program is offered on a first-come, first-served basis and funding is limited. Call 1-800-672-8212 today to learn more! Get a FREE Estimate! Offer Ends MAY 15! Getting Prepared for Summer Is a Breeze! Call Union Services and get a jump-start on your home's comfort with up to $500 in instant rebates on a new qualifying Trane system today! Union Services A Union Power Company 704-283-9047 savewithunion.com Contact Union Services or visit Trane.com for complete program eligibility, dates, details, and restrictions. Available through participating independent Trane dealers. Special rebates from $75 up to $500. All sales must be to homeowners in the United States and Canada. Void where prohibited. Valid on qualifying equipment only. Offer expires 5/15/2020. Outdated wiring and overloaded circuits are the most common causes of electrical fires. Check the following areas of your home to ensure your home’s electrical safety is up to par. 1. Electrical outlets: Faulty electrical outlets are a leading cause of home fires. As outlets age, so do the wires behind them that you can’t see. Any loose, damaged or warm-to-the-touch outlets should be repaired or replaced. 2. Electrical wiring: Outdated wiring is another common cause of electrical fires. Frequently tripped breakers, flickering lights and burning smells are clear warning signs. If your home is more than 20 years old, it may not be able to handle today’s increased power load. If you suspect your home’s wiring is outdated, leave this one to the pros and contact a qualified electrician. 3. Overloaded cords and outlets: Extension cords are not permanent solutions. If your big-screen TV, home theater system and other electronics are plugged into one extension cord, it’s time to call an electrician and install additional outlets. 4. Old appliances: Older appliances are more likely to have loose or damaged wiring, which means they’re more likely to catch fire. Check older appliances for damage and determine if it’s time to upgrade or replace. Also check to ensure you’re using appliance-grade outlets. A qualified electrician can help with installation. Right-of-Way Clearing During the next month, you may see our tree-trimming crews in your neighborhood: Lewis Tree Service and Asplundh Tree Expert Company. Mecklenburg County: Apple Mint Ct, Beaver Dam Ln, Beaver Stream Rd, Birchhill Rd, Brandonwood Ln, Clubhouse Cr, Foxcrest Dr, Golfview Ct, Idlewild Rd, Kale Ln, Lebanon Rd, Matthews Mint Hill Rd, Mayhew Forrest Ln, Quail Ridge Dr, Saddlewood Ln, Singletree Rd, Twilight Dr, Well Rd Rowan County: Basinger Rd, Black Rd, Bringle Ferry Rd, Emerald Bay Dr, Flat Creek Church Rd, Pond School Rd, Ribelin Rd, Richfield Rd, Shaver Rd, Top Gear Ln Union County: Allen Black Rd, Beacon Hills Rd, Bent Oak Dr, Brookgreen Terrace, Clearwater Dr, Crowell Dairy Rd, Cull Williams Ln, Duncan Rd, Edgefield Ct, Fairfield Dr, Faith Church Rd, Faith Ln, Farm Cr, Fieldstone Dr, Fox Hunt Rd, Garrett Rd, Green Ash Ln, Hembywood Dr, Hillcrest Dr, Lake Dr, Lawyers Rd, Lazy B Circle, Lighthouse Way, Lineview Dr, Marcus Ln, Mill Grove Rd, Millhouse Ln, Millwright Ln, Moser Circle, Mulberry Ct, Noah Helms Rd, Pin Oak Dr, Red Lantern Rd, Shadow Lake Ln, Stevens Mill Rd, Stoney Ridge Rd, Sutton Dr, Teakwood Dr, Tranquil Pl, Tuckaway Ct, W Duncan Rd, W Hwy 218, W Old Dutch Rd, Water Wheel Ct, Wild Rose Cr, Willowbrook Dr, Wright Rd For more information about Union Power’s vegetation management program or tree trimming practices, please call 704-289-3145 and speak with Wil Ortiz (ext. 3323), Carrie Lorenz-Eiford (ext. 3291), or Ted Connell (ext. 3220). Visit union-power.com for monthly right-of-way clearing updates. --- Energy Efficiency Tip of the Month: When the weather is nice, put your grill to use! During summer months, cooking outdoors is a great way to save energy and eliminate unwanted heat from cooking indoors. Source: energy.gov --- Greg Andress Exec. Vice President & General Manager BOARD OF DIRECTORS Lee Roy Kirk, Jr. President Dent H. Turner Vice President Sherise Jones Secretary-Treasurer David G. Hyatt Asst. Secretary-Treasurer Tom J. Caudle Neil W. Hasty Thomas E. Porter, Jr. B.L. Starnes Sue B. Threatt --- union-power.com Toll-Free Customer Service 1-800-922-6840 24-Hour Outage Reporting & Account Info 1-800-794-4423 --- A Touchstone Energy® Cooperative The Cooperative Review newsletter is published monthly for the members and friends of Union Power Cooperative.	<urn:uuid:ae8e5580-991b-4205-9566-146d6f465866>	CC-MAIN-2021-43	https://union-power.com/wp-content/uploads/2020/12/Union-0520.pdf	2021-10-24T02:37:28+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323585837.82/warc/CC-MAIN-20211024015104-20211024045104-00146.warc.gz	717,090,797	3,240	eng_Latn	eng_Latn	0.959088	eng_Latn	0.996623	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 2306, 4622, 6830, 9497, 10711, 11361, 12747, 15158 ]	[ 2.328125 ]	1	0
Views of The Dome Children from both our local primary schools have visited The Millennium Dome. Read what some junior pupils at Holy Trinity and Martin Schools have written about it. When we arrived we were all really excited. We split into groups with a leader. I was with Miss Kinahan. Our group went to the Red Zone and inside all was quiet. There were machines that were really slow and always changed every 1.5 seconds with a change in the coloured lighting. We had lunch with Year 6 and had a big balloon fight with lots of other schools. The balloon was called the Skyscape. After that our group went in the Money Zone that had all £50 notes for walls. After the Money Zone we went back down to watch the Millennium Show. There were lots of other schools and visitors to the Dome. There were acrobats that were very good. In between the show was fireworks and fire. We went into The Black Adder Show. That was really funny. It had Mr Adder in it. At the end they show it (I think it’s to be a great laugh!) We went on a ride that was really slow. It told us about planets and our life system. We came out of the ride and went to more interesting places like the Island that was like a beach, then after a while we went into the arcade and that wasn’t really good. When we finished the day we had our tea then we went into the coach and went home. By Oliver Walsh, aged 10, Holy Trinity Illustration by Maria Sofko We took the coach and it was an hour drive. When we finally got there we went in a school hut where you eat and keep your stuff in lockers. After eating we went into the Millennium Dome. The first thing was to get into groups, then we went to look round. We went to the Skyscape to see Black Adder. It was quite funny. Then we went into the first zone, the Red Zone. It was really relaxing. You just lay down and you can see the walls and ceiling changing colour. The second zone was a zone where you walk into a white cone. There is a tube connected to it and on the other side of it is another cone which another person peaks in. The third zone was called the Home Planet. There are some seats and you sit in them and it slowly goes round telling you about our planet. After we went quickly to the Money Zone. It had lots of money. After that we went to Never Island. It had lots of arcade games. Then we went back to the school hut, played football and ate dinner. We got in the coach and drove back to the school. By Thomas Gregory, aged 9, Holy Trinity Illustration by Peter Giannaros Year 4, 5 and 6 split up into several groups. My group leader was Mrs Macery. The first time we went off we didn’t do anything but walk and talk. Then all of our class came together and we went to the Love Zone. It was a love Zone – a heart-shaped tunnel with heart-shaped notice boards hanging from the wall. We were all given coins at the beginning for points. At the end of the tunnel, I didn’t have enough time to go on the good games but did go on one machine. It had a hammer tied to the machine and the point of the game was to hit buttons hard to gain points. I enjoyed playing this a little bit. Next we split up again and my group finally went somewhere – it was the Rest Room. There was a nice sound and the walls changed colours. This room made me feel relaxed and I enjoyed the experience. Then we sat together with the rest of the class and went to see a film called ‘Black Adder’. The film was great! It was about Black Adder betting four friends a lot of money that he had won a time round. They could do anything they wanted from history. We then went to the Millionaire Show. It was really long with no talking in it but it had some amazing acrobats and gymnasts. The final thing we did was the Home Planet. It was a ride with two aliens, a baby and a mother, telling us about the sciences on the planet – about volcanoes, rivers and people. It was very interesting. On the whole it was an interesting day, although I wish we had been able to visit more zones. James Burgess, aged 10, Holy Trinity Millennium Dome Concert I had a fabulous time at the Millennium Dome! The school choir had tickets to go to see a concert called Voices of Promise. The concert was sponsored by Marks and Spencers. Most of the songs sounded the same. My favourite song was called For a New World. During the concert I was sitting on the left end of the Skyscape place and Northern Line were sitting next to me. We had an intermission and the staff member offered free drinks and we decided to take a few and got back at the right time. Then Daphne and Celeste said things about the concert and Northern Line performed for us during the last five songs and then we left. People said how beautiful the Dome looked at night. People say it’s not worth it but if you go you’ll love it! By Abena Asare, aged 11 A Night at the Millennium Dome When we went to our part of the theatre we went to see the concert. We were amazed to see such a wonderful place and we even had such a good view for watching the concert in such a big hall with people in it. I thought that the choirs that sang were very good and had courage singing in front of lots of people. Also, at the interval we got free drinks. I thought that was a very good idea. After some more choirs sang and then we saw some celebrities. After that the choir had sung they all lined up and that was lovely to see. I enjoyed the concert and I will always remember it from this day on. By Natalie McCluskie, aged 10 Illustration by Emily Harle The Dome It was late when our choir reached the Dome. It was wonderful to see it all in lights, shining. When I came there it was purple. I entered the Dome and the memory of my family thought it was grand! There were lots of interesting things to see and lots of fun for children. Then I saw the dome and found it. It was time to go to the Skyscape. When I came I saw hundreds and hundreds of people sitting and standing. The performance was displayed on a large TV. It was practical because our places were in the stalls and most of us couldn’t see everything that was going on on the stage. After the concert the choirs from different parts of the UK were coming up and singing. But most of all I liked the South African children singing. You could see their joy on their teacher’s face. Here we were happy to come from a country so far away to the famous place of England. By Maria Sofko, aged 10, (who is Russian and for whom English is a second language). The Millennium Dome at Night The Millennium Dome at night is awe inspiring because of the purple lights around the poles and the little circles of purple light which are stars, so you can’t see the roof people outside see quite an amazing spectacle. The dome itself is absolutely gigantic and I think that the pictures do not do it justice. By Jack Edwards, aged 11 Church News By Len Willocks Sister Philippe, a teaching nun of the La Sagesse order based in Church Lane, East Finchley, is to leave St Mary’s RC Church where she has been doing parish work for the last nine years. She is moving to a convent in Romsey, Hampshire. Sister Philippe is a Biblical Theologian and is known for her interesting and informative talks on the Bible. She will be greatly missed and all that know her wish her well in her new home. United Service, Good Friday 2000 Churches Together in Finchley is an ecumenical group of Christian churches who come together to work for Christian unity. Over 130 worshippers from 7 churches and representing seven different denominations set off along Ballards Lane, Finchley, to take part in a united Good Friday service in the Ballards Lane Methodist Church.	<urn:uuid:86ff5fdc-dc8c-4d2f-871d-2cbb52f89b71>	CC-MAIN-2024-51	http://the-archer.co.uk/archive/2000/2000May09.pdf	2024-12-12T23:36:41+00:00	crawl-data/CC-MAIN-2024-51/segments/1733066115058.17/warc/CC-MAIN-20241212221117-20241213011117-00837.warc.gz	31,240,263	1,717	eng_Latn	eng_Latn	0.999658	eng_Latn	0.999658	[ "eng_Latn" ]	false	rolmOCR	[ 7688 ]	[ 2.78125 ]	1	0
"I pulled out a section of brush and there, stuck to the roots, were two rather large, perfectly flawless topaz crystals. Thus began the most exciting mineral collecting adventure of my life." Read on and you'll understand why a graduate student made this statement in 1973; and why commercial mineral collecting is such a risky business! And remember, store your topaz crystal away from sunlight to preserve its color! OVERVIEW PHYSICAL PROPERTIES Chemistry: Al$_2$SiO$_4$(F,OH)$_2$ Basic Aluminum Fluorosilicate Class: Silicates Subclass: Nesosilicates Group: Topaz Crystal System: Orthorhombic Crystal Habits: Usually as stubby to medium-long prismatic crystals with pseudohexagonal cross sections, sometimes with lengthwise striations; also granular and massive; terminations often multi-faceted; twinning rare. Color: White, colorless, sherry, yellow, orange, pink, red, greenish, beige, and brownish; occasionally orange to dark orange-red; rarely violet and blue. Luster: Vitreous Transparency: Transparent to translucent Streak: Colorless Refractive Index: 1.606-1.638 Cleavage: Perfect in one direction Fracture: Subconchoidal to uneven; brittle. Hardness: 8.0 Specific Gravity: 3.4-3.6 Luminescence: Often fluoresces yellow under short-wave ultraviolet light and pale, creamy-yellow under long-wave ultraviolet light. Our specimens do not fluoresce. Distinctive Features and Tests: Best field marks are hardness, density, and occurrence with rhyolite or granite pegmatites. Topaz is harder than quartz [SiO$_4$] and beryl [Be$_3$Al$_2$Si$_6$O$_{18}$]. Quartz and beryl lack the perfect, one-directional cleavage of topaz. Dana Classification Number: 184.108.40.206.1 NAME The word "topaz," pronounced TOW-pazz, stems from the Greek topazos, a reference to the Red Sea island of Topasos (now Zebirget). Originally, "topaz" was used for any yellowish gemstone, but since the 1740s it has referred specifically to basic aluminum fluorosilicate. Topaz has also been known as "chrysolithos," "chrysolite," "physalite," and "pyrophysalite." "Hyacinth" is an orange-red gem variety, "imperial topaz" is a pink gem variety, and "precious topaz" refers to any true topaz gem. In European mineralogical literature, topaz appears as topas, topacio, and topasio. COMPOSITION: The chemical formula Al$_2$SiO$_4$(F,OH)$_2$ shows that topaz contains aluminum (Al), silicon (Si), oxygen (O), fluorine (F), and hydrogen (H). The molecular weight of topaz is made up of 29.61 percent aluminum, 15.40 percent silicon, and 43.02 percent oxygen, 11.47 percent fluorine, and 0.50 percent hydrogen. Topaz is a member of the silicates, a mineral class that consists of silicon and oxygen combined with one or more metals. The basic silicate structural unit is the silica tetrahedron (SiO$_4$)$^{4-}$, in which four equally spaced oxygen ions surround a silicon ion at the four corners of a tetrahedron. Topaz occurs mainly in two mineralogical environments: granite pegmatites and cavities within volcanic rhyolite. As an allochromatic mineral, pure topaz is colorless or white, but trace amounts of chromium deform the... Topaz crystal lattice to create pink, red, orange, and violet colors. The yellow, beige, sherry, blue, and brownish topaz colors are due to color centers, which are lattice defects resulting from abnormal crystal growth or exposure to natural geophysical radiation. The combination of chromium chromophores and color centers creates the wide range of topaz colors. COLLECTING LOCALITIES: Topaz is a widely distributed mineral, but few occurrences provide fine specimens. Important topaz localities in the United States are found in Utah, California, Colorado, Wyoming, Texas, Connecticut and Maine. Most of the world’s supply of gem-quality topaz comes from Brazil’s pegmatite mines. Other sources are found in Russia, Finland, Japan, Pakistan, Sri Lanka, and Myanmar. HISTORY, LORE, & USES: Topaz has been known since antiquity, but was long confused with other minerals and gemstones. About 1740, German chemist and mineralogist Johann Friedrich von Henckel (1678-1744) assigned the name “topaz” to basic aluminum fluorosilicate after studying samples collected in Saxony, Germany. Because of its relative abundance, transparency, hardness, moderately high index of refraction, and range of attractive colors, topaz is a popular gemstone. The “classic” topaz gem colors are yellow-brown or yellow-orange. The most valuable and rarest colors are pink and pinkish-red. Its perfect one-directional cleavage makes topaz difficult to cut. Cleavage and brittleness also make topaz susceptible to chipping and gems must be handled carefully. Finely ground topaz serves as a specialty abrasive in whetstone compounds that require a specific degree of hardness. In medieval times, topaz and other yellowish gemstones were believed to endow wearers with intelligence, long life, and attractive appearance, and to protect them from disease, poisons, and sorcery. According to modern metaphysical practitioners, topaz enhances one’s spiritual potential, increases intelligence and creativity, aids in meditation, and imparts wisdom and wealth. ABOUT OUR SPECIMENS: Our specimens were collected at the Maynard topaz claims at Topaz Mountain in the Thomas Range of Juab County, Utah. Topaz Mountain is one of the premier mineral-collecting areas in the United States and a classic topaz locality. The Thomas Range, a minor volcanic range 35 air miles northwest of Delta, Utah, was created by eruptions of fluorine-rich, rhyolitic magma between six and eight million years ago. The resulting gray, fine-grained rhyolite became permeated by fluorine-rich gases that condensed and crystallized as well-developed topaz crystals lining the walls of cavities and conduits. Topaz Mountain, a source of topaz specimens since 1858, has a long collecting history and has yielded many fine topaz specimens. Our specimens were collected in late 2009 by The Collector’s Edge of Golden, Colorado, a commercial-collecting organization. The sherry, yellow-brown, and brown colors of Topaz Mountain topaz are due to the formation of lattice defects called color centers. In our specimens, color centers were created by exposure to natural geophysical radiation emitted by uranium minerals. This color is unstable and can fade with prolonged exposure to bright sunlight, so we recommend that you avoid storing or displaying your specimen in direct sunlight. 10 YEARS AGO IN OUR CLUB: Variscite, Lucin, Box County, Utah. We love when we have a coincidental connection between two featured minerals ten years apart—both April 2000 and April 2010 are from Utah! The variscite write-up began with quotes by June Culp Zeitner and Bob Jones, respectively: “One of the most elegant of American cabochon gemstones is variscite,” and “With all the uproar over blue turquoise these days, it seems inevitable that the equally beautiful green gem variscite will gain rapidly in favor.” The write-up described the variscite collecting experience at Lucin, but focused more on the fascinating history of the famous classic variscite locality at Fairfield, Utah County, Utah, and the now legendary collecting team of Edwin Over and Arthur Montgomery, who were instrumental in developing the site. Over the year, we have been privileged to handle some of the gorgeous green variscite and associated rare minerals from this unique, long-closed locality. Copyright 2010 by Richard & Cheryl Sittinger Mineral of the Month Club 1770 Orville Avenue Cambria, CA 93428 1-800-941-5594 www.mineralofthemonthclub.org COMPREHENSIVE WRITE-UP COMPOSITION It was March 2001 when we first shone the spotlight on this amazing mineral, sending Club members small but excellent crystals of orange-yellow Imperial topaz crystals from Ouro Preto, Minas Gerais, Brazil. We’ve put a copy of that 2001 write-up on our web site so you can enjoy checking it out. The chemical formula $\text{Al}_2\text{SiO}_4(\text{F},\text{OH})_2$ shows that topaz contains aluminum (Al), silicon (Si), oxygen (O), fluorine (F), and hydrogen (H). The molecular weight of topaz is made up of 29.61 percent aluminum, 15.40 percent silicon, and 43.02 percent oxygen, 11.47 percent fluorine, and 0.50 percent hydrogen. Like all molecules, the topaz molecule is made up of positively charged ions called cations and negatively charged ions called anions. The topaz cation consists of two aluminum ions ($2\text{Al}^{3+}$) with a cumulative +6 charge. The topaz anion has two types of radicals (groups of ions of different elements that act as entities in chemical reactions): one silica radical $(\text{SiO}_4)^4^-$ and two fluorohydroxyl radicals $2(\text{F},\text{OH})^1^-$. Within the silica radical $(\text{SiO}_4)^4^-$, one silicon ion $\text{Si}^{4+}$ is bonded to four oxygen ions $4\text{O}^{2-}$ to provide a -4 charge. In the fluorohydroxyl radical, both the fluorine ion $\text{F}^-$ and the hydroxyl radical $(\text{OH})^1^-$ have a -1 charge. The comma within this radical indicates variable proportions of fluorine ions and hydroxyl ions. The net charge of the radical, however, is always -1. The -2 charge of the two fluorohydroxyl radicals $2(\text{F},\text{OH})^1^-$ together with the -4 charge of the silica radical $(\text{SiO}_4)^4^-$ provide a total -6 anionic charge, which balances the +6 cationic charge to provide the topaz molecule with electrical stability. As a silicate, topaz is a member of the largest and most abundant class of minerals. Silicates consist of silicon and oxygen combined with one or more metals. The basic silicate structural unit is the silica tetrahedron $(\text{SiO}_4)^4^-$, in which four equally spaced oxygen ions surround a silicon ion at the four corners of a tetrahedron. The oxygen ions are bonded to the silicon ion by strong covalent bonding. In silicate minerals, silica anions and metal cations are linked together like polymers (repeating chains) to form seven types of structures: independent tetrahedral silicates (nesosilicates); double tetrahedral silicates (sorosilicates); framework silicates (tectosilicates); single- and double-chain silicates (inosilicates); ring silicates (cyclosilicates), and sheet silicates (phyllosilicates). Topaz is a nesosilicate, in which metal cations are packed tightly between silica tetrahedra. These tetrahedra are isolated with no direct silica-silica bonding. In the rigid nesosilicate crystal lattices, silica anions bond only to metal cations. In the topaz lattice configuration, each aluminum ion is surrounded by six silica tetrahedra (six coordination). Each silica tetrahedra is bound—covalently and ionically to aluminum ions, and ionically to fluorohydroxyl ions—in a repeating hexagonal structure, with the fluorohydroxyl ions nestled into spaces between the silica tetrahedra. This close atomic packing strengthens the ionic bonding. In turn, the ionic bonding reinforces the inherently strong covalent bonding to account for topaz’s hardness of Mohs 8 (much harder than quartz). Although topaz’s elemental components have light atomic weights (aluminum 26.98, silicon 28.09, oxygen 16.00, fluorine 19.00, and hydrogen 1.01), close atomic packing explains topaz’s relatively high specific gravity of 3.4-3.6. Topaz crystallizes in the orthorhombic system, which is characterized by three mutually perpendicular axes of different lengths. Minerals with complex chemistries or bonding arrangements, such as topaz, often crystallize in the orthorhombic system. Orthorhombic crystals are usually blocky in appearance, but growth conditions or chemistry can sometimes elongate one axis. In topaz, the varying proportions of fluorine and hydroxyl ions within the fluorohydroxyl radical create crystal shapes from nearly equant to medium-long prismatic. Although topaz’s atomic bonding is generally omnidirectional, relatively weak ionic bonding dominates one plane to create its perfect, one-directional cleavage. As an allochromatic mineral, pure topaz is colorless or white. The wide range of topaz colors is due to traces of nonessential coloring agents called chromophores and/or to the presence of color centers. Trace amounts of trivalent chromium ions (Cr$^{3+}$) deform the topaz crystal lattice in a manner that causes it to reflect pink, red, orange, and violet hues. The yellow, beige, sherry, blue, and brown topaz colors are caused by lattice defects called color centers, which result from abnormal crystal growth or exposure to natural geophysical radiation. In topaz, color centers form when fluorine ions are displaced from their normal lattice positions to create voids which trap electrons. Light then boosts these trapped electrons to higher energy levels; to return to their normal levels, they release excess energy as yellow, green, or blue light. When color centers are stable, topaz will retain its yellow-brown colors indefinitely. But stones with unstable color centers can fade from exposure to sunlight—do not store your topaz specimen in sunlight! The combination of chromium chromophores and color centers create the wide range of topaz colors. Topaz occurs primarily in granite pegmatites and rhyolitic cavities. Pegmatites are bodies of coarse-grained granite that formed when residual magma, often enriched with rare elements, cooled very slowly. Rather than quickly “freezing” into fine-grained granite, residual magma crystallizes on a fractional or mineral-by-mineral basis to form pods, lenses, pockets and irregular dikes. As residual magma slowly solidifies, gases can create vugs or mariolitic cavities that provide space for the growth of unusually large, well-developed crystals. In granite pegmatites, topaz is associated with beryl [beryllium aluminum silicate, Be$_3$Al$_2$(Si$_2$O$_8$)], quartz [silicon dioxide, SiO$_2$], tourmaline-group minerals (complex sodium aluminum borosilicates), microcline [potassium aluminum silicate, KAl$_2$Si$_2$O$_8$], muscovite [basic potassium aluminum silicate, KAl$_2$Si$_2$O$_8$(OH)$_2$], and albite [sodium aluminum silicate, NaAlSi$_2$O$_8$]. In the volcanic rock rhyolite, topaz is found in mariolitic vugs that formed from trapped gas bubbles within the rapidly solidifying magma. Fluorine-bearing gases given off during the later stages of the solidification of rhyolite can condense and crystallize as topaz to line cavity walls. Rhyolitic topaz is associated with the garnet-group mineral spessartine [manganese aluminum silicate, Mn$_3$Al$_2$(SiO$_4$)$_3$], bixbyite [manganese iron oxide, (Mn,Fe)$_2$O$_3$], and quartz. Topaz also occurs in massive form in granite, in high temperature hydrothermal veins, and in granular form in metamorphic gneiss. Because of its hardness and relatively high specific gravity, topaz can weather free from its host rock and concentrate in unconsolidated alluvial (placer) deposits, which are sometimes of commercial value. The Dana mineral classification number 220.127.116.11 first identifies topaz as a nesosilicate containing insular (unbound) (SiO$_4$)$^4-$ silica groups along with oxygen, hydroxyl and/or fluorine ions and/or water molecules. Topaz is subclassified (3) as having silica anions present in lattice coordinations of six. Topaz is then assigned to the topaz group (1) as the first (1) of two members. The other member is krieselite, a rare, basic aluminum gallium germinate mineral [(Al,Ga)$_2$(Ge,Ce)$_2$(OH)$_6$)]. Although not a silicate, krieselite is grouped with topaz because of its hydroxyl radical and anionic six-coordination. COLLECTING LOCALITIES Although topaz is widely distributed, few localities yield fine specimens. Our specimens were collected at the Maynard topaz claims at Topaz Mountain in the Thomas Range of Juab County, Utah. Nearby sources include The Cove, Garnet Basin, Solarwind Claim, Holterite Pit, Mile High Claim, Starvation Canyon, and Lookout Prospect. Other notable localities in the western United States are the Mineral Hills pegmatites in Crook County, Wyoming; the Ash Creek rhyolite outcrops at Hayden, Pinal County, Arizona; the Sawtooth granite batholith in the Sawtooth Mountains, Custer County, Idaho; and the Zapot Pegmatite in the Fitting district, Mineral County, Nevada. California sources, all in San Diego County, are the Blue Tourmaline Mine in Chihuahua Valley in the Warm Springs district; the Maple Lode Mine in the Aguanga Mountain district; and the Little Three, A.B.C., Cable, and Surprise mines in the Ramona district. Texas localities include the Streeter, Katemey, Grit, and Fredonia areas of Mason County; and the El Paso tin deposit in the Franklin Mountains of El Paso County. Colorado’s localities include the pegmatites at St. Peters Dome. and Crystal Park in El Paso County; Tarryrall Park and Spruce Run in Park County; White Mountain and Mt. Antero in the La Plata district, Chaffee County; and the Devil's Head district in Douglas County. In the eastern United States, topaz is found at Graves Mountain in Lincoln County, Georgia. Among Maine’s localities are the Pulsifer Quarry at Auburn, Androscoggin County; and the Bennett Quarry at Buckfield, the Lord Hill Quarry at Stoneham, and the Tamminen and Waishanen quarries at Greenwood, all in Oxford County. Connecticut sources include the Walden Gem Mine at Portland and the Hewitt Gem Mine at Long Hill in Middlesex County; and the State Route 111 road cuts and the Hubbard tungsten mine at Trumbull in Fairfield County. Among New Hampshire’s localities are the Ruggles Mine at Grafton, Grafton County; the Diamond Ledges site at Berlin, Coos County; and the Government Pit at Albany and Charles Ravine at Chatham, both in Carroll County. Virginia specimens come from the Rutherford pegmatite mines at Amelia County Courthouse, Amelia County; and the Herbb No. 2 Mine at Flat Rock, Powhatan County. In Europe, topaz comes from the Vittaniemi Pegmatite at Orivesi in the Eräjärvi area of Etelä-Suomen, Lääni, Finland; the Trevaunance Mine in the St. Agnes district, Cornwall, England; the San Nicolás Mine at Badajoz in Valle de la Serena, Extremadura, Spain; and the Suelo Mine on Mount Carmoscio near Baveno, Verbano-Cusio-Ossola Province, Piemonte, Italy. Russian topaz comes from the Murzinka Mine at Ekaterinburg, Urals Region; and the Spokoininskoye Mine at Orlovskoya, Eastern-Siberian Region. In Asia, specimens are collected in Tajikistan at the Mika Pegmatite in the Pamir Mountains, Viloyati-Mukhtori Gorno-Badakhshan; in Sri Lanka in the Balangoda gem gravels at Ratnapura, Sabaragumura; in Myanmar at Sakangyi and Pandaw near Mogok, Sagaing district, Mandalay Division; in Japan at the Takatori Mine at Nishi-ibaraki-gun in Ibariki Prefecture, Kanto Region, Honshu Island; and in Pakistan at Bulochi, Astore District, Northern Areas, and at the Sassi pegmatites in the Hunza Valley, Gilgit District, Baltistan. Brazil’s Minas Gerais state in the Southeast Region supplies most of the world’s gem topaz, from the Barra de Salina district near Coronel Muerta, the Xanda Mine at Virgem da Lapa, the Vermelho Mine at Saraminha, and the Dom Bosco Mine at Ouro Preto. Topaz is collected at the La Verde Mine at La Bella, Núño de Chavez Province, Santa Cruz Department, Bolivia; El Challén, Santa Cruz Province, Argentina; and the Pasto Bueno District mines in Pallasca Province, Ancash Department, Peru. Mexican specimens come from the Tepate and Lourdes Mines at Villa de Arriaga, San Luis Potosí. JEWELRY & DECORATIVE USES Its relative abundance, excellent transparency, hardness, moderate index of refraction, and pleasing colors make topaz an attractive and popular gemstone. Although softer than the corundum gemstones ruby and sapphire, topaz is considerably harder than those of quartz and beryl (emerald, aquamarine). Its hardness enables topaz to take a superb polish. Topaz’s index of refraction is a moderate 1.606–1.638. Index of refraction measures a crystal’s ability to refract light and thus produce brilliance and sparkle in cut gems. While less than that of ruby and sapphire (1.766–1.774), topaz’s refractive index is much higher than that of the quartz gemstones (1.544–1.553). The “classic” topaz colors are yellow-brown or yellow-orange. Natural, pale-blue and intense pink and pinkish-red hues are quite rare and valuable. Pink-red topaz, discovered in Russia’s Ural Mountains in the 1800s and initially available only to the Russian royal family, is known as “imperial topaz.” Topaz’s perfect, one-directional cleavage makes cutting difficult. Because of its cleavage and brittleness, topaz gems are easily chipped and must be handled carefully. Topaz gems are always faceted, usually in rectangular, baguette, octagon, oval, or other elongated shapes to maximize cutting retention of its prismatic crystals. The finest topaz gems are highly transparent and virtually free of inclusions. Topaz prices range from less than $100 per carat for small, yellowish stones to several hundred dollars per carat for intensely colored, yellow-orange stones. Topaz gems of three or more carats are the most popular. Four-carat, “imperial orange” (reddish-orange) gems cost about $1,000. The rare, intensely colored pink or reddish-orange stones can cost $1,000 per carat. With their broad color range, topaz gems and their look-alikes have acquired many misleading names. “Smoky topaz” is really smoky quartz, while “citrine topaz,” “Bohemian topaz,” “golden topaz,” “Madeira topaz,” and “occidental topaz” are all citrine (yellow quartz). Topaz gems are easily confused with the aquamarine, heliodor, morganite, and goshenite color varieties of beryl [beryllium aluminum silicate, Be$_3$Al$_2$Si$_6$O$_{18}$], the kunzite variety of spodumene [lithium aluminum silicate, LiAlSi$_2$O$_6$], varicolored sapphires [corundum, aluminum oxide, Al$_2$O$_3$], spinel [magnesium aluminum oxide, MgAl$_2$O$_4$], and zircon [zirconium silicate, ZrSiO$_4$]. To avoid confusion, true topaz gems are often referred to as “precious topaz.” Topaz crystals and collector gems can be surprisingly large. In 1965, a blue topaz crystal weighing 220 pounds was found in the Ukraine! The National Museum of Natural History (Smithsonian Institution) in Washington D.C. displays several cut topaz gems of more than 1,000 carats each. Arguably the most valuable topaz gem is the 70.4-carat, cherry-red stone displayed at New York’s American Museum of Natural History. The largest pink-red, imperial topaz gem weighs more than 80 carats. Blue topaz is extremely popular in jewelry. Because natural blue topaz is rare, virtually all blue topaz gems have been altered. The bombardment of inexpensive colorless or very pale topaz rough by high-energy electrons in cyclotrons or by neutrons in nuclear-fission reactors alters the topaz color centers (see “Composition”) to create beautiful, intense blue colors, which are then stabilized by secondary heat treatment. Because it is mass-produced, irradiated blue topaz is generally inexpensive. Irradiated, blue-topaz gems of five carats sell for only about $80. Heat treatment is also used to produce attractive light-red and purplish-red colors in pale sherry or yellowish-brown topaz. HISTORY & LORE Topaz has been known since antiquity, but the name originally referred to any yellowish gemstone. The name “topaz” stems from the Red Sea island of Topasos (now Zebriget). Interestingly, Zebriget was never a source of topaz, but of peridot, the greenish-yellow gem form of forsterite (magnesium silicate, Mg$_2$SiO$_4$), our December 2003 featured mineral, from the San Carlos Apache Reservation, Arizona. According to the Bible, the “Breastpiece of Judgement” worn by high priest Aaron of ancient Israel contained a topaz set as the middle stone in the first row of gems. The apostle John describes topaz as the ninth foundation stone of “the holy city, new Jerusalem, coming down out of heaven from God,” in Revelation chapter 21. The word “topaz” was first used in its modern context about 1740, when German chemist and mineralogist Johann Friedrich von Henckel (1678-1744) assigned that name to a specific mineral from the Schneckenstein deposits at Voigtländ, Saxony, Germany. The Schneckenstein deposits, known since the 1500s, were the most important source of gem topaz before the discovery of Brazil’s topaz pegmatites in the mid-1700s. In 1776, Andreas Sigismund Marggraf (1709-1782), a pioneer in analytical chemistry and a former student of von Henckel’s, confirmed that Schneckenstein topaz was, in fact, a new mineral species. In a paper titled “Findings on the Topaz of Saxony,” Marggraf wrote: The interior structure is compact but with thin leaf-like layers, which this gem has in common with diamond. It has a prismatic structure at four unequal angles; it is hard with a bright sparkle. Marggraf’s “leaf-like layers” referred to topaz’s perfect, one-directional cleavage. In the early 1800s, advanced analytical methods proved that the Schneckenstein specimens were basic aluminum fluorosilicate. In 1928, American chemist and physicist Linus Carl Pauling (1901-1994) used X-ray diffraction to define the atomic structure of topaz. Copyright 2010 by Richard & Cheryl Sittinger Mineral of the Month Club 1770 Orville Avenue Cambria, CA 93428 1-800-941-5594 www.mineralofthemonthclub.org In medieval times, topaz and other yellowish gemstones were believed to endow their wearers with intelligence, long life, and an attractive appearance, and to protect them from disease, poisons, and sorcery. According to modern metaphysical practitioners, topaz enhances one’s spiritual potential, increases intelligence and creativity, imparts wisdom and wealth, and is considered to be a strong healing and rejuvenating crystal. Blue topaz is believed to enhance communicative abilities and self-expression. Topaz is the birthstone for November and the symbolic gemstone for the 16th wedding anniversary. In 1989, the Utah legislature designated topaz from the Thomas Range of Juab County as the official Utah state gemstone. Both as cut gems and natural crystals, topaz has appeared on the Brazilian 1.30-cruzeiro stamp of 1977, the Soviet Union’s 2-kopeck stamp of 1963, and the 20-pfennige stamp of the German Democratic Republic (East Germany) of 1974. Topaz was featured on the cover of the January-February 1995 issue of the prestigious Mineralogical Record, which was devoted entirely to our featured mineral and contains an article on Topaz Mountain, source of our wonderful specimens. TECHNOLOGICAL USES Finely ground topaz (Mohs 8) is used as a specialty abrasive in whetstone compounds that require a specific abrasive hardness midway between that of quartz (Mohs 7.0) and corundum (Mohs 9.0). COMMERCIAL MINERAL COLLECTING: A RISKY BUSINESS Our topaz specimens were collected by one of the world’s foremost commercial mineral-collecting organizations—The Collector’s Edge of Golden, Colorado, who have conducted many previous field projects. This one, at Utah’s Topaz Mountain, seemed to have everything going for it: a proven, classic locality; beautiful and marketable specimens; and a top-notch group of professional collectors. But even though this project yielded many excellent specimens, it was considered a commercial failure because the costs of the venture exceeded the income from the sale of specimens—a risk that commercial mineral collectors always face. To mineral collectors, commercial mineral collecting, which combines travel, adventure, and the excitement of discovery, might seem like a dream job. And based on today’s high prices for mineral specimens, it might also appear to be a sure source of income. But commercial mineral collecting is actually a very risky business. To appreciate the degree of financial risk that commercial collectors face, consider the business’s five basic aspects: Feasibility Studies and Research, Planning and Outfitting, Field Operations, Specimen Preparation, and Marketing. Feasibility Studies and Research: The first step in a collecting project is assessing its economically feasibility or the probability of realizing a profit. This means determining whether or not the proceeds from the sale of the specimens will exceed the recovery and associated costs. Making this assessment requires extensive field experience and familiarity with the specimen market. Considerations include the marketability of the target mineral, the projected quantity and quality of the recovered specimens, the estimated market prices of the specimens, and the projected recovery costs. The element of financial risk becomes immediately apparent in the key word “projected,” because the quantity and quality of the specimens, and the full costs of recovering them, will be known only when the project is completed. Once a project is judged to be economically feasible, or “worth taking a chance on,” commercial collectors must conduct detailed studies of the geology, mineralogy, and mining or collecting history of the site. They must also acquire or negotiate the necessary leases or permits. At this point, costs have already accrued, because knowledgeable individuals have invested a considerable amount of time in time and travel. Planning and Outfitting: Once leases or permits have been obtained, commercial collectors must schedule the project; select the individuals to be involved; plan logistics that include everything from supplying food and water to maintaining on-site living quarters; lease or rent equipment such as excavators, compressors, pumps, drills, explosives, etc.; arrange for transportation and shipping; and address a host of many small but important details. Field Operations: In the field, operating expenses add up quickly. Equipment requires fuel, lubricants, maintenance, and often repair or replacement; personnel require salaries; and unexpected problems from adverse weather to equipment failure must be anticipated. Experience is critical in field operations, since supervisors must be able to provide accurate, on-the-spot interpretations of geological and mineralogical trends and adjust operations accordingly. Excavating or mining operations must often proceed very slowly to avoid destroying or damaging specimens. Recovered specimens are fragile and must be protected and specially packed for transport. And one very important factor that can neither be planned for nor purchased is luck. A few feet or even a few inches can make the difference between opening—or missing—a crystal-filled pocket that can make or break the project! Specimen Preparation: After field operations have been completed, considerable time, work, and expense must now be invested in sorting, cleaning, and trimming specimens before they can be marketed. Removing surface coatings through various means or artfully trimming the matrix so that a crystal sits more centrally on it can greatly increase a specimen’s value. Marketing: Specimens must be marketed in a manner that maximizes income, and that means contacting dealers, advertising, and exhibiting at gem-and-mineral shows, all of which incur additional expense. Pricing is critical and must be neither so high that it restricts sales, nor so low that it minimizes or even negates profits. When many specimens are involved, marketing can take years, thus precluding any hope of a quick return on the project investment. The Collector’s Edge collected our topaz specimens at Utah’s Topaz Mountain over a 10-week period of field operations in late 2009. Because of this project, many collectors are acquiring Thomas Range topaz for their mineral collections. Based on the quantity of the recovered specimens, however, The Collector’s Edge will not recoup its investment. Fortunately, The Collector’s Edge has many successful previous projects to fall back on, most notably the reopening of the Sweet Home Mine at Alma, Colorado, in the 1990s. That project, which lasted nearly a decade, yielded many extraordinary specimens of rhodochrosite [MnCO₃] worth several million dollars. (In 1997, owner Brian Lees kindly allowed us to tour this famous mine and gave us a tremendous discount on specimens so that we could feature Sweet Home rhodochrosite in our Club!) When it comes to commercial mineral collecting, the bottom line is that considerable financial risk is an inherent part of the endeavor. ABOUT OUR SPECIMENS As noted, our topaz specimens are from the Maynard topaz claims at Topaz Mountain in the Thomas Range of Juab County, Utah. Topaz Mountain is one of the premier mineral-collecting areas in the United States and a classic topaz locality. Located in west-central Utah, Juab County covers 3,400 square miles (twice the area of Delaware). Most of its population of 9,000 resides in or near Nephi, the county seat, at the eastern end of the county. The north-south-trending Thomas Range, 20 miles long and 10 miles wide, is located in central Juab County. Topaz Mountain, elevation 7,046 feet, marks the southern end of the range. Topaz Mountain’s precise location is 39.72° north latitude and 113.13° west longitude; it is 43 miles... east of the Nevada line and 90 air miles southwest of Salt Lake City. The nearest sizeable town, Delta, population 5,000, is 35 air miles to the southeast. The regional climate is arid, with cold winters and hot summers. The elevation at the base of Topaz Mountain is 5,500 feet. Vegetation is limited to sagebrush on the valley floors and groves of juniper in the higher elevations. As a part of the basin-and-range geological province that covers western Utah and adjacent Nevada, Juab County is geologically characterized by a north-south-trending network of crustal faults. Tectonic stresses have buckled many of these faults upward to form thrust-type ranges; other faults have served as conduits for erupting magma that formed volcanic ranges. The topography is dominated by minor, north-south trending ranges separated by arid, barren valleys. The Thomas Range is a relatively young volcanic range formed between six and eight million years ago by five dome-like flows of rhyolitic lava. Rhyolite, a high-silica, volcanic rock, is the extrusive counterpart of the intrusive rock granite. The light-gray, fine-grained Thomas Range rhyolite formed from a viscous, high-silica, fluorine-rich magma. As this magma cooled, late-stage volcanic gases altered the hardness of the resulting rhyolite and created mafiolitic cavities and conduits. Later, these cavities filled with superheated steam and fluorine- and silica-rich vapors which cooled, condensed, and crystallized as well-developed topaz crystals that lined the cavity walls. Subsequent weathering and surface erosion freed many of these topaz crystals and scattered them about the adjacent ground. While conducting a wagon-route survey across west-central Utah in 1858, U. S. Army Captain J. H. Simpson (1813-1883) made the first documented visit to Topaz Mountain. Simpson named the Thomas Range for then-Assistant Adjutant General of the Army Lt. Colonel Lorenzo Thomas (1804-1875). Accompanying Simpson’s expedition was geologist Henry Engelmann (1831-1899), who discovered the topaz crystals at Topaz Mountain. In 1884, Salt Lake City mining engineer Joshua E. Clayton collected at the site and sent topaz specimens to George Frederick Kunz (1856-1932), America’s first true gemologist, who described them as gem quality. The prominent American mineral collector Maynard Bixby (1853-1935) visited Topaz Mountain in the 1890s. Bixby staked several topaz claims which are still known today as the “Maynard claims” (the source of our specimens) and identified several new minerals, including bixbyite, which was named in his honor. He also found beautiful red hexagonal crystals, thinking he had discovered another new mineral. The crystals were named “bixbite,” but the name was later discredited when they were shown to be a variety of beryl. Horace Bushnell Patton (1858-1929), a Colorado School of Mines professor, surveyed the site in 1906 and published a report titled “Topaz of the Thomas Range, Utah” in the 1908 Bulletin of the Geological Society of America. In the 1930s, the noted Colorado collectors Arthur Montgomery (1909-1999) and Edwin J. Over (1903-1963) spent two seasons at Topaz Mountain collecting topaz, red beryl, and bixbyite. The full specimen potential of Topaz Mountain was finally realized in 1973, when University of Utah graduate student John Holfert (1949-) conducted field work for his master’s thesis in geology on Thomas Range minerals. While taking a break from collecting samples, Holfert reclined under the shade of some brush that had taken root in the otherwise barren hillside. To help sit up, he pressed down on a screwdriver—which penetrated the supposedly “solid” rhyolite up to its handle. Holfert later wrote: “I pulled out a section of brush and there, stuck to the roots, were two rather large, perfectly flawless topaz crystals. Thus began the most exciting mineral collecting adventure of my life. It turned out that the brush had grown into a large gas vent that had managed to break through the rhyolite to the surface. Over the next ten years, we mined this area and found spectacular specimens of topaz, bixbyite, and garnet pseudomorphs . . . magnificent clusters of topaz, some of the finest topaz specimens from the Thomas Range or the world.” Holfert is now a University of Utah professor and an authority on Topaz Mountain minerals. The rare mineral holfertite $[U_{1.75}TiCa_{0.25}O_{5.5}3H_2O]$, which he discovered at Topaz Mountain in 2003, is named in his honor. Topaz Mountain is the type locality for holfertite and another very rare Copyright 2010 by Richard & Cheryl Sittinger Mineral of the Month Club 1770 Orville Avenue Cambria, CA 93428 1-800-941-5594 www.mineralofthemonthclub.org mineral, weesite [(K,Na)$_2$(UO$_2$)$_3$(Si$_4$O$_{10}$)·3H$_2$O]. Other notable and collectible Thomas Range minerals include bixbyite [(Mn,Fe)$_2$O$_3$], specular hematite or specularite, [Fe$_2$O$_3$], the garnet-group mineral andradite [Ca$_3$Fe$_2$(SiO$_4$)$_3$], pseudobrookite [(Fe$^{3+}$)$_2$(Fe$^{2+}$)$_2$](Ti,Fe$^{3+}$)O$_5$, and the aforementioned rare, red variety of beryl sometimes called “bixbite.” Red beryl is better known from the Wah Wah Mountains in Beaver County, Utah, where our specimens were dug when we featured this extraordinary beryl variety in March 1999. The 2008 book “American Mineral Treasures” includes a chapter on “Red Beryl and Topaz” from Beaver and Juab counties, Utah, cementing their places among the United States’ greatest mineral localities. As explained in “Commercial Mineral Collecting: A Risky Business,” The Collector’s Edge collected our topaz specimens in late 2009 on the Maynard claims at Topaz Mountain. As you might imagine, these specimens were exhibited and widely acclaimed at the Tucson Gem & Mineral Show in February 2010. The sherry, yellow-brown, and brown colors of Thomas Range topaz are caused by color centers (see “Composition”) that formed from exposure to natural geophysical radiation emitted by uranium minerals. This color is unstable and can fade with prolonged exposure to bright sunlight—the reason that the loose crystals on the surface at Topaz Mountain are mostly colorless. Only crystals removed from intact cavities, such as our specimens, exhibit intense sherry, yellow-brown, and brown colors. Most crystals are a quarter-inch or less in size, but beautiful crystals more than two inches in length have also been found. Three types of topaz crystals occur here: transparent, gem-quality crystals; crude, “rough,” opaque crystals; and better developed “smooth,” opaque crystals. The opaque crystals, which contain as much as 20 percent silica as fine sand particles, are not gem quality, though they do make interesting specimens. In studying your specimen, first note the prismatic crystal shape, which is typical of rhyolitic topaz. The prism faces may or may not show faint, lengthwise striations. The prism cross sections exhibit a four-sided diamond-shaped cross-section typical of crystals of the orthorhombic system. Also note the complex, multi-faced terminations, in which the number of terminal faces often exceeds that of the prism faces. Your crystal has excellent transparency and may be of gem quality, meaning that it could be faceted into a gem. The color, a warm sherry with hints of red, is typical of Thomas Range topaz. The depth of this color indicates that these specimens have been recovered from intact cavities that have never been exposed to sunlight. Because their color centers are not stable, this color can fade with prolonged exposure to direct sunlight. To preserve its color, do not expose your specimen to prolonged periods of direct sunlight. The light gray, crystalline material on your topaz crystal is the host rhyolite. If you upgraded to a matrix specimen, note how the topaz has formed atop the rhyolite, meaning that a barren rhyolitic cavity was later coated with topaz by vapor deposition. This matrix has extremely fine grain with a glittery, sugary appearance, indicating that it formed from magma that had cooled very quickly. This rhyolite may even show the wavy flow patterns of the magma before it solidified. Think of your topaz-rhyolite specimen as a microcosm of Utah’s Topaz Mountain—one of the premier mineral-specimen localities in the United States! References: Dana’s New Mineralogy, Eighth Edition; Encyclopedia of Minerals, Second Edition, Roberts, et al.; Van Nostrand Reinhold; 2004 Fleischer’s Glossary of Mineral Species, Joseph Mandarino and Malcolm Back; The Curious Lore of Precious Stones, George Frederick Kunz, 1913, Dover Books reprint; Simon & Schuster’s Guide to Gems and Precious Stones, Cipiani, Borrelli, Lyman, 1999, Simon & Schuster Fireside Books; Mineralogy, John Sinkankas, Van Nostrand Reinhold; Gemstones of North America, John Sinkankas, Geoscience Press; Color Encyclopedia of Gemstones, Joel E. Arem, Van Nostrand Reinhold; “Topaz: A Mineralogical Review,” Michael A. Wise, Rocks & Minerals, January-February 1995; “Famous Mineral Localities: The Thomas Range, Wah Wah Mountains and Vicinity, Western Utah,” Lanny R. Ream, The Mineralogical Record, September-October 1999; “The Thomas Range Gemfields,” Lanny R. Ream, The Mineralogical Record, November-December 1999; February 2000 (Special Topaz issue); “Pink Topaz from the Thomas Range, Juab County, Utah,” Eugene E. Foord, William Chaiside, Frederick E. Lichtie and Paul H. Briggs, The Mineralogical Record, January-February 1995; “The Frugal Collector: Topaz,” Bob Jones, Rock & Gem, August 2006; “The Splendor of Topaz,” Kenneth H. Rohn, Rock & Gem, December 2005; “Finding Facet-Grade Topaz: Where Else but Topaz Mountain, Utah?” Squy G. Wallace, Rock & Gem, November 2003. Copyright 2010 by Richard & Cheryl Sittinger Mineral of the Month Club 1770 Orville Avenue Cambria, CA 93428 1-800-941-5594 www.mineralofthemonthclub.org	<urn:uuid:c5bba78c-21b5-449e-8a2f-2c36add81d3b>	CC-MAIN-2019-39	https://celestialearthminerals.com/wp-content/uploads/2014/08/Topaz-04-2010.pdf	2019-09-15T19:53:55Z	crawl-data/CC-MAIN-2019-39/segments/1568514572289.5/warc/CC-MAIN-20190915195146-20190915221146-00396.warc.gz	419,165,785	10,121	eng_Latn	eng_Latn	0.980252	eng_Latn	0.988495	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 3107, 7578, 11955, 16693, 20841, 25315, 29210, 33104, 37829, 42992 ]	[ 1.609375, 2.125 ]	1	0
Answer ALL Questions Part – A (10 x 2 = 20 Mark) 1. Find the root of the equation $ x e^x = 3 $ by bisection method? 2. Write the interpolation formula with equal intervals? 3. Classify the following P.D.E i) $ u_{xx} + 2u_{xy} + u_{yy} = 0 $. ii) $ x^2 u_{xx} - y u_{yy} = 0 $. 4. When we can use Bender Schimidt method? 5. Write the advantages of Dufort-Frankel method? 6. Write the explicit formula for hyperbolic equation? 7. What is meant by simulation? 8. What is meant by Tag numbers? 9. Compare the Convergence of Gauss Seidel and Gauss Jacobi Method? 10. State Rouche’s Theorem? Part B – (5 x 16 = 80) 11) Discuss briefly the property and modelling of Ferrous materials? (16) 12 (a) (i) Find the root by $ 4 \sin x = e^x $ by regular falsi method upto three decimal places. (8) (ii) Find the derivative of function $ f(x) $ \| X \| 1 \| 3 \| 5 \| 7 \| 9 \| 11 \| \|---\|---\|---\|---\|---\|---\|----\| \| f(x) \| 3 \| 14 \| 19 \| 21 \| 23 \| 28 \| By using Newton forward method. (8) 15 (a) A sample of 100 arrivals of customers at a retail sales depot is according to the following distribution. \| Arrival time \| 0.5 \| 1 \| 1.5 \| 2 \| 2.5 \| 3 \| 3.5 \| 4 \| 4.5 \| 5 \| \|--------------\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\| \| Frequency \| 2 \| 6 \| 10 \| 25 \| 20 \| 14 \| 10 \| 7 \| 4 \| 2 \| A study of time is required to service customers by adding up the bills, receiving payments and placing packages yield following distribution. \| Service time \| 0.5 \| 1 \| 1.5 \| 2 \| 2.5 \| 3 \| \|--------------\|-----\|-----\|-----\|-----\|-----\|-----\| \| Frequency \| 12 \| 21 \| 36 \| 19 \| 7 \| 5 \| Estimate the average percentage the customers waiting time and average percentage of ideal time of the server by simulation for next 10 arrivals. (Or) b) i) An automobile production turns out 100 parts a day but deviation occurs for too many cars. The production is more accurately described by the probability distribution given below \| Production/day \| 95 \| 96 \| 97 \| 98 \| 99 \| 100 \| 101 \| 102 \| 103 \| 104 \| 105 \| \|----------------\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\| \| Probability \| 0.03\| 0.05\| 0.07\| 0.10\| 0.15\| 0.20\| 0.15\| 0.1 \| 0.7 \| 0.05\| 0.03\| Finished products are transported across the bay at the end of each day by ferry. If the ferry has space for 101 cars, what will be average numbers of cars waiting to be shipped and what will be average number of empty space in the ship? Calculate it for 15 days?	<urn:uuid:538a4590-cf10-46e9-8d7e-7ae65d92c48a>	CC-MAIN-2023-23	https://library.annauniv.edu/qbank/151-160_125.pdf	2023-06-03T12:18:04+00:00	crawl-data/CC-MAIN-2023-23/segments/1685224649193.79/warc/CC-MAIN-20230603101032-20230603131032-00420.warc.gz	392,499,928	820	eng_Latn	eng_Latn	0.934179	eng_Latn	0.98577	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 1001, 2513 ]	[ 2.78125 ]	1	0
Obstacle Game Age: All ages Time: 1 hour + Setting: Outdoors & indoors Materials required: Hazard & Benefits card Background: Now that you have the ideal hedgehog home you need to find the perfect spot to place it! In this activity the students will get some background information on hedgehogs (provided by the educators) and must find the best location to place their new habitat. Before starting this activity we suggest you do other background activities that help students get to know hedgehogs; their habitats and lifecycle dependent on student’s level. We have a basic information sheet labelled ‘Get to know Spike’ you can use. Directions for activity: Indoor activity: Hedgehogs can travel large distances in one night (12 miles) to find food and a safe space to rest and make their home. (For older students you could work out on a map how far this is, is it as far as their own home to the school?) But they often encounter many dangers, it’s hard for them to get around when their environment is fragmented. To display this to the students, create an obstacle course in your classroom. To get to different areas students would have to pick a card (from the board game activity also included below) to see if they were lucky to pick a green or yellow leaf card. Anyone who gets a red card has to go back to the start. Otherwise use the maze cards included in this activity, answers are also provided. Outdoors: For this activity students will complete a survey of the school grounds to find suitable habitat zones from a hedgehog’s point of view. We suggest the educators pick out a few good and bad zones and facilitate students learning by getting them to compare. Once a prime spot has been chosen students can find some examples of how to improve the area to encourage hedgehogs and animals they predate on. You could have students try to spot animals that hedgehogs like to eat and plants they use. Top tip: We suggest splitting the activity in two, start off with the indoors activity and then move on outdoors. Otherwise each activity can be done separately. Extensions: - Design a sign to be placed around the hedgehog area to remind other students to be mindful. - Hibernating animals. Extension activity on seasons and what hibernation is, examples of animals that hibernate. How they keep insulated in winter, students could test different materials to work out which has the best insulation properties. - When the hedgehog home has been in place and you have a resident hedgehog, children can be taken around the grounds to try and spot hedgehog footprints. Write down any other interesting prints you find. \| Campfire \| Dog Bowl \| \|----------\|----------\| \| \| \| \| Dog Food \| Dog \| \|----------\|-----\| \| \| \| \| Fence \| Milk and Snacks \| \|----------\|-----------------\| \| \| \| \| Bird on Bush \| Bug Catcher \| \|--------------\|-------------\| \| \| \| \| Leaf \| Image \| \|------\|-------\| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| START [ Maze ] START Solve the mazes!	<urn:uuid:f626eb7d-4706-4d56-85fe-88bf699ad33f>	CC-MAIN-2024-10	https://www.herefordshire.gov.uk/downloads/file/24265/obstacle-game-science-activity-worksheet	2024-03-03T09:35:56+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947476211.69/warc/CC-MAIN-20240303075134-20240303105134-00041.warc.gz	783,738,751	677	eng_Latn	eng_Latn	0.999448	eng_Latn	0.999425	[ "eng_Latn", "unknown", "unknown", "unknown", "unknown", "unknown" ]	false	rolmOCR	[ 2645, 2964, 3135, 3152, 3159, 3177 ]	[ 3.875 ]	1	0
Level 1 Science, 2018 90940 Demonstrate understanding of aspects of mechanics 9.30 a.m. Thursday 15 November 2018 Credits: Four \| Achievement \| Achievement with Merit \| Achievement with Excellence \| \|--------------------------------------------------\|-------------------------------------------------------------\|-----------------------------------------------------------------\| \| Demonstrate understanding of aspects of mechanics.\| Demonstrate in-depth understanding of aspects of mechanics. \| Demonstrate comprehensive understanding of aspects of mechanics. \| Check that the National Student Number (NSN) on your admission slip is the same as the number at the top of this page. You should attempt ALL the questions in this booklet. If you need more room for any answer, use the extra space provided at the back of this booklet and clearly number the question. Check that this booklet has pages 2–11 in the correct order and that none of these pages is blank. YOU MUST HAND THIS BOOKLET TO THE SUPERVISOR AT THE END OF THE EXAMINATION. You may find the following formulae useful. \[ v = \frac{\Delta d}{\Delta t} \quad a = \frac{\Delta v}{\Delta t} \quad F_{\text{net}} = ma \quad P = \frac{F}{A} \quad \Delta E_p = mg\Delta h \] \[ E_k = \frac{1}{2}mv^2 \quad W = Fd \quad g = 10 \, \text{N kg}^{-1} \quad P = \frac{W}{t} \] QUESTION ONE The speed-time graph shows the motion of two runners in a 100 m race. ![Speed-time graph](image) (a) From the graph, which runner has the greater acceleration in the first 3 seconds? Explain your answer. Calculations are not required. Runner A accelerates to the speed of 8 ms$^{-1}$ during the first 3 seconds while Runner B accelerates to the speed of 7.5 ms$^{-1}$ during the first 3 seconds. This means that Runner A has an acceleration of 2 ms$^{-2}$ and B has an acceleration of 2.5 ms$^{-2}$, and therefore Runner A has a greater acceleration. (b) Using the graph, calculate Runner A’s acceleration during the first 3 seconds. \[ a = \frac{\Delta v}{\Delta t} \quad a = \frac{9}{3} \quad a = 3 \, \text{ms}^{-2} \] (c) (i) Use the information in the graph to compare the speed AND acceleration of Runner A and Runner B in the first 10 seconds. During the first 3 seconds, Runner A travels at a speed of $9 \text{ m s}^{-1}$ with an acceleration of $\frac{3}{10} \text{ m s}^{-2}$. Runner B accelerates to a speed of $10 \text{ m s}^{-1}$ in the first 4s, with an acceleration of $\frac{5}{2} \text{ m s}^{-2}$. But then from 3s to 10s (7s), Runner A travels at a constant speed of $9 \text{ m s}^{-1}$. From 4s to 10s (6s), Runner B travels at a constant speed of $10 \text{ m s}^{-1}$. (ii) Use the information in the graph and calculations to show which runner, Runner A or Runner B, finished the 100 m first. Runner A distance travelled = $(\frac{1}{2}bh) + (bh) + (\frac{1}{2}bh + bh)$ (in 12 s) $= (\frac{1}{2} \times 3 \times 9) + (8 \times 9) + (\frac{1}{2} \times 2 \times 2 + 2 \times 9)$ $= 13.5 + 72 + 20$ $= 96.5$ Runner B distance travelled = $(\frac{1}{2}bh) + (bh) + (\frac{1}{2}bh + bh)$ (in 12 s) $= (\frac{1}{2} \times 10 \times 4) + (6 \times 10) + (\frac{1}{2} \times 2 \times 2 + 10 \times 2)$ $= 20 + 60 + 22$ $= 102 \text{ m}$ $\therefore$ Runner B finished first. (d) Each of Runner A’s feet has a surface area of 200 cm$^2$ (0.0200 m$^2$), which sink into the track. Together, the feet exert a pressure of 13000 Pa. Calculate the weight of Runner A. $P = \frac{F}{A}$ $F = PA$ $A = 0.02 \times 2$ $= 0.04 \text{ m}^2$ $P = 13000$ $F = 0.04 \times 13000$ $= 520 \text{ N}$ QUESTION TWO Willow and her mountain bike have a combined mass of 82 kg. She accelerates at the start of a race at 0.80 m s$^{-2}$. (a) Calculate the net force acting on the bike and rider when accelerating. \[ F_{\text{net}} = ma \] \[ = 82 \times 0.4 \] \[ = 65.6 \, \text{N} \] (b) (i) Draw and label arrows on the diagram below to show ALL the forces acting on Willow and her bike when accelerating. ![Diagram](https://commons.wikimedia.org/w/index.php?curid=24096670) (ii) Explain the size of the forces involved when Willow and her bike are accelerating. When Willow is accelerating, the forces acting on her will be thrust and friction. If she is accelerating, the thrust force will be greater than the friction force, meaning that the forces are unbalanced. This means that there is a net force in the direction of movement, and she will be accelerating. (c) Willow had to choose between two ramps to ride her bike to the top of an incline. It takes less time to use Ramp B. (i) Is the work needed to get to the top of Ramp A more, less, or the same as the work needed to get to the top of Ramp B? Explain your answer. The work needed to get to the top of Ramp A is the same as the work needed to get to the top of Ramp B. The Work is $ W = Fd $ and although the distance travelled is different, the force needed would be greater on Ramp B which balances it out. (ii) Explain how the two ramps differ in terms of the force and power needed to ride up them. Calculations are not required. The force required to ride up Ramp B is greater than Ramp A as because its incline is higher, Willow would need to exert more force to be able to ride up it compared to Ramp A. In terms of the power, Willow will need less power to travel up Ramp A than B. This is because although the work done to ride up these ramps is the same, the time it would take would be longer. Time is inversely proportional to Power as $ P = \frac{W}{t} $. Therefore when the time increases, the power decreases. So, as the time it takes to ride up ramp A is longer than Ramp B due to it being longer (distance travelled is increased), the power needed to ride up then is less than Ramp B. Marama is snow skiing and uses a ski tow to get to the top of the slope. The ski tow pulls Marama up the slope to a height of 46.2 m. The combined mass of Marama and her ski gear is 62 kg. (a) Calculate the work done for Marama to reach the top of the slope. \[ W = F \cdot d \] \[ W = 620 \times 46.2 \] \[ F = mg \] \[ = 62 \times 10 \] \[ = 620 \text{ N} \] (b) It takes 525 s for the tow to pull Marama to the top of the slope. Calculate the power needed to get Marama to the top. For this question, ignore friction. \[ P = \frac{W}{t} \] \[ W = 28600 \] \[ t = 525 \] \[ P = \frac{28600}{525} \] \[ = 54.56 \text{ W} \] (c) Jake has a mass of 75 kg and is doing a jump. He has 3200 J of gravitational potential energy at the top of his flight. (i) Calculate his downward (vertical) speed just before he lands, assuming energy is conserved. \[ E_K = \frac{1}{2} m v^2 \\ v = \sqrt{\frac{2E_P}{m}} \\ v < \sqrt{\frac{2 \times 3200}{75}} \\ v = 9.2 \text{ ms}^{-1} \quad (1 \text{ dp}) \] (ii) Explain why Jake’s actual speed when he lands is slower than that calculated in part (i). Jake’s actual speed when he lands is slower because in part (i) we were assuming that energy is conserved which means that $ E_P = E_K $ as there is no friction. However, in real life some energy from the gravitational potential energy would be transferred into kinetic energy as well as heat energy because the heat energy is a result from air resistance as when Jake is (Extra space) Question Three continues on the following page. (d) Jake changes to his wide skis. The skis measure 10 cm in width compared with normal skis of 5 cm. Both sets of skis are the same length. Explain why Jake does not sink into the snow as much when he uses his wide skis. Calculations are not required. When calculating pressure (the spread of force over an area) we use the formula $P = \frac{F}{A}$. If Jake uses his wide skis they have a larger surface area as the width increases from 5cm to 10cm which will make the total surface area larger as the length remains the same. As area is inversely proportional to pressure, as the area of his skis increases, the pressure exerted by him and his skis onto the snow will decrease as his 3) ii) moving through the air he has to push air particles out of his way which causes some friction. This means that $E_p \neq E_k$ anymore as due to the energy being transformed into heat $E_k < E_p$. This would cause Take's speed to decrease as velocity is proportional to kinetic energy meaning that if it decreases his speed will as well. Therefore, making Take's actual speed slower than what was calculated in part (i). c) weight force also has remained constant. Therefore, when Take uses his wide skis he doesn't sink into the snow as much because the pressure has decreased. \| Subject \| Science \| Standard \| 90940 \| Total score \| \|---------\|---------\|----------\|-------\|-------------\| \| Q \| Grade score \| Annotation \| \| 1 \| E7 \| This question was well done with this candidate making one small mistake in adding the distance travelled by runner B. $20 + 60 + 22 = 102$ (not 104 as stated by this candidate) \| \| 2 \| E7 \| Again, this question was well done. However, in section (c ii) this candidate did not fully explain why the force was greater for Ramp B. If the work force stays the same and the distance decreases then the force must increase due to the equation $W = Fd$ with the distance in this instance being the distance up the slope. \| \| 3 \| E8 \| This question was very well done, well set out and well explained. It could have been done a little more concisely, however, it was a very good answer. \|	<urn:uuid:6daa9856-f5d6-46b7-ae7f-204a4f6a9c31>	CC-MAIN-2023-23	https://www.nzqa.govt.nz/nqfdocs/ncea-resource/exemplars/2018/90940-exp-2018-excellence.pdf	2023-06-03T11:43:43+00:00	crawl-data/CC-MAIN-2023-23/segments/1685224649193.79/warc/CC-MAIN-20230603101032-20230603131032-00419.warc.gz	997,723,660	2,593	eng_Latn	eng_Latn	0.939741	eng_Latn	0.993245	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ]	false	rolmOCR	[ 1157, 2205, 3710, 4585, 5897, 6538, 7443, 8134, 8721, 9600 ]	[ 3.359375 ]	2	0
A thin, elderly Buddhist monk stopped in the middle of a Saigon street on June 11, 1963. He was dressed in the usual manner of Buddhist priests: sandals and loose clothes that hung on him. His face was serious as he sat down and crossed his legs while several monks and nuns stood around him. One of them poured gasoline on his head; another lit a match. The monk put his hands together in prayer as his robe and then his body were consumed by a bright flame. Traffic stopped; shocked passers-by knelt in prayer. When an ambulance finally arrived on the scene the body remained on fire with only the heart still intact. In the summer of 1963 other Buddhist monks protested the policies of the U.S. backed Diem government. Some also set themselves on fire. The protests by these monks were only the "tip of the iceberg." They represented a deep-seated dissatisfaction with the government of Ngo Dinh Diem and his brother Ngo Dinh Nhu. The dissatisfaction was so great that it paralyzed all efforts to win the war against the Vietcong. Some examples of the reasons for the South Vietnamese unhappiness follow: - The jails were full of thousands of people, some communists, but others just enemies of the Ngo brothers. - The brothers were Catholic while most South Vietnamese were Buddhist. Catholicism was considered non-Vietnamese. It was the religion of the French who had conquered and ruled Vietnam. - In August, 1963 Diem's brother Nhu rounded up thousands of monks, nuns, students and ordinary citizens in a crackdown on Buddhist temples all over the country, touching off a wave of fury against the brothers. - To stop real or imagined plots against them, the Ngo brothers constantly moved generals from one army to another. They were most scared of generals who were popular with the soldiers. These were the men, the brothers thought, who might use the army to take control of the government away from them. The chiefs who the brothers appointed in the villages were hated. Many kept the money they were supposed to use for the hamlets. Anyone who complained could be considered a communist and thrown in jail. The government was so corrupt that everything had its price: a promotion in the army; a permit to build a building; a passport granting permission to travel outside of Vietnam. Hardly anything was done without money changing hands. Exit Diem and Nhu By 1963, President Kennedy and his advisors believed it would be impossible to win the war in Vietnam with Diem and Nhu running the country. After some discussion among his advisors, President Kennedy let the top American civilian leader in Saigon, Ambassador Henry Cabot Lodge, know that the U.S. would not object to having someone other than Diem and Nhu in charge of the government. Lodge passed the word to generals in Saigon. Caught in a series of contradicting instructions from President Kennedy, Lodge later described his role in the coup as having sowed the seeds on orders from Washington and then not having prevented their flowering. On November 1, 1963, Nhu and Diem learned of the last of a series of military plots to get rid of them. The brothers retreated to their underground shelter in the palace and made frantic telephone calls to generals, commanders, and loyal government officials. However, nobody promised they would help save them. Realizing they had lost all support, they appealed to Ambassador Lodge. Lodge informed the brothers that the U.S. might get them safe conduct out of the country, but no arrangements had been made to find a plane to fly them or a country that would accept them. The brothers decided to escape on their own. They fled through a mile long tunnel, and came out in a Catholic church where they were given communion. Shortly afterwards they were discovered by army plotters, thrown into the back of an armored car, and killed. Too Early to Celebrate Word quickly spread that the brothers were dead. Hearing the news, people poured into the streets, singing and dancing with great merriment. Jails were thrown open to free political prisoners; enemies of the regime came out of hiding, chefs prepared sumptuous feasts, and the bars filled with revelers. There was no denying that the people of Saigon were overjoyed that the hated Ngo brothers were gone. In Washington, DC, there was both shock and relief that Nhu and Diem had been eliminated. But less than three weeks later, on November 22, 1963, there was a far greater shock in Washington when President John Fitzgerald Kennedy was shot and killed in Dallas, Texas. As Americans mourned their much-loved leader, Lyndon Baines Johnson became President of the United States. Shortly after taking the oath of office, President Johnson made an important decision. He would continue the war in Vietnam until the V.C. were defeated. He did not plan to be the first American president to lose a war. From Bad to Worse Winning in Vietnam turned out to be much more difficult than Lyndon Johnson had ever imagined. The generals who had worked together to overthrow Diem and Nhu could not cooperate with one another to form an effective and stable government. For the next 19 months they played a power game. By shifting alliances with one another each sought to control the power and patronage that would allow them to give lucrative jobs to friends and relatives. No sooner would one group form a government than another would rebel and replace it. There were 7 different governments in Saigon in the 19 months from November 1963 to June 1965 producing a new set of leaders that would hold office on the average for fewer than three months at a time. While all this pushing and shoving was taking place in Saigon, no one in the countryside was minding the store. As a result, one strategic hamlet after another collapsed. Some were taken over by the Vietcong, but in many cases families of disgruntled peasants simply pulled up stakes and went back to the villages where they had lived all their lives. Meanwhile the Vietnamese army was even less effective than before Diem’s demise; American troops were playing a larger role in the war, pacification efforts were failing, and the Vietminh presence in South Vietnam was increasing. It was becoming increasingly obvious that the aid from the North and the lack of a coherent government action in the South was dooming the American war effort. Unless some changes were made, Ho Chi Minh would unite Vietnam under his leadership. President Johnson might still become the first American president to lose a war. The Goldwater Challenge 1964 was an election year in the United States. The Republican candidate, Barry Goldwater, charged President Johnson with not using enough force to win the war. In his acceptance speech before a jubilant Republican National Convention in San Fransisco, Goldwater reeled off a series of accusations that Johnson and the Democrats were ‘soft on Communism’. Charged by opponents with extremism, Goldwater countered with the ringing declaration that: > … Extremism in defense of liberty is no vice. While President Johnson did not want to be accused of not doing enough to win the war in Vietnam he was confronted by a growing chorus of anti-Vietnam war demonstrators who accused him of sending American boys to needlessly die in Asia. Beset by both sides of the debate over Vietnam, Lyndon Johnson needed an incident that would unite public opinion behind him. On August 2 and 4, 1964, it seemed that he had one which would suit his purposes. The Gulf of Tonkin Incident A few days after the event, Americans heard that an American destroyer, the USS Maddox, had been attacked by North Vietnamese PT (patrol torpedo) boats. It seemed there had been no cause for this attack, which took place outside the three mile limit that the French had claimed belonged to them when they ruled Indochina. The Maddox had escaped with one bullet hole but was forced to dodge torpedoes from three North Vietnamese boats. The fighting ended with one of the patrol boats sunk and the others badly damaged. President Johnson’s response to the August 2 incident was a restrained but hard warning to the North Vietnamese that another attack would lead to ‘grave consequences’. --- with the ascent of President Nguyen Van Thieu in June, 1965 some measure of stability was established and the same leader remained in power for ten years. Two days later another incident took place. The second event occurred at night, and involved two ships, the Maddox and another destroyer, the C. Turner Joy. These ships, it was reported, were attacked by North Vietnamese PT boats while they were in international waters (assuming North Vietnam still held to the 3 mile territorial limits claimed by the French.) This time, Johnson did not play down the incident. The Gulf of Tonkin Resolution Upon hearing of the second occurrence, President Johnson ordered a full-scale air attack on North Vietnam. The targets, chosen a long time before the incident, included 14 huge oil storage tanks, and the North Vietnamese 54 boat navy. About half the ships were destroyed. The day after these air strikes, President Johnson spoke to the nation on TV: The North Vietnamese have decided to attack the U.S. This fact is plain for all the world to see. If we do not challenge these attacks, they will continue… But this was not the first time they have provoked us For 10 years, three American Presidents, Eisenhower, Kennedy, and myself, have been trying to protect South Vietnam from the communist government of North Vietnam. All we have wanted to do is to have North and South Vietnam: - honor their international obligations - leave each other alone; - settle their differences peacefully; - try to better the lives of their people by fighting against poverty, disease and ignorance Peace requires that we and our allies stand tall against the attacks from North Vietnam. President Johnson then introduced the following resolution to Congress which had actually been in preparation since February 1964: Whereas ships from communist Vietnam, broke the rules of international law and attacked U.S. ships; Whereas these attacks are part of a plot of this communist country waging war against its neighbors… And whereas the U.S. is helping the people of Southeast Asia to protect their freedom and live in peace. Resolve that Congress agrees with and supports the President to take all needed steps to repel any armed attack against U.S. forces and to prevent further aggression by communist North Vietnam. Suggested Student Exercises: 1. What was the situation in South Vietnam and the U.S. during the eight-month period prior to the Gulf of Tonkin incident and how might it affect the war effort? 2. Do you agree with President Johnson's analysis of the situation in Vietnam as expressed in the Gulf of Tonkin Resolution? Explain. 3. Would you have voted for the above Resolution? Why or why not? Epilogue Congress voted overwhelmingly for the Gulf of Tonkin resolution. The vote was 89 to 2, in the Senate and there was not a single dissenting vote in the House of Representatives. President Johnson got what he had long desired during the Vietnam war: The power needed to do what he thought necessary to 'prevent further aggression' in Vietnam. In retrospect, one sees that President Johnson was not completely honest in his description of the events in the Tonkin Gulf. Was the Maddox in international waters when it was attacked? It was 10 miles from the shores of North Vietnam. Most countries claim their territorial waters extend to 12 miles. When the French ruled Vietnam, they only claimed 3 miles - and North Vietnam never officially declared their territorial waters. But China, its ally and neighbor in the North, claimed a 12 mile limit. Whether in international waters or not, the Maddox was on a support mission for South Vietnamese commandos. They were sent in PT boats to identify targets along the coast of North Vietnam. The Maddox was supposed to pick up signals of North Vietnamese radar. From this information Vietnamese and American military planners could find what parts of the coast were being defended. While the incident on August 2nd occurred pretty much the way it was reported, the second incident did not. On the night of August 4, 1964 the seas in the Gulf of Tonkin were rough; the crew was expecting an attack. Experts now believe that heavy seas made waves appear like PT boats on the radar screen. The bullets fired by the Turner Joy were probably shot at these phantoms. Captain Herrick of the Maddox had reported his doubts about the incident, saying his crew had not made any "actual visual sightings," and blamed the blips supposedly revealing enemy ships on "freak weather effects." President Johnson had been told that the second incident was probably a case of mistaken identity. That is not what he wished to hear. The President went ahead with the speech written before he learned the truth. One of his aids even said, "We don't know what happened, but it had the desired result." The outlines of the resolution had been written five months before the incident took place. The President had used the Gulf of Tonkin incidents to get what he wanted from Congress -- the power to expand the war in Vietnam. A Serious Question We know that President Lyndon Johnson had purposely misled (some would say lied to) the American people on the events in the Gulf of Tonkin. Their support for the U.S. government was asked on the basis of this misleading information. We know from previous chapters that the American people were not told the whole truth about Ngo Dinh Diem and Ngo Dinh Nhu, democracy in South Vietnam, the Strategic Hamlet Program, and the progress that was made in the Vietnam war. The events in this chapter necessarily give rise to two important questions. (1) does the President of the United States have the right to lie to the American people to give him/her the power to carry out policies he/she thinks are good for the country; and (2) if the government lies to the American people to get their support, are the people who were deceived by their government still morally bound to support its conduct of that war by paying taxes and fighting for it?	<urn:uuid:2f06ba3d-3340-4513-b57e-7b02e7597de3>	CC-MAIN-2024-10	http://www.digitalhistory.uh.edu/teachers/lesson_plans/pdfs/unit12_5.pdf	2024-03-03T10:33:11+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947476211.69/warc/CC-MAIN-20240303075134-20240303105134-00041.warc.gz	39,091,210	2,932	eng_Latn	eng_Latn	0.999246	eng_Latn	0.999346	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 1995, 5304, 8414, 10594, 10990, 14315 ]	[ 2.34375 ]	2	1
Yarrow is best known for its wound healing properties though it has many other gifts. The story of how it got its name comes from Greek mythology. The mother of the Greek warrior Achilles was a sea nymph named Thetis. Thetis wanted to protect her son Achilles so when he was a baby, she picked him up by the heel and dipped him in a vat of Yarrow. The only part of him that didn’t get protected by the yarrow was his heel. Hence the term Achilles heel to mean a vulnerable spot, or weak spot. It is clear from mythology that humans have been using Yarrow throughout history. Yarrow is circumboreal, meaning it can be found around the globe in North America, Europe, and Asia. It is a member of the Asteraceae or Composite family. It has a flat umbel of white flowers and blooms from spring to frost in the fall. The leaves are finely cut, feathery, and aromatic. It can grow up to 3 ft tall and in poor soils. Numerous tribes in North America used yarrow for a variety of ailments. The crushed plant was applied to wounds and burns. The leaves were dried for teas to treat colds, fevers, and headache. It is also used to treat digestive issues such as abdominal pain, flatulence, and dysentery. It is considered a diaphoretic and is used to sweat out fevers. It was used to brew beer in the Middle Ages in Europe. In China, the plant is considered good luck, and the stalks are used for divination in the I Ching, book of changes. It also has a history of being used to dye textiles. Yarrow contains chemicals that help stop stomach cramps and fight infections. It is commonly used to treat eczema, irritable bowel syndrome (IBS), and to treat fevers. The various effects may be due to the presence of a broad range of secondary active metabolites such as flavonoids, phenolic acids, coumarins, terpenoids (monoterpenes, sesquiterpenes, diterpenes, and triterpenes) and sterols which have frequently been reported in the Achillea species. A more thorough look at its chemistry can be found here on the National Library Medicine page. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3232110/ Yarrow’s long history of use and safety throughout the world makes it a great addition to your herbal apothecary. It is easy to grow and has been cultivated into many colorful varieties. It is found in fields and roadsides but makes an excellent addition to any garden. It is the wild white or pink varieties that are traditionally used for medicine making while the colored varieties make excellent fresh cut flowers and they hold up well as dried flowers.	<urn:uuid:77eef98e-21ce-4e2b-8788-9f32d52d821f>	CC-MAIN-2024-10	https://www.ctherb.com/uploads/1/0/4/9/10490439/herb_of_the_year_2024_yarrow.pdf	2024-03-03T08:42:34+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947476211.69/warc/CC-MAIN-20240303075134-20240303105134-00040.warc.gz	705,831,126	586	eng_Latn	eng_Latn	0.999001	eng_Latn	0.999001	[ "eng_Latn" ]	false	rolmOCR	[ 2549 ]	[ 2.421875 ]	1	0
The University of the State of New York 316TH HIGH SCHOOL EXAMINATION INTERMEDIATE ALGEBRA Wednesday, August 20, 1952 — 12 m. to 3 p. m., only Instructions Part I is to be done first and the maximum time allowed for it is one and one half hours. At the end of that time, this part of the examination must be detached and will be collected by the teacher. If you finish part I before the signal to stop is given, you may begin part II. Write at top of first page of answer paper to parts II, III and IV (a) names of schools where you have studied, (b) number of weeks and recitations a week in intermediate algebra previous to entering summer high school, (c) number of recitations in this subject attended in summer high school of 1952 or number and length in minutes of lessons taken in the summer of 1952 under a tutor licensed in the subject and supervised by the principal of the school you last attended. The minimum time requirement is four or five recitations a week for half a school year after the completion of elementary algebra. The summer school session will be considered the equivalent of one semester's work during the regular session (four or five recitations a week for half a school year). For those pupils who have met the time requirement the minimum passing mark is 65 credits; for all others 75 credits. For admission to this examination attendance on at least 30 recitations in this subject in a registered summer high school in 1952 or an equivalent program of tutoring approved in advance by the Department is required. Part II Answer three questions from part II. 26 Two positive numbers are in the ratio $1:3$. If the smaller is increased by 1 and the result is multiplied by the larger, the product is 12. $a$ If $x$ represents the smaller number, write an equation in $x$ that can be used to find the numbers. [3] $b$ Find, to the nearest tenth, the smaller of the two numbers. [7] 27 Solve the following system of equations and check the answers: [8, 2] $$2x + y = 7$$ $$x^2 + 2xy - y = 14$$ 28 Given the formula $R = \sqrt[3]{\frac{r^2 h}{1.33}}$. Using logarithms, find $R$ to the nearest tenth of an inch when $r = 49.3$ inches and $h = 37.2$ inches. [10] 29 $a$ Draw the graph of $y = x^2 - 3x - 1$ from $x = -1$ to $x = 4$ inclusive. [6] $b$ On the set of axes used in $a$, draw the graph of $x = y + 3$. [2] $c$ Estimate to the nearest tenth the coordinates of one of the points of intersection of the graphs made in answer to $a$ and $b$. [2] 30 Solve for $x$: $6x^3 + 7x^2 - 9x + 2 = 0$ [10] 31 $a$ Solve for $x$: $3^{3x+1} = 9^x$ [3] $b$ Solve for $x$ to the nearest tenth: $3^{2x} = 12$ [7] * This question is based upon one of the optional topics in the syllabus. Part III Answer one question from part III. 32 Write the equations that would be used in solving the following problems. In each case state what the letter or letters represent. [Solution of the equations is not required.] a The tens digit of a two-digit number exceeds the units digit by 2. If the number is divided by the sum of the digits, the quotient is 6 and the remainder is 3. Find the numbers. [5] b An airplane can fly 240 miles with the wind in 1 hour and 20 minutes, and 180 miles against the wind in 1 hour and 30 minutes. Find the speed of the plane in still air. [5] 33 Three numbers are in arithmetic progression and the common difference is 3. If 1 is subtracted from the first of these numbers, the second is left unchanged and 5 is added to the third number, the resulting numbers are in geometric progression. Find the numbers. [6, 4] Part IV Answer one question from part IV. 34 If the blank in each of the following statements is replaced by one of the words always, sometimes or never, the resulting statement will be true. Write the numbers (1)–(5) on your answer paper and opposite each number write the word that will correctly complete the corresponding statement. Given the equation $ ax^2 + bx + c = 0 $ in which $ a, b $ and $ c $ are integers. (1) If one and only one of the roots of the equation is zero, then $ c $ is ... zero. [2] (2) If $ b $ is zero, then the roots of the equation are ... real. [2] (3) If $ a $ and $ c $ are opposite in sign, the roots of the equation are ... imaginary. [2] (4) If the roots of the equation are real and if $ a $ and $ c $ are positive and $ b $ is negative, then the roots of the equation are ... positive. [2] (5) If $ \frac{1}{2}b $ is a mean proportional between $ a $ and $ c $, then the roots of the equation are ... equal. [2] 35 A train makes a daily run of $ m $ miles. One day, because of poor weather conditions, it makes the run at an average rate 5 miles an hour less than usual and arrives at its destination an hour late. Find in terms of $ m $ the usual rate of the train. [10] Fill in the following lines: Name of pupil..........................................................Name of school.......................................................... Part I Answer all questions in this part. Each correct answer will receive 2 credits. No partial credit will be allowed. 1 Find the positive root of the equation $6x^2 + 5x - 6 = 0$. 1................... 2 Write the expression $\sqrt{-81} - 4i$ as a single term. 2................... 3 Express $\frac{2}{3-\sqrt{2}}$ as an equivalent fraction with a rational denominator. 3................... 4 Solve the equation $\sqrt{x^2 - 15} = 5 - x$. 4................... 5 Solve for $w$ the equation $nw = s - w$. 5................... 6 Solve the following system of equations for $x$ and $y$: \[ \begin{align} 2x - y &= -14 \\ x - 3y &= -17 \end{align} \] $x$................... $y$................... 7 Simplify the fraction $\frac{a-b}{a^2-b^2}$ 7................... 8 A driver drove $m$ miles in $h$ hours and then increased his speed by $r$ miles an hour. Express the new rate in terms of $m$, $h$ and $r$. 8................... 9 Simplify the complex fraction $\frac{\frac{a}{b}}{\frac{1}{b}}$ 9................... 10 Find the sum of the first 16 terms of the progression 3, 7, 11, ... 10................... 11 Find two numbers which when inserted between 7 and 189 form with those numbers a geometric progression of four terms. 11................... 12 Find the sum of the infinite geometric progression 9, 3, 1, ... 12................... 13 Find the logarithm of 55.23 13................... 14 Find the number whose logarithm is 9.3085 — 10 15 A guy wire 15 feet long meets the ground at a distance of 11 feet from the foot of the pole to which it is fastened. Find to the nearest degree the angle that the wire makes with the ground. 16 Write the first three terms in the expansion of $(x - y)^7$. 17 If $x$ varies inversely as $y$ and $x = 3$ when $y = 20$, find the value of $y$ when $x = 5$. 18 Find the value of $4^{-\frac{1}{2}} \times y^0$ 19 Find the sum of the roots of the equation $2x^2 + 3x - 7 = 0$. 20 Find the product of the roots of the equation $3x^2 + x - 5 = 0$. Directions (21–25) — Indicate the correct completion for each of the following by writing on the line at the right the letter $a$, $b$ or $c$. 21 Given the straight lines whose equations are (1) $3x + 2y = 5$, (2) $6x - 4y = 10$, (3) $9x + 6y = 9$. The two lines which are parallel are (a) 1 and 2 (b) 1 and 3 (c) 2 and 3 22 The expression $2 \log a - \log b$ is the logarithm of (a) $2a - b$ (b) $\frac{2a}{b}$ (c) $\frac{a^2}{b}$ 23 The graph of the equation $4x^2 = 9y^2 + 36$ is (a) an ellipse (b) a hyperbola (c) a parabola 24 For the graph of the equation $ax^2 + bx + c = y$, in which $a$, $b$ and $c$ are integers, the $y$ axis is the axis of symmetry when $b$ is (a) negative (b) zero (c) positive 25 The discriminant of a quadratic equation whose roots are rational and unequal may be (a) $-64$ (b) 8 (c) 16	<urn:uuid:b1ca0d97-48d8-4aaa-aead-77b843ed4bba>	CC-MAIN-2017-17	http://jmap.org/JMAPRegentsExamArchives/INTERMEDIATEALGEBRAEXAMS/0852ExamIN.pdf	2017-04-28T21:53:14Z	crawl-data/CC-MAIN-2017-17/segments/1492917123097.48/warc/CC-MAIN-20170423031203-00450-ip-10-145-167-34.ec2.internal.warc.gz	213,964,289	2,211	eng_Latn	eng_Latn	0.937315	eng_Latn	0.993284	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 2731, 4839, 6420, 7922 ]	[ 3.75 ]	1	2
## BIG IDEAS - Choreographers use dance elements and composition skills to create innovative choreography. - Artistic intent and meaning are communicated through choreography. - Choreographers use a dancer’s body through which to translate movement ideas. - Dance engages us in artistic works from multiple perspectives. - Choreographers collaborate through critical reflection, creative co-operation, and the exchange of ideas. ## Learning Standards \| Curricular Competencies \| Content \| \|-------------------------\|---------\| \| Explore and create \| \| \| - Explore meaning in a variety of dance compositions \| Students are expected to know the following: \| \| - Use composition skills to create, critically refine, rehearse, and perform a choreographed dance \| - elements of dance \| \| - Demonstrate kinesthetic awareness of dance elements and techniques in a variety of genres and styles \| - skills specific to a technique, genre, or style \| \| - Expand and refine composition skills to convey a particular mood, meaning, or intent \| - anatomically and developmentally sound movement principles \| \| - Consider the interplay of movement, sound, image, and form to convey meaning in dance \| - kinesthetic and spatial awareness \| \| - Express and refine choreographic phrases by responding to stimuli \| - choreographic forms and structures \| \| - Manipulate dance elements, principles, techniques, vocabulary, and symbols to create and refine choreographic phrases and structures \| - choreographic devices \| \| - Create and perform movement motifs, phrases, dance compositions, and choreography in large-group, small-group, and solo contexts \| - principles of design \| \| - Select and combine choreographic forms, structures, and production elements to create meaning and express intent in dance compositions \| - dance notation \| \| - Consider audience and venue when composing, rehearsing, and performing \| - the role of dancers, choreographers, and audiences in a variety of contexts \| \| Reason and reflect \| - local, national, global, and intercultural performers, movements, and genres \| \| - Describe, interpret, and analyze dance works using discipline-specific language \| - the influence of time and place on historical and contemporary dance forms \| \| - Give, receive, and apply constructive feedback \| - innovative dancers and choreographers from a variety of genres, periods, and cultures \| \| \| - traditional and contemporary First Peoples worldviews and cross-cultural perspectives communicated through movement and dance \| \| \| - history and theory of a variety of dance genres \| ## Learning Standards (continued) \| Curricular Competencies \| Content \| \|-------------------------\|---------\| \| Communicate and document \| • ethics of cultural appropriation and plagiarism • safety protocols \| \| • Document and respond critically to rehearsal processes, dance experiences, compositions, and performances using technical vocabulary • Communicate and interpret ideas and emotions through dance • Use dance to communicate about and respond to local, regional, and national issues • Express personal experiences, cultural identity, and values through dance • Anticipate the impact of design choices on the audience and others \| \| Connect and expand \| \| \| • Demonstrate and refine the application of dance elements, principles, techniques, and language • Use leadership skills to inspire innovation in dance • Explore educational, personal, and professional opportunities in dance or related fields • Explore First Peoples perspectives and knowledge, other ways of knowing, and local cultural knowledge to gain understanding through movement and dance • Consider personal safety, safety of others, injury prevention, and physical health when planning, rehearsing, and performing choreography \| Big Ideas – Elaborations - translate movement ideas: requires dance literacy, which is the ability to read, write, notate, or otherwise communicate using dance language, vocabulary, and/or symbols Curricular Competencies – Elaborations - kinesthetic awareness: the body’s ability to coordinate motion and its awareness of where it is in time and space - composition skills: skills that guide a choreographer in the creation of a dance (e.g., selecting movement and motifs, phrasing, stating a theme, applying elements of dance and principles of design) - stimuli: the starting point for creating movement; stimuli for dance compositions can be auditory, visual, ideational/thematic, tactile, or kinesthetic - production elements: for example, music, costume, props, lights, set design - design choices: movement, music, theme, costume - related fields: for example, artistic production, financial management, marketing, design - ways of knowing: First Nations, Métis, Inuit, gender-related, subject/discipline-specific, cultural, embodied, intuitive Content – Elaborations - elements of dance: body, space, time, dynamics, relationships: - body: the primary instrument of expression in dance; what the body is doing (e.g., whole- or partial-body action; types of movement, such as locomotor and non-locomotor) - space: where the body is moving (e.g., place, level, direction, pathway, size/reach, shape) - time: how the body moves in relation to time (e.g., beat/underlying pulse, tempo, rhythmic patterns) - dynamics: how energy is expended and directed through the body in relation to time (quick/sustained), weight (strong/light), space (direct/indirect), and flow (free/bounded) - relationships: with whom or what the body is moving; movement happens in a variety of relationships (e.g., pairs, groups, objects, environments) - technique: - examples in modern dance: suspend, fall, breath, weight, oppositional pull, swing, contraction, spiral - examples in hip hop: grooving, isolations, rhythm, foot patterns, body rolls, freestyle - examples in ballet: positions of the feet and arms, turnout of the legs, barre and centre work, including plié, tendu, fondu, rond de jambe - genre, or style: for example, classical, contemporary, culturally specific - movement principles: including but not limited to mobility, stability, alignment, weight transfer, flexibility, strength, balance, coordination - choreographic forms and structures: the shape or structure of a dance; the orderly arrangement of thematic material (e.g., AB, ABA, rondo, canon, theme and variation, call and response, narrative) - choreographic devices: methods applied to change or develop movement (e.g., level, dynamics, retrograde, repetition, body part) - principles of design: unity, variety, repetition, contrast, sequence, climax, proportion, harmony, balance, transition - dance notation: the codified, symbolic representation of dance movement and form - place: any environment, locality, or context with which people interact to learn, create memory, reflect on history, connect with culture, and establish identity. The connection between people and place is foundational to First Peoples perspectives of the world. - cultural appropriation: use of a cultural motif, theme, “voice,” image, knowledge, story, song, or drama, shared without permission or without appropriate context or in a way that may misrepresent the real experience of the people from whose culture it is drawn - safety protocols: procedures to prevent harm or injury to self and others, including, for example, environment, biomechanics, clothing, and footwear	<urn:uuid:08dab055-fb57-4989-97ef-2d688bd81135>	CC-MAIN-2018-51	https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculum/arts-education/en_arts-education_12_dance-choreography_elab.pdf	2018-12-12T09:17:00Z	crawl-data/CC-MAIN-2018-51/segments/1544376823817.62/warc/CC-MAIN-20181212091014-20181212112514-00329.warc.gz	577,608,540	1,578	eng_Latn	eng_Latn	0.979156	eng_Latn	0.981228	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 2715, 3948, 5034, 7672 ]	[ 4.40625 ]	2	0
BIG IDEAS An artist’s intention transforms materials into three-dimensional art. Visual arts are an essential element of culture and personal identity. Refining artistic expression requires perseverance, resilience, and risk taking. Purposeful artistic choices enhance the depth and impact of artistic works. Aesthetic experiences have the power to transform our perspective. Learning Standards \| Curricular Competencies \| Content \| \|-------------------------\|---------\| \| Explore and create \| \| \| - Create three-dimensional (3D) artistic works using sensory inspiration, imagination, and inquiry \| Students are expected to know the following: \| \| - Take creative risks to demonstrate artistic possibilities, and cross-cultural perspectives \| • elements of visual art \| \| - Intentionally select and combine materials, processes, and technologies to convey ideas, and justify choices \| • principles of design \| \| - Create 3D artistic works for a specific audience \| • image development strategies \| \| - Express meaning, intent, and emotions through 3D artistic works \| • materials, technologies, and processes for 3D artistic works \| \| - Refine artistic skills and techniques from a variety of styles \| • creative processes \| \| - Examine contributions of traditional, innovative, and intercultural visual artists from a variety of movements, periods, and contexts \| • physical properties and impacts of various materials \| \| Reason and reflect \| \| \| - Recognize and engage in the reciprocal process of a critique \| • First Peoples relationship with the land and natural resources as revealed through 3D artistic works \| \| - Interpret and evaluate, using discipline-specific language, how artists use materials, technologies, processes, and environments in 3D art making \| • symbols and metaphors \| \| - Reflect on personal answers to aesthetic questions \| • roles and relationships of artist and audience in a variety of contexts \| \| - Reflect on the influences of a variety of contexts on artistic works \| • influences of visual culture in social and other media \| \| \| • traditional and contemporary First Peoples worldviews, stories, and practices, as expressed through 3D artistic works \| \| \| • contributions of traditional, innovative, and intercultural artists from a variety of movements, contexts, and periods \| \| \| • moral rights, and the ethics of cultural appropriation and plagiarism \| \| \| • health and safety protocols and procedures \| ## Learning Standards (continued) \| Curricular Competencies \| Content \| \|-------------------------\|---------\| \| Communicate and document \| \| \| - Document, share, and appreciate 3D artistic works in a variety of contexts \| \| \| - Demonstrate respect for self, others, and place \| \| \| - Express ideas and perspectives through 3D artistic works \| \| \| - Communicate cross-cultural perspectives through 3D artistic works \| \| \| - Investigate and respond to social and environmental issues through 3D artistic works \| \| \| Connect and expand \| \| \| - Create artistic works to reflect personal voice, story, and values \| \| \| - Create artistic works that reflect personal, cultural, and historical contexts \| \| \| - Explore First Peoples perspectives, knowledge, and protocols; other ways of knowing, and local cultural knowledge through 3D artistic works \| \| \| - Examine the reciprocal relationships between 3D artistic works, culture, and society \| \| \| - Evaluate personal, educational, and professional opportunities in visual arts and related fields \| \| \| - Connect with others on a local, national, or global scale through 3D artistic works \| \| \| - Demonstrate safe and responsible use of materials, tools, and work space \| \| Big Ideas – Elaborations - materials: any visual arts materials, ranging from traditional to innovative. The spectrum of materials available to artists is constantly evolving and open-ended. - Aesthetic experiences: emotional, cognitive, or sensory responses to works of art --- Curricular Competencies – Elaborations - sensory inspiration: ideas inspired by sensory experiences, such as the scent of pine needles or the sound of tires screeching - Take creative risks: make an informed choice to do something where unexpected outcomes are acceptable and serve as learning opportunities - styles: Works of art that share common visual characteristics can be described as belonging to the same artistic style. - movements: Art movements occur when groups of artists embrace a common philosophy, style, and goal, usually within a similar time frame (e.g., Renaissance, neoclassicism, Romanticism, impressionism, symbolism, post-impressionism, art nouveau, art deco, fauvism, expressionism, cubism, futurism, Dadaism, de Stijl, Bauhaus, constructivism, surrealism, social realism, abstract expressionism, Color Field, pop art, op art, land art, minimalism, Graffiti, post-modernism, modernism). - critique: age-appropriate feedback strategies (e.g., one-on-one dialogue, safe and inclusive group discussions, reflective writing, gallery walks) - environments: place-based influences on the creation of artistic work; art related to or created for a specific place - aesthetic questions: questions relating to the nature, expression, and perception of artistic works - variety of contexts: for example, personal, social, cultural, environmental, and historical contexts - Document: through activities that help students reflect on and demonstrate their learning (e.g., writing an essay or article, journaling, taking pictures, storyboarding, making video clips or audio-recordings, constructing new works, compiling a portfolio) - place: any environment, locality, or context with which people interact to learn, create memory, reflect on history, connect with culture, and establish identity. The connection between people and place is foundational to First Peoples perspectives on the world. - respond: through activities ranging from reflection to action - social and environmental issues: including local, regional, national, and global issues, as well as social justice issues - personal voice: a style of expression that conveys an individual’s personality, perspective, or worldview - ways of knowing: First Nations, Métis, Inuit, gender-related, subject/discipline-specific, cultural, embodied, intuitive - responsible use of materials: use of materials in an environmentally responsible way, including considering their level of biodegradability and potential for reuse and recycling Content – Elaborations - elements of visual art: colour, form, line, shape, space, texture, tone, value - principles of design: balance, contrast, emphasis, harmony, movement, pattern, repetition, rhythm, unity - image development strategies: processes that transform ideas and experiences into visual images (e.g., abstraction, compression, distortion, elaboration, exaggeration, gesture, figure, fragmentation, free association, juxtaposition, magnification, metamorphosis, minification, multiplication, point of view, reversal, rotation, simplification, stylization, thumbnail sketch) - materials: for 3D artistic works, includes ceramics materials (e.g., clay bodies, slip, terra sigillata, glazes, stains), wood, plastic, wire, paper pulp; single medium and mixed media - technologies: in visual arts, any visual image-making technology; for 3D artistic works, includes manipulating tools (e.g., pottery wheels, forms, chisels, drills, adzes, anvils), equipment for surface treatment and decoration (e.g., glue guns, knives, modelling tools, sieves, scales), equipment used in ceramic processes (e.g., kilns, slab rollers, pug mills, extruders), and the improvisational use of miscellaneous items - processes: for 3D artistic works, includes additive processes (e.g., clay hand-building, assemblage, stitching), subtractive processes (e.g., carving, sanding, filing, engraving), modelling processes (e.g., throwing, casting, hand-modelling), surface treatment processes (e.g., glazing, staining, embossing, fretwork, sgraffito, slip trailing) - creative processes: the means by which an artistic work (in dance, drama, music, or visual arts) is made; includes multiple processes, such as exploration, selection, combination, refinement, reflection, and connection - physical properties: for example, chemical changes in clay bodies and glazes, setting properties of plaster of Paris, softness or hardness of wood - impacts: for example, what tools are required, sequencing and timing required by certain materials, allowances for reduction in clay, how weight and strength affects balance of a sculpture - visual culture: aspects of culture that rely on visual representation - moral rights: the rights of an artist to control what happens to his or her creations (e.g., preventing them from being revised, altered, or distorted); students should understand when they can and cannot modify an image created by someone else - cultural appropriation: use of a cultural motif, theme, “voice,” image, knowledge, story, song, or drama, shared without permission or without appropriate context or in a way that may misrepresent the real experience of the people from whose culture it is drawn	<urn:uuid:58fadee1-2475-476a-967c-8e62679048b3>	CC-MAIN-2018-51	https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculum/arts-education/en_arts-education_12_studio-arts-3D_elab.pdf	2018-12-12T09:17:55Z	crawl-data/CC-MAIN-2018-51/segments/1544376823817.62/warc/CC-MAIN-20181212091014-20181212112514-00329.warc.gz	577,782,232	1,928	eng_Latn	eng_Latn	0.979308	eng_Latn	0.981204	[ "eng_Latn", "unknown", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 2579, 3919, 6804, 9546 ]	[ 4.28125 ]	2	0
ADDRESS EVERY WOMAN AS MOTHER His Divine Grace A.C. Bhaktivedanta Swami Prabhupada From five years old, if a child is trained to call all women as mother, then naturally his culture is different... This was the practice. Not only religiously, but morally. It is so good, to look upon all women as mother. That is the system still in India, any unknown woman who has no introduction with you, she is addressed with “mātājī”. She may be just like a daughter or a granddaughter, but still, as a respect to the woman, one would address her as mother, “mātājī”. This is the Indian system. Now some rascals have introduced “bhaginijī”, “sister”. But that is not śāstric. In the śāstra, all women except one’s wife should be addressed as mother. (Lecture in Los Angeles. 7 January 1974) Any woman except one’s wife is mother. It doesn’t matter whether she is elderly or young. Still in India, one can address any unknown woman with “mother”. The first relationship is mother. Now they have introduced “sister”, “bahinijī”. No, that is not Vedic etiquette. No “bahinijī”. We should learn this. Except for one’s one wife, all women should be addressed as “mother”. This is civilization. Then there will be no corrupt relations. If from the very beginning, you establish your relationship with other women as mother, then there is no question of another relationship. (Lecture in Los Angeles. 13 July 1974) One of the qualifications one must have to be considered a learned scholar is mātrvat para-dāresu — all women should be treated as mother. Nowadays it has been introduced in India, “bahinijī”. No. This is not the etiquette. The etiquette is to address every woman, never mind whether she is young or old, as mother. This is brahmacārī. (Lecture in Bombay. 5 April 1974) All women should be treated just like mother. Not like the present society. Formerly, every woman was addressed as mother, “mātājī”. And now they have invented “bahinijī”. No. Woman should be addressed as mother. Mātrvat para-dāresu. (Lecture in Vrindavan. 6 August 1974) At the present moment, they have invented the word “bahinijī”, “sister”. No. In the Vedic culture there is no such thing as “sister”. “Mother” — that is Vedic culture. Any woman is called “mother”, because mother is always respected. The brahmacārī would go to the householder’s house and address the ladies, “Mother, give us some alms.” So from the childhood, a brahmacārī is trained to address all women as mother. Therefore, when they are young they cannot see women in any other way. This is Vedic culture. (Lecture in Mayapura. 4 October 1974) Mātrvat para-dāresu — one should see all women as mother. But in this age, there is no education. Therefore, practically everyone is a mūḍha, not educated. He does not know how to look upon women. Woman should be looked upon as mother. ... In Northern India, they have introduced “bahinī”. No, this is not the etiquette. One should say, “mātājī”. This is Indian culture, not “bahinī”. (Lecture in Mayapur. 16 February 1976) A CONSTITUTIONAL INJUNCTION FOR EVERY BIRTH From Sri Bhaktyaloka By Srila Thakur Bhaktivinode Aspiring devotees should first take shelter of the lotus feet of a bona fide guru. Without taking shelter of a guru, one cannot achieve anything auspicious. There are two types of people — one having developed intelligence and one having undeveloped intelligence. Those whose intelligence is undeveloped are absorbed in the so-called happiness of this world. If by chance they get the association of a mahājana, then they also become intelligent. They consider, “How unfortunate I am! I’m always engaged in sense gratification. I’m passing my days hankering for material enjoyment.” This initial association with a great soul is also called association with the guru by hearing. By acquired good fortune, at this time faith is awakened. When faith is awakened, one endeavors for devotional service. Then it is essential for one to take shelter of the lotus feet of a guru. In this way by the influence of ones previous good works, performed knowingly or unknowingly, persons with undeveloped intelligence become intelligent and take shelter of the lotus feet of a guru. What type of guru one should take shelter of is explained in the sāstras: Someone who has conquered the six enemies beginning with lust, who is pure, who performs devotional service on the path of rāga, who is brahminical, who knows the clear path of the Vedas, whom śūdra can respect as guru, who is able to control the senses, who is merciful to all living entities, who is cultured, who is without duplicity, and who is truthful — such a householder is fit to be accepted as guru. All these qualities are considered in two ways. The principal quality of a guru is attachment to Krishna and detachment for what is not related with Krishna. All other qualities are secondary. That is why Sri Chaitanya Mahaprabhu has said in the Chaitanya-caritāmṛta (madhya 8.127): kībā vipra, kībā nyāsi, śūdra kene naya yei kṛṣṇa-tattva-cetā, sei ‘gurī’ haya Whether one is a brāhmaṇa, a sannyāsi, or a śūdra — regardless of what he is — he can become a spiritual master if he knows the science of Krishna. If one possesses this principal symptom of a guru, then he is eligible to be guru, even though he lacks one or two secondary symptoms. Being a brāhmaṇa and being a householder are counted as secondary symptoms. It is good if a person possesses these two secondary symptoms along with the principal qualification. But those who are defective in the principal symptom are unqualified to be guru, even though they possess the other two. As stated in Padma Purāṇa: mahābhāgavata śrestho brāhmaṇo vai gurur uṛṇāṁ sarveśāṁ eva lokanāṁ asau pūjyo yathā hariḥ mahākula-prasitā ‘pi sarva yañāse dīkṣitah sahasra-sākhā-dhyāyāi ca na guruh syād avaśyaṇvah Among all human beings, the brāhmaṇa who is a mahā-bhāgavata, or great devotee, is topmost and qualified as guru. He is as worshipable as Lord Hari. A non vaisyaṇa is never fit to be guru, even if he has taken birth in a great family, performed all sacrifices, and studied many branches of the Vedas. After finding a qualified guru, a faithful disciple should serve him with firm conviction and without duplicity. After pleasing the guru, one should accept initiation and kṛṣṇa-mantra. Those who are averse to taking initiation and only make a drama of kapāla-kīrtana, duplicitous chanting, while advertising themselves as vaisyaṇas certainly cheat themselves. It is not the duty of materialistic persons to renounce the process of initiation because a few great souls like Jada Bharata did not take initiation. Initiation is a constitutional injunction for every birth of the living entity. If initiation is not seen in the life of a perfected soul, it should not be taken as an example. General rules are not changed because something happens to a particular person in a special situation. Sri Dhruva Maharaja went to Dhruvaloka in his material body — seeing that, should one waste time hoping for the same? The general rule is a living entity gives up his material body and goes to Vaikuntha in his spiritual body. General rules should be accepted by people in general. Whenever and whatever is desired by the Lord, who is full of inconceivable potencies, only that happens. Therefore, we should never transgress the general rules. After pleasing the guru by serving him without duplicity, one should receive from him instructions on the absolute truth and initiation into the chanting of the holy name of the Lord. — From Sri Bhakti-rūpika pages 83-84. Translated by Sri Bhumipati Das. Edited and Published by Sri Pundarik Vidyaniidhi Das, Vrajraj Press. Vrindavan. 1996 Sin and Offense Srila Bhaktisiddhanta Saraswati Thakur Prabhupada Question: Are sin and offense the same? Answer: No. One commits sin by disobeying the rules of society, but one commits offense by showing disrespect to the lotus feet of Vishnu and vaisnava. Offense is a million times more dangerous than sin. Sin can be destroyed by atonement, but offense cannot be destroyed that way. Only by taking the all-beneficial names of Sri Sri Gaur-Nityananda, the friends of the fallen, can one make offense go away. — From Prabhupada Sarasvati Thakur. Mandala Publishing Group. Eugene Oregon. 1997. Pastimes in the Early Morning Sanat-kumāra Samhita 36.202-219 The Sanat-kumāra Samhita is an ancient literature that is quoted by many of our acāryas. Today only chapters thirty-six and fifty-five are known to exist. Chapter fifty-five narrates Krishna’s replies to Rukmini Devi when she asked Him to describe His Vrindavan pastimes. Chapter thirty-six consists of a conversation between Narada Muni and Lord Sadasiva discussing concern for the suffering of the living entities in Kali Yuga, meditation on Krishna, the process of worship of the Lord’s eternal associates, and bhajan in servitorship. At the end of the chapter, Vrinda Devi describes Krishna’s daily pastimes. Vrinda Devi spoke as follows: “Wakened by His mother in the early morning, Krishna rises from bed. He and Balaram brush Their teeth, and with His mother’s permission, Krishna eagerly goes to the cowshed to milk the cows. “Wakened by Her gopi companions, Sri Radha also rises from Her bed. She brushes Her teeth with a twig and Her sakhīs massage Her with fragrant oils. Then She goes to the bathing-room where Lalita and other gopīs give Her a divine bath. Next, She enters the decorating-room, where Her friends adorn Her with garlands, scents, oils, and many glittering ornaments. Then, after first taking permission from Radha’s mother-in-law, Yasoda calls Radha and Her friends to cook breakfast for Krishna.” Hearing this, Narada Muni asked, “O goddess, why does Yasoda call Radha to cook when Rohini and so many other expert cooks are present in her home?” Vrinda Devi replied, “The great sage Durvasa gave Radha a boon that She would be the best of cooks. This I heard from the mouth of Katyayani: > tvayā yaḥ pacyate devi tad-annam mad-anugrahāt > miśṭāni svādho-āmṛta-sparṣhā bhaktur āyuṣ-karaṇān tathā > [Durvasa said to Radha:] O goddess, by my mercy, whatever You cook will be more delicious than the nectar of the gods. It will increase the life of whoever eats it. (Text 209) “Thus Yasoda calls Radha to cook every day. Yasoda thinks, ‘Eager to eat this delicious food, my son will live a very long life.’ “Receiving permission from Her mother-in-law, Radha becomes very happy. Accompanied by a host of friends, She goes to Krishna’s home to cook. “Meanwhile, Krishna milked some cows and had some other boys milk the others. Then, called by His father, He and His friends return home. There the servants happily massage Krishna, bathe Him, dress Him in clean garments, garland Him, and anoint His body with sandalwood paste. Decorating His forehead and cascading down onto His neck and shoulders, Krishna’s curling black hair shines brilliantly. The servants make the moon of His forehead splendid with tilaka. Krishna wears jeweled armlets and bracelets on His wrists and His hands are adorned with jeweled rings. He wears a brilliant pearl necklace across His chest and dazzling shark-shaped earrings dangle from His ears. “Called again and again by His mother, holding the hand of one of His friends, Krishna follows Balaram into the breakfast-room. There, seated with His friends, He eats a breakfast feast of many different kinds of foodstuffs. He makes many jokes with His friends, and they all laugh together. The servants bring betelnuts. After sharing them with His friends and chewing some Himself, Krishna rests for a moment on a splendid bed. “While Krishna enjoys His pastime of eating breakfast, Radha watches. Afterwards, when Yasoda calls, Radha, accompanied by Lalita and other gopi friends, shyly have Their breakfast.” —Sūnāt-kānārā Samhītā. English translation by Sri Kusakratha Das. The Krishna Library. Culver City, California. —Sūnāt-kānārā Samhītā. Published by Sri Haridas Sastri. Vrindavan. 1997. Sanskrit PRAYER TO THE VAISHNAVAS Sri Radha Mohan Das In A History of Brajbuli Literature, the Bengali scholar Sukumar Sen writes: Radha Mohan was a great-grandson of Srinivas Acharya. He was born sometime about 1699 A.D. and died in 1778. Radha Mohan was one of the greatest vaisnava scholars of his time. When he was a young man, there arose an acute doctrinal difference between two schools of vaisnava thought. One school supported the doctrine of svākhyā [That the highest attainment in the conjugal mellow is experienced when the beloved relates to Krishna as her husband.] and the other the doctrine of parākhyā [That the highest attainment is experienced when the beloved relates to Krishna as her paramour]. This controversy came to such a head that an assembly of all the leading vaisnavas was called, and the leaders of the two schools were asked to discuss their doctrines publicly and to accept the judgment of the assembly. Radha Mohan was chosen as the leader of the parākhyā school. After a protracted and lively discussion, Radha Mohan vindicated the doctrine of his school, and was given a certificate to that effect, signed by all the vaisnava scholars present. This document was registered at the court of Murshidkuli Khan in March 1718. Radha Mohan lived at Malihati, a village a few miles distant from Katwa. He was the guru of Maharaja Nandakumar. Radha Mohan’s great work is the Padāmpta-samudra, an anthology of 730 vaisnava lyric poems, of which 185 belong to himself. (Dhānusāti-rāga) sakala vaisnava gosāi dayā kara more dante trya dhari kahe e dina pāmare O saintly vaisnavas, please be merciful to me! Holding a blade of grass in his teeth, a poor wretch speaks as follows: śrī-guru-carana āra śrī-kṛṣṇa-caitanya pāda-padmā pāyājāi more kara dhānya Please give me the great treasure of the attainment of shelter at the feet of the spiritual master and Sri Krishna Chaitanya. tomā sabāra karunā viñā ṛha prāpti naya viśeṣe ayogya muñi kahila niscaya Without the mercy of all of you, reaching such a goal is not possible. I speak of my disqualifications with certainty. vāčchā-kalpa-taru hao karunā-śāgara et ta bharaśā muñi dhari ye antara You are all wish-fulfilling desire trees and oceans of mercy. I have that faith in my heart. guṇa leśa nāhi mora aparādhāra simā ānāt uddhāryāi loke dekhāo mahimā I have not even a trace of any valuable quality, and I have reached the limit of offensiveness. In my deliverance, the world will understand your glories. nāma-saṅkirtana ruci āra prema-dhana e rādhā-mohana delha ha-īya sa-karuna Therefore, please kindly give to this Radha Mohan Das the gift of taste for the congregational chanting of the Lord’s holy names and the great treasure of ecstatic spiritual love. Bibliography —Jagadbandhu Bhadro. Gaura-pada-tarangini. Sri Gauranga Press. Calcutta. 1931. Bengali. —Sukumar Sen. A History of Brajbuli Literature. University of Calcutta. Calcutta. 1935.	<urn:uuid:16775e4c-a215-4def-b005-4feb4c4e1dc2>	CC-MAIN-2024-22	http://ebooks.iskcondesiretree.com/pdf/Sri_Krishna_Kathamrita_Bindu/Sri_Krishna_Kathamrita_-_Bindu095.pdf	2024-05-23T11:23:10+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971058625.16/warc/CC-MAIN-20240523111540-20240523141540-00839.warc.gz	10,682,932	3,892	eng_Latn	eng_Latn	0.986206	eng_Latn	0.99252	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 2598, 7189, 11614, 15020 ]	[ 2.25 ]	2	1
Note: All questions are compulsory for all Regular and Private students. Please follow the instructions given. Marks distribution for all students are as shown in question paper. The blind candidates will be given 60 minutes extra time. 1. Attempt any four questions of the following: (i) Who did not tell us what it would be like without trees? (a) The People (b) Villagers (c) Mother (d) Poet. (ii) What drove the scorpion inside the house? (a) Steady rain (b) Snake (c) Noise (d) Water. (iii) What did Shammi buy? (a) Washer-Woman (b) Washer-Man (c) Tongs (d) Policeman. (iv) What does the idiom ‘Ball is in your court’ mean? (v) What does the phrase ‘Beauty is in the eyes of Beholder’ mean? (vi) He resembles to his brother. (Correct the sentence) 2. Answer any three questions of the following: (a) What will be the result if the trees are not taken care of? (b) How did the peasants try to paralyse the evil ones? (c) What was the concern of Ameena for Hamid? (d) What did Lencho hope for? (e) What dream Aksionov’s wife saw a night before he was travelling? (f) Why did the author decide to open an account? 3. Do as directed: (any eight) (i) What does the idiom ‘Add fuel to the fire’ mean? (ii) What does the phrase ‘Beggars can’t be choosers’ mean? (iii) The glass of the window is broken. (‘glass’ is Countable or Uncountable Noun) (iv) It was he who is responsible for his blunder. (Which word is Impersonal Pronoun here) (v) He rarely ............... a pen, but he .............. one now. (Fill with the appropriate use, use) (vi) They (know) the result in a couple of days. (Put the Verb in Bracket in the Future Indefinite) (vii) The Gold is a precious metal. (Correct the sentence) (viii) The speaker requested to the people to be seated. (Correct the preposition if required) (ix) After the death of Jameel, Ahmed looked after the children. (Find out the Phrasal Verb in the sentence) (x) Ramesh was admitted in hospital. (Correct the preposition) (xi) Please give me a tea. (Correct the sentence) (xii) I get up early in the morning. (Change into Simple Past Tense) 4. Write an essay on ‘Use and Abuse of Social Media / Social Networking’. OR Write a letter to your friend congratulating him on his success in the examination. 5. Translate the following: महाविद्यालयों एवं विश्वविद्यालयों के छात्रों के असतोष से उपन्य अनुशासनहीनता का कारण उनकी यह टूट भावना है कि उनके व्यवस्था, राजनीति और प्रगति, अध्यापक और शिक्षाविद उनके विचारों एवं आकांक्षाओं की उपेक्षा करते हैं। उनकी अनुरोध की भावना ने विश्वविद्यालयों को और अधिक गंभीर करना दिया है। अब सही समय आ गया है कि उनकी वास्तविक समस्याओं का विश्लेषण एवं निराकारण करने के लिए वास्तविक प्रयास किये जाएँ और डोम कदम उठाये जाएँ। OR Draft your C.V. (Note: Don't mention your actual name)	<urn:uuid:f88946bd-0828-4895-bff3-d18ed7b68156>	CC-MAIN-2022-21	https://www.davvonline.com/papers/bcom-2-year-fc-p2-english-language-431-may-2019.pdf	2022-05-24T03:58:02+00:00	crawl-data/CC-MAIN-2022-21/segments/1652662562410.53/warc/CC-MAIN-20220524014636-20220524044636-00320.warc.gz	855,636,098	866	eng_Latn	eng_Latn	0.974911	eng_Latn	0.974911	[ "eng_Latn" ]	false	rolmOCR	[ 2905 ]	[ 2.9375 ]	1	0
PE Statement of Intent At BVGS we inspire all students to be become skilled, active, thoughtful learners with the deep knowledge and understanding to appreciate sport and exercise. Through regular participation, they will develop fundamental skills that will help to foster a lifelong enthusiasm for sport, increase awareness of the cultural benefits of living active healthy lifestyles and provide the foundation for both their academic and sporting life beyond school. Intent: 3Ps- Participation, Progression, Performance \| Year 7 \| Year 8 \| Year 9 \| KS3 PE Ethos 3Ps \| \|-----------------------------------------------------------------------\|-----------------------------------------------------------------------\|-----------------------------------------------------------------------\|----------------------------------------------------------------------------------\| \| 1. Select and apply some skills, actions and ideas appropriately. \| 1. Link skills and control with some accuracy and precision. \| 6. Perform combinations skills & techniques accurately and consistently.\| Students’ progress and build on key skills/techniques in a number of different activities that are both competitive and recreational, leading to increased and improved levels of performance. \| \| 2. Demonstrate balance, coordination and agility performing very basic skills. \| 2. Perform skills showing good balance, coordination and agility in some activities. \| 2. Consistently perform with good balance, coordination, and agility, and performing in a range of different activities. \| \| \| 3. Demonstrate a small range of tactical ideas in simple sporting tasks. \| 3. Select skills and tactics to have a positive effect on performance. \| 3. Use prior knowledge of skills and tactics to succeed in a variety of competitive and recreational activities. \| \| \| 4. Describe actions in their own performance and suggest something that could make it better. \| 4. Self and peer evaluate key parts of performance. \| 4. Compare and contrast their own performances by identifying strengths and weaknesses. \| \| \| 5. Warm up safely and give reasons and benefits of a warm up. \| 5. Explain why regular exercise is important for their health and well being. \| 5. Modify skills whilst performing in response to changing environments. \| \| \| 6. Explain some health benefits of exercise. \| 6. Write a short plan to lead and/or activities for themselves and others. \| 6. Plan and lead (with support) confidently plan, organise and lead (with support) to promote fitness and wellbeing. \| \| \| 7. Perform in activities where health related fitness is required. \| 7. Perform in activities where health related fitness is needed to perform at maximal levels. \| 7. Perform competently where health related fitness components are required. \| \| Assessment: Students will receive on-going formative assessment based on the KS3 mapping which highlight 20 elements of PE for development and progression. Summative assessments will take place termly in correspondence with KS3 PE curriculum allocation (approximately 18 core PE lessons an academic year). GCSE Content Fitness and Body Systems Health and Performance PEP GCSE Content Fitness and Body Systems Health and Performance PEP Curriculum Character (Sporting qualities and attributes) Leadership, Communication, Resilience, Etiquette, Enjoyment. THE SKILFUL PHYSICAL LEARNER 1. Balance 2. Coordination 3. Core Stability 4. Control & Precision 5. Agility THE LEARNER Skills Personal Learning and Performance Commitment, Enjoyment & Values THE CONFIDENT THINKING LEARNER 1. Tactic, Strategies and Composition 2. Exercise and Healthy Living Habits 3. Performance & Competition Rules 4. Decision Making 5. Leadership & Communication 1. Strength 2. Speed 3. Flexibility 4. Cardiovascular 5. Body Growth & Development 1. Confidence 2. Ambition & Resilience 3. Participation 4. Organisation 5. Etiquette (Fair Play) PHYSICAL EDUCATION KS3 Support and intervention 1. Knowledge organisers - Accessible resources so students can ‘find out more’ or get extra support. 2. Student and PE staff meetings - Advice and support for students below expected progress Year KS3 and those struggling with engagement in PE 3. Parental contact - Advice regarding activities and clubs externally that will help break down barriers to Physical Education and sport. 4. Differentiation within lessons. 5. Promotion of ‘Healthy and Active Lives’ - The positive emotional, social and psychological impact that PE can have alongside their studies. 6. Government and school led initiatives - Physical Education trips promoting government led schemes and initiative that highlight the importance of PE in school In addition students are encouraged to use the following resources to support their learning outside of lessons and broaden their knowledge and understanding of sport and participation that will help prompted an active and healthy lifestyle. Watching sports and documentaries: - Sky Sports News - World Cup and international games - Youtube - Sports documentaries - Olympics and World Championships Online research, quizzes and activities: https://www.bbc.co.uk/sport https://www.bbc.co.uk/bitesize/subjects/zxf3cdm https://www.si.com/ https://thesky.co.uk/https://www.sporcle.com/games/category/sports	<urn:uuid:47ca3a51-b59d-4933-bf58-abf6ef23afc0>	CC-MAIN-2022-21	https://bvgs.co.uk/wp-content/uploads/2021/12/PE-KS3.pdf	2022-05-24T03:36:48+00:00	crawl-data/CC-MAIN-2022-21/segments/1652662562410.53/warc/CC-MAIN-20220524014636-20220524044636-00325.warc.gz	202,820,366	1,106	eng_Latn	eng_Latn	0.971488	eng_Latn	0.978069	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 4754, 6173 ]	[ 4.0625 ]	1	0
The Indian Myna The Indian Myna is native to India and Southern China. It was introduced into Australia in 1862 to control insect pests in Melbourne market gardens. In 1883 it was taken to North Queensland, where it was thought it would control insect pests of sugar cane. Colonies establish in urban areas, where food is plentiful and, from there, invade the surrounding countryside to the detriment of our native fauna. Indian Mynas breed mainly in tree hollows, palms and under roofs. Anecdotal information suggests they reduce biodiversity by competing with our native species for nesting hollows, destroying their eggs and killing their chicks to commandeer nesting places. It takes a minimum of 100 years for tree hollows to form. Because of this and the ongoing clearing of rural and urban land, competition from the Indian Myna for these limited hollows adds to the difficulties native animals face. Indian Mynas breed from October to March, mate for life and can breed more than once a season. The large nests they build usually rot after they’re vacated, making that tree hollow unusable by our native birds. They also build dummy nests in adjacent hollows to protect a breeding territory. Indian Mynas can also evict small mammals like Sugar Gliders from hollows. This usually means a death sentence for the gliders because they have nowhere else to go. Correctly identify the Indian Myna The introduced Indian Myna is sometimes confused with the Australian native Noisy Miner. Indian Mynas are most often seen strutting around the ground looking for food scraps generally in places where humans gather and eat. School grounds, shopping centres, fast food outlets, outdoor eating areas, industrial areas, waste depots and BACKYARDS are some of their favourite haunts. They gather noisily in large numbers to roost (sleep), usually in trees and palms, and on structures such as bridges. Noisy Miner The Noisy Miner is an Australian native and, as such is protected. It is a honey eater and feeds on native flowering plants. Deny mynas feeding opportunities Indian Mynas are opportunistic feeders. Ensure that food scraps, PET FOOD and other food such as livestock and poultry feed are not accessible to mynas. Try to avoid feeding native birds as mynas will come looking for dropped pieces Most experts agree that it is not good practice to feed native birds as it can harm their health when fed unsuitable food, impacts on their ability to forage for food, changes their behaviour and increases aggression, they suffer with hunger if you move or go on holidays, and it impacts on natural selection - just to name a few reasons! Now there is another reason to avoid this practice. Trying to feed the native birds only encourages and nurtures the mynas, making them stronger, to breed faster and kill more of our native birds.	<urn:uuid:208872c0-0117-41cc-883f-c2196340e21b>	CC-MAIN-2019-43	https://basinvillagesforum.asn.au/page28/page2/files/page2_5.pdf	2019-10-17T23:50:08Z	crawl-data/CC-MAIN-2019-43/segments/1570986677230.18/warc/CC-MAIN-20191017222820-20191018010320-00171.warc.gz	398,468,496	583	eng_Latn	eng_Latn	0.997909	eng_Latn	0.997909	[ "eng_Latn" ]	false	rolmOCR	[ 2853 ]	[ 3.4375 ]	1	0
What is stickler syndrome? Stickler syndrome is a genetic disorder that causes joint, hearing, and vision problems. It affects collagen, the connective tissue of the body. Collagen is a main component of the eye’s cornea and sclera. Who is at risk for Stickler syndrome? Some people inherit Stickler syndrome from a parent. A parent with Stickler syndrome has a 50 percent chance of passing the disorder along to a child. However, other people have no family members who have Stickler syndrome. In those cases, a new change in their genes caused the syndrome. What are the eye symptoms of Stickler syndrome? Children with Stickler syndrome can have eye problems that are more common in older people. Nearsightedness. Children with Stickler syndrome are often born with severe nearsightedness. They can only see objects very close to them. Cataracts. Some children are born with cataracts, a clouding of the eye’s lens. Glaucoma. Children with Stickler syndrome can also get glaucoma. Glaucoma is a disease that damages the optic nerve. Eye Words to Know Cornea: Clear, dome-shaped window of the front of your eye. It focuses light into your eye. Sclera: The outer layer of the eye. This is the “white” of the eye. Lens: A clear part of the eye behind the colored iris. It helps to focus light on the retina so you can see. Optic nerve: A nerve at the back of your eye that connects to your brain. The optic nerve sends light signals to your brain so you can see. Retina: Layer of nerve cells lining the back wall inside the eye. This layer senses light and sends signals to the brain so you can see. Vitreous: Jelly-like substance that fills the middle of the eye. Retinal detachment. Detached retinas can also threaten the sight of children with Stickler syndrome. They should see their ophthalmologist immediately if they notice a sudden onset of: - floaters (small specks, dots, circles, lines or cobwebs in the field of vision) - flashes (flashing lights or lightning streaks in the field of vision) - dark shadows in their peripheral (side) vision. How is Stickler syndrome diagnosed and treated? An ophthalmologist diagnoses Stickler syndrome with a physical examination and medical history. A complete eye exam detects the problems associated with the syndrome. Sometimes, the clear gel that fills the eyeball has an abnormal appearance. This gel is the eye’s vitreous. The abnormal appearance is visible during an eye exam. Stickler syndrome cannot be cured, but ophthalmologists can treat eye problems due to the syndrome. Cataract treatment. Treatment for cataracts in infants varies depending on each patient’s condition. Surgery is usually recommended very early in life. Many factors affect this decision, including the infant’s health and whether there is a cataract in one or both eyes. If the child has a cataract in both eyes, it is possible that surgery may be delayed for years. Depending on their severity, it may never become necessary. But if only one eye has a cataract, the infant’s visual system can develop abnormally. If left untreated, serious vision problems and even vision loss can result. Retinal detachment. People with Stickler syndrome have increased risk for detached retina. They should be aware of detached retina symptoms in case they get one. If a detached retina occurs, surgery is necessary to reattach the retina. Glaucoma. Glaucoma due to Stickler syndrome is commonly treated with medicated eyedrops. Surgery may be needed in some cases. Nearsightedness. For severe nearsightedness, vision can often be corrected with glasses or contact lenses. Sometimes refractive surgery can help these cases of high myopia as well. Summary Stickler syndrome is a genetic disorder that causes joint, hearing, and vision problems. Children with Stickler syndrome can have eye problems that are more common in older people. These problems include severe nearsightedness, cataracts, glaucoma and retinal detachment. See an ophthalmologist immediately if someone with Stickler syndrome suddenly notices these signs: - floaters (small specks, dots, circles, lines or cobwebs in the field of vision) - flashes (flashing lights or lightning streaks in the field of vision) - dark shadows in their peripheral (side) vision Stickler syndrome cannot be cured, but ophthalmologists can treat eye problems due to the syndrome. If you have any questions about your vision, speak with your ophthalmologist. He or she is committed to protecting your sight. 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#2 - How are you? My Daily Reader Kit #5 #4 - The months My Daily Reader Kit #5 READ THIS IMPORTANT INFORMATION Read only one or two of these word/picture books to your child each weekday. Do read the same one or two books to your child until he becomes familiar with it. Say each word slowly, breaking its sound into manageable pieces. Spend only two to four minutes each weekday with these books. Read each one time. Give your child a hug for sitting with you. Use this book in a loving, caring way - never drill your child. WARNING: AS WITH ALL PAPER PRODUCTS, USE WITH PARENTAL SUPERVISION, MAKING SURE YOUR CHILD DOES NOT CHEW ON THIS BOOK. Also, keeping the book out of reach will help keep it special, something to be shared with Mom or Dad.. Remember this is a long term process but well worth the small amount of time it takes each weekday. Copyright 2003, 1987 How are you? Say each word slowly as you point to it What are the months of the year? Say each word slowly as you point to it I am fine thank you. Say each word slowly as you point to it The months of the year are Say each word slowly as you point to it rake January rake February hay For this word, use your finger to print each letter as you say it. March hay April hot dog May hot dog June castle July castle August plate September plate October Where do you live? Say each word slowly as you point to it November I live at December fish boat fish boat plant hammer plant hammer gate drill gate drill What is your phone number? Say each word slowly as you point to it pail My phone number is pail jam nut For this word, use your finger to print each letter as you say it. jam nut octopus radio octopus radio puppet men For this word, use your finger to print each letter as you say it. puppet men lemur women The lemur has a long tail. women lemur airplane whale airplane whale chimney roof chimney roof barn What is the weather today? barn The weather today is tent sunny tent cloudy belt raining belt snowing squirrel See you later. squirrel	<urn:uuid:1fe56dd4-461c-46b0-ad82-a613b35e4312>	CC-MAIN-2018-51	http://www.loveandlearning.com/Kit%205%20books2%20and%204%20original.pdf	2018-12-17T14:41:48Z	crawl-data/CC-MAIN-2018-51/segments/1544376828507.84/warc/CC-MAIN-20181217135323-20181217161323-00399.warc.gz	417,887,233	556	eng_Latn	eng_Latn	0.992753	eng_Latn	0.99223	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "unknown", "eng_Latn", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "eng_Latn", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "eng_Latn", "unknown",...	false	rolmOCR	[ 82, 880, 1008, 1140, 1155, 1171, 1251, 1263, 1277, 1292, 1306, 1322, 1340, 1356, 1426, 1447, 1458, 1470, 1485, 1500, 1512, 1525, 1600, 1626, 1704, 1714, 1730, 1746, 1827, 1840, 1854, 1889, 1906, 1923, 1939, 1954, 1966, 2000, 2027, 2040, ...	[ 3.578125 ]	1	0
The Battle of Fort Henry was fought on February 6, 1862, in western Tennessee, during the American Civil War. It was the first important victory for the Union and Brig. Gen. Ulysses S. Grant in the Western Theater. On February 4 and February 5, Grant landed two divisions just north of Fort Henry on the Tennessee River. (Although the name was not yet in use, the troops serving under Grant were the nucleus of the Union's successful Army of the Tennessee.) His plan was to advance upon the fort on February 6 while it was being simultaneously attacked by United States Navy gunboats commanded by Flag Officer Andrew Hull Foote. A combination of effective naval gunfire and the poor siting of the fort, almost completely inundated by rising river waters, caused its commander, Brig. Gen. Lloyd Tilghman, to surrender to Foote before the Army arrived. The surrender of Fort Henry opened the Tennessee River to Union traffic past the Alabama border, which was demonstrated by a "timberclad" raid of wooden ships from February 6 through February 12. They destroyed Confederate shipping and railroad bridges upriver. Grant's army proceeded overland 12 miles (19 km) to the Battle of Fort Donelson. The Battle of Fort Donelson was fought from February 11 to February 16, 1862, in the Western Theater of the American Civil War. The capture of the fort by Union forces opened the Cumberland River as an avenue for the invasion of the South. The success elevated Brig. Gen. Ulysses S. Grant from an obscure and largely unproven leader to the rank of major general, earning him the nickname "Unconditional Surrender" Grant in the process (using his first two initials, "U.S."). The battle followed the capture of Fort Henry on February 6. Grant moved his army 12 miles overland to Fort Donelson on February 12 and February 13 and conducted several small probing attacks. (Although the name was not yet in use, the troops serving under Grant were the nucleus of the Union's Army of the Tennessee[4]) On February 14, U.S. Navy gunboats under Flag Officer Andrew H. Foote attempted to reduce the fort with naval gunfire, but were forced to withdraw after sustaining heavy damage from Donelson's water batteries. On February 15, with their fort surrounded, the Confederates, commanded by Brig. Gen. John B. Floyd, launched a surprise attack against Grant's army, attempting to open an avenue of escape. Grant, who was away from the battlefield at the start of the attack, arrived to rally his men and counterattack. Despite achieving a partial success and opening the way for a retreat, Floyd lost his nerve and ordered his men back to the fort. On the following morning, Floyd and his second-in-command, Brig. Gen. Gideon J. Pillow, panicked and relinquished command to Brig. Gen. Simon Bolivar Buckner (later Governor of the Commonwealth of Kentucky), who agreed to accept the unconditional surrender terms offered by Grant.	<urn:uuid:791491cc-19ca-468f-868d-40439b58f4f8>	CC-MAIN-2018-51	http://www.ourconfederateheros.org/wp-content/uploads/2012/11/Battle-of-Fort-Henry-and-Donelson.pdf	2018-12-17T14:44:52Z	crawl-data/CC-MAIN-2018-51/segments/1544376828507.84/warc/CC-MAIN-20181217135323-20181217161323-00400.warc.gz	465,063,692	628	eng_Latn	eng_Latn	0.998389	eng_Latn	0.998389	[ "eng_Latn" ]	false	rolmOCR	[ 2919 ]	[ 2.859375 ]	1	0
THE NEXT GENERAL MEETING, First Thursday of each month, October to June, September exception -> second Thursday Thursday September 10, 7:30 pm AT THE CLUB HOUSE, THE CLUB HOUSE is: on the Lincoln Park Road, in the township of Georgian Bluffs, or {082535 Side Road 6}, or {217567 Concession 3 Side road, behind Gord Maher Centre} We won't be having a speaker for the September meeting. Instead we will be talking about club stuff, what we have done and plan for the future based on the suggestions of the majority of the membership so if you have any ideas or questions please plan to attend the meeting. Thanks Mike Prevost President. Presidents Message Here it is September and we start again, not that we haven’t been doing a lot of things over the summer. With the late start to the Salmon Derby we actually get to talk a little about what’s happening at the start which has been all positive so far. We have had more fish entered on the opening Friday and Saturday then last year. Currently a 20 pounder is leading with the leader for salmon or trout changing every day. Good crowds enjoyed great entertainment both nights and some 2200 people came out for our first fish fry. Kids day was another overwhelming success for the community thanks to our sponsors Tim Hortons and Sun Life Financial. This is the beginning of our end of year fall season. If you have any questions about your club the place to bring things up is at out general meetings at the appropriate time. Any member can ask a question about the club. If your question is a concern that is bothering you then you may want to act as a member who wants to support and improve the club by providing constructive criticism as opposed to vindictive criticism. A positive question usually gets a positive responsive. You should also consider that your opinions, however strongly felt, may not be shared by the majority of the membership. Something about democracy there. I recall the good old days when I was a general member and just came out to the meetings to see what was going on and learn some tips and share some stories. The long deceased Fred Hunt always seemed to put someone up at the front table on the spot but the issue always seemed to be settled with a laugh. I voted for my choices on the executive and figured if they were willing to the job then let them do it. I Continued on page 2 Many thanks to all those who helped out with boat draw sales around the city this summer. Chris Geberdt was telling me that our sales this year were about 500 books more than last year. Thanks again to everyone Brian Clements If I heard about something that just didn’t seem right my first reaction was to think well they, the executive, must have had a good reason for their decision and until I heard actual proof otherwise, not rumours, innuendoes or personal agendas, that was good enough for me. The club was growing and respected by the vast majority of the community. Funny how today we have more members then we ever had before. Guess we are doing something right. Mike Prevost, President The Tent went UP on the drizzly wet morning of September 26th, before 8am, an impressive crew of some 27 members of the Bruce Peninsula Sportsmen’s Association started to put together our 100 ft by 290 ft Derby tent that was up and standing by mid afternoon. This is not easy work as it is hard on the back and knees putting the canvas sections together and thanks to them I do not have to talk from experience. Thanks to Dennis Morton for organizing his club to once again make it happen. Jack Doherty was our SSA ambassador and I think he took that job on because he had a new captive audience to test out some of his unique ideas on. There will be a NON RESTRICTED course held at the Clubhouse September 23-25. Course begins at 6:30pm. Open to anyone 12 years or older. There will be a RESTRICTED course held at the Clubhouse October 3rd 9:00am. There will be a RESTRICTED course held at the Clubhouse October 17th 9:00am. DUE TO NEW ONTARIO REGULATIONS RESTRICTED COURSES ARE ONLY OPEN TO PERSONS YEARS OR OLDER To register for any of these courses call Bob Mckay at 519-534-0827. Cost to register $35.00 Cost of ANY Course is $50.00 for Members, $35.00 for Junior members, $85.00 for NON members, $50.00 for under 18 NON members. DOES NOT INCLUDE REGISTRATION FEE. FIVE PLACES ONLY for each course. IF I DON’T GET FIVE PEOPLE REGISTERED THE COURSE DOES NOT HAPPEN. These are the LAST courses that I will put on this year. There will be no more until the snow leaves. Swap Meet, SSA Sunday, November 1st. Buy, Sell, Trade 8:30 am till 12:30 pm Fishing rods and reels? Camping and boating equipment? Another rifle or shotgun perhaps? Need reloading equipment or supplies? Fitting yourself up in cowboy action gear? Or is it time to sell or trade some of those firearms and hunting or fishing gear that you don’t use anymore to make room for new toys? Then you need to come to Sydenham Sportsmen Club. You can bring anything you want to sell or trade sports related. Set up a table or share a table. Dicker for the sale price. Sit and chat about hunting or fishing stories. There will be coffee and donuts to purchase for a $3 donation or bring a lunch. There is no entrance fee and no table fee, but donations are always For more SSA Pictures: Connect to the SSA website using http://www.sydenhamsportsmen.com/ then click SSA Gallery Images (right side) Kids Fishing Day Nicholas Murdoch is proud of his catch. He was joined by many of his friends on this day. Many thanks to all the organizers and helpers who created many memories for our youth who represent our Conservation future! RSO Appreciation Day Birds and Burgs Saturday June 27th saw a number of Range Officers participate in the RSO Appreciation Day. The Trap competition saw no Olympic gold but all enjoyed sausage and grate dressed up hamburgers. Scores ranged from 6 to 23. Tim Lehay and Tyler Gerrard weren’t the best shooters but won the Grand Prize Lottery Draw. Thank you to all! Rick Murdoch Group June Changes in fishing success are often blamed on the drop in Lake Huron charter trips. Recent research reveals which fish species were most important and also suggests that fishing success was not the only reason for the decline. Chinook salmon can still be caught in Lake Huron but the fishery has shifted to walleye in some areas and a mix of salmon and trout species in others. The decline of Lake Huron’s charter fishery is well-documented. From 2002-2011, the number of trips taken from ports along Michigan’s sunrise side dropped by 51 percent. The loss of tourism was devastating for some lakeside communities. Volunteers - Thank you - The Sydenham Sportsmen’s Association would not function, if it were not for its many volunteers. Thank you to everyone that helps with our fund raising ticket sales, shooting range improvements, fish hatchery maintenance, wildlife projects, the Salmon Derby and the many other things that keeps our club going. The SSA Executive Thanks for the Help Thanks to everyone that came out to help unload the trailers and set things up inside the tent in time for the start of the derby. A number of committee members commented on what a difference the extra help made this year. Several new members came out to pitch in and introduced themselves responding to our email request for assistance. Little positive things like that can boost your morale when you’re getting tired. Hope to see you all when we have to pack everything away at the finish of the derby. Mike Prevost, President GREY COUNTY YOUTH OUTDOORS EXPO FOR 2015 For the Sydenham Sportsmen's Association members who are not fully aware of this exciting event, for youths aged 10 to 17, that was held on Saturday June 13 at our Club Properties. The following is a bit of background and information on this fun day for the kids. The organizing committee for the Youth Outdoors Expo believe that children have a keen interest in outdoor activities but need opportunities to be introduced to them in a "hands on" manner. To facilitate this introduction to the "Great Outdoors", the Youth Outdoors EXPO aims to offer children the opportunity to experience first hand several outdoor activities and instill the values of and appreciation for our natural heritage. This is a full day event for youths ages 10 to 17 to partake in a number of outdoor activities pertaining to hunting, fishing, environmental science and nature appreciation. The first one was held in 2006 and has been very successful ever since. This year at SSA we had 65 Youths attending along with 20 adult volunteers who participated in this free program, and everyone seemed to fully enjoy the day. There were five different events which all Youths had a chance to experience. The events were A) Archery:- all youths had archery training and hands on shooting, plus learning about the different types of bows and arrows. B) Rifle Range:- 22 Rimfire rifle training, safety and shooting, [there were some great marksmen and markswomen in the group]. C) Fishing:- learning to cast, fish anatomy, cleaning and most important of all frying and tasting the catch. D) Critter Dip:- Learning the habitat and what lives in the Sydenham River and getting some understanding of the ecosystem there, D) Birding:- bird sighting, bird identification, listening to the songs and trying to identify the different types etc, and lastly E) Dog Training: there use for hunting etc. Everything started at 9:00 am. with a BBQ lunch being served at noon and closing around 3:30. The youths even had some great prizes. Partners for Grey County Outdoors EXPO this year were as follows:- Saugeen Valley Conservation Authority, Saugeen Field Naturalists, Sydenham Sportsmen's Association, Ontario Federation of Anglers and Hunters Zone H, Grey Sauble Conservation Authority, Stewardship Grey Bruce, & Ministry of Natural Resources and Forests. We hope to see another great turnout for next year's event. Bill Douglas Alewife decline threatens Lake Michigan’s salmon fishery Squeezed between invasive quagga and zebra mussels competing for food at the bottom of the food web and ravenous salmon at the top, alewives are quickly disappearing from Lake Michigan. Great Lakes water levels at highest point in years Water levels in Lake Michigan are almost a foot higher than they were last year and are still rising. The Great Lakes hit record lows just a few years ago, creating wide beaches and shallow marinas. Monarch Manifesto I read an article in the Sun Times about efforts to bring back the declining population of Monarch Butterflies. The presence of milkweed plants is a big factor. In August our Wildlife Demonstration Area has a colourful array of wild flowers and of course flowering weeds. Scattered throughout are patches of Milkweed plants and there is a heavy concentration of them in the township road right of way in front of our Demo area. Unfortunately I could not find any Monarch chrysalis on the plants. Bob Hunt and Dave Hartrick build some butterfly shelter boxes to help protect any species in the area and provide them to other horticultural groups. Hopefully our small efforts will be part of a bigger successful program. Mike Prevost An Application Form may be obtained by using the link below. http://www.sydenhamsportsmen.com/ Top menu Bar -> Membership Just fill in the form, and mail to the address on the front page of this newsletter, c/o John Ford. FISH HATCHERY Rainbow Trout - The Rainbow trout number is sitting at approximately 63,000. Early Mortality Syndrome has taken its toll, but if the number of dead continues to drop, we should be past the worst. If there are no other major setbacks in the future, we should come close to the 60,000 yearling Rainbows we are planning to stock into the Sydenham. Brown Trout – 18,800 Brown trout fry are swimming in the hatchery tanks. Losses have been relatively low, and with an increase in growth rate from here on in, they should continue to do well. In spite of all the rumors and misinformation that are circulating, the hatchery operations are continuing as they always have. Rainbow trout and Brown trout are currently being raised in the hatchery, and at the end of September they will be joined by Chinook salmon. PERMIT TO TAKE WATER The Permit to Take Water Application was approved, and on August 2nd the actual permit was issued. There were no material changes from the last permit, other for dates and signatures. Permit No. 6688-9XCQ3N is now in effect for ten years, due for renewal on August 2nd 2025. COMMUNITY HATCHERY PROGRAM Shane Wood, the OFAH CHP Coordinator has taken a position in his families business and has resigned from his job with the OFAH. As a strong and energetic supporter of Community Hatcheries and the work they do, his help and input will be greatly missed. Shane’s replacement has been hired, from within the OFAH’s own staff. WEAVER PROPERTY PURCHASE Continues to be a Work In Progress. All parties are keeping in touch, although little has changed since the last time we met. Lack of information, or communication between the seller, his representatives, and local municipal authorities, has made movement forward at this time, a bit difficult. Once the information is provided, we expect to move relatively quickly on this. We are only a step or two away from the point where all parties can get down to serious negotiations. FUNDING APPLICATION RE WEAVER PROPERTY PURCHASE An application has been submitted to Bruce Power, seeking $50,000 that would be put towards our purchase of the Weaver Property. The terms of the program were rather broad, and didn’t specifically exclude this type of transaction. There is virtually no government program currently available that is willing to fund the purchase of land, so this was an option I decided to follow up on. The application has been accepted, but now all we can do is wait and see if it gets approval. OWEN SOUND MILL DAM Correspondence has been received from the MNRF and the Grey Sauble Conservation Authority, informing the SSA that the Owen Sound Mill Dam will be shut down the day after Thanksgiving (October 13th), in order for much needed repairs to be made to the main dam structure. A temporary dam will be installed upstream of the main gates, and all water will be directed through the mill race. The fish ladder will still be open and operating, but the mill race will not be available to us for egg collections. This shouldn’t be a problem, since we have usually completed egg collection before the Thanksgiving weekend anyway, and if not, we’ll have to make do with what we can get at the fish ladder end of the dam. SIDE CHANNEL SPAWNING BEDS A tour of the Spawning Channel behind the Grey Sauble Conservation Authority Building at Inglis Falls showed that it had deteriorated to the point where mere repairs would not improve productivity. At this point it is not being used for spawning purposes, but acts as a nursery for frys and fingerlings. The upper end sits directly on bedrock and can’t be lowered in any way to increase the flow of water through the channel. This means that at least one third of the channel at the upper end is lost to any possible spawning activity. The rest of the channel is filled with large rocks and whatever gravel is in the beds themselves, is cover with a thick layer of sediment. Continued on next page Where the lower end of the channel joins up with the river, there is a gravel and mud flat, resulting from material being flushed out of the channel, and a change in direction of the river’s flow. Short of a complete reconstruction of every structure in the channel, there is no way to make it suitable to spawning salmon or trout. The GSCA has no desire to rebuild, and prefers to maintain a nursery environment instead; cleaning the inlet end of the channel, to improve water flow as much as is possible. Time will tell as to how long this channel will be of any use to young fish in the area. STREAM ENHANCEMENT WORK OWEN SOUND SALMON TOUR Owen Sound Salmon Bus Tours – Owen Sound Salmon Tour / Thanksgiving Weekend – Both these projects are being worked on, and seem to be developing without any issues or major concerns. The Bus Tour Project is getting to the point where plans, scripts, materials and schedules are being finalized. GREY SAUBLE CONSERVATION AUTHORITY Low Water Response Team – The matter of finding an OFAH Representative for GSCA’s Low Water Response Team is now in the hands of the OFAH Zone H Executive. Dennis Wiseman SSA FAC --- SSA Emergency Fish and Wildlife Committee July 11, 2015 Keefer Creek Fish Rescue Present: Wayne Gallaugher, Ron Robb, Don Fosbury, Wally Cunningham, Bill Douglas, John Morneau Equipment: Two water tubs, two aerators, four nets chest waders, two ATV’s, one ATV trailer, camera (pictures taken by Ron Robb). The group met at John Morneau’s home at 9 am, from there we went to Paul Osadzuk’s property. All equipment was loaded into the ATV trailer, then rode about ½ mile to Keefer Creek. After netting 3 rainbow trout, all in good condition, and placing them in the water tubs, (with the aerator running). Ron and Wally quickly transported them to the mouth of Bothwell’s Creek at the Leith store where they were released. All the fish survived to spawn another day. While at Keefer Creek, we found more fish trapped in another location upstream and we will be getting MNR approval to rescue them soon. Time:: about 1 ½ hours Thanks to all participants for helping with this rescue mission. John Morneau., Co-chair. --- SSA Emergency Fish and Wildlife Committee July 23, 2015 Keefer Creek Fish Rescue Present: Rob LeGrand, Ron Robb, John Morneau Equipment: Two water tubs, two aerators, four nets chest waders, two ATV’s, one ATV trailer, camera (pictures taken by Ron Robb). The group met at John Morneau’s home at 9 am, from there we went to Paul Osadzuk’s property. All equipment was loaded into the ATV trailer, then rode about ½ mile to Keefer Creek. After netting 7 rainbow trout, all in good condition, and placing them in the water tubs, (with the aerator running), we quickly transported them to the mouth of Bothwell’s Creek at the Leith store where they were released. Six trout survived to spawn another day, and one trout died. Time:: about 3 hours Thanks to all participants for helping with this rescue mission. John Morneau., Co-chair. To date: 31 Rainbow Trout rescued- all spawning fish! Wiarton group helps “Partners in Conservation” Owen Sound, Ontario - Wednesday August 26, 2015 Members of Wiarton’s Bruce Peninsula Sportsmen’s Association lent helping hands Wednesday at the headquarters for the annual Owen Sound Salmon Spectacular. The Volunteer BPSA team helped raise the huge derby tent in the rain, in just 3 ½ hours. The tent, rented from Big Top Tent Rentals in London, is 340 feet long and 100 feet wide. It serves as headquarters for the 10-day Salmon derby, mounted annually by the Sydenham Sportsmen’s Association. This derby is the largest event of the year in Grey-Bruce. The “big fishing festival” attracts 4-thousand anglers to Owen Sound and Colpoy’s Bay near Wiarton. As many as 40-thousand people take part in festivities associated with the derby, which pumps millions of dollars into the Grey-Bruce economy. Bruce Peninsula club members say they are thrilled to help their neighbouring conservation club. Every year the two organizations work together on projects such as this big derby, and on efforts to keep our rivers and lakes well stocked with sports fish. Proceeds from the derby support conservation efforts across Grey-Bruce. The Salmon Spectacular, easily one of the most exciting events of the year in our region, runs August 28 to September 6 2015. On the final day, the Salmon Spectacular hands out more than 150-thousand dollars worth of prizes. Add in the free entertainment offered at the big tent and you surely have ten days of family fun for young and old. Good luck in your quest for “THE BIG ONE”. Submitted by Stu Paterson – Paterson Media, for the Bruce Peninsula Sportsmen’s Association. 519-534-5194 Stu Paterson PATERNER MEDIA "we get your message out" 519-534-5194 519-370-8054 Ontario's tallest tree is rooted in the Ottawa Valley CBC News - May 23, 2015 Eastern white pine is 47 metres tall, which reaches higher than a 13-storey building. The town of Arnprior, Ont., now has one tall order — the bragging rights to Ontario's tallest tree. Just west of Ottawa, Arnprior is home to a 47-metre tall eastern white pine tree, which reaches higher than a 13-storey building. ** Pollinators like the monarch butterfly, yucca moth, checkered beetle and mason bee are in decline. That’s why the 2.7 million acres (1.1 million hectares) protected by NCC is so important: it provides important habitat for these tiny, often overlooked workers. You can help this effort by making a contribution to the protection of this habitat from coast to coast. Pollinators are extremely important: not only are they responsible for one out of every three bites of food we eat, but they are vital in creating and maintaining the habitats and ecosystems that many animals rely on for food and shelter. Bees are one such important pollinator. Pollination is among the bee's most important roles. This, in turn, results in flowers getting pollinated! Prevent bear problems by removing all food sources As hard to believe as it might be, black bears see a bird feeder as a food source. Bird feeders, garbage cans and barbeque grills all are bear attractants that humans can control. Bears are more noticeable to people right now, as young bears are establishing their own territories. Bears typically mate in late June to early August, and the mother will kick out her yearlings in order to do so. Those yearling bears now are looking for new, unoccupied territory and will be roaming to find a new home. "Bears are looking for food and new territory," said Kevin Swanson, Department of Natural Resources wildlife management specialist with the bear and wolf program. "While we might not think of bird feeders and trash cans as food sources, a hungry bear certainly may." Bird seed is especially attractive to bears because of its high fat content and easy access. Once bird feeders are discovered, bears will keep coming back until the seed is gone or the feeders have been removed. Bears are capable of remembering reliable food sources from year to year. "The majority of complaints we receive about nuisance bears involve a food source, and these issues tend to rise in years when natural food availability is low," Swanson said. "The easiest thing people can do to avoid creating a problem is to take in their bird feeders and store other attractants, like grills, trash cans and pet food, in a garage or storage shed." Bears that are rewarded with food each time they visit a yard can become habituated to man-made food sources. This can create an unsafe situation for the bear and become a nuisance for landowners if a bear continuously visits their yard during the day and repeatedly destroys private property in search of food. Those who have taken appropriate actions to remove food sources for a period of two to three weeks, but are not seeing results, should contact the nearest DNR office and speak with a wildlife biologist or technician for further assistance. Great Lakes Fish Finder app The Great Lakes Fish Finder app is an interactive field guide. Look up and identify fishes, submit sightings, and join a community of enthusiasts to help you classify your finds. The app is available as a free download in the Apple and Google Play stores. The app includes the Great Lakes Guide to Fishes, which was created by experts from Shedd Aquarium. The guide is intended to help people identify fishes from the Great Lakes, focusing on species that people are most likely to come across, as well as a sample of fish diversity. Two hundred species of fishes call the Great Lakes home. Some are so common that just about everyone has heard of them. Some are so rare that only a handful of biologists have seen them in the wild. And some are popular to catch and eat, supporting a multibillion-dollar industry. 2 Asian carp found in ponds near Toronto waterfront Asian carp, reviled as the vanquishers of native aquatic species and seen posing a huge ecological threat, have somehow found their way into Lake Ontario.	<urn:uuid:fbfec2e5-c735-4f97-ab69-1ebf576d0722>	CC-MAIN-2023-50	https://www.sydenhamsportsmen.com/wp-content/uploads/September2015Sportsman.pdf	2023-12-03T14:22:17+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100508.23/warc/CC-MAIN-20231203125921-20231203155921-00502.warc.gz	1,131,601,410	5,345	eng_Latn	eng_Latn	0.99826	eng_Latn	0.998726	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 2376, 4565, 5456, 7610, 11520, 15482, 18601, 20751, 24588 ]	[ 0.81640625, 2.125 ]	1	0
\| PA Common Core Standard \| Common Core State Standard \| PA Academic Standards \| \|-------------------------\|----------------------------\|-----------------------\| \| CC.2.1.K.A.1 \| K.CC.1 \| 2.1.K.A \| \| Know number names and write and recite the count sequence. \| Count to 100 by ones and by tens. \| Demonstrate the relationship between numbers and quantities, including rote counting, one-to-one correspondence, and counting by tens, and comparing values of whole numbers up to 20. \| \| CC.2.1.K.A.1 \| K.CC.2 \| 2.1.K.A \| \| Know number names and write and recite the count sequence. \| Count forward beginning from a given number within the known sequence (instead of having to begin at 1). \| Demonstrate the relationship between numbers and quantities, including rote counting, one-to-one correspondence, and counting by tens, and comparing values of whole numbers up to 20. \| \| CC.2.1.K.A.1 \| K.CC.3 \| 2.1.K.A \| \| Know number names and write and recite the count sequence. \| Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). \| Demonstrate the relationship between numbers and quantities, including rote counting, one-to-one correspondence, and counting by tens, and comparing values of whole numbers up to 20. \| \| CC.2.1.K.A.2 \| K.CC.4 \| 2.1.K.A \| \| Apply one-to one correspondence to count the number of objects. \| Understand the relationship between numbers and quantities; connect counting to cardinality. \| Demonstrate the relationship between numbers and quantities, including rote counting, one-to-one correspondence, and counting by tens, and comparing values of whole numbers up to 20. \| \| CC.2.1.K.A.2 \| K.CC.4a \| 2.1.K.A \| \| Apply one-to one correspondence to count the number of objects. \| When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. \| Demonstrate the relationship between numbers and quantities, including rote counting, one-to-one correspondence, and counting by tens, and comparing values of whole numbers up to 20. \| This crosswalk is designed to assist educators as they align curriculum to PA Common Core. The alignments are primarily based upon content, as rigor from one standard to another may vary. \| PA Common Core Standard \| Common Core State Standard \| PA Academic Standards \| \|-------------------------\|----------------------------\|-----------------------\| \| CC.2.1.K.A.2 \| K.CC.4b \| 2.1.K.A \| \| Apply one-to-one correspondence to count the number of objects. \| Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. \| Demonstrate the relationship between numbers and quantities, including rote counting, one-to-one correspondence, and counting by tens, and comparing values of whole numbers up to 20. \| \| CC.2.1.K.A.2 \| K.CC.4c \| 2.1.K.A \| \| Apply one-to-one correspondence to count the number of objects. \| Understand that each successive number name refers to a quantity that is one larger. \| Demonstrate the relationship between numbers and quantities, including rote counting, one-to-one correspondence, and counting by tens, and comparing values of whole numbers up to 20. \| \| CC.2.1.K.A.2 \| K.CC.5 \| 2.1.K.A \| \| Apply one-to-one correspondence to count the number of objects. \| Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. \| Demonstrate the relationship between numbers and quantities, including rote counting, one-to-one correspondence, and counting by tens, and comparing values of whole numbers up to 20. \| \| CC.2.1.K.A.3 \| K.CC.6 \| 2.1.K.A \| \| Apply the concept of magnitude to compare numbers and quantities. \| Compare numbers. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. (Include groups with up to ten objects.) \| Demonstrate the relationship between numbers and quantities, including rote counting, one-to-one correspondence, and counting by tens, and comparing values of whole numbers up to 20. \| \| CC.2.1.K.A.3 \| K.CC.7 \| 2.1.K.A \| \| Apply the concept of magnitude to compare numbers and quantities. \| Compare numbers. Compare two numbers between 1 and 10 presented as written numerals \| Demonstrate the relationship between numbers and quantities, including rote counting, one-to-one correspondence, and counting by tens, and comparing values of whole numbers up to 20. \| This crosswalk is designed to assist educators as they align curriculum to PA Common Core. The alignments are primarily based upon content, as rigor from one standard to another may vary. \| PA Common Core Standard \| Common Core State Standard \| PA Academic Standards \| \|-------------------------\|-------------------------------------------------------------------------------------------\|-------------------------------------------------------------\| \| CC.2.2.K.A.1 \| Extend the concepts of putting together and taking apart to add and subtract within 10. \| K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings (drawings need not show details, but should show the mathematics in the problem), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. 2.1.K.F Use concrete objects to solve addition and subtraction word problems. \| \| CC.2.2.K.A.1 \| Extend the concepts of putting together and taking apart to add and subtract within 10. \| K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. 2.1.K.F Use concrete objects to solve addition and subtraction word problems. \| \| CC.2.2.K.A.1 \| Extend the concepts of putting together and taking apart to add and subtract within 10. \| K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). 2.1.K.F Use concrete objects to solve addition and subtraction word problems. \| \| CC.2.2.K.A.1 \| Extend the concepts of putting together and taking apart to add and subtract within 10. \| K.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. 2.1.K.F Use concrete objects to solve addition and subtraction word problems. \| \| CC.2.2.K.A.1 \| Extend the concepts of putting together and taking apart to add and subtract within 10. \| K.OA.5 Fluently add and subtract within 5. 2.2.K.B Represent and explain the results of adding and subtracting sets of objects up to and including ten, using math vocabulary \| \| CC.2.1.K.B.1 \| Use place value to compose and decompose numbers within 19. \| K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. 2.1.K.C Use concrete objects, drawings, diagrams or models to group objects into sets of ten; separate objects into equal parts. \| \| PA Common Core Standard \| Common Core State Standard \| PA Academic Standards \| \|-------------------------\|-------------------------------------------------------------------------------------------\|----------------------------------------------------------------------------------------\| \| CC.2.1.K.B.1 \| Use place value to compose and decompose numbers within 19. \| 2.1.K.D Use concrete objects to demonstrate regrouping ones to tens, with adult assistance. \| \| \| K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. \| \| \| CC.2.4.K.A.1 \| Describe and compare attributes of length, area, weight, and capacity of everyday objects. \| 2.3.K.A Identify similarities and differences in measurement of objects. \| \| \| K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. \| \| \| CC.2.4.K.A.1 \| Describe and compare attributes of length, area, weight, and capacity of everyday objects. \| 2.3.K.B Use concrete objects as nonstandard units to estimate and measure. \| \| \| K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. \| \| \| CC.2.4.K.A.1 \| Describe and compare attributes of length, area, weight, and capacity of everyday objects. \| 2.3.K.F Compare concrete objects to determine greater or lesser attributes (length, weight). \| \| \| K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. \| \| \| PA Common Core Standard \| Common Core State Standard \| PA Academic Standards \| \|-------------------------\|----------------------------\|-----------------------\| \| CC.2.4.K.A.4 \| K.MD.3 \| Intentionally Blank \| \| Classify objects and count the number of objects in each category. \| Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (Limit category counts to be less than or equal to 10.) \| \| \| CC.2.3.K.A.1 \| K.G.1 \| 2.9.K.A \| \| Identify and describe two- and three-dimensional shapes. \| Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. \| Identify and describe common 2-dimensional shapes. \| \| CC.2.3.K.A.1 \| K.G.2 \| 2.9.K.A \| \| Identify and describe two- and three-dimensional shapes. \| Correctly name shapes regardless of their orientations or overall size. \| Identify and describe common 2-dimensional shapes. \| \| CC.2.3.K.A.1 \| K.G.3 \| 2.9.K.A \| \| Identify and describe two- and three-dimensional shapes. \| Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). \| Identify and describe common 2-dimensional shapes. \| \| CC.2.3.K.A.2 \| K.G.4 \| Intentionally Blank \| \| Analyze, compare, create, and compose two- and three-dimensional shapes. \| Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). \| \| \| CC.2.3.K.A.2 \| K.G.5 \| Intentionally Blank \| \| Analyze, compare, create, and compose two- and three-dimensional shapes. \| Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. \| \| \| CC.2.3.K.A.2 \| K.G.6 \| Intentionally Blank \| \| Analyze, compare, create, and compose two- and three-dimensional shapes. \| Compose simple shapes to form larger shapes. For example, "can you join these two triangles with full sides touching to make a rectangle?" \| \|	<urn:uuid:36375184-6e4c-4645-b572-c5cca99abe06>	CC-MAIN-2020-05	https://www.eriesd.org/site/handlers/filedownload.ashx?moduleinstanceid=20437&dataid=25918&FileName=PA%20CC%20and%20CCSS%20Math%20Crosswalk%20K.pdf	2020-01-25T06:52:26+00:00	crawl-data/CC-MAIN-2020-05/segments/1579251669967.70/warc/CC-MAIN-20200125041318-20200125070318-00471.warc.gz	843,578,303	2,862	eng_Latn	eng_Latn	0.999448	eng_Latn	0.999204	[ "eng_Latn", "eng_Latn", "unknown", "unknown", "unknown" ]	false	rolmOCR	[ 2545, 5398, 8260, 11004, 13453 ]	[ 4.4375 ]	1	1
A Kirtland's Warbler, one of North America's rare and endangered bird species, was netted recently in the Gatineau Valley in order to read its band number and released unharmed. The Canadian Wildlife Service of Environment Canada reports that this is the first confirmed record of a Kirtland's Warbler in Quebec. The bird, a lone singing male, was found by a search team organized by the Faculty of Forestry and Landscape Architecture of the University of Toronto, and assisted by members of the Province of Quebec Society for the Protection of Birds as well as the National Museums of Canada. Last year the same University of Toronto search team, headed by Professor Paul Aird, found a male Kirtland's Warbler near Petawawa, Ontario. These are the only two confirmed sightings of this rare species in Canada since 1967. The Canadian Wildlife Service, which is responsible for the protection of migratory birds, arranged to have the warbler netted. The captured warbler had been banded as a juvenile four years ago near Grayling, Michigan, by Dr. Larry Walkinshaw with the U.S. Government's Kirtland's Warbler Recovery Team. The Recovery Team has an active program of habitat management and research underway in Michigan to help maintain this endangered species. Michigan is the only known nesting ground for the Kirtland's Warbler, which migrates to and from the Bahamas. The Quebec capture is the first known case of a Michigan-born bird singing on territory outside of that state. This suggests that the species may not be as restricted in its choice of breeding sites as has been believed so far. Professor Aird, the Province of Quebec Society for the Protection of Birds, the Club des Ornithologues de Québec, and the Canadian Wildlife Service are now conducting a search for other individuals of this species in Quebec. As a result of last year's sighting near Petawawa, the Ontario Ministry of Natural Resources is coordinating a search of selected jack pine forests between Ottawa and Georgian Bay. Cooperating organizations include the Canadian Wildlife Service, the Royal Ontario Museum, and the University of Toronto. The Kirtland's Warbler (Dendroica kirtlandii), with its clear yellow breast and black streaking on its sides, has a more pronounced song than other warblers found in the region. The world population is estimated at less than 500 adult birds. Government and university research is aimed at ensuring the continued survival of this unique species. 47/13/06/78 For further information, please contact: George Finney (819) 997-1121 Ottawa	<urn:uuid:1a7c570d-d72e-404d-95cf-241ea41d6a6a>	CC-MAIN-2022-49	https://www.denix.osd.mil/dodpif/archives/kirtlands-warbler/kw-pressreleases/unassigned/1978-environment-canada-rare-kw-identified-in-quebec-pdf/1978-Environment-Canada.-Rare-KW-Identified-in-Quebec.pdf	2022-12-04T23:01:51+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446710980.82/warc/CC-MAIN-20221204204504-20221204234504-00673.warc.gz	758,334,079	534	eng_Latn	eng_Latn	0.994666	eng_Latn	0.996591	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 950, 2313, 2574 ]	[ 2.046875 ]	2	3
Session 2: Why Organize? Session Objectives • To discuss the concept of organizing. • To discuss institutional change and root causes. Workshops • Movement Cranium 45 minutes • Institutional Change 30 minutes • Babies in the River 30 minutes • Evaluation 15 minutes • Total Time 02 hours Movement Cranium Description This fun game gets participants moving, develops friendships and teaches some basics about the history of the social justice movement. This popular exercise was adapted into script format by Eli Il Yong Lee. Objectives 1. To teach relevant movement history. 2. To “break the ice” at the start of a training. Time 30-45 minutes # Participants Unlimited Materials - Index Clue Cards - Butcher Paper - Markers - Tape - Pens Steps - Group people randomly into teams so that there are 4-6 people on each team. Give each group several sheets of butcher paper and pens. - The facilitator will show each of the clues, printed on index cards, to one artist per team. Upon saying, “Go,” each team will compete to guess the clue through either humming/whistling, drawing or charades. After each round, add the commentary about each clue. - The first team to reach 7 points wins. Movement Cranium Clues Make an index card for each Category/Clue/Commentary. Mix up the cards, and read them! Category: Draw \| Cranium Clue \| Commentary \| \|-----------------------\|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\| \| The Mission \| Where PODER is based. \| \| Grapes \| Cesar Chavez was the founder of the United Farm Workers. He worked tirelessly for the rights of Mexican and Asian farm workers to improve wages, safety conditions and dignity. He launched the famous grape boycott, the most successful boycott in US history. \| \| Factory \| There has been a lot of work done in both our communities to create better working conditions and better pay at factories in the Bay Area. Factories have also been a target of the environmental justice movement to stop the polluting of where we live, work, play, pray and go to school. \| \| Asian Immigrant Women Advocats \| An organization in the Bay Area that organized Asian garment workers against clothing manufacturer Jessie McClintock. \| \| Mississippi \| Mississippi in the early 1960’s was the battleground of the Civil Rights Movement. Young African Americans were at the forefront of the fight, organized in a student and youth group called the Student Non-Violent Coordinating Committee, or SNCC. SNCC was the cutting edge of the Civil Rights Movement, creating the space for the Voting Rights Act of 1964. \| \| Roots \| We talk a lot about “grassroots” because we are from this area, we care about this area, and we have a long history in this area. Also, if things are going to change, we need to figure out what the “root” of the problem is and not get distracted by surface appearances. \| \| Egg Drop Soup \| \| \| Chicken Taco \| \| \| Eviction \| Approximately 2,000 families have been evicted from their homes in the Mission. PODER is organizing to ensure that families can continue to live, work and play in the Mission area. \| Category: Hum or Whistle \| Cranium Clue \| Commentary \| \|-----------------------\|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\| \| Happy Birthday To You \| \| \| Itsy Bitsy Spider \| \| \| Pop Song 1 \| Think of a current popular song. \| \| Pop Song 2 \| Think of a current popular song. \| Category: Charades \| Cranium Clue \| Commentary \| \|--------------\|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\| \| Protest \| Protesting is one way to raise awareness about an issue and educate members. Different types of protests include marches, demonstrations, sit-ins and hunger strikes. \| \| Celebrate \| After we win victories, it’s important to celebrate! \| \| Pollution \| Our work is called “environmental justice” because a lot of what we do is to try to stop pollution that damages communities of color. \| \| Rat \| There are a lot of rats in Chinatown and Mission buildings. In 1988, CPA organized a campaign against slumlords to address this and other tenant problems. \| \| Cell Phone \| \| Institutional Change Description This workshop teaches the concept of institutional change and examines relations of power in our society. This exercise was developed by Eli Il Yong Lee while at the SAGE Council. Objectives 1. To understand social justice through the lens of institutional change. 2. To discuss where power resides in our society. 3. To examine the need for concrete issue wins and organizational development. Time 30 minutes # Participants Unlimited Materials - Butcher Paper - Markers - Tape Steps - What are the institutions in our society? Write up the brainstormed answers in random places on a large sheet of butcher paper. Examples: the government, the military, banks, corporations, community organizations, churches, unions, etc. Make sure “community organizations” are on the list. - How would you rank these institutions in terms of power? Work with the group to re-write the institutions on another sheet of butcher paper in a single column with the most powerful institution at the top, and the least powerful on the bottom. - Are the institutions ranked right? Make necessary adjustments. Often, people will put “government” at the top. It is useful to raise the point that corporations should be above government because they drive governmental policy. • What does “institutional change” mean? • Institutional change means, very simply, changing the rankings of institutional power. • Community Organizing works to put community organizations at the top of the list and corporations at the bottom. • Draw the “boat in the ocean” on another sheet of butcher paper. Our organization is like a boat in the ocean with a hole in it. We need to stay afloat to fix the boat, and fix the boat to stay afloat. • What does that statement mean to you? • Make a chart with two columns on another piece of butcher paper. On the left, write “Problem” and on the right, write “Strong Organization.” Let’s brainstorm problems in our community that affect our health and survival. Write their responses down. • Examples: pollution, crime, racism. • How do we address the root causes of these problems? One way is to build strong organizations. • Let’s brainstorm things that make an organization strong. Examples: lots of members, money, community support, dedicated leaders, etc. • Here’s how we see the boat in the ocean. Fixing the boat to stay afloat means that we have to fix our organizations and make them strong. Staying afloat to fix the boat means that we have to solve the problems in our community. The boat in the ocean means that we have to do two very important things at the same time - we need to make our organizations stronger, and at the same time, we need to solve problems like tobacco use, housing and pollution. • Refer to the Institutional Change ranking picture: When we solve problems, we move our organization one notch up the ladder. And when we make our organizations strong, we make sure that we don’t ever slip down but we keep moving up. Description This active workshop defines “organizing” and distinguishes it from service and advocacy work. This exercise was developed by Eli Il Yong Lee while at the SAGE Council. Objectives 1. To define “organizing.” 2. To examine the differences between organizing, service and advocacy. Time 30 minutes # Participants Unlimited Materials - Large room - What is Organizing Handout Steps - Ask for two volunteers and place them in the middle of the room. You are two bathers who are taking a bath in the middle of a large river. You are totally alone and far away from civilization. - Ask for 16 more volunteers and bring this group to one end of the room. You all are helpless babies and soon, you will all be floating down the river towards the bathers. You should cry and flap your arms around and call loudly for help. - Describe the situation to the remaining participants: The 2 volunteers in the middle are bathers who are totally alone. The sides of the room are the banks of the river. The opposite end of the room from the babies is a huge waterfall going down 1000 feet. Soon, babies will start floating down the river. Let’s see what the bathers do. - Release 1 baby to float down the river. Watch what the bathers do. - Release 4 babies down the river. Watch what the bathers do. - Release 10 babies down the river. Watch what the bathers do. Gather all the participants back together. Ask the following questions: What happened when the first baby came down? What happened when 4 babies came down? What happened when 10 babies came down? What would happen if 100 babies came down the river? We use this exercise to talk about community organizing, social service and advocacy. Someone who provides social services like a soup kitchen feeding the homeless would try to do what the bathers did – they would try to save each baby, knowing that there are some babies they will never get to. An advocate, like someone who goes to the State Capitol to lobby for homelessness issue, would run off to the nearest town, and begin urging elected officials to stop this problem of babies being in the river somehow. Who knows what the organizer would do? The community organizer, like the people at PODER and CPA, is the person who eventually runs upstream and finds out who’s putting the babies in the river. The organizer gets to the root of the problem, and then takes steps to solve that problem. Thoughts on Organizing Compiled by Laurie Weahkee, Petroglyph Monument Protection Coalition and YouthAction Spirituality is the highest form of political consciousness. - Haudenosaunee message to the Western World, Geneva, Switzerland, 1997 Power without love is reckless and abusive, and love without power is sentimental and anemic. Power at its best is love implementing the demands of justice, and justice at its best is power correcting everything that stands against love. - Martin Luther King, Jr., 1967 The struggles for justice must include young people if we are serious about change. - Laurie Weahkee, Petroglyph Monument Protection Coalition "Community Organizing" refers to organizing that is: • Geographic-Specific. • Identifies as its Primary Constituency some set of residents and/or community institutions. • Utilizes Issue Campaigns to address specific problems and/or conditions. • Consciously and systematically develops grassroots, local leaders. • Seeks to Alter Power Relationships to the benefit of the primary constituency. • Builds sustained, ongoing, independent organizations. - Environmental and Economic Justice Project Organizing is people working together to get things done...Through organizing, people begin to rediscover themselves. They find out who they are, where they came from, their background, their history, their roots, their culture. They rediscover the things in their family, their gender, their ethnic or language group, their race that give them strength. They rediscover their own history of struggle and resistance. - Si Kahn, A Guide for Grassroots Leaders Time is short and the problems are profound; courage, imagination and sustained commitment are essential. Business as usual will not do; radical change in our ideas and attitudes is overdue. - Forum on the Global Environment, Moscow, USSR	<urn:uuid:010a7592-ba8a-4d6e-a31c-9a0468961ffd>	CC-MAIN-2017-22	http://btw.mayfirst.org/sites/default/files/curriculum_files/purpose_of_organizing.pdf	2017-05-25T06:42:56Z	crawl-data/CC-MAIN-2017-22/segments/1495463608004.38/warc/CC-MAIN-20170525063740-20170525083740-00098.warc.gz	52,827,579	2,462	eng_Latn	eng_Latn	0.917647	eng_Latn	0.996669	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 293, 1197, 7171, 8483, 10208, 11592, 12644, 14507 ]	[ 3.359375 ]	1	1
Lupus and the Skin Mihaela B. Taylor, M.D. Objectives - Define the term “photosensitivity” and the role of sunlight in lupus - Familiarize with the most common skin manifestations in lupus - Understanding the principles of therapy Photosensitivity - Photosensitivity refers to the development of a rash after exposure to UV-B radiation found in sunlight or fluorescent lights. - It occurs in up to 60 percent of patients with systemic lupus erythematosus (SLE). - Some patients are also sensitive to UV-A (as from a photocopier), and may even be sensitive to the visible light spectrum. Photosensitivity - Glass protects individuals sensitive to UV-B, but only partially protects those sensitive to UV-A. - Blonde, blue eyed, fair skinned individuals are much more photosensitive than brunettes or individuals with pigmented skin. - It is important to recognize that not all photosensitive patients have lupus. Sunlight – The Damage! - The mechanism whereby UV radiation causes skin lesions is not clear: - Damage to DNA (the backbone of the genes in the nucleus) and/or proteins in the skin leads to antibody formation to these altered molecules. - Subsequently, the antibodies attack new cells causing a local inflammatory reaction. - In addition to the local effects in skin, UV radiation may also increase the degree of autoimmunity and trigger a flare of the disease! The Spectrum of Lupus - Systemic Lupus Erythematosus SLE is a prototypic autoimmune disease characterized by the production of antibodies to components of the cell nucleus. Patients with SLE are subject to myriad symptoms, complaints, and inflammatory involvement that can affect virtually every organ. - Cutaneous Lupus Erythematosus The Spectrum of Cutaneous Lupus - Acute Cutaneous (skin) Lupus/ the Butterfly Rash - Subacute Cutaneous Lupus - Chronic Cutaneous Lupus/ the Discoid Rash Butterfly Rash - The classic acute butterfly rash, characterized by redness (erythema) over the cheeks and bridge of the nose (show picture 1), appears usually after sun exposure. - The involved skin feels warm and appears slightly puffy (edematous). - Application of alcohol (found in many sunscreens) can enhance the redness, due to increased circulation to the skin. © ACR © ACR © ACR Butterfly Rash - Some other skin lesions may be quite similar to the classic acute butterfly rash of SLE. - Rosacea, for example, may also present as “red chicks”. A skin biopsy may be needed to distinguish between the two lesions. - Other causes of facial erythema include seborrheic dermatitis, corticosteroid-induced dermal atrophy, and flushing. Discoid Lupus - Chronic discoid lesions may occur in the absence of any other clinical feature of SLE. - Patients with only cutaneous discoid lupus generally have a negative antinuclear antibody (ANA) titer. - Patients with cutaneous discoid lupus have approximately a 5 to 10 percent risk of eventually developing SLE, which tends to be mild. - 25 percent of patients with SLE can have discoid lesions. Discoid Lupus - Discoid lesions are red (erythematous) plaques covered by an adherent scale. - Discoid lesions are most often seen on the face, neck, and scalp, but also occur on the ears, and infrequently on the upper torso (show picture). - They tend to heal by leaving central scars, and discolored skin hyperpigmentation = darker than normal. - Depigmentation = lighter than normal skin. © ACR Subacute Cutaneous Lupus - Subacute cutaneous lupus — (SCLE) Approximately 50 percent of affected patients have systemic disease (internal organ involvement), and about 10 percent of patients with SLE have this type of skin lesion. - The most frequently affected areas in SCLE are the shoulders, forearms, neck, and upper torso. The face is usually spared. Subacute Cutaneous Lupus - SCLE lesions begin as small, red (erythematous), slightly scaly bumps (papules) that evolve into polycyclic or figurative patterns. - Different from the discoid lesions, permanent color changes, and scarring do not occur. - There is a strong association with antibodies to Ro/SSA. Subacute cutaneous lupus Annular lesions of subacute cutaneous lupus on the back of a 37 year-old woman who was ANA negative and anti-Ro positive. Courtesy of Samuel Moschella, MD. Subacute cutaneous lupus erythematosus Patient with a photosensitive eruption on the forearms and back of hands. The lesions are hyperkeratotic, making one suspect psoriasis. The history of photosensitivity suggests SLE, which confirmed by biopsy. Courtesy of Peter H Schur, MD. Involvement of the Mouth and Nose - Mucous membrane involvement occurs in 25 to 45 percent of patients with SLE. - Mouth (oral) lesions may be the first sign of lupus. The oral ulcers are usually painless. There is no apparent association between the presence of such ulcers and systemic activity. - Nasal ulcers have been noted in some patients. Figure 10-2. Oral thrush in an infant. Note the white patches on the tongue and the smooth, red mucosa. Alopecia in Lupus - Hair loss occurs in a majority of patients with SLE at some time during their illness. In some cases, it can precede other manifestations of lupus. Lupus alopecia may involve the scalp, eyebrows, eyelashes, beard, and/or body hair. - Hair loss in active SLE usually is diffuse and responds well to treatment of the lupus. - In comparison, in the discoid lesions the hair loss is usually permanent due to the scarring. © ACR Treatment - Prevention - Prevention — Patients who are photosensitive should avoid high sun exposure (beaches, snow, lakes), especially between 10 AM and 3 PM. - Photosensitive patients should also use sunscreens daily. - The sunscreen should be applied 30 to 60 minutes prior to exposure and reapplied every four to six hours. Sunscreens of at least SPF 30 should be used; higher SPFs are available for more sensitive patients. Treatment - Topical - Local therapy — A lupus rash should initially be treated with topical corticosteroids. - For early superficial involvement hydrocortisone may suffice, but more potent steroids (particularly the fluorinated preparations) should be used for thicker lesions (but should be used for no more than two weeks). - Chronic use of topical steroids, especially fluorinated steroids may lead to skin thinning, color changes. Treatment - Topical - Local therapy - Other topical agents are being investigated. Few reports suggest the immunomodulatory agent, tacrolimus, may have some benefit for facial skin lesions due to lupus. - Cosmetic — Erythematous lesions can be disguised with the use of cosmetics such as Cover Mark™, Dermablend™, or a green foundation. Treatment – Mucous Membrane - Mucous membrane lesions respond well to topical corticosteroids, 0.1% tacrolimus ointment, intralesional corticosteroids and systemic antimalarial drugs. - The response to topical steroids (usually Orabase mixed with either 0.1% triamcinolone or 0.05% clobetasol) takes a few days to weeks and the response hydroxychloroquine takes weeks to months. Treatment - Systemic - Antimalarial drugs — Patients with persistent rashes should be treated with an antimalarial. - Currently, the most popular antimalarial in SLE is hydroxychloroquine (less than 6.5 mg/kg per day to a maximum of 400 mg/day). - Chloroquine (250 to 500 mg/day) is somewhat more potent but has a higher risk of eye damage. Treatment - Education - Internet resources with advice on sun-protection for adults include the Safe Sun site: http://tray.dermatology.uiowa.edu/SafeSun/SafeSun-1.html - Guides to clothing with SPF of 30 or greater are available at some internet sites, including: sunprecautions.com, sunproof.com, sunprotectiveclothing.com, and sungrubbies.com. Thank You for Your Attention! Questions & Answers	<urn:uuid:01a501b7-2f6e-4333-98a0-6f5be914a7bf>	CC-MAIN-2017-43	http://www.naturalux.com/Lupus%20and%20the%20Skinfinalfinal.pdf	2017-10-23T22:34:41Z	crawl-data/CC-MAIN-2017-43/segments/1508187826840.85/warc/CC-MAIN-20171023221059-20171024001059-00509.warc.gz	512,944,729	1,803	eng_Latn	eng_Latn	0.942586	eng_Latn	0.993597	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "sco_Latn", "eng_Latn", "unknown", "unknown", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", ...	false	rolmOCR	[ 43, 233, 591, 917, 1385, 1725, 1881, 2255, 2262, 2269, 2276, 2628, 3034, 3428, 3435, 3801, 4111, 4294, 4575, 4926, 5031, 5473, 5480, 5917, 6356, 6696, 7078, 7427, 7778, 7830 ]	[ 2.0625 ]	2	1
Can we stop farmland losses? Population growth threatens agriculture, open space Albert G. Medvitz □ Alvin D. Sokolow California, the nation’s top agricultural producer, also leads the states in the number of new residents added annually. California’s population is projected to double to 63 million by 2040. If the resulting increase in urban acreage replaces farmland, California agriculture will lose nearly 5 million acres — 17% of today’s total farmland base. With it will go open space, which is now a refuge for some wildlife. In the past, population growth did not reduce farmland acres because there was always more land to convert to agriculture. That scenario no longer exists due to limited cultivable land and water. Adaptations in farming practices and urban form such as higher densities and more compact development could limit the conversion of farmland to urban uses. California’s population will double to 63 million by 2040, according to recent projections by the California Department of Finance. Sixty-three million would exceed the current populations of several large nations including Egypt, France, Iran, and Italy. Can California really accommodate such population growth on its 156,000 square miles? What is California’s “carrying capacity” for people? In other words, how many people can be supported by the state’s present resource base? Identifying such a limit is difficult in part because we do not fully understand how to husband and creatively manage land, water, clean air and other resources to support an expanding population. In addition, estimating California’s ultimate population capacity would be fraught with uncertain assumptions about factors such as technical progress and future standards for acceptable quality of life. Instead of attempting difficult and questionable judgments about carrying capacity, this paper examines resource-population relationships in one growth-impacted arena: California’s farmland and agricultural practices. As well as leading all other states in the number of new residents added annually, California tops the nation in agricultural production. Farm market values and the diversity of plant and animal production give us this distinction. The Central Valley alone produces about 250 different agricultural commodities and may be the richest and most diverse farming region in the world. In California’s rapidly growing society, cities and farms compete for land as they do for other resources such as water. Housing more persons in the state means converting more farmland acres to urban use because the most buildable sites are located on flat valley lands with access to water. This also means biodiversity losses because farmland includes some wildlife habitat. If nonprime land is also converted to agricultural use, additional habitat will be degraded or lost. What do past trends and future projections tell us about the relationships between population growth and changes in farmland supply? And how can the negative impacts of continued population growth be limited by adaptations in both agricultural practices and the form of urban growth? California population growth Rapid growth has always been the norm for California. From 1850 through 1990, the population grew from less than 100,000 to 29.9 million (fig. 1). During that period, growth per ishing — between 6 and 8% annually for extended periods. (Examples are Solano, Contra Costa, San Diego, Orange, and Santa Clara counties.) Currently, the fastest growing regions of the state and their 1993–94 growth rates include Imperial County (3.6%), the central Sierra foothills east of Sacramento (2.6%), the San Joaquin Valley (2.5%), and the “Inland Empire” of Riverside and San Bernardino counties (2.3%). However, California’s overall growth rate has slowed in the past few years, primarily due to the economic recession of the early 1990s. From 1989 through 1994, the state’s population growth slowed down to an average of 1.9% per year, still adding more than 400,000 persons per year. However, even this reduced growth rate is high relative to international levels — 20 times the growth rate in Italy (0.01%), higher than that in China (1.1%), and similar to those in Brazil (1.6%), Mexico (1.9%) and India (1.9%). The 1980s immigration — about half of which was international — accounted for about 330,000 new California residents a year, or a little more than half of the total 600,000 annual increase, according to estimates provided by Leon Bouvier in his 1992 monograph Fifty Million Californians. While projected population increases for California vary depending on the assumptions used, there is little question that further substantial growth is in store for the state. Figure 2 shows projected population growth to 2040 under four different scenarios: (1) continuation of the 1980 to 1990 rate (2.29% per year); (2) continuation of the 1992 to 1993 rate (1.8% per year); (3) continuation of the 1993 to 1994 rate (1.24% per year); and (4) continuation of the 1980 to 1990 rate excluding all domestic and foreign immigration (1.09% per year). Urbanization and farmland From 1850 to about 1955, both population and farmland steadily increased in California. Immigrants came from all over the world to develop the agricultural potential of the state’s Mediterranean climate, extensive lands with diverse fertile soils and water tapped through federal, state and local projects. In the early decades of this era, before transportation improvements permitted rapid shipping of agricultural products, local population growth stimulated increases in the amount of California’s land under cultivation. In 1954, however, the total amount of land in agricultural use in California (fig. 3) peaked and then began to drop, signaling a new and negative relationship between changes in numbers of people and farmland acres. On the other hand, the state’s irrigated farmland acres (which is almost the same as total harvested cropland) did not peak until 1978. Until that time, plentiful supplies of cheap irrigation water provided by federal and state sources were available. According to the Census of Agriculture, in 1992 California had about 28.9 million acres of total farmland and about 7.5 million acres of irrigated land, representing decreases of 23.5% and 11.0% from the peak years for these acreages, 1954 and 1978 respectively. While the decline in California’s farmland acres cannot be attributed solely to urban development, there is little question that the massive urban growth during the second half of this century has cut directly into the farmland base. Throughout most of California’s history, population growth did not reduce farmland acres because there was always more cultivable land to convert to agriculture. That scenario no longer exists due to limits in the availability of both cultivable land and irrigation water. Today the expansion of urban development subtracts acres from a relatively fixed farmland base. Data from the Farmland Monitoring and Mapping Program demonstrate the close connection between urban land increases and farmland decreases. Established by the state Department of Conservation, this program has used information from aerial and soil surveys to track biennial changes in agricultural and other land-use categories since 1984. Not all counties have been completely mapped since that time, but data on land conversions from 1986 to 1992 are available for 34 counties that have 63% of the state’s land area and about 90% of its population. In these counties, the total amount of agricultural land declined by 295,000 acres during the 6-year period. Most of this — 262,000 acres, an area slightly larger than the total urban area in Orange County — was converted to urban and built-up land (that is, land with at least one building unit per 1.5 acres). While the farmland base in the 34 counties decreased by 1.6%, the total urban area increased by 12.3%. Assuming that this conversion trend continues, what are the possible long-term impacts on California’s farmland base? If the state’s population doubles by 2040 as projected, the amount of land devoted to urban uses may also double from the current 4.8 to about 9.6 million acres. If all or most of this increase in urban acreage comes at the expense of agricultural land, then California conservatively will lose nearly 5 million agricultural acres by 2040 — a decrease of about 17% from today’s total farmland base. And the percent decline likely would be much larger for the 7.7 million-acre cropland base because most of the expanding urban acreage of the state is surrounded by cropland. For example, some of the largest, most rapidly growing cities in the Central Valley are on the valley floor, which has some of the state’s richest agricultural soils. Adaptation in agriculture A declining farmland base, however, does not necessarily bring about decreases in production. Even though the amount of land devoted to agriculture has decreased since 1955, production of most cropland and animal commodities has increased as a result of changes in agricultural technologies and resource use. According to data collected by the California Department of Food and Agriculture (CDFA), orchard crop (fruit and nut) production almost doubled and vegetable production increased by about 3.5 times between 1955 and 1991 (fig. 4). Similarly, the production of animal commodities — red meat (beef, lamb and pork), poultry (chicken and turkey), and milk and cream — increased between 1962 and 1991 (fig. 5). Despite a declining grazing land base, production in red meat animals, which peaked after 1970, remained relatively steady after the late 1970s. Dairy and poultry production both more than doubled. Milk production, in particular, has thrived as a result of irrigated pasture and alfalfa derived from irrigated croplands. Poultry and dairy facilities have continued to increase production by introducing new breeds of animals and intensifying technical and management inputs in larger scale facilities, using smaller amounts of land and relying on feed products from intensive irrigation based croplands. Production values also have increased over the past four decades. While total farmland in the state declined by 8.9 million acres between 1954 and 1992, the statewide market value of farm products increased by $14.2 billion. During this 38-year period, the 672% increase in market value far exceeded the 464% increase in the rate of inflation (Consumer Price Index). From 1974 to 1994, however, inflation-adjusted market values declined (fig. 6). Adaptation in urban form Still another form of adaptation to population and land pressures is to change the ways in which Californians use land in the urbanization process. Planners and others have long advocated higher densities for residential and other urban land uses to limit the costs of public service and transportation as well as to minimize the impacts of growth on natural resources. This is also the message of the 1995 policy document strongly criticizing California’s past sprawling development patterns that was issued by an unusual coalition — Bank of America, California Resources Agency, Greenbelt Alliance and Low Income Housing Fund. By national and international standards, California is not a crowded state. Our statewide population density in 1990 was 191 persons per square mile. Even subtracting the 45 million acres of federal land that is effectively excluded from urbanization (being parks, forests and deserts), the density approximates 360 persons per square mile on the remaining 55 million acres. This is still well below northeastern state averages. Densities for heavily urbanized states in the northeast ranged from 1,042 persons per square mile for New Jersey to 678 for Connecticut. For the major countries in Western Europe, densities were between 959 for the Netherlands and 259 for France. California cities are much less densely populated than the largest eastern municipalities. While New York has about 24,300 persons per square mile and Chicago has 12,200, in 1990 California’s 16 largest cities had a combined density of only 5,708 persons per square mile. Moreover, most of California’s current population growth occurs in smaller cities and unincorporated fringe areas. In the Central Valley, where population pressures on farmland currently are the most intense, city densities average 3,500 persons per square mile — about 25% less than densities in comparably sized communities in the state’s coastal areas. What are the prospects for increasing the density of California’s urban development? The obstacles to this more efficient use of land are largely behavioral and political. For example, many California homebuyers prefer large lots and rural lifestyles. In addition, existing homeowners often oppose proposals to build denser projects in their neighborhoods because they equate higher residential densities with low-income apartment dwellers and problems such as congestion, crime and deflation of property values. Yet more densely settled communities need not be unattractive or dangerous places in which to live. Increasingly, developers and planners in various California communities are creating more compact and pleasing neighborhoods, many following neotraditionalist designs that emphasize compact, mixed-use development. While 6,000- and 7,000-square-foot parcels per house are typical in California projects, new residential projects contain single family homes on lots as small as 4,000 square feet (approximately 10 homes per acre) in some communities such as Turlock and Woodland. Besides the obvious cost advantages of the smaller parcels, these new projects include innovative designs such as common open areas that limit the sense of congestion and so enhance their marketability. Even modest increases in residential density can substantially reduce the rate of converting farmland to urban use. Central Valley cities, for example, average about five single family residences per acre. Increasing that continued on p. 17 density to just seven homes per acre reduces the land required for a given population by 28%. With about 30,000 acres converted annually from farmland to more intensive urban uses throughout the 18-county Central Valley, a 28% reduction would preserve 9,000 acres a year. Other ways that growing cities can use their land more efficiently include setting aside less land for ambitious commercial or industrial projects that may fail to come to fruition and designing narrower streets — rights of way account for as much as one-fourth of the developed area in the typical California city. Farmland: a limited resource As a limited resource, California’s farmland is the arena for ongoing competition between cities and farms. Urban development directly cuts into the farmland base in this state because expanding cities generally are located in the midst of prime cropland. The negative consequences of this competition, we suggest, can be lessened by adaptations in agricultural practices and in urban form. Growers and ranchers can continue to make more productive use per acre of a decreasing farmland base, while cities and other urbanizing communities can consume smaller amounts of land by increasing their population densities and infill development. Judging from past experiences, agricultural adaptations may be easier to achieve than changes in urban form. While farmland owners generally make production decisions according to market, technological, taxation and farm policy considerations, communities grow according to more perceptual and personal factors. As long as California homebuyers and builders equate large residential lots with quality of life, limiting the conversion of farmlands will continue to be difficult. In any case, changes in farming practices and urban form will only temporarily ameliorate the problem of accommodating both a rapidly growing population and a very large and productive agricultural industry in the same state. For example, the state will continue to lose dryland farming acres that have important environmental values. If current population and landuse trends continue, the state’s agricultural production will be sorely restricted in future decades. A California with more than 60 million residents, as seems entirely possible within the next 50 years, will be an entirely different state in terms of both its agriculture and its urban population. A.G. Medvitz, a rancher in the Rio Vista area of Solano County, has an Ed.D. degree from Harvard University in Administration, Planning, and Social Policy; A.D. Sokolow is Public Policy Specialist, Cooperative Extension, Department of Human and Community Development, UC Davis. For further reading - Arrow, Kenneth, et al. 1995. Economic growth, carrying capacity, and the environment. Science, 268: 520–52. - Bank of America, California Resources Agency, Greenbelt Alliance and Low Income Housing Fund. 1995. Beyond Sprawl: New Patterns of Growth to Fit the New California. - Bouvier, Leon F. 1991. Fifty Million Californians. Center for Immigration Studies. - Cohen, Joel E. 1995. Population growth and earth’s human carrying capacity. Science, 269: 341–46.	<urn:uuid:3a90bb7b-f5da-4258-9248-b95ce82fc258>	CC-MAIN-2020-05	https://ucanr.edu/repository/fileAccessPublic.cfm?fn=ca4906p11-169936.pdf	2020-01-25T04:29:31+00:00	crawl-data/CC-MAIN-2020-05/segments/1579251669967.70/warc/CC-MAIN-20200125041318-20200125070318-00530.warc.gz	690,746,361	3,504	eng_Latn	eng_Latn	0.996529	eng_Latn	0.996617	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 3349, 7441, 9536, 14150, 17335 ]	[ 2.359375 ]	1	3
Name in full and rank: Jesse Holley (Rev) Organizations: Y.M.C.A. and Red Cross Dept. Place and date of enlistment: Ft. Thomas Ky., June 6, 1917 Place and date of discharge: Cincinnati, Ohio, Dec. 31, 1918 Military camps with dates: Polish Front, Poland, Dec. 17, 1917 Date of trip overseas and return: Eng. 1, 1917 — Sept. 1, 1918 Describe below service as you saw it, battles and engagements, etc., also interesting items of historic value. Give account of all medals, citations and certificates of merit awarded you. Your photograph is especially requested. Are you a member of the Malcolm White Post, No. 433, American Legion? If so note it below. Went out with 2nd detachment from Gen. Y.M.C.A. to establish the Y.M.C.A. on the Vologdo Front, Aug. 1917. Saw the Bolshevik Revolution in Moscow Nov. 1917. Hut work Poland 1917. At Archangel Jan. 18, 1918. Chopped in British Navy at Mourmansk N. Russia April, May 1918. Acting American Counsel, Mourmansk April, May 1918. American representative on Allied Board. Touched in North Sea June 15, 1918 while carrying cargo of Red Cross and Y.M.C.A. supplies, also film for the Bureau of Public Information to Archangel. Sent by the American Ambassador from Vologdo Russia to Washington D.C. with dispatches and reports July 18, 1918. Buying & shipping Y.M.C.A. supplies from London to Mourmansk Aug. 1918. Helping Russian War Dept. Y.M.C.A. in K.G. City to make shipments Sept. — Dec. 1918. (Continued) After the Root Commission had returned from Russia in the spring of 1917 and reported that Russia needed morale, not men, and that the Y.M.C.A. could do more than the soldiers, the Y.M.C.A. called for 200 men to go to Russia. Mr. Halsey was one of eleven who volunteered on this first tour. Left New York the end of Aug. 1917 via San Francisco, Japan or Siberia. When they arrived in Moscow they found the Kerenski regime broken down and the Lenin-Trotsky Revolution in full control. Mr. Halsey was sent to Murmansk, Russia's only port of entry to avoid supplies too. The Y.M.C.A. "Hut" established at Murmansk during the winter of 1918 was "open house" and the only place where hospitality was dispensed to the numerous people leaving Russia at this time. Mr. Halsey was invited to attend the meeting of the Soviets of North Russia when they voted to respond to the cause of the Allies. The flannel shirt of the American Y.M.C.A. had multiplied the spirit of America and the khaki uniform and flannel shirt found acceptance where the English and French Admirals were barred. Sailed down the harbor with the English flagship admiral when the fleet went out. Eng. flagships welcomed the others to welcome the American flagships. Stripes and stars were captured.	<urn:uuid:a5dc4b22-b6d5-4539-b536-4f16a270ec37>	CC-MAIN-2020-05	http://southamptontownny.gov/DocumentCenter/View/9258/Jesse-Halsey---Reverend-PDF	2020-01-25T09:36:19+00:00	crawl-data/CC-MAIN-2020-05/segments/1579251671078.88/warc/CC-MAIN-20200125071430-20200125100430-00005.warc.gz	152,945,731	690	eng_Latn	eng_Latn	0.982872	eng_Latn	0.993608	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 1459, 2725 ]	[ 2.6875 ]	2	5
Ripe, juicy berries, fresh peaches, apples, pears and other fruits can be deliciously preserved to enjoy all year long. Whether you are making fruit jams, jellies, preserves, or conserves, these products all provide a good way to use fruits not suitable for canning or freezing. And while the type and proportion of ingredients varies for each product, they are all preserved by the presence of sugar in the product. The four main ingredients needed to make jam or other jellied fruit products are: fruit, pectin, acid and sugar. - Fruit gives each product its characteristic color and flavor. Use at least some flavorful, just-ripe fruit in each recipe. - Pectin is the natural plant substance that causes fruit to gel. Fruits such as apples, cranberries, crabapples, currants, grapes and some plums contain enough natural pectin to form a gel; others require added pectin. Pectin is sold as a liquid or powder. Be sure to follow a recipe developed specifically for the type of pectin that you are using as two types can not be interchanged. - Acid is essential in jellied fruit products for both gel formation and flavor. Acid content varies among fruits, and is higher in under-ripe fruits. Follow the recipe carefully and add acid if required. - Sugar is another essential ingredient in jellied fruit products. Added sugar preserves fruit, helps the gel form, and contributes to flavor. Use the amount of sugar a recipe calls for, or the product will not form a gel. Sugar substitutes, also referred to as artificial sweeteners, cannot replace sugar in regular recipes. If you wish to use less sugar, choose a low-sugar or no-sugar-added pectin designed for this purpose. Here are some special hints for making a successful batch of homemade jam or jelly: - Make one batch at a time. Double batches do not always gel properly. - Sterilize jars by boiling them for 10 minutes. Pretreat lids as directed. - Remove bubbles and wipe jar rims and threads with a clean, damp cloth. Jam that sticks to the jar rim or threads can prevent the lid from sealing. - Process filled jars in a boiling water canner. University of Wisconsin-Extension does not recommend sealing jars with paraffin, or inverting sealed jars as a final step as these steps will not guarantee a good seal. - Store all opened jellied fruit products in the refrigerator. - If your product fails to gel, consider using it as syrup instead! (Or follow directions for remaking the product in small batches.) Get Started with Peach or Strawberry Jam The University of Wisconsin-Extension bulletin Making Jams, Jellies and Fruit Preserves B2909 contains nearly 60 recipes for jams, jellies, fruit butters and syrups. Here are a few family-favorite recipes to get you started: Peach Jam Sterilize half-pint home canning jars and pretreat two-piece canning lids. Sort and wash ripe peaches. Remove the stems, peel and pits, and crush the fruit. Measure out 4 cups of crushed peaches into a large kettle. Stir one box of powdered pectin into prepared fruit. Add 2 Tablespoons bottled lemon juice, and ¼ teaspoon of butter or margarine, if desired to reduce foaming. Quickly bring fruit-pectin mixture to a full rolling boil, stirring constantly. At once, stir in 5 cups of sugar. Continue stirring and bring back to a full boil. Boil hard for 1 minute stirring constantly. Remove from heat and skim off foam. Stir gently for 5 minutes to prevent fruit from floating. Quickly ladle hot fruit mixture into hot sterilized half-pint jars, leaving $ \frac{3}{4} $-inch headspace. Remove bubbles, wipe rim and jar threads and seal with pretreated lids. Process in a boiling water canner for 5 minutes. Adjust time for elevation, if necessary. Yield: 6 to 7 ($ \frac{1}{2} $ pints) Strawberry Freezer Jam Wash 1-quart strawberries and crush with a spoon or pastry blender. Measure 2 cups of crushed strawberries. Measure 4 cups sugar into a separate bowl and stir into strawberries. Mix well and let stand for 10 minutes, stirring occasionally. In a small bowl, stir 2 Tablespoons of bottled lemon juice into one pouch of liquid pectin. Add pectin mixture to prepared strawberries. Stir constantly until sugar is completely dissolved. Pour into clean, plastic freezer containers or glass canning jars, leaving 1/2-inch headspace for expansion during freezing. Let stand at room temp for 24 hours or until set. Refrigerate for up to 3 weeks, or freeze up to 1 year. Thaw in the refrigerator, then store refrigerated for up to 1 month. Yield: 4 ($ \frac{1}{2} $ pints) Re-Cook with Powdered Pectin Sometimes, despite your best efforts, jellied fruit products refuse to set. At this point, you can resign yourself to using the product for pancake or ice cream topping, or follow these directions for recooking with powdered pectin. Measure the jam to be re-cooked. For each quart (4 cups) of jam measure: - $ \frac{1}{4} $ cup of sugar - $ \frac{1}{4} $ cup water - 4 teaspoons powdered pectin Mix the pectin and water and bring to a boil, stirring constantly to prevent scorching. Add the soft jam and sugar. Stir well. Bring to a full rolling boil over high heat, stirring constantly. Boil mixture hard for 30 seconds. Remove jam from heat and skim off foam. Pour into hot sterilized half-pint jars, leaving $ \frac{1}{4} $-inch headspace. Remove bubbles, wipe jar rims clean and cap with pretreated lids.* Process in a boiling water canner for 5 minutes. Remember to use new pretreated lids when you reprocess jam or jelly. Resources* USDA Complete Guide to Home Canning http://www.uga.edu/nchfp/publications/publications_usda.html Making Jams, Jellies and Fruit Preserves. 2002. B2909 Wisconsin Safe Food Preservation Series by Barbara H. Ingham. On-line: http://www1.uwex.edu/ces/pubs/ Contact Information: Barbara H. 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ECOLOGICAL RESTORATION IN NORTHERN ARIZONA PONDEROSA PINE FORESTS: Effects on Native and Introduced Plant Species Judy Springer Memories of the worst drought and fire season in recent history are still vivid. There is an ongoing and unprecedented bark beetle outbreak that is killing numerous trees in northern Arizona's forests. Forest restoration projects attempt to regain forest health by lowering tree density and reintroducing fire. These actions enhance habitat for many plant and animal species and decrease the risk of catastrophic wildfire. Environmentalists, scientists, land managers, and citizens attempt to find common ground in the complex challenge of forest restoration. Site assessments involve gathering information on details of forest structure and fire history, composition and abundance of plant and animal species, physical and chemical characteristics of the soil, presence of pathogens, and land use history. Decomposition rates of dead trees in the decreased abundance and diversity of understory plants. After European colonization, we hypothesize that the plant community has declined in species palatable to cattle and elk, in disturbance-adapted species or early successional species, and in understory diversity and biomass. The percentage of shade-tolerant species has probably increased. Wetland habitat has also disappeared in these forests, fostering an equal decline in aquatic species. Restoring overcrowded forests can be expensive, both economically and ecologically. Various approaches are used such as removing some small trees while retaining old-growth trees, followed by prescribed burning. There is not a commercial market for many of the small trees, so they are often left on the ground to be burned, thus contributing to the fuel load. If the fuels burn too hot, some nutrients may volatilize and be forever lost from the site. Researchers are examining ways to market the small timber and to burn the thinning slash so that nutrients will remain on site and to lessen the impact on extant vegetation above ground and in the soil seed bank. A favorable restoration increases light, water, nutrients, and exposed mineral soil to act as a seedbed. Natural regeneration relies on the soil seed bank and the colonizing ability of existing plants to revegetate an area following restoration treatment. In areas that have been heavily impacted, there may be a depauperate seed bank and few native plants to act as a seed source. On a small scale, seeds could be collected in a homeowner's yard, then brought to the site. On a large restoration project, a commercial source of seeds may be the only option if ground cover is needed to prevent soil erosion. Seeding and transplanting are still experimental. Seeding with native species might achieve success, provided there is sufficient rainfall or snowfall. Seeding will increase species diversity and abundance, but there are many drawbacks. Native species are expensive and it is difficult to locate a sufficient supply of locally collected seeds. But perhaps the most undesirable effect is the introduction of new genotypes that originate far from the study area. These genotypes can interbreed with, or even outcompete, the locally adapted stock, leading to potentially undesirable changes in the gene pool. They may not be adapted to harsh conditions, such as severe drought, and may die if these conditions arise. New species can be unintentionally introduced through seed mixes or carried on tools, clothing and vehicles. Non-native species are often an undesirable outcome of restoration. In many cases, both native and non-native early successional species are present in the soil seed bank and emerge following thinning and burning. Most non-natives are not detrimentally affected by fire, having evolved in ecosystems with frequent fires, quickly capitalizing on the newly created habitat. Whether native or not, early successional species can play a valuable role by preventing soil erosion, but monitoring is essential to detect invasions by noxious weeds. To prevent serious outbreaks, control efforts may need to be instituted prior to (or early in) the restoration process. Further research is necessary to study the effects of restoration on rare species. Uncommon species are infrequently detected during monitoring. Plenty of habitat is created by thinning and burning, fostering the potential for an increase in rare species, particularly those that prefer increased light. But shade-tolerant species also need to be identified and protected and, for many species, there is insufficient seed source to quickly colonize a restored area. Ant- and gravity-dispersed species are particularly susceptible to competition from animal- or wind-dispersed species. For more information on ecological restoration and restoration ecology: Center for Restoration Ecology http://www.ies.wisc.edu/cre/ Ecological Restoration Institute http://www.eri.nau.edu Native Plant Propagation Network http://www.nativeplantnetwork.org/network/ Society for Ecological Restoration http://www.ser.org/	<urn:uuid:f322975f-702f-4a5c-93e7-7d11e8053e8d>	CC-MAIN-2017-22	http://library.eri.nau.edu/gsdl/collect/erilibra/index/assoc/HASH3898.dir/doc.pdf	2017-05-25T07:01:15Z	crawl-data/CC-MAIN-2017-22/segments/1495463608004.38/warc/CC-MAIN-20170525063740-20170525083740-00100.warc.gz	217,399,181	968	eng_Latn	eng_Latn	0.99577	eng_Latn	0.997039	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 979, 5102 ]	[ 2.78125 ]	2	0
The season of Christmas brings with it, wonderful anecdotes, especially those relating to children. I recently read this anecdote for the first time, but gather its not new. A teacher asked her class of young children, “What would you like for Christmas?” Every hand in the room shot up. As the teacher progressed across the classroom taking children’s responses in turn, one little girl in the back row said, “I want what my Mummy wants”. “And what does your mummy want?”, asked the teacher. “She says she wants four animals for Christmas” came the reply. The teacher asked, “Really! And which four animals would that be?” Without batting an eyelid, little girl recited, “A mink on my back, a jaguar in the garage, a tiger in the bedroom and a donkey to pay for it all!” When the teacher recovered, the little girl was heard saying, “My Daddy said, If you wanted animals, you should have married a zoo-keeper!” What do you want for Christmas? 2,100 years ago, a couple, then old in years, wanted and prayed for a child all their married life. We don’t know how long that was, but if you were to assume they were married according to Jewish social custom when he would have been 20, you would not be wrong to assume they might have been praying for a child for more than 40 years. Let’s find out more about this couple. At the time when Zechariah the priest was serving in the Temple, 400 years had past since the Hebrew people had heard from God. The last prophet, Malachi’s message from God to His people was a wake-up call to renew their covenant with God. God was faithful in looking after them through the long period of exile, but they were not faithful in honouring God: there was corruption in the priesthood, abuse of the disadvantaged, and the people did not honour God with their tithes. As a result, worship was ritualistic and without life. Worship was more about performing rituals and observing traditions, than about meeting God in His Temple and honouring Him for His faithful love, and serving His will in the community. Luke makes a special effort to inform us that, unlike many in the priesthood at that time, Zechariah and his wife Elisabeth were “both righteous before God, walking blamelessly in all the commandments and statutes of the Lord God”$^1$, note, not “the Law”. On this day, it was Zechariah’s turn to burn incense in the inner Temple. It was once in a lifetime event for a priest. The incense was a special blend of five spices, which when burned, the smoke rose straight up from the fire, towards the heavens, for use in the Temple only, at set times; any personal use of this specially blended incense, would result in severe consequences. The priest would take burning coals from the altar of sacrifice in the Temple court, to the altar of incense inside the Temple, and there, deposit prepared incense ON the burning coal. This ritual was rich in symbolism. On this occasion, the symbolism of burning incense, represented the prayers of people who are in a covenant relationship with God. This specially prepared incense, set apart the Hebrew people from other nations and tribes, NOT because they were chosen by God and set apart, rather they were to be special people who themselves, chose to worship Almighty God, Creator of the Heavens and the earth, in whom is life and life eternal, who also created man and woman. This is the God to whom people chose to pray, and the smoke from the specially prepared incense symbolised their prayer wafting up to God. Thousands of years prior, David pleaded before God, “Let my prayer be set forth AS incense before you”$^2$. --- $^1$ Luke 1:6 $^2$ Psalm 141:2 We must appreciate the effort Luke makes in his writing to give us details. He informs us, “the whole multitude of people were praying outside at the hour of incense.” This background is important to understand what is happening and what happens next. Zechariah is alone in the most holiest place a human being can enter, and there an angel of the Lord appeared, standing on the right side of the altar of incense. Luke very politely says, “Zechariah was troubled and fear fell upon him”. If Luke were writing today, he might have described Zechariah’s state as follows, “Zechariah was frightened out of his wits. So frightened was he, that he stood paralysed in fear, too afraid to breathe, and so afraid as not to even move his eyes.” Zechariah believed he was going to die, because the presence of the angel of God, was as good as the presence of God Himself. The angel’s first words were, very naturally, “Fear not!” Do not fear my presence. There is no reason to be afraid. The angel’s comfort is more powerful than Michael Winner’s expressive counsel, “Calm down, my dear”, and nowhere near as David Cameron’s foot-in-mouth smirk in the House of Commons when he told Labour front-bencher Angela Eagle to “Calm down, dear!” The Angel standing in front of Zechariah that day, wasted neither time, nor words. “Do not be afraid, for your prayer has been heard…” The man pouring special, Holy incense on burning coals, symbolising the rising of the prayers of the people in the courtyard outside, is being told, “YOUR prayer has been heard…” and is about to be answered. The first lesson we learned was that prayer is Holy, because in prayer we address a Holy God. The second lesson we learn from Zechariah’s life is that God hears ALL prayer. I find it fascinating that the angel from God referred to Zechariah’s prayer in the singular. A simple calculation tells us, the number of time he would have prayed for a child, would have been in excess of 14,600, which is once a day for 40 --- 3 Luke 1:10 years (40 x 365). But the angel says, God has heard your prayer (singular). What we pray for and the sincerity with which we pray, is far more important, than how many times we pray! Jesus tells us a parable to reinforce this very point. A poor and desperate widow appealed to “a judge who did not fear God and had no respect for man”, for justice and protection from her adversary. The judge kept fobbing her off, but she kept coming back to him, pleading and begging for the law (not the judge) to protect her from those who were trying to take advantage over her, and finally the judge gives her justice because the widow “will be an intolerable annoyance and she will wear me out”. The key to the parable is in the first and last sentence, the bookends which hold the parable’s meaning. The parable starts with the words, “Now Jesus was telling the disciples a parable to make the point that at all times they ought to pray and not give up and lose heart”, and the final sentence says, “When the Son of Man comes, will He find this kind of persistent faith on the earth?” The quality of prayer is defined by “persistent faith”. Do you believe, God WILL answer your prayer, because He is able? God invites us into a covenant relationship, in which He reminds us, praying at all times, not giving up and not losing heart, because He is able to answer prayer. We learn from the angel’s words that Zechariah had one prayer before God, prayed with persistent faith, but we learn from Zechariah’s response, that he had given up believing God would answer his prayer. “How shall I know this? For I am an old man, and my wife is advanced in years”. I don’t need to explain the second half of Zechariah’s statement, but his question is astounding! A man appointed and anointed by God to serve Him in a coveted position in the Temple, who has fervently prayed asking God to bless them with A child (they are not asking for much, just one child), has probably given up, not on God, but that _____________________ 4 Luke 18:1-8 his prayer will not be answered, because the reality of physical age made it impossible to have a child. Looking at his age and his wife’s advanced years, Zechariah was convinced it was not God’s intention to grant them the blessing of a child, but they enjoyed many other blessing from God. I hear this from a good friend whom I have known for a long time: I know God is good and He can do miracles, but the practicalities of my life are such, that nobody can do anything to help me. He is right about one thing: as long as we are focussed on the realities of life and the practicalities of living, no human person can help us. We look at the evidence around us, and resign ourselves to the fact, we must live in this misery, because our condition is beyond a human being’s ability to help us. The important lesson Zechariah learned that day is a lesson we must learn, miracles, which is the natural actions of God, and practical human actions are like oil and water, they will never mix, so don’t even try. We either make all possible human effort and take all practical steps to solve our own problems, or we trust God by praying at all times and not losing heart. We don’t pray to God so that He will change His mind. We pray to God so that we will change and accept His will, and as we change, our situation can change. The angel said to Zechariah, “Fear Not! Your prayer has been heard and is about to be answered!” i.e. the time is now for you to get what you have fervently and faithfully prayed for, because it is now time for God to accomplish His plans. Never, ever give up on prayer! Fear not! Your prayer is being answered! AMEN	<urn:uuid:0430950d-2a0e-439b-9537-9dc23eaa50db>	CC-MAIN-2019-39	http://www.botleybaptistchurch.org/content/pages/documents/1500375036.pdf	2019-09-15T20:14:41Z	crawl-data/CC-MAIN-2019-39/segments/1568514572289.5/warc/CC-MAIN-20190915195146-20190915221146-00398.warc.gz	225,459,549	2,107	eng_Latn	eng_Latn	0.99438	eng_Latn	0.995675	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 1886, 3667, 5678, 7707, 9362 ]	[ 2.125 ]	2	1
Process and Practice of Intervention Recently you notice that your school or workplace cafeteria is offering new foods—foods that you symbolically categorize as unhealthy. The change violates your ideological expectancies about how a more nearly perfect life might be achieved. You rename yourself, from consumer to change agent. How might knowledge of the Rhetoric of Social Intervention (RSI) model guide your actions as an intervener to encourage the food service and institutional administrators to attend to and satisfy your need for more healthful menu choices? Perhaps you took a course that uses this book on the rhetoric of social intervention because the class was offered at a convenient time or fulfilled a degree plan requirement. Although you find rhetorical criticism interesting, you are majoring in another subspecialty of communication. Still, how might the RSI concepts you have learned be relevant in other communication areas besides rhetorical criticism? Or how might they be relevant to other disciplines in general? This final chapter examines the proactive and practical use of the RSI model to guide the creation of interventions. We reflect on the process we enact when intervening and responding to others’ interventions. We also consider the model’s relevance to other communication areas—such as organizational, public relations, and public speaking—and to fields outside communication. Finally, we invite you to join us in considering this book as an attempted intervention. THE MODEL AS PRACTICAL INTERVENTION Throughout your life, you will often act as a social intervener or change agent—sometimes to promote social change, sometimes to maintain social continuity. At times people might name you as initiating the intervention; at other times, you might interpret your actions as responding to their interventions. Regardless, your voice is one among many that interact to influence social system dynamics (Brown, 1978). No techniques exist to ensure that your intervention will result in your hoped-for outcomes. However, knowledge of the RSI model can reveal the possibilities for an intervention in a situation, guide the development of the intervention, and enable you to consider the possible side effects of your interventional attempts. In addition, it allows you to reflect on your responses to others’ interventional attempts in social systems in which you participate. We tend to become change agents when experience appears to deviate unpleasantly from the expectancies created by our ideologically generated names for experience (Brown, 1978). For example, what if product sales decline after a company introduces a reengineered soft drink that has been named the means to ensure the company’s growth? Suppose a cat or dog dies after eating pet food that has been symbolically categorized as nutritious and life extending. Such nonfitting experiences prompt interventions to rename experience to compensate for the anomalies that threaten the continuity of ideology. The RSI model suggests choices that change agents make when enacting interventions. We describe these choices as questions to consider when developing the strategies, tactics, and maneuvers of an intervention. These same questions can also help you recognize others’ interventional attempts as you attempt to intervene. We exemplify these questions in a narrative about a college-based intervention. Increasing Anomaly Awareness Suppose you complete a doctorate in communication. You enter the field because you name communication as a key to achieving the American dream. An understanding of communication leads to more effective relationships, more tolerance for others, and more career opportunities, and, by extension, a more nearly perfect world. Hence, you profess communication as the basis for understanding human identity. You teach at a small commuter college that you categorize as a good place to work. The students are interesting and interactive. Your colleagues are friendly and supportive. The administration provides adequate pay and benefits. These experiences form criterial attributes of the symbolic category a good place to work. The college power-sharing system meets your needs. During the past year, however, you become aware of events that bother you. Program enrollment has been declining, with 30 percent of students transferring after their sophomore year. Also, although you receive good teaching evaluations, students frequently comment “interesting course, but the theory stuff isn’t very useful,” or “need more hands-on work.” Finally, local employer surveys frequently rate your graduates as “excellent” in researching and critical-thinking skills but “needs improvement” in the flexibility and adaptability categories. These events violate the expectancies you associate with the communication program, which you have categorized as providing excellent preparation for the future. You discuss these anomalies with your colleagues. They seem unconcerned. They attribute the enrollment decline to the implementation of higher program standards. They account for the teaching evaluation comments by saying that students will recognize later the value of what they have learned. Finally, they remark that employers always complain because they feel important when they can complain. Despite your colleagues’ explanations, you fear that the trends of enrollment drops and student dissatisfaction with program knowledge might continue. In addition, employers might refuse to hire your students if they name them inadequately prepared. If the trend continues, the program could be downsized or discontinued. You would lose your job and ability to achieve the dream. The college would no longer be a good place to work. Identifying Naming Patterns You become more open to an alternative way of symbolizing experience to explain the anomalies you are encountering. By embracing openness, you begin the process of social intervention. The starting point for enacting a social intervention is an analysis of the social system’s current naming patterns. In this instance, you have been observing these system components that influence each other—the communication faculty, the current students, and potential employers. The RSI model suggests asking these types of questions about the system: - How am I naming experience? How are the system components naming experience? - What anomaly-featuring communication or anomaly-masking communication, or both, are the components emphasizing? • What aspects of experience do their current naming patterns background or foreground, or both? • What ideological expectancies do their naming patterns reflect? You identify your colleagues’ naming pattern as one that categorizes the college’s communication program as providing excellent preparation for the future. You detect this pattern in their conversations as well as in the program’s mission statement and recruitment materials. Thanks to your knowledge of the RSI model, you recognize the unease you have been feeling as related to anomaly-featuring communication—the inability of the current naming pattern to make sense of the declining enrollment, student comments, and employer complaints. These events violate the expectancies generated by the naming pattern the program provides excellent preparation for the future. Other power shareholders—students and employers—seem to be advocating a competing template—the program provides inadequate preparation for the future. They constitute this name by featuring anomalies in your colleagues’ template. They communicate these anomalies in actions and symbolizing activity, such as changing schools, completing course evaluation forms, and completing employer surveys. They appear to be acting as interveners to promote an attention shift. As you reflect on how your colleagues account for the enrollment drops, student remarks, and employer responses, you recognize their explanations as examples of anomaly-masking communication. They have responded to the anomaly-featuring communication by finding ways to mask attention to the anomalies. Thus, they have been able to maintain the naming pattern the program provides excellent preparation for the future and reject the alternative interpretation being proposed. They have been intervening to prevent an attention shift. You examine the symbolizing activity to understand how the faculty constructs its naming pattern. Your colleagues emphasize behaviors and activities defined as scholarly as the criterial attribute of excellent preparation. They foreground completing theory and research courses, participating in the undergraduate research symposium, and writing senior theses as aspects of experience that reify the symbolic category excellent preparation. In this interpretation of experience, the American dream is achieved by scholarly preparation. But what does this naming pattern background? To reveal backgrounded experience, you examine the students’ and employers’ naming patterns. How do they appear symbolically to construct excellent preparation? To what aspects of experience do they refer to reify excellent preparation? How does that influence their interpretation of the communication program? How do they make sense of the American dream? In answering these questions, you observe that, for them, practical knowledge is a criterial attribute of excellent preparation. You are prompted to intervene because you project that if the students and employers continue their anomaly-featured communication to promote the name inadequate preparation and the faculty continues its anomaly-masking communication to promote the name excellent preparation, deviance will amplify. These naming patterns can result in neither group fulfilling the others’ needs and goals. Without a rhetorical trend reversal, the system components might become less needs-meeting and might disband. Thus, you begin enacting the role of change agent. Making Choices The RSI model suggests questions for interveners to consider when planning an intervention: - What is the nature of my intervention? Am I promoting change? Impeding change? Both? - In what way am I trying to reverse or compensate for a rhetorical trend that I interpret to be deviance amplifying? These questions require you to think about choices. Perhaps the faculty interpretation of experience makes sense to you. You agree that excellent preparation means emphasizing scholarly knowledge. You choose to intervene to maintain this interpretation. To reverse the deviance-amplifying trend of lower enrollment, you create an intervention that attempts to change how students and employers symbolically categorize excellent preparation. You intervene to shift the students’ and employers’ attention away from emphasizing practical knowledge and to emphasizing scholarly knowledge. What could you do or say to these power shareholders to promote a shift in their interpretations of needs, interdependencies, and experience? What might be the side effects of such an intervention? Alternatively, you might choose to adopt the alternative naming pattern. Practical skills attainment as a criterial attribute of excellent preparation makes sense to you. You attempt to intervene to change how your colleagues symbolically categorize excellent preparation. You intervene to shift attention away from scholarly knowledge and to practical knowledge. What could you say or do to promote a shift in your colleagues’ interpretation of needs, interdependencies, and experience? What might be the side effects of such an intervention? In either case, you intend the renaming to reverse the deviance-amplifying trend. However, these two choices are either-or options. One foregrounds scholarly activity and backgrounds practical experience; the other highlights practical skills and downplays scholarly knowledge. What about a third option—one that symbolically categorizes excellent preparation as attaining both scholarly and practical knowledge? What your colleagues need to do, you decide, is to rename the criterial attributes associated with excellent preparation. Rather than focusing on either scholarly or practical knowledge, you will encourage them to extend the attributes of the symbolic category excellent preparation to include practical activity. In this alternative version of experience, the American dream will be achieved through a program that provides excellent preparation by emphasizing both scholarly and practical achievements. How will you promote this shift? Again, you make choices about how to enact the combination of scholarly and practical activity. Will you do it through new skills-oriented courses? Internships? Service learning? You decide that one way to reify scholarly and practical activity is to add a student newspaper to the communication program. You select this choice because you worked on a student newspaper as an undergraduate and you name that experience as contributing to your own success. However, you support that choice by finding research and professional sources that emphasize the need and value of student newspaper experience. How might producing a student newspaper incorporate both your colleagues’ expectancies of scholarly activity and the students’ and employers’ expectancies of practical activity associated with excellent preparation? Deciding on Audiences As you consider the nature of your intervention, you must also identify the social system components with which you are interdependent for the enactment of your intervention. The RSI model leads you to ask this question: - Who is the primary audience of my intervention? Although your long-term interventional goal is to shift how current students and future employers name the communication program, your method of achieving that goal (developing a student newspaper) requires attention to a different system of power shareholders. To identify your primary audience, you must identify the social system components with whom you are interdependent to achieve your goal. Because you want to introduce a student newspaper in a college setting, you examine components within the college, such as students, faculty, staff, administrators, alumni, board of trustees, and donors. Which of these components, or audiences, seem most able to mediate your future—in this case, the creation of a student newspaper? Suppose you name your colleagues as your primary audience. You interpret their support as being most critical to achieving your goal of extending the criterial attributes of excellent preparation to include practical activity in the form of a student newspaper. That is not to say that you consider the other system components unimportant. You could increase your interdependency with alumni and donors by advocating the need for funds to operate a student newspaper. In addition, other components, such as faculty outside the communication program, administration, and students will become important as the intervention progresses. However, time and resources often temper our selection of audiences. You decide that unless your colleagues interpret a need for a student newspaper to enact practical experience, they will be unlikely to provide the logistical support necessary to ensure the newspaper’s future. Selecting a Starting Point As you determine your audience, you consider the starting point for your intervention. The RSI model suggests that you pose this question: - With which subsystem will I begin my intervention? Will you gear your intervention toward increasing your audience’s attention to unmet needs, non-needs-meeting interdependencies, or anomalies in its interpretation of experience? Often we appeal to the same need, power, or attention anomaly that is already apparent to us. You choose need as your starting point because the anomalies you have noticed suggest that the communication program is not satisfying students’ or employers’ needs. You select to focus your intervention on making your colleagues aware of the need to extend the program’s preparation to include practical knowledge. You do this by advocating the creation of a student newspaper. You reason that this action will meet the growth-and-survival need of the communication program. Related to the subsystem question is this consideration: - What strategies and tactics will I use to promote my intervention? Strategically, you select to feature anomalies in your audience’s accepted way of interpreting need. You seek to shift the faculty’s emphasis away from the collectivity-stressing need for scholarly activity that contributes to the knowledge base of the communication field as a whole. You attempt to shift the faculty’s emphasis to the individuality-stressing need for both scholarly and practical experience that contribute to the holistic development of the student. Common to both emphases is the symbolically constituted need for excellent preparation as a means to reify the American dream. Only the interpretation of how that need is met changes as the emphasis shifts. Tactically, you plan to create awareness of and attribute to your colleagues the need to revise the communication program to offer both scholarly and practical activities. You advocate the creation of a student newspaper as a way to satisfy the need to include practical knowledge. You encourage your colleagues to open channels of communication with potential power shareholders, such as students, administrators, and others who will be important to establishing a student newspaper. Because the RSI model emphasizes the dynamics of system intervention, you assume that, at the same time you are intervening, others will also be intervening. For example, some of your colleagues might intervene to attempt to prevent change. They deny the need for practical experience or for a student newspaper. Thus, you must consider how you will respond to others’ interventional attempts as you create the rhetorical maneuvers of your intervention. Creating Rhetorical Maneuvers As you determine the strategies and tactics of the intervention, your knowledge of the RSI model leads you to pose these questions: - What rhetorical maneuvers will I employ to enact the intervention? - How will I reason to promote my naming of experience? Enacting an intervention requires developing rhetorical maneuvers that communicate the strategies and tactics of the intervention. Think about what you will say or do to reach your intended audience. In developing messages, keep in mind your overall strategy—in this case, to shift the audience’s interpretation of needs. You employ rhetorical maneuvers that feature anomalies in your colleagues’ interpretation that the program must emphasize only scholarly activity to ensure its growth and survival. At the same time, you use rhetorical maneuvers that mask attention to anomalies in the interpretation of needs that you are promoting. To create rhetorical maneuvers, you gather materials such as statistics, examples, and testimony. These materials highlight experiences that violate expectancies associated with your colleagues’ interpretation of needs. You might identify several universities that symbolically categorize excellent preparation as including both scholarly and practical knowledge. You show how their enrollment numbers are increasing. You might find examples of programs similar to yours that define excellent preparation as scholarly knowledge only. You show how their enrollment numbers are decreasing. What other aspects of experience might you foreground to feature attention to anomalies in your colleagues’ interpretation of needs? In anticipation of other interveners’ messages, you reflect on how to mask anomalies in the interpretation of needs that you are advocating. Suppose your colleagues say that practical activities will dilute the program and make it the same as a technical school. What if they note that students can volunteer on the college’s yearbook to get practical experience? They might point out that creating a student newspaper will draw resources away from other activities and courses, thereby reducing the program’s ability to provide excellent preparation. How will you respond? How will you show that practical activity is not opposed to scholarly activity and that scholarship can emerge from practical involvement? Choosing Channels You also make choices about the channels of communication for conveying your messages to your intended audience. You could write a book on the need for both scholarly and practical activities to enhance excellent preparation—but think about the time and cost of that maneuver. You could post flyers around the campus that summarize your anomaly-featuring messages—but your colleagues might ignore the flyers because they interpret flyers to be communication intended only for students. You could create a PowerPoint show and invite the faculty to a formal presentation—but you notice that only administrators seem to give formal presentations on issues. You could march around campus carrying a sign that advocates the need for change—but your colleagues might symbolically categorize you as weird* and ignore your messages. In the end, you select to communicate your intervention in two ways: informal discussions with departmental colleagues and a presentation at the department’s monthly meeting. You choose these communication channels to convey your message based on your observation of the college system. You notice that the system has an institutionalized or socially accepted method for professors to advocate change in program curriculum. Thus, you hope that by following a similar process with the student newspaper proposal, your colleagues will name the proposal as the same as changing curriculum and focus on its contributions to students’ academic experience. To change curriculum, a professor first discusses the proposed change with colleagues. If the colleagues seem receptive, then, following institutional policy (power code), the professor presents the proposed change to the department. If the department approves, then the professor’s interdependency with three additional power shareholders increases—the division dean, the curriculum committee, and the full faculty. All three must approve the proposal and may require the professor to enact additional interventions. Considering Subsystem Side Effects In this narrative, we have acted as if the interventional goal is to promote a need intervention—away from the need to emphasize scholarly activity to the need to emphasize both scholarly and practical knowledge to enact excellent preparation. However, the RSI model points to asking additional questions: - What are the potential subsystem side effects of my intervention? - How will a shift in one subsystem (need, power, or attention) simultaneously lead to shifts in the other subsystems? In this instance, you consider the side effects for power and attention. If the departmental faculty accepts the interpretation of needs you are advocating and the remaining components of the college system approve the student newspaper, how might power shift within the department? How might interdependencies be revised? Who becomes more important in future choosing? Who becomes less important in future choosing? In what ways does the need shift challenge the current departmental hierarchy? How might this influence the overall development of the department system? No doubt, the communication program will become more interdependent with a person who can advise and students who can write and edit newspapers. The program will also become more interdependent with people willing to talk to the student reporters and with advertisers willing to buy ads to support the newspaper. Increased interdependency will be formed with printers or web masters. Faculty with technical skills to facilitate the newspaper’s production might need to be hired. At the same time that you urge your colleagues to rename needs, you also encourage them to reinterpret their experiences. How will the shift away from emphasizing only scholarly activity and to emphasizing both scholarly and practical activity influence how your colleagues interpret the program as a whole? How will their sense of being shift? How will their ways of knowing change? How will the need intervention alter what they value? Furthermore, what additional interventions might be needed to attempt to shift the students’ and employers’ interpretation of excellent preparation? How will you encourage those system components to rename the attributes of excellent preparation to include both practical and scholarly work, or interpret the student newspaper as practical experience, or both? What if the trend of enrollment drops and employer dissatisfaction continues after reorganizing the department to include a student newspaper? Alternatively, suppose the audience agrees to maintain its current interpretation of needs and rejects the proposed interpretation. Your colleagues deny the need for preparation that includes both scholarly and practical activity. How might the power shareholders interpret your attempted intervention? How might that influence your interdependencies with them? How will you account for your inability to bring about change? What price might you pay for your attempted intervention? How might you next intervene if you continue to interpret a need for both scholarly and practical activity to ensure the program’s growth and survival? Finally, suppose your colleagues agree that the communication program needs to include practical experience to provide excellent preparation, but suppose they intervene to propose alternative ways to satisfy that need, such as creating a literary magazine or a student public relations firm. What if other power shareholders in the college system respond to your attempted intervention by choosing to ensure the institution’s growth and survival by eliminating the communication program? These possible side effects remind us that we intervene, rather than control, when we attempt to bring about social change. Overall, the RSI model provides a framework to guide the actions of change agents. The model’s use does not ensure that the intervention will result in the intended outcome. As you promote your interpretation of experience, others will advocate theirs. Together, you and the other interveners negotiate the choosing of futures. Thus far, we have examined the questions that the RSI model leads you to ask when acting as an intervener. Now we consider how the RSI model applies in other areas of communication besides rhetoric. THE MODEL AS RHETORICAL INTERVENTION The RSI model directs our attention to the rhetorical nature of social interventions. This does not mean, however, that the RSI model is relevant only to rhetorical criticism. The model offers insights into a wide range of communication areas. To demonstrate its applicability across the field of communication, we briefly discuss three areas that might relate to your experience in communication. We examine the RSI model’s connections to organizational communication, public relations, and public speaking. Connecting to Organizational Communication Organizational communication scholars often emphasize the importance of understanding the change that organizations must undergo to grow and survive (Bergquist, 1993). Organizations must be able to initiate and adapt to apparent changes in their external and internal environments to maintain their goals of providing services or producing products. For example, when airplanes began replacing ships as the main means of overseas travel, the ocean cruise line industry changed and adapted by emphasizing entertainment instead of transportation to stay in business (Eisenberg & Goodall, 1997). Through the lens of the RSI model, organizational change occurs because events violate the expectancies generated by the organizational members’ naming patterns. Organizational members attempt to compensate for the anomalies by renaming experience or the criterial attributes of experience. Thus, organizations transform as their members promote need, power, and attention shifts (Opt, 2003). When organizational members conceive of new ways to make old products, develop new products, find new uses for old products, and shift management styles, they engage in attention switching (Opt, 2003). Organizations grow and survive because their members symbolically recategorize experience. From the perspective of the RSI model, Apple Computer, Inc., came into being when its founders renamed the computer from industrial product to hobbyist toy and eventually to home appliance (Opt). The RSI model interprets the decline or dissolution of an organization in terms of vicious circles. If an organizational system is unable to compensate for deviance-amplifying naming patterns, then the organization might no longer meet other system components’ needs and might go out of business (Opt, 2003). What if the ocean liner industry had continued to name its business as providing transportation, despite the anomaly of an increasing number of its customers electing to fly? Finally, the RSI model suggests that to understand and intervene in organizational change, we should pay attention to the organization’s naming patterns (Opt, 2003). We might attempt to anticipate the direction of organizational change by attending to anomaly-masking and anomaly-featuring communication in superiors’ and subordinates’ conversations. We might identify organizational interveners by watching for needs-advocacy behaviors and challenges to the organization’s power code. We could analyze the organization’s adaptation to its internal and external audiences by comparing its interpretations of need, interdependencies, and experience to the naming patterns that external publics constitute about the organization. Linking to Public Relations Like organizational communication researchers, public relations scholars emphasize the importance of understanding organizational change processes so that organizations can proactively, rather than reactively, respond to their environments (Opt, 2008). As public relations theorist Derina Holtzhausen (2000) comments, “Practitioners’ ability to deal with changes in society will enable those who work in institutions to contribute to their organizations’ survival and effectiveness” (p. 110). The RSI model provides practitioners with a framework for comprehending and interpreting the organizational change needed for growth and survival. Public relations professionals often monitor the environment in search of events that might influence the public’s interpretation of the organization. The RSI model directs practitioners to pay attention to how the organization names itself and its publics, and how the publics, in turn, name themselves and the organization (Opt, 2008). These professionals would compare the organization’s and the public’s communication patterns in terms of what they foreground and background in experience. They would reflect on how similarities and differences in the patterns might shape the relationship between the organization and its publics. For example, a pet food public relations professional monitoring the media might notice an increase in articles that foreground attention to the deaths of cats and dogs after the animals had consumed certain pet foods. To account for the anomaly, some consumers rename the pet foods unsafe. This shift in interpretation, from safe to unsafe, constituted in the symbolizing activity, suggests to the professional that consumers’ interdependency with the organization is about to change—from one based on exchange to one organized by threat. Thus, public relations practitioners can look through the lens of the RSI model to anticipate changes in the interdependency between an organization and its publics. In addition, the RSI model suggests a way for practitioners to envision side effects that might occur as a result of rhetorical renaming (Opt, 2008). For example, what potential systemic side effects might result from an interpretive shift from safe pet food to unsafe pet food? In their role as change agents, public relations practitioners often attempt interventions to create, maintain, and change the relationship between an organization and its publics. The RSI model indicates that professionals should develop interventions by analyzing the public’s current ways of naming needs, interdependencies, and experience. The RSI model provides practitioners with a framework for constructing interventional strategies, tactics, and maneuvers and considering the side effects of the attempted change (Opt, 2008). Relating to Speech Communication Like organizational and public relations scholars, speech communication scholars also emphasize understanding change, but often from the point of view of the speaker as change agent. For example, speech textbook authors Steven Beebe and Susan Beebe (2006) note that speaking with competence and confidence is empowering. “To be empowered is to have the resources, information, and attitudes that allow you to take action to achieve a desired goal” (p. 2). In achieving a desired goal, the speaker seeks change, which suggests a connection to the RSI model. In the RSI model’s interpretation of experience, public speakers are interveners (Gring, 2006). They attempt to influence interdependencies with audiences so that the speakers’ needs might be met and desired goals achieved. Speakers attempt to shift or maintain how their audiences symbolically categorize experience. Think about speeches you have given, perhaps in a class or an organizational setting. Can you identify the shifts in need, power, or attention that you tried to promote or impede in those speech-making events? Through the lens of the RSI model, all public speaking events are interventions. Giving a speech is not a static experience—rather, it is an intervention into an ongoing dialogue negotiating the symbolic categorization of experience. More specifically, a speech enacts the rhetorical maneuvers that promote the strategies and tactics of an intervention. For example, an HIV/AIDS speech given to college administrators tactically attributes and advocates the need for an HIV testing center on campus and promotes the strategy of stressing group need. In addition, the RSI model allows a speaker to develop the speech around the intervention-constructing questions posed earlier in this chapter. As part of an audience analysis, the speaker examines the system components’ naming patterns and compares them to his or her own. How does the audience talk about the topic? How does it symbolically categorize its needs, interdependencies, and experience? What anomaly-masking and anomaly-featuring communication is occurring? How have the audience’s naming patterns changed over time? By addressing such questions, the speaker gains clues as to how to intervene and which type of intervention to emphasize—need, power, or attention. Finally, the RSI model enables the speaker as intervener to consider the side effects of the attempted intervention. Traditionally, speech communication scholars discuss ethics—the need to be truthful, fair, and accurate, and to consider sources and values—based on the assumption that speeches can influence audiences (Beebe & Beebe, 2006). The RSI model also directs speakers to attend to the potential subsystem side effects of their rhetorical interventions. For example, if you as a speaker attempt a needs intervention, how might that influence the system’s interpretation of its interdependencies and experience? As we discussed the RSI model’s connection to organizational communication, public relations, and speech communication, perhaps you also thought of RSI model links to other subspecialties of communication. Maybe you see relationships between the RSI model and communication areas such as family, health, intercultural, interpersonal, mass media, political, risk, crisis, and small group. In addition, perhaps you considered how the RSI model could be used to organize and make sense of the historical development of communication theory. These connections offer opportunities for you to explore as you grow in your role of RSI scholar. Connecting to Other Fields As you learn about the RSI model, maybe you notice ties between the RSI model and disciplines in addition to communication—such as psychology, marketing, economics, sociology, and history. As your thinking about the model develops, you might act as an innovator in these other fields by introducing the RSI model as an alternative framework for interpreting experience examined in these disciplines. You might also find that the RSI model has applicability in fields that are attempting to make sense of human experience using a holographic metaphor. Although we have referred to the RSI subsystems as holographic, the model itself is a holographic approach to understanding human symbolizing activity. It assumes that all experiences, like the swirls on holographic film, are dynamically interconnected. We create the appearance of separateness in and give order to experience when we symbolically categorize. The RSI model, though, directs our attention to the holistic nature of experience by emphasizing the interconnectedness and interdependence of our communication patterns. Like the light that shines through the holographic film patterns reveals the apple, the RSI model enables us to reveal our symbolic patterns that divide and unite experience. Over the past few decades, scientists, scholars, and philosophers in fields such as physics, chemistry, neuroscience, biology, psychology, anthropology, medicine, and organizational design have been negotiating the merits of a holographic metaphor for making sense of human experience (Banner, 1994; Bekenstein, 2003; Bohm, 2002; Johnston, 2006; Pribram, 1971; Susskind & Lindesay, 2005; Talbot, 1992; Wagner, 2001; Wilbur, 1982). Physicist David Bohm, an advocate of the holographic template, believes that “our almost universal tendency to fragment the world and ignore the dynamics interconnectedness of all things is responsible for many of our problems, not only in science but in our lives and society” (quoted in Talbot, p. 49). Such thinking enables us to start wars and bury toxic wastes without reflecting on the long-term impacts of our individual actions on the whole system (Talbot). Thus, as you develop in your role as an RSI scholar, you might act as an intervener to contribute to our understanding of a holographic template. You might also contemplate the side effects for a social system that symbolically recategorizes the universe as a hologram. We, the authors, hope that one side effect of our intervention is that you increase your reflectivity about the communication processes that underlie every aspect of our lives. By way of closing, we mention a few other ways we hope this book intervenes in your naming patterns. THE BOOK AS INTERVENTION If we, the authors, restricted ourselves to philosopher Thomas Kuhn’s (1996) model of scientific change, we would name ourselves as cumulators. Kuhn views cumulators as power shareholders whose task in the academic social system is to choose the concepts and models to be passed down to the next generation of scholars. Cumulators compile these ideas into forms such as books and articles. In this book, we have summarized and compiled RSI model concepts from the original articles to pass on to you. However, in the process of being cumulators, we, the authors, are also interveners. Let’s contemplate how we have attempted to intervene in your symbolic reality through writing this book. Promoting an Attention Intervention Consider how we, the authors, attempted to promote or impede a shift in your interpretation of experience. How did you name the communication process prior to reading this book? How do you name it now? Perhaps you foregrounded marketplace forces, technological advancements, or psychological attitudes as the drivers of social change. You rhetorically backgrounded the role of communication in prompting and forestalling social change, treating it as something added, a tool of occasional use in shaping the world. Maybe now you name communication—more specifically, the human ability to transform experience into symbols—as the catalyst of social change. When individuals, organizations, societies, and cultures experience change, we ascribe the generator of that change to shifts in how they symbolically construct interpretations of needs, interdependencies, and experience. To promote this attention shift to the interpretation that communication drives social change, we attempted to shift your ways of knowing, valuing, and being. The book highlighted the rhetorical nature of our knowledge of the world—that much of what we call reality has been symbolically constructed. It emphasized valuing the understanding of alternative interpretations of experience and the process by which we rhetorically construct those interpretations. Finally, it directed attention to the symbolic nature of our being—we are the naming beings. Rhetorical theorist Kenneth Burke (1966) ties together knowing, valuing, and being when he poses these questions related to defining human beings as symbol-using creatures: [C]an we bring ourselves to realize . . . just how overwhelmingly much of what we mean by “reality” has been built up for us through nothing but our symbol systems? Take away our books, and what little do we know about history, biography, even something so “down to earth” as the relative position of seas and continents? What is our “reality” for today (beyond the paper-thin line of our particular lives) but all this clutter of symbols about the past combined with whatever things we know mainly through maps, magazines, newspapers, and the like about the present? . . . And however important to us is this tiny sliver of reality each has experience firsthand, the whole overall “picture” is but a construct of our symbol systems. (p. 5) Finally, what power-related and need-related attention shifts might have occurred? Perhaps prior to reading this book you named yourself as independent. Now you name yourself as interdependent. Perhaps you interpreted all of your needs as real. Now you interpret many of them as symbolic constructions. Encouraging a Power Intervention In what way has this book attempted to promote a power shift? Perhaps you purchased this book because a professor assigned it for a class. You followed a power code that says that you obtain the books that the professor requires. Maybe you read the chapters because of a power code that says you complete the assignments required by the professor. By agreeing to buy and read this book, you entered a power-sharing system that includes us, the authors. The book promotes an interpretation of experience that we, the authors, believe compensates for anomalies in currently held naming patterns about social change. We are interdependent with others, such as you, to read, ratify, and advocate this proposed interpretation. By presenting our interpretation of experience, we offer a choice—an alternative way to name experience and for the social system to develop. Perhaps your professor previously cooperated with other authors by purchasing their books. If your professor names this book as one that offers an interpretation that seems to make more sense of experience, then the professor reduces interdependency with other authors and increases interdependency with us. In this exchange-based relationship, we, the authors, provide a communication-based view of change that might enable your professor to better do his or her job. In turn, your professor agrees to adopt the new book and distribute this view of change. Although you might have followed a power code in acquiring this book, you have power code expectancies related to book authors. You probably expect academic book authors to offer information that prepares you to participate more fully in society by being a more informed citizen. You might expect the authors to provide knowledge that enhances and expands your life and career opportunities. You might expect them to use a writing style that is understandable, and so forth. You become a power holder when you give feedback on the professor’s choice of books. If you and other students agree that the authors have violated power code expectancies, you can advocate change. The professor might discontinue using this book and become interdependent with other authors or become a competitor by writing his or her own book about social change. What you learn from books is part of your future choosing, just as your evaluation and recommendation of books are part of future choosing for authors. Finally, how has your role in social hierarchy shifted now that you can enact the roles of RSI critic and social intervener? With what groups, courses, and theorists might you now seek increased interdependency as a result of your renaming? With what groups, courses, and theorists might you be less interdependent if you adopt the alternative names for yourself? Prompting a Need Intervention In what ways have your interpretation of needs shifted? If you are using this book in a course, perhaps you initially focused on your individual need to get through the material to pass the course. You needed to do well on examinations and papers, so you needed to learn about the RSI model to meet that need. Perhaps you advocated that need by asking the professor questions about exam designs and paper requirements. How have we tried to encourage you to rename your needs from the individual need of simply passing this class to the social need of learning more about a communication-driven interpretation of social change? Think about how we linked an understanding of social change to American dream attributes such as the need for success. If you comprehend and can critique social change, you can more effectively participate in the social system as critic and intervener. Such knowledge might enable you to enhance the social good and fulfill the need to accomplish a more nearly perfect life for all. We have advocated the RSI model as a way for you to meet this need to understand and analyze social change. Finally, consider how some of your other needs might have shifted after reading this book. Maybe now you support a need to make others aware of the symbolic nature of social change. You might interpret a need to pay attention to people’s dialogue and discussions to glimpse the rhetorical processes of social intervention. Perhaps you become an advocate of the RSI model by writing papers and theses based on the model. You also might see a need to reinterpret or expand the model. Of course, after reading this book, you might interpret the model to be non-needs-meeting, return the book to the bookstore, and advocate an alternative approach. Overall, this book has been an attempt to intervene in your interpretations of social change, interdependencies, and needs. It attempts to nudge you in the direction of naming social change as rhetorically driven and of defining naming as the essence of being human. However, we recognize that, as interveners, we do not control the intervention’s outcome. We simply present one choice among many for understanding human experience. We are interdependent with you in choosing the future. CHAPTER SUMMARY This chapter has considered how the RSI model offers a framework for constructing social interventions. Using the narrative of a college-setting intervention, we highlighted some of the questions that the RSI model suggests that interveners consider when organizing interventions: - How am I naming experience? How are the system components naming experience? - What anomaly-featuring or anomaly-masking communication, or both, are the components emphasizing? - What aspects of experience do their current naming patterns background or foreground, or both? - What ideological expectancies do their naming patterns reflect? - What is the nature of my intervention? Am I promoting change? Impeding change? Both? - In what way am I trying to reverse or compensate for a rhetorical trend that I interpret to be deviance amplifying? - Who is the primary audience of my intervention? - With which subsystem will I begin? - What strategies and tactics will I use to promote my intervention? - What rhetorical maneuvers will I employ to enact the intervention? • How will I reason to promote my naming of experience? o What messages or symbolizing activity will I create to communicate the intervention? o What channels of communication will I use to communicate the intervention? • What are the potential subsystem side effects of my intervention? How will a shift in one subsystem (need, power, or attention) simultaneously lead to shifts in the other subsystems? Overall, the RSI model can guide intervention development. It can also provide a framework for reflecting on others’ attempts to intervene in systems in which you participate. Next, we examined the RSI model’s connections to communication subspecialties and other disciplines. The RSI model offers a rhetorical way to understand and interpret the organizational change that is necessary to an organization’s growth and survival. It provides a methodology to enable public relations professionals to anticipate shifts in the organization/public’s relationship and create interventions to attempt to shape those shifts. The RSI model also suggests a way to reinterpret public speaking events by naming speakers as interveners, speeches as rhetorical maneuvers that promote interventions, and ethics as reflection on the side effects of interventions. In addition, the model potentially links to disciplines advocating the hologram as a metaphor for making sense of experience, both as a holographic approach and as a method to explore that interpretive shift. Finally, the chapter concluded with thoughts about this book as a social intervention. We reflected on how we, the authors, have attempted to promote need, power, and attention shifts in your interpretations of experience. We have sought to expand how you name your role in the social system—from participant to critic to intervener. We have foregrounded communication as the driver of social change. We have advocated the interpretation that understanding social change from a rhetorical perspective will enable us to build a more nearly perfect world and enact the American dream. How will we, the authors, evaluate the response to and side effects of our intervention? We will pay attention to the social system around us. We will review symbolizing activity such as letters to the editor, magazine articles, and news broadcasts for shifts in how people talk about social change. We will examine scholarly journal articles for the types of communication models being used to interpret social change. We will listen to daily conversations for evidence of new or redefined words, such as anomaly-masking and anomaly-featuring, prompted by the RSI model. We will search for social hierarchy changes, such as newly created positions with titles like intervention specialist. In sharing our interpretation of the rhetoric of social intervention, we have contributed to the ongoing human dialogue to construe a world of ordered experience. Now it is your turn. REVIEW QUESTIONS 1. What are the similarities and differences in using the RSI model as a method of criticism versus a method of intervention? 2. How does your attention shift when renaming yourself from critic to change agent? What are the implications for needs and power? 3. What types of choices must you make when acting as an intervener? 4. When intervening, are there times when interveners may be pushed or forced to do something that they did not want to do? Are there times when the power code prevails over what seems to be the free will or choice of the intervener? 5. When acting as an intervener, what might be your ethical responsibilities for any unintended side effects of your intervention? 6. Think of a field outside of communication. In what ways might the RSI model be used to provide insight into that field? 7. How does knowledge of the rhetorical patterns of social intervention enable you to participate more fully within a social system? 8. How might the RSI model, a holographic approach, be used to understand some disciplines’ shifts to interpreting the universe as a hologram? 9. Is this textbook an ethical intervention? Which power code conventions does it follow and violate? How would you deem its effectiveness at promoting need, power, and attention interventions? CHAPTER EXERCISES 1. Using the chapter’s example of the college need intervention, redesign the intervention from the starting point of power or attention. 2. Reflect on a speech or presentation that you have given recently. Analyze that event through the lens of the RSI model. 3. Visit the Web site American Rhetoric (http://americanrhetoric.com). Choose two speeches on a related topic (e.g., race relations, global warming, homeland security). Compare and contrast the interventional strategies, tactics, and maneuvers of the two speeches. 4. Suppose you work for a company that wants to boost sales for its new line of all-natural, organic yogurts. How might your knowledge of the RSI model assist you in developing and implementing a marketing campaign to increase sales? 5. Select an organization that has been in the news recently. Find newspaper and magazine articles that have been published about the organization during the past six months. Analyze the articles for anomaly-featured or anomaly-masking communication, or both. What trends do you notice? If you were a public relations professional for that organization, how would you advise it to respond to the trends in light of your knowledge of the RSI model? 6. Divide the class into need, power, and attention groups. Each group should analyze the strategies, tactics, and maneuvers of this book’s attempted intervention into the group’s assigned subsystem. Group members should discuss how they individually have responded to the attempted intervention. Share the group’s findings with the class. SERVICE LEARNING EXERCISE Propose an intervention for the not-for-profit organization for which you have been working. Respond to the questions in this chapter. Explain the purpose and nature of the intervention; its audience; the strategies, tactics, and maneuvers to enact the intervention; and possible side effects from the intervention. Present an oral and a written version of the proposal to the organization. Under the Lens: Interpreting Scholarship Review the following narrative that rhetorical scholar Lee Snyder shares with his students. Consider these questions as you read: What is the nature and purpose of his intervention? What are the strategies, tactics, and rhetorical maneuvers of his intervention? What side effects might result from his attempted intervention? What kind of alternative intervention might you construct to accomplish similar goals? There is a great ship, chartered by philosopher Sir Francis Bacon, and still in operation, traveling continually around the world. The ship contains many spacious rooms, each filled with great men and women of the world who have lived in all times from ancient days to the present. Some of these people are scientists. Others are philosophers. Some are farmers. Others are business entrepreneurs. Some are professors. And among the men and women are some students. These people are remarkable—you would recognize some of them—and their faces seem to radiate a light of understanding. Also remarkable is that, although these people often disagree in their discussions, they do not discriminate against others. Wherever in the world the ship docks, new passengers are welcomed based only on their merits. Race and sex are irrelevant, and young students are treated with the same dignity as the old sages. Often, a new person tries to board the ship. This person presents to the porter a paper, a book, or a speech. After the porter examines the work carefully and approves it, the person is welcomed aboard and given all rights of the ship. The new passenger immediately notices that the air is rich and exhilarating here. Sometimes a wealthy person tries to buy passage, or a famous person asks for special admission, but he or she is always rejected. The ship has only one door through which passengers can enter, and it is barred to everyone except those who qualify for admission. Sometimes people on shore laugh at the “unrealistic” people on the ship. “It’s a wonder they are able to tie their shoes without a manual,” they say. But these critics fail to understand that all of their political ideas, their education, most of their entertainment, their art, their good health, and even much of their food come from those who have learned at the feet of these passengers. Now, the gangplank is extended, and you enter. A few of you may want to stay all your lives; most will visit and enjoy the company just for a while. All of you will remember the experience throughout your lives. One student was able to enter the ship because he decoded the meaning expressed by a dollar bill. Another was able to explain the power of Norman Rockwell’s paintings of the Four Freedoms. Another student was admitted because she had mastered an E. E. Cummings poem. Still another had unique insight into the meaning communicated by the way a black woman’s hair is styled. Perhaps a few of you have dropped in before. This ship really exists. It is called Scholarship. In your work on social intervention, you have been earning the credentials to visit it. But you must demonstrate that you can think like a scholar—that is the only way to get aboard. First, have the attitude of the learner. Question everything, especially what all people know, even what you know. But that is not enough. You must also not be content with questions; you must want to know. Second, pay your dues. Master what those who entered the ship before you have learned. All geniuses onboard built on what came before. Show respect to your predecessors, even if you have discovered they were wrong. Third, acknowledge your debt. Give credit to those from whom you have learned and borrowed. Failure to do this means expulsion from the ship. A scholar who plagiarizes is instantly cast overboard, and his or her career is finished. No school will hire a thief as a teacher, and no journal will publish anything written by a plagiarist, even if the plagiarism happened only once. Fourth, learn a method of inquiry, such as the RSI model. The method of inquiry will serve as a lens through which you can understand and interpret the world. Fifth, by using your method, discover something fresh and take a position on it. Argue for your position. Sixth, communicate your position clearly. This requires learning the customs of your discipline, such as the appropriate writing style, and working at the writing process. In this way, you earn the right to take passage with the rest of us. 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Make An Isolation Movie Trailer Using iMovie In this activity your child will create an epic movie trailer. The aim of this activity is to have a video of all the things they have done during their time in isolation. What you will need - an iPad or iPhone with the free Apple app iMovie. This activity is targeted at children in Years 3 to 6. What you need to do: To start this activity explain to your child that they will be making a video of all the things they have been doing during isolation. The aim is to make a memory video but not like any normal memory video, an epic movie trailer memory video. To prepare for making the video you will need any pictures and/or videos of things that have already been doing during the lockdown period. You just need short clips or pictures to add to it. Click HERE to view an example. If you don’t have the app, click the link to download https://apps.apple.com/gb/app/imovie/id377298193 on your tablet or phone. 1. After downloading iMovie, find the app and open it. If it’s the first time you are using the app you will need to click ‘Continue’. 2. Now tap the big add sign to create a project and select ‘Trailer’. You can preview the different templates by clicking on one then the play button. The example I have shared was done with Retro. 3. Choose the one you like and select ‘Create’ in the top right corner. For this I will be using Retro. 4. At the top make sure you are on Outline. Fill in the details by clicking on them to change what they say. The gender and logo style can be changed by clicking the little arrows. You can go back and change these at any point. 5. Now at the top click Storyboard. The blue area is for writing. Here you will add a few words explaining what you have been doing. The grey areas are for putting pictures and/or videos. 6. We will start with putting the videos and/or pictures in. Click the first grey rectangle. Click camera to record or take a picture directly into your project. Click photos or videos for ones you already have on your device. Clicking on a picture adds it straight away. When adding a video you select the video then need to choose what part of the video by clicking on it. You can play it then select ‘add’. Once added you can be more accurate with which part you want by tapping on the rectangle where it has just put the video. The 3.3s is how long the clip needs to be. Repeat step 7 for all the grey rectangles. Now add text before each video/picture by clicking on the blue area above it. Keep the text short as it moves quick and can be hard to read if there is a lot. Click the play button to the left side to preview how it looks and make any changes as you go along. There is a curved arrow at the top to undo mistakes. Once it is all finished click ‘Done’ in the top left. To carry on changing the project click ‘Edit’. To save the finished video and share it tap the box with an arrow pointing out of it (share icon) move the bottom section along until you see ‘Save Video’ to export it to your Photo Library.	<urn:uuid:8faead78-f066-4256-9b00-7e2d72469d19>	CC-MAIN-2025-05	https://ravenscroftcp.co.uk/wp-content/uploads/2020/05/Make-An-Isolation-Movie-Trailer-Using-iMovie.pdf	2025-01-24T10:03:00+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703696724.67/warc/CC-MAIN-20250124083650-20250124113650-00736.warc.gz	482,288,988	678	eng_Latn	eng_Latn	0.998868	eng_Latn	0.998921	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 962, 2048, 3047 ]	[ 3.84375 ]	1	4
ACOUSTIC GUITAR SYLLABUS Grade 2 January 2022 Foreword Welcome to the Musicea Arts and Culture Council Musicea Arts and Culture Council is a non-profit international educational institution incorporated as a Section 8 Company of the Indian Companies Act, 2013. The primary objective of incorporation is to prepare syllabi, offer qualifications, assist in careers and jobs, recognise, award and honour achievements and promote young candidates in music, dance, theatre, language, arts and sports. Musicea Arts and Culture Council is a college of national and international educators sharing the dream of creating a world-class international institution based in India to provide opportunities, solutions and recognition to both students and teachers. Musicea Arts and Culture Council offer different international graded levels of graded syllabi and assessment. Several innovative and path-breaking measures implemented by the college council make it inclusive, holistic, and apt for 21st-century music education. The pioneering initiatives are transforming the lives of thousands of educators and students. Musicea Arts and Culture Council initiatives play an active role in developing a nation by assisting millions of aspiring students and teachers. Several initiatives are in place to protect, serve, and empower the teachers and students. Member teachers and students receive a series of direct benefits, honour and advantages from the Musicea Arts and Culture Council. Two of the many pioneering initiatives are students receive Scholarships and teachers receive Pension Benefit Schemes. Musicea Arts and Culture Council is also committed to preserving, nurturing, and promoting the rich heritage and traditions of Indian and World Music and the Arts. The syllabi are refreshing and educational. All aspects of the syllabi are in sequential order concerning the academic merit underlying each requirement. The selection of pieces and songs is a meticulous and progressive process. Breaking from the narrow-based idea of a fixed book for examination, Musicea Arts and Culture Council broadens the scope of learning and performing by prescribing a suggestive list of all-time favourite pieces and songs. Education is beyond the scope of one book and format. 21st-century learning demands a fun-filled, open and broad-spectrum far beyond forced education. The Free Choice option allows a candidate to perform pre-approved self-composition or arrangement. Modern subjects encourage a candidate to embellish and improvise. The Musicianship is a pioneering inclusion that makes the examination more interesting, Musicea Arts and Culture Council have been at the forefront in preserving, nurturing and promoting music and the arts. Musicea Arts and Culture Council Qualification Musicea Arts and Culture Council qualifications are comprehensive and cater for those interested academically or as a performer. The lists contain works ranging from early times to up-to-date contemporary examples, plus own choice options. All works are carefully selected and sequentially graded. Teachers preparing students for Musicea Arts and Culture Council qualifications will have a clear and detailed outline to develop their lessons. Musicea Arts and Culture Council qualification make provision for different abilities and provide a goal for candidates. Examination reports reflect a reliable assessment of progress and, by comments and marks, assist individual development. However, there are many ways to improve the skills and, candidates should look beyond the scope of only assessment-related studies. In each Musicea syllabus, teachers will find the requisites of a training system for their students through the different Levels and Grades. The aim is to encourage personal development in music and dance in each individual. It is the wish of the Musicea to support teachers and their students in developing their skills, acquisition of knowledge and enhanced self-confidence according to age and experience, not to discourage and set impossible or unrealistic standards. Examination Module Musicea offers a diverse range of examination modules. A candidate is free to select any of the examination modules according to their choice, objective and strength. A candidate may or may not switch the examination module in the next higher level or grade examination. Followings are the examination module: - Online and Physical candidates may choose to appear for either Musicea Regular or Musicea Recital examination. - For the Musicea Recital examination, a candidate (both Online and Physical) will perform FIVE pieces or songs. - Musicea Regular examination for Online and Physical is slightly different. - For Musicea Regular Online examination, a candidate should prepare THREE pieces or songs, Technical Exercise, Study, and Musical Knowledge. - For Musicea Regular Physical examination, a candidate should prepare THREE pieces or songs, Technical Exercise, Musicianship or Study, and Musical Knowledge. Musicea Arts and Culture Council offer several unique, pioneering and groundbreaking services. Musicea Arts and Culture Council offer scholarships to examination candidates. The feature of the scholarship is a historical first offered by Musicea Arts and Culture Council. Musicea Arts and Culture Council, a pioneer for Online Music Exams are offering online services since 2018. Musicea offers both Live Stream Exams and Recorded Exams. Musicea realised the future of digital services and online education back in 2017 and began digital internet-based offerings and online music exams. Musicea is a pioneer for online graded music exams and the monthly online digital concert, Musicea Yuva Festival. Acoustic Guitar Syllabus, January 2022 Grade 2 Performance A candidate may perform on a steel string or nylon string guitar. The candidate may use plectrum, play finger style or do both. The duration of each piece should not exceed two minutes. Accompaniment is optional. From the prescribed list, select pieces by different composers or from the same standard pieces by reputed publishers or one pre-approved self-composition. Do not select more than one piece by one composer. \| Piece \| Composer \| Source \| \|------------------------------\|-------------------\|---------------------------------------------\| \| Waltz (No. 1) \| B. Calatayud \| Suzuki Guitar School Vol. 2 \| \| Allegro \| S. Suzuki \| Suzuki Guitar School Vol.2 \| \| Long Long Ago \| T.H. Bayly \| Suzuki Guitar School Vol.2 \| \| Skipping Along \| M. Carcassi \| GMG 2 Expanded Edition \| \| The Irish Washerwomen \| Arr. M. Bay \| GMG 2 Expanded Edition \| \| Bennett’s Reel \| Fiddle Tune \| GMG 2 Expanded Edition \| \| Arcadian Melody \| W. Bay \| Mastering the Guitar 1A \| \| Star of the Country Down \| Irish Ballad \| Mastering the Guitar 1A \| \| Parson's Farewell \| J. Playford \| Mastering the Guitar 1A \| Publisher Mastering the Guitar 1A, Bay & Christiansen, Mel Bay Modern Guitar Method Grade, Mel Bay is mentioned as GMG 2, ISBN 9780786673810 Technical Exercise Play the Technical Exercise section from memory. Tempo markings are suggestive. A candidate may play little slower or faster. Attempt to play each note evenly in time, with clarity and precision. 1. Scale Tempo: Legato: MM $\downarrow = 90$ (two quavers) Major: A, E, Bb Minor: Am, Bm, Dm, Em (harmonic) 2 octaves alternate picking in quavers 2 octaves alternate picking in quavers Chromatic Scale: C 2 octaves alternate picking in quavers 2. Arpeggio Tempo: Legato: MM $\downarrow = 60$ (two quavers) Major: F, G, D, A Minor: Am, Dm 1 octave alternate picking in quavers 3. Chord A. Chords: G, Bb, Bm, C7, G7, A maj7 Dmaj7, Gmaj7, Dmin7, Cmaj7 Fmaj7, Amin7, Emin7 standard open position play with a downstroke, hold for two beats B. Chord Progression: Play a four-bar pattern in $\frac{4}{4}$ or common time, using the following chord progression. The beats includes minim, crotchet, dotted crotchet, paired quavers, single quaver and syncopation. a. II D I Bm I G I A II b. II G I Em I C I D II Study A candidate may select a technically challenging etude, exercise, piece, or song as Study. The length (the number of bars) of the Study will be equal, a little more but no less than the pieces or songs performed. As a general guideline, the standard of a Study will be that of a piece or song one level or a grade higher. A candidate may select the Study from the prescribed list of pieces or songs one level or a grade higher. The duration of the piece should not exceed two minutes. Musical Knowledge The examiner will ask the candidate questions on the following aspects from the list of performed pieces (excluding study list, if any). The examiner will ask four questions on the following aspects. The questions include knowledge of the previous grades. The following are add-ons. - The notes, rests, signs, terms and titles of pieces or songs - Key or tonality - Features of the instrument and name of the composer For example: Question: Name the composer of the first piece. Example answer: F. R. Gebauer. Question: What type of piece was it? Example answer: Dramatic, theme-based, war-based, traditional, classical, etc. Question: Name the country of origin of the second piece. Example answer: France. Question: Show a special performance sign in the first piece. Example answer: Grace note. Question: Tell the time signature of the second piece. Example answer: Four crotchet beats in a bar. Question: Name the scale of the third piece. Name the key signature. Example answer: D major. F# C#. Acoustic Guitar Skill Guide The criteria include skill of the previous grades. The following are add-ons: - Finger picking and strumming - Intervals of a tenth - Alternating bass and chord style - Use of 4th fret - Open string drone notes, slides - Triplets - Dynamics and articulation ## Additional Repertoire \| Song/Composer \| Publisher \| \|----------------------------------------------------\|----------------------------\| \| Country Gardens \| \| \| Duet in B minor \| F.R. Gebauer \| \| Minuet in D \| Arr. M. Bay \| \| La Bamba \| R. Valens \| \| Believer \| Imagine Dragons \| \| Boulevard of Broken Dreams \| Green Day \| \| Buffalo Gals \| C. White \| \| Nobody Knows the Trouble \| Spiritual \| \| Californication \| Red Hot Chilli Peppers \| \| Andantino \| F. Carulli \| \| Plaisir d’amour \| J.P.E. Martini \| \| In the Hall of the Mountain King \| E. Grieg \| \| Turkish March (the Ruins of Athens) \| L.V. Beethoven \| \| Minuet \| L. Boccherini \| \| Folk Dance \| CMG 2 Expanded Edition \| \| \| CMG 2 Expanded Edition \| \| \| CMG 2 Expanded Edition \| \| \| Hal Leonard \| \| \| Hal Leonard \| \| \| Hal Leonard \| \| \| Hal Leonard \| \| \| Hal Leonard \| \| \| Hal Leonard \| \| \| Guitar Grade 2 \| \| \| Guitar Grade 2 \| \| \| Guitar Grade 2 \| \| \| Guitar Grade 2 \| \| \| Guitar Grade 2 \|	<urn:uuid:8c218d25-3e6a-4c5e-804d-9ef41fbecc2a>	CC-MAIN-2025-05	https://musicea.org/documents/syllabus-acoustic_guitar/Grade-2.pdf	2025-01-24T08:44:49+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703696724.67/warc/CC-MAIN-20250124083650-20250124113650-00742.warc.gz	414,999,581	2,476	eng_Latn	eng_Latn	0.982257	eng_Latn	0.995916	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ]	false	rolmOCR	[ 46, 2735, 5719, 7438, 8513, 10324, 12869 ]	[ 2.59375 ]	1	0
Halloween is a time for fun, costumes, and spooky stories. It's also a great opportunity to learn about the history of Halloween and its traditions. Here are some interesting facts about Halloween: 1. Origin of Halloween: Halloween has its roots in ancient Celtic traditions, particularly the festival of Samhain, which marked the end of summer and the beginning of winter. The Celts believed that on this day, the boundary between the living and the dead became blurred, allowing spirits to return to the world of the living. 2. Jack-o'-lanterns: The tradition of carving pumpkins into jack-o'-lanterns originated in Ireland. It was believed that these carved faces would ward off evil spirits. 3. Trick-or-treating: This activity dates back to the medieval practice of "souling," where people would go door-to-door asking for food or money in exchange for prayers for the dead. 4. Costumes: The idea of dressing up in costumes on Halloween comes from the custom of wearing masks to disguise oneself from spirits and witches. 5. Candy: Trick-or-treating wouldn't be complete without candy. The tradition of giving out treats on Halloween dates back to the medieval practice of "soul cakes," which were given to beggars in exchange for prayers for the dead. 6. Witchcraft: The association of Halloween with witchcraft and magic has deep historical roots. Many of the stereotypes we see today, such as the witch flying on a broomstick, come from these historical beliefs. 7. Modern Celebrations: Today, Halloween is celebrated around the world, with variations in customs and traditions. In some places, it's more of a family-friendly event, while in others, it's a more serious occasion. 8. Safety Tips: As Halloween approaches, it's important to remember safety precautions. Children should always be accompanied by an adult, wear reflective clothing, and stay on well-lit streets. 9. Historical Figures: Some famous figures associated with Halloween include Dracula, who is often depicted as a vampire, and Frankenstein's monster, created by Mary Shelley. 10. Modern Innovations: With technology, Halloween has evolved. There are now virtual trick-or-treating experiences, online costume contests, and even Halloween-themed video games. Halloween is a time to celebrate the spirit of fun, creativity, and community. Whether you're dressing up as your favorite character or just enjoying the festivities, make sure to have a safe and enjoyable time!	<urn:uuid:a6675dc3-6653-42b9-bad0-03d15dbfb5ad>	CC-MAIN-2023-50	https://www.deluxetuning.de/Briefpapier-Vorlagen/Halloween-Briefpapier/Briefpapier-Vorlage-Halloween.php?artikel=A4&seitig=1&dateiname=halloween-briefpapier-zum-ausdrucken-kostenlos-052.jpg&v1=halloween-briefpapier-zum-ausdrucken-kostenlos-052.jpg	2023-12-07T09:14:37+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100651.34/warc/CC-MAIN-20231207090036-20231207120036-00313.warc.gz	803,632,498	514	eng_Latn	eng_Latn	0.998267	eng_Latn	0.998267	[ "eng_Latn" ]	false	rolmOCR	[ 2501 ]	[ 3.171875 ]	1	0
Math 1550 Final Exam – Spring 2012 Show all of your work in your blue book in order to receive credit. Write clearly, use proper notation, and write out the formulas you use. Only the work done in the blue book will be graded. You are only allowed to have a scientific calculator (NOT a graphing calculator). No cell phones are allowed and no sharing of calculators is allowed. Be sure and rationalize all denominators. 1) Find the center and radius for the following circle: \[2x^2 + 2y^2 + 6x - 8y + 12 = 0\] 2) Solve the following exactly (no calculator approximations): \[x^2 + 7x - 1 = 0\] 3) Solve the following inequality. Write your answer in interval notation. \[x^2 + 3x - 40 > 0\] 4) Consider the function $f(x) = \frac{2}{x} - 5$ for the following: (a) Find $f^{-1}(x)$ (b) Use the composition of $f(x)$ and $f^{-1}(x)$ to algebraically verify your solution found in part (a) 5) Suppose that a new community college has 1200 students 5 years after it opens, and 1920 students 8 years after it opens. (a) Assuming linear growth, write an equation, $E(t)$, that relates the enrollment to the number of years the college has been open, $t$. (b) Use your equation found in part (a) to predict the enrollment after 12 years. 6) Determine the following for the function: $f(x) = \frac{x^2 - 2x + 1}{x^2 - 2x - 8}$ (a) Domain (b) Range (c) X-Intercept(s) (if any) (d) Y-Intercept(s) (if any) (e) Vertical Asymptote(s) (f) Horizontal Asymptote(s) (g) Sketch a graph of the function 7) Growth of bacteria in food products causes a need to “time-date” some products so that shopper will buy and consume the product before the number of bacteria grows too large and becomes harmful. Suppose that the formula $f(t) = 500e^{0.1t}$ represents the growth of bacteria in a food product where $t$ represents the time in days and $f(t)$ represents the number of bacteria. If the product cannot be eaten after the bacteria count reaches 4,000,000, how long will it take? 8) Solve the following for $x$: \[\log_3(x) + \log_3(2x - 3) = 2\] 9) Give the exact values (not calculator approximations) of the following expressions: (If the answer is an angle, use radians. Not all answers are angles) (a) $\tan(120^\circ)$ (b) $\sin\left(-\frac{4\pi}{3}\right)$ (c) $\sec\left(\frac{\pi}{6}\right)$ (d) $\cos^{-1}\left(-\sqrt{2}/2\right)$ (e) $\tan\left[\sin^{-1}(3/5)\right]$ 10) Given that $\cos \theta = -\frac{1}{3}$ and $\pi \leq \theta \leq \frac{3\pi}{2}$ determine the exact values (not calculator approximations) for the other five trigonometric functions. 11) Graph at least one period of $y = 3\sin\left(\pi x - \frac{\pi}{2}\right)$. Clearly state the amplitude, period, phase shift and intercepts. 12) Prove the following identity: $$\tan x + \cot x = \csc x \sec x$$ 13) Use a sum or difference identity to find the exact value (no calculator approximations) of $\cos\left(\frac{5\pi}{12}\right)$ 14) Determine all solutions of the following equation on the interval $\left[0, 2\pi\right]$: $$2\sin^2 x + \sin x - 1 = 0$$ 15) A straight trail with a uniform inclination of $20^\circ$ leads from a lodge at an elevation of 1000 feet to a mountain lake at an elevation of 5300 feet. What is the length of the trail (to the nearest foot)? 16) Suppose a triangle has sides $a=6$ft, $b=9$ft, $c=12$ft. Determine the three angles of the triangle in degrees to one decimal place. 17) Solve the following system of equations: $$\begin{cases} x + y &= -4 \\ y - z &= 1 \\ 2x + y + 3z &= -21 \end{cases}$$ 18) Sketch the graph of $36x^2 + 9y^2 = 324$. Clearly state the name of the figure, the center, the foci, and the x and y intercepts. 19) Find all the roots and state the multiplicity of each for the following: $$x^3 + 5x^2 + 3x - 9 = 0$$ 20) Find the partial fraction decomposition for the following: $$\frac{4x-12}{(x+4)(x-2)}$$	<urn:uuid:d35807c2-4b4f-4277-acc2-edf5af15d30a>	CC-MAIN-2023-50	https://www.depts.ttu.edu/math/undergraduate/finalexams/math1550/Math1550_2012Spring.pdf	2023-12-07T10:56:44+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100651.34/warc/CC-MAIN-20231207090036-20231207120036-00319.warc.gz	797,551,421	1,192	eng_Latn	eng_Latn	0.933427	eng_Latn	0.944683	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 2094, 3914 ]	[ 2.984375 ]	1	0
Make sure your name is on each page and the assignment is stapled. Thanks and enjoy. Problem 1 Find power series expansion for $f(x) = x^2 \sin(x^3)$ centered at $x_o = 0$. Do not do this by Taylor’s Theorem directly! Problem 2 Exercise 1 of page 438 in text. Problem 3 Exercise 16 of page 439 in text. Problem 4 Exercise 23 of page 440 in text. Problem 5 Exercise 24 of page 440 in text. Problem 6 Exercise 32 of page 440 in text. Problem 7 Exercise 13 of page 450 in text. Problem 8 Exercise 22 of page 450 in text. Problem 9 Exercise 25 of page 450 in text. Problem 10 Exercise 17 of page 456 in text. Problem 11 Find the power series expansion for $f(x) = x \sin(x)$ centered at $x_o = 3$. Problem 12 Find the power series expansion of $f(x) = \frac{x^2}{2+x}$ centered at $x_o = -1$. Problem 13 Define $e^x = \sum_{n=0}^{\infty} \frac{1}{n!} x^n$ and likewise for $e^y$. Prove $e^x e^y = e^{x+y}$ by multiplying the series for $e^x$ and $e^y$. Use the Cauchy product defined on pg. 434 of your text to multiply the series. Problem 14 Suppose $\sum_{k=0}^{\infty} (a_{2k} x^{2k} + b_{2k+1} x^{2k+1}) = e^x + \cos(x+2)$. Find explicit formulas for $a_{2k}$ and $b_{2k+1}$ via $\Sigma$-notation algebra. Problem 15 Find a power series solution to the integrals below: (a.) $\int \frac{x^3 + x^6}{1-x^3} \, dx$ (b.) $\int x^8 e^{x^3+2} \, dx$ Problem 16 Calculate the $42^{nd}$-derivative of $x^2 \cos(x)$ at $x = 1$. (use power series techniques) Problem 17 Find the complete power series solution of $y'' + x^2 y' + 2xy = 0$ about the ordinary point $x = 0$. Your answer should include nice formulas for arbitrary coefficients in each of the fundamental solutions. You need to both set-up and solve the recurrence relations as best you can. Problem 18 (Ritger & Rose 7-2 problem 7 part c) Find the first four nonzero terms in the power series solution about zero for the initial value problem $(x+2)y'' + 3y = 0$ with $y(0) = 0$ and $y'(0) = 1$. Problem 19 (Ritger & Rose 7-2 problem 7 part d) Find the first four nonzero terms in the power series solution about zero for the initial value problem $ y'' + \sin(x)y' + (x - 1)y = 0 $ with $ y(0) = 1 $ and $ y'(0) = 0 $. Problem 20 Construct a differential equation with $ y_1(x) = \frac{\sin(x)}{x} $ for $ x \neq 0 $ and $ y_1(0) = 1, \ y_2(x) = x $ as its fundamental solution set. To accomplish this task do two tasks: (a.) Argue from appropriate facts from the theory of determinants that $ L[y] = \det \begin{bmatrix} y & y' & y'' \\ y_1 & y_1' & y_1'' \\ y_2 & y_2' & y_2'' \end{bmatrix} $ is a linear ODE with solutions $ y_1 $ and $ y_2 $. (b.) calculate $ L[y] $ explicitly as a linear ODE of the form $ py'' + qy' + ry = 0 $ where $ p, q, r $ are perhaps given as Taylor expansions about zero. (just find the first few terms in the taylor expansions of the coefficient functions $ p, q, r $)	<urn:uuid:04c00fb5-e2a2-4a94-94a9-c026022b32a9>	CC-MAIN-2023-50	http://supermath.info/math334_Mission5_F16.pdf	2023-12-07T10:11:56+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100651.34/warc/CC-MAIN-20231207090036-20231207120036-00321.warc.gz	39,563,437	996	eng_Latn	eng_Latn	0.936567	eng_Latn	0.951161	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 2040, 2976 ]	[ 2.453125 ]	2	2
THE ZOOARCHAEOLOGICAL REMAINS FROM TELL ḤESBĀN ØYSTEIN LABIANCA Loma Linda, California Introduction The faunal remains recovered during the summer of 1971 at Tell Ḥesbān, Jordan, consisted of more than 22,000 bones and bone fragments of which about 21% (5,867 bones) were identifiable. The fragmentary state of the remaining 79% made it impossible to assign them to any particular species. Most of these rejected skeletal parts were splinters from limb bones of ungulates. The present report represents the findings of a preliminary study of 2,838 of the identifiable bones. This sample was made up of readily identifiable fragments, such as complete or partially complete mandibles (19.00%), metapodia (14.20%), first phalanges (9.45%), humeri (9.45%), tibiae (9.25%), pelvis (9.85%), scapulae (8.20%), radii (7.45%), femora (6.70%), maxillae (3.80%), second phalanges (3.60%). The Squares$^1$ which contributed the most toward the total collection of the 5,867 identifiable bones were B.1 (958 = 16.33%), B.4 (673 = 11.47%), C.4 (794 = 13.53%), C.5 (689 = 11.74%), and D.6 (940 = 16.02%). Squares B.1 and B.4 are located south of and below the acropolis. Squares C.4 and C.5 are on the western slope of the tell. Square D.6, on the acropolis, contained a cistern in which were found an unusually large amount of bones (483 identified fragments). As would be expected, 95% of the identifiable bones were re- $^1$ The major sectors of excavation at Ḥesbān are called “Areas” and are identified by capital letters (A-F). Squares are smaller spaces within the Areas, and are identified by arabic numerals. Locus numbers are assigned to any discernible soil layer or “thing” (e.g., wall, pit, hearth) within the Square. Thus, the notation D.6:33 indicates Area D, Square 6, Cistern (i.e., Locus) 33. mains of domestic animals (12 species). To these can be added two dozen species of wild mammals, birds, reptiles, fishes, and invertebrates. Together these comprise Tell Ḥesbān’s presently known faunal assemblage:² Large Mammals Camel (dromedary), Camelus dromedarius Domestic cattle, Bos taurus Domestic donkey, Equus asinus Domestic goat, Capra hircus Domestic horse, Equus caballus Domestic pig, Sus scrofa Domestic sheep, Ovis aries Dorcas gazelle, Gazella dorcas and/or Gazella gazella (mountain gazelle) Small Mammals Domestic cat, Felis catus Domestic dog, Canis familiaris Domestic rabbit, Oryctolagus cuniculus Eurasian badger, Meles meles Hare, Lepus sp. Porcupine, Hystrix hirsutirostris Red fox, Vulpes vulpes Striped hyena, Hyaena hyaena Syrian mole-rat, Spalax ehrenbergi Weasel, Mustela sp. Birds Coot, Fulica atra Crow, Corvus corone Domestic chicken, Gallus gallus Domestic goose, Anser anser Domestic pigeon, Columba livia Egyptian vulture, Neophron percnopterus Griffon vulture, Gyps fulvus Houbara bustard, Chlamydotis undulata Ostrich, Struthio camelus Raven, Corvus corax Rock partridge, Alectoris graeca Reptiles Snake family, unidentified Turtle family, unidentified Fishes Catfish family, unidentified Parrot fish family, unidentified Mackerel family, unidentified Invertebrates Freshwater mussel, unidentified Freshwater snail, unidentified ²For his helpfulness with the identification of most of the bones not familiar to me, I am greatly indebted to Johannes Lepiksaar of the Naturhistoriska Museet in Göteborg, Sweden. The warm hospitality with which both he and his wife received me and the much appreciated instruction in zooarchaeology provided me great inspiration for the realization of this report. Others to whom I am indebted are Robert M. Little for his helpful suggestions and willingness to support and encourage me in my work with the bones; Judy Chapman and Hamat Tawfiq without whom all the tedious labor of cleaning and registering the bones would have been an insurmountable task; and finally, John Lauer whose computer programming made digesting the large quantity of bone data a realistic project. Procedures A statement describing certain departures from and additions to the first season's field and laboratory techniques is in order. A "bone tent" erected at the excavation site accounts for some of the changes. While during the 1968 expedition bones had to be transported directly from the tell to the headquarters in Amman before being handled by the anthropologist, the 1971 expedition's "bone tent" made possible a sorting of fragments in the field. Bones were left in the tent overnight to dry and harden. The following morning they were sorted by the anthropologist. Bones saved were then cleaned by dry brushing and registered according to the system described by Little. Only clean and registered bones were transported to headquarters for further processing. At Loma Linda University, the data recorded at the field station—findspot, animal sort, element (humerus, radius, etc.), type of fragment (distal end, charred, epiphysis, etc.), measurements—were transferred to 80-column cards. A computer program was written to provide collation of this information according to each of these categories; as, for example, all material arranged according to findspots or all material arranged according to animal sorts, etc. Domestic Animal Remains Sheep/goat remains were found in greater quantities than were any other domestic animal remains throughout all periods of human occupation thus far discovered at Tell Hesbân. They constitute roughly 71% of all collected bone material. More than 97% of these come from Squares B.1 (688 fragments), B.4 (122), C.4 (251), C.5 (338), and D.6 (543). The most frequently occurring bones were proximal or distal ends of limb bones, such as metapodalia, radii, tibiae, humeri, femora, first and second --- 3 Robert M. Little, "An Anthropological Preliminary Note on the First Season at Tell Hesbân," AUSS, 7 (1969), 234, 235. 4 Ibid., 233. 5 Computer assistance was received from the Loma Linda University Scientific Computational Facility supported in part by NIH Grant RR-276-07. phalanges, pelvis fragments, vertebrae, scapulae, and mandibles. Sheep and goats seem to have constituted the major source of flesh food. This is evidenced by the fragmentary nature of practically all of these bones and by the number of cut, split, and roasted bones. Greatly assisted by the discussion of butchering techniques in the Deh Luran Plain,$^6$ it was possible to attempt a reconstruction of some aspects of the butchering process, at least for the periods represented in Square B.1. Butchering marks on at least four different atlantes and on three axes suggest that throat-cutting was done with the ventral or "throat-side" upward. The forelimb seems to have been removed as a unit by some process which nearly always destroyed the blade of the scapula. (Only in a few instances involving young animals was this not the case.) Frequently cut-marks on the distal end of humeri and proximal end of radii suggest further efforts to separate the meat-rich humerus from the remaining meat-poor limbs. Numerous butchering marks on vertebra fragments indicate that the vertebral column was sectioned into smaller pieces. The butchering process seems also to have involved the slicing of the pelvic bone through the sacrum and thereafter into smaller sections. Practically all pelvic fragments could be grouped into six standard pieces resulting from this procedure. The femur, which incidentally seldom showed butchering marks at the proximal end, was probably separated from the body along with the rest of the hind limbs by disjointing the proximal femoral joint. When the bones had been stripped of flesh, they were broken open, perhaps to enable the marrow to be extracted. This must have been done especially with marrow-rich bones like humeri as these were never found unbroken. In order to shake the marrow out of the shaft of the bone, the bone seems to have been tapped against a hard surface. Pitted and chipped shafts were not infrequent. $^6$ Hole, Frank, et al., “Prehistory and Human Ecology of the Deh-Luran Plain. An Early Village Sequence from Khuzistan, Iran,” Memoirs of the Museum of Anthropology, University of Michigan (Ann Arbor, Mich., 1969), pp. 288, 289. Even though only 264 bone fragments of cattle were identified, this number does not by itself prove that cattle were unimportant when compared with the number of sheep/goat bones (2012). Lepiksaar$^7$ has pointed out that the per capita food value indicated by each cattle bone recovered is considerably larger than that of sheep and goat. Thus we may safely infer that cattle constituted an important second source of flesh food. Cattle remains were more evenly distributed in all the Squares than were the remains of sheep and goats, but even so 61% came from the following five Squares: B.1 (23 bones), B.4 (43), C.4 (27), C.5 (35), and D.6 (34). A great majority of the bones were first and second phalanges. The other limb and body bones were present in varying quantities with metapodialia in the lead. Pig remains were well distributed in many loci at Tell Hesbân: A.1:28, 43, 58; A.2:25, 28, 35, 79; A.4:27; B.2:22; B.3:27; B.4:1, 6, 15, 16, 50, 55, 57; C.1:15, 38; C.2:14; C.4:19; C.5:1, 2; D.1:43, 44; D.6:35, 36, 45. Most of the bones were those of young animals. Only one charred metapodial from C.1:38 gives us any hint as to the preparation of pork. Of the 44 camel bones unearthed, 19 were found in Loci B.1:94, 97, 100. Most of these bones were vertebrae. There was also one well-preserved metapodial and some first and second phalanges found in this spot. Other locations in which camel remains, mainly phalanges and metapodialia, were found include: A.6:18; B.4:5, 15; C.1:1, 7; C.4:25, 35, 55, 58; C.5:1, 3-5; and D.6:1. Horses seem to have played no great role during any period of occupation at Tell Hesbân. Only about one dozen bones from Squares A.5:4; B.1:94, 97, 100; and C.5 could be identified as horse remains. These were either metapodialia or first and second phalanges. There was a significantly greater amount of donkey remains found: altogether more than 60 bones distributed predominantly throughout Loci B.1:44, 89, 94, 96, 97, 100, 103, 304; C.4:13, 19, 22, 35, 55, 58; and C.5:1-4. Some traces of donkey were also found in most of the other Squares, especially in Loci $^7$ Lepiksaar, "Nytt om djur från det medltida ny Varberg." Särtryck ur Varbergs Museums Årsbok (1969), pp. 4, 5. D.6:1 and 33. The bones were largely fragments and broken ends of limb bones as well as well-preserved phalanges. Loci B.1:94, 96, 97, and 100 provided an exception as at least 18 vertebrae, a pelvis, and a sacrum fragment were found in those loci. Bones of cats were found more frequently than those of dogs: 37 to 10. The remains of these two animals were found strewn throughout most Squares: cats in Loci B.4:6, 11, 39; C.1:32; C.4:25, 39; C.5:3; D.5:88; and D.6:33; and dogs in Loci A.1:45; B.1:304; B.2:35; B.3:2; B.4:6; C.1:26; C.4:3; C.5:5; and D.6:33. Most of these remains were limb bones, although mandibles were also quite common. "Domestic chicken" almost sums up the extent of poultry found at Tell Hesbân in 1971. Furthermore, poultry seems to have been especially important to the Ayyûbid/Mamlûk (ca. 1174-1516) inhabitants of our site as more than half of the 238 chicken bones and the nearly whole skeleton of the only domestic pigeon found were recovered from the Mamlûk fill in Cistern D.6:33. Aside from two goose bones found in Locus C.1:45, domestic goose remains were also limited to that same locus in D.6. The only other Squares in which domestic bird bones were present in somewhat significant quantities were A.1, B.4, C.1, and C.5. It should be noted that while most of the domestic animal bones were broken, the fragile chicken bones were mostly unbroken. The reason for this is that bird bones are hollow and contain no marrow which could be extracted and eaten. Wildlife Remains Gazelles seem to have been the mammals most frequently hunted by the occupants of our tell. Their remains, consisting of 20 limb bones, were distributed throughout most of the Squares: A.1:58; A.3:Surface; A.6:18; B.1:116; B.4:1, 10; C.2:12; C.4:2, 54; D.5:8; D.6:1, 20, 23, 31, and 33. Gazelles were probably hunted in the nearby mountains and plains to which they came from the surrounding deserts. One of the more interesting remains unearthed in Locus C.5:5 was a nearly complete hyena mandible. Because hyenas are numerous in Palestine and feed on carrion, they were naturally attracted to village refuse heaps.$^8$ Red fox remains amounted to one mandible from Locus B.4:29, and one scapula and one radius from Cistern D.6:33. Foxes feed on fruits, insects, birds, mice, and carrion, and are as a rule common in cultivated fields surrounding villages.$^9$ A femur of a Eurasian badger was found in Locus C.1:20. Badgers are abundant in the hilly and woody parts of the country, and their skins, valuable to traders,$^{10}$ may have been the reason for their presence at Tell Hesbân. Another femur, identified as coming from a weasel, was found in Locus A.4:28. Its presence at the site is perhaps best explained by its diet: rats, mice and voles, moles, small birds, frogs, rabbits, and, at times, carrion. All of these abound in inhabited territory. A porcupine femur from Cistern D.6:33 adds further to the faunal assemblage from that locus. Porcupines are reportedly thought of as good food by bedouins,$^{11}$ hence this remain may indicate that the Mamlûk inhabitants also favored it. The Syrian mole-rat, abundant all over Palestine, was relatively well represented with three skull fragments from Loci B.1:13; D.5:51; D.6:50, and one femur from B.4:15. An ulna and a femur, possible remains of the Egyptian hare common to the Jordan valley, were found in Loci C.4:49 and D.6:21. A pelvis fragment of a rabbit (Oryctolagus cuniculus) was found in C.5:3. Both of these animals probably served to supplement the meat diet. Remains of eight species of wild birds were found: (1) partridges (one ulna from Locus A.6:25; one tarsometatarsus each from A.6:74 and C.1:7; one humerus and one ulna from C.4:25; one ulna from C.4:22; two ulnae and one radius from D.6:15; one humerus and one femur from D.6:33; one humerus from $^8$ S. I. Atallah, “A Collection of Mammals from El-Jafr, Southern Jordan,” Zeitschrift für Säugetierkunde, 32 (1967), 307. $^9$ Ibid. $^{10}$ F. S. Bodenheimer, Animal Life in Palestine (Jerusalem, 1935), p. 108. $^{11}$ Ibid., p. 104. D.6:47); (2) ravens (two ulnae and one tibiotarsus from D.5:5); (3) crows (one ulna from B.1:103); (4) coots (one humerus from B.4:14); (5) bustards (one humerus and two femurs from D.6:33); (6) griffon vultures (one tarsometatarsus and one coracoidium from C.5:2; one carpometacarpus from C.5:3); (7) Egyptian vultures (one radius from C.5:3); and (8) ostriches (one tarsometatarsus from A.6:18). These were among the types whose bones could be identified by comparison with specimens at the Naturhistoriska Museet in Göteborg. Most of these birds, except perhaps the two vultures (because of their steady diet of carrion), probably formed part of the diet of the city’s inhabitants. The partridge seems to have been the most commonly hunted bird listed as its remains were relatively plentiful. These birds are great runners and will not fly unless compelled to do so. According to Bodenheimer,¹² the Arabs exploited this characteristic of partridges and occasionally arranged “battues” in order to exhaust the birds, so that they could then kill them with sticks. According to the sources available,¹³ all eight species were at one time common in Palestine. All were year-round inhabitants except the Egyptian vulture, a summer breeder only, and the coot, common primarily in the country’s waters during the winter. Members of three families of fish have so far been identified. They are the Siluridae, a family of the suborder Nematognathi, or catfishes; Scaridae, or parrot fishes; and Scombridae, or the true mackerels. Pectoral fin spines of catfish were found in Loci C.4:17, 18, 27, 39, 63, and D.6:5. The large assortment of parrot fish remains will be presented according to structures. The lower pharyngeal bones are readily identifiable as they are much enlarged and solidly united, their teeth being oblong and spoon-shaped and appearing as a mosaic on the concave surface.¹⁴ Four such lower pharyngeals were ¹² Ibid., p. 172. ¹³ F. Hue and R. D. Etchecopar, “Notes ornithologiques du moyen-orient: I, II,” Oiseau et la revue français d’ornithologie, 36 (1966), 95-109, 233-251; and Bodenheimer, Animal Life, pp. 133-180. ¹⁴ D. S. Jordan, Fishes (New York, 1925), p. 604. found in Loci C.4:97 and C.5:3 and 5. Upper pharyngeals were more numerous, and were distributed as follows: one from Locus B.2:1, one from C.1:17, two from C.4:18 and 54, and three from unknown loci in Squares C.3 and C.4. Other parrot fish remains were premaxillary, one dental dexter, and one caudal vertebra from Locus C.5:3, and one caudal vertebra from C.5:1. Presently only one vertebra from Square C.1 (the locus is unknown; the pottery pail with which it was associated is 373) establishes the presence of mackerels at Tell Ḥesbān. Catfish, primarily freshwater creatures, are common in the major lakes belonging to the Jordan system.\textsuperscript{15} They inhabit the river bottoms from whence they were probably drawn and brought to our tell. Parrot fish and mackerels are marine and inhabit the warm seas of the Near East. Both have been reported as existing in the Gulf of Aqaba and in the Red Sea.\textsuperscript{16} Their presence in the Mediterranean is also quite likely. \textit{Comparison of the Bones from Squares B.1 and D.6} A comparison of the remains from Square B.1 with those from D.6 reveals some interesting differences. Both Squares contained an approximately equal number of remains, 948 from B.1 and 940 from D.6. Furthermore, both Squares produced remains mostly from certain distinct periods: B.1 contained mainly finds from the Iron Age, while D.6 furnished mainly Ayyūbid/Mamlūk finds. (Incidentally 64% of the bones in D.6 came from the Ayyūbid/Mamlūk soil layers in Cistern D.6:33.) In Fig. 11 the faunal assemblages of B.1 and D.6 are compared. It shows that there were twice as many individual species represented in D.6 as in B.1. Sheep/goat and cattle were of approximately equal importance in the two periods represented by the remains in the two Squares. Donkey, horse, and camel were significantly more common in B.1; whereas in D.6 chicken especially, but also numerous other wild mammals and birds, seem to have been more popular. \textsuperscript{15} Bodenheimer, \textit{Animal Life}, pp. 417-420. \textsuperscript{16} H. Steinitz and A. Ben Tuvia, “Report on a Collection of Fishes from Eylath (Gulf of Aqaba), Red Sea: I, II, Bulletin, Sea Fisheries Research Station, Israel, 2 (1952), 1-12; 93 (1956), 1-15. \| \| B.1 \| D.6 \| \| B.1 \| D.6 \| \|----------------\|-----\|-----\|----------------\|-----\|-----\| \| Horse \| 5 \| 1 \| Mole-rat \| 1 \| 1 \| \| Donkey \| 33 \| 3 \| Hare \| — \| 1 \| \| Cattle \| 48 \| 34 \| Porcupine \| — \| 1 \| \| Sheep/Goat \| 510 \| 540 \| Crow \| 1 \| — \| \| Gazelle \| 1 \| 6 \| Pigeon \| — \| 16 \| \| Camel \| 19 \| 2 \| Chicken \| 1 \| 122 \| \| Pig \| — \| 1 \| Partridge \| — \| 1 \| \| Cat \| — \| 5 \| Bustard \| — \| 3 \| \| Dog \| 1 \| 2 \| Goose \| — \| 1 \| \| Red fox \| — \| 2 \| Turtle \| — \| 1 \| Fig. 11. A comparison of the faunal assemblages in B.1 and D.6. Fig. 12 compares the meat-poor bones of cattle and sheep/goat with their meat-rich bones in B.1 and D.6. The comparison shows little variation within the meat-poor bone categories but significant variation among the meat-rich bones. Square D.6 had nearly twice as many meat-rich bones of sheep/goat as did B.1 and, even though the cattle remains were few, their presence in B.1 is considerably more impressive than in D.6. \| MEAT-POOR BONES \| Cattle \| Sheep/Goat \| \|-----------------\|--------\|------------\| \| \| B.1 \| D.6 \| B.1 \| D.6 \| \| Metapodalia, u.d.\| 8 \| 6 \| 5 \| 14 \| \| Metatarsals \| 0 \| 1 \| 5 \| 8 \| \| Metacarpals \| 2 \| 0 \| 10 \| 20 \| \| Mandibles \| 0 \| 1 \| 54 \| 27 \| \| First Phalanges \| 5 \| 13 \| 29 \| 27 \| \| Second Phalanges\| 4 \| 7 \| 4 \| 7 \| \| MEAT-RICH BONES \| Cattle \| Sheep/Goat \| \|-----------------\|--------\|------------\| \| \| B.1 \| D.6 \| B.1 \| D.6 \| \| Scapulae \| 1 \| 0 \| 0 \| 54 \| \| Humeri \| 5 \| 0 \| 48 \| 58 \| \| Tibiae \| 4 \| 4 \| 34 \| 68 \| \| Radii \| 4 \| 0 \| 32 \| 64 \| \| Pelves \| 0 \| 0 \| 53 \| 93 \| \| Femora \| 0 \| 0 \| 8 \| 71 \| Fig. 12. A comparison of the meat-poor and meat-rich bones of cattle and sheep/goat in B.1 and D.6. One final comparison between the bones from these two Squares was made to discover the age at which most of the animals were slaughtered. Remains of young animals can be easily detected because their bones are without epiphysial unions. We found nearly twice as many diaphyses (without heads) and epiphyses (without shafts) in D.6 as in B.1. It can thus be concluded that animals were slaughtered at a younger age by the Mamlūks whose food remains were found in D.6 than by the earlier inhabitants whose food remains came to light in B.1. Conclusions Thus far a list composed of 36 kinds of animal forms has been assembled from the remains found during the 1971 season of excavations at Tell Ḥesbān. This list includes eight large mammals, ten small mammals, two reptiles, three fishes, and two invertebrates. Domestic animals, especially sheep/goat and cattle, make up the majority of the identified fauna. Sheep/goat seem to have been the most important animals throughout all periods represented. Their bones, found in nearly all occupational levels, testify to their great economic value as the primary food animals. Cattle were also of great economic value throughout most periods, as shown by the fact that 264 identified cattle bone fragments were found comparatively evenly distributed in most Squares. The least important of the domestic animals were pigs, which appear to have been slaughtered at a very young age. Camels and donkeys seem to have been more common than horses; and remains of cats greatly outnumber remains of dogs. Poultry at Tell Ḥesbān included domestic pigeons, geese, and chickens, with the last mentioned being by far the most evident. The fact that nearly half of the chicken bones were found in Cistern D.6:33 and that no chicken bones were found in Square B.1 might indicate that the Ayyūbid/Mamlūk inhabitants of our tell depended much more on birds than did the inhabitants of earlier times. Gazelles, partridges, catfish, and parrot fish were the most popular game animals. Traces of other wild animals which may have contributed to the diet included porcupines, mole-rats, hares, rabbits, crows, ravens, coots, bustards, ostriches, and mackerels. Remains of hyenas, red foxes, badgers, weasels, vultures, snakes, turtles, freshwater mussels and snails were also found. A comparison of the earlier remains from Square B.1 with the later ones from D.6 resulted in the following differences: (1) B.1 contained fewer different species but more domestic animals than did D.6, while the latter showed an increase in game animals and poultry; (2) meat-rich bones of sheep/goat were almost twice as numerous in D.6 as in B.1; and (3) animals were slaughtered at a much younger age in D.6 than in B.1.	<urn:uuid:24cd461e-b732-4c7f-a7f8-48a0c8b6c143>	CC-MAIN-2019-13	https://www.andrews.edu/library/car/cardigital/Periodicals/AUSS/1973-1/1973-1-09.pdf	2019-03-21T10:28:39Z	crawl-data/CC-MAIN-2019-13/segments/1552912202510.47/warc/CC-MAIN-20190321092320-20190321114320-00144.warc.gz	708,751,676	6,714	eng_Latn	eng_Latn	0.984143	eng_Latn	0.993508	[ "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	rolmOCR	[ 1806, 4109, 6146, 8347, 10584, 12625, 14706, 16898, 19169, 21871, 23894, 24191 ]	[ 1.375, 2.53125 ]	5	0
Sketch map. Draw a general map of the area indicating properties within it. Number each property for which individual inventory forms have been completed. Label streets (including route numbers, if any) and indicate north. (Attach a separate sheet if space here is not sufficient) Recorded by Anne Grady Organization Lexington Historical Commission Date April, 1984 (Staple additional sheets here) ARCHITECTURAL SIGNIFICANCE of area. (Describe physical setting, general character, and architecturally significant structures). Winthrop Road rises gently from Massachusetts Avenue and, making a slight curve, joins Highland Avenue as though it was a continuation of that street. The actual westerly end of Winthrop Road, put in later in the twentieth century, is a road which turns to the west at the beginning of Highland Avenue. There are over a dozen substantial houses in late nineteenth century and early twentieth century picturesque styles on the portion of Winthrop Road laid out in 1894. The house at 10 Winthrop Road is one of the most interesting Shingle Style dwellings in Lexington. The house at 1508 Massachusetts Avenue is an elegant composition of curved bays and expansive porches accented with dormers with semicircular pediments. It was probably designed by the same architect (Samuel D. Kelley) who designed two other buildings for the Sherburne family (one is at 276 Commonwealth Avenue, Boston; the other at 11 Percy Road, Lexington, is listed on the National Register of Historic Places). Houses at 1, (see Continuation Sheet) HISTORICAL SIGNIFICANCE of area. (Explain development of area, what caused it, and how it affected community; be specific). The land in the area of Winthrop Road was the part of the farm of Benjamin Merriam in the eighteenth century. Merriam's house, since moved to Woburn Street, was entered by the retreating British on April 19, 1775 and he suffered losses of £223. In the nineteenth century, the land passed to John Viles. Viles' daughter, Mary, inherited the property. She married Benjamin F. Tenney, a stockbroker, in 1860, and in 1893 they had David Tuttle, local contractor, build them the house at 1536 Massachusetts Avenue. Their daughter, Maud, married Frank Foster Sherburne, a member of the firm of Eastabrook and Company and a trustee of the Lexington Savings Bank. Sherburne's family had been summer residents of Lexington for a number of years, and about this time other members of the family took up permanent residence in the Percy Road area. F.F. Sherburne and his wife built a large house adjacent to her parents' at 1508 Massachusetts Avenue in 1891. The local paper noted on August 3, 1894, "Mr. F.F. Sherburne has opened up a street on the old Viles place recently purchased by him, which enters Main Street between his and Tenney's house. He proposed to connect the street to Highland Avenue. The land opened up by this street is high and offers unusual advantages for building lots." The street was evidently intended to be on a lesser scale a haven for commuters similar to the Munroe Hill and Meriam Hill neighborhoods, and the same kind of substantial homes were built here. Construction did not proceed very quickly. By 1898 only four houses had been built. By 1906, however, most of the beginning of the street was built up. BIBLIOGRAPHY and/or REFERENCES Hudson, Charles. History of the Town of Lexington, revised and continued to 1912 by the Lexington Historical Society, Volume I, p. 174. Boston: Houghton Mifflin Company, 1913. Hudson, Charles. History of the Town of Lexington, revised and continued to 1912 by the Lexington Historical Society, Volume II, pp. 692, 616. Boston: Houghton Mifflin Company, 1913. (see Continuation Sheet)	<urn:uuid:073fa47c-ee95-4e27-a821-a38c34fcd394>	CC-MAIN-2017-13	http://historicsurvey.lexingtonma.gov/area-survey-forms/area-m.pdf	2017-03-26T01:36:55Z	crawl-data/CC-MAIN-2017-13/segments/1490218189090.69/warc/CC-MAIN-20170322212949-00394-ip-10-233-31-227.ec2.internal.warc.gz	151,839,891	845	eng_Latn	eng_Latn	0.986633	eng_Latn	0.996104	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 399, 3734 ]	[ 2.359375 ]	1	1
ORGANIZATIONS INVOLVED IN THE CIVIL RIGHTS MOVEMENT National Association for the Advancement of Colored People (NAACP): In 1908 a race riot in Springfield, Illinois, was sparked by the county sheriff’s transfer of two African American suspects in crimes against whites out of the city jail. A white mob formed, rioting in black neighborhoods, where they destroyed and burned many black-owned businesses and homes, and killed black citizens. This riot was the catalyst for formation, in 1909, of the NAACP, with leadership provided by W.E.B. DuBois, Ida B. Wells, an African American journalist and anti-lynching crusader, other black activists, and including three white members. Its mission was “to promote equality of rights…to secure for colored citizens impartial suffrage…and to increase opportunities for…justice in the courts, education for the children, employment according to their ability, and complete equality before the law”, and in its early years concentrated on using the courts to overturn statutes legalizing racial segregation. Accomplishments: 1914 - Won the right of African Americans to serve as officers in World War I. 1917 - Buchanan vs. Warley: state and local governments cannot officially segregate blacks into separate residential districts 1923 - Expanded Federal courts’ oversight of states’ criminal justice systems 1944 - Supreme Court ruled against the white primary (although states devised new methods to disenfranchise blacks) 1954 - Brown vs. Board of Education, outlawing school segregation (perhaps its most important case, argued by Thurgood Marshall) 1955 - Helped organize the successful bus boycott in Montgomery, Alabama. (As a result, it was barred from operating in Alabama because, fearing retaliation against its members, it refused to provide its membership list to the state. In 1958, the Supreme Court overturned Alabama’s action.) 1963 - Participated in the March on Washington, and continued to press for civil rights legislation. 1964 - Legislation was passed aimed at ending discrimination in employment, education, and public accommodations. 1965 - Voting Rights Act was passed, with a role for federal oversight in places where black voter turnout was historically low. Southern Christian Leadership Conference (SCLC): In 1957, following the successful bus boycott in Montgomery, Alabama, Dr. Martin Luther King (after consulting with Bayard Rustin, Ella Baker, and others) invited 60 black ministers and other leaders to Atlanta to form an organization to coordinate nonviolent direct action as a method of desegregating bus systems across the South. SCLC’s belief that churches should be involved in political activism against social ills was initially very controversial. Accomplishments: 1961 - SCLC rescued the Highlander Citizenship School program and, under cover of adult-literacy classes, taught democracy and civil rights, community leadership and organizing, practical politics and tactics of resistance and struggle. 1961-62 - With SNCC, organized large demonstrations against segregation in Albany, Georgia. Many protesters were arrested, but they attracted little national attention and resulted in few changes. What they learned from the experience, however, helped in future campaigns. 1962 - In the Birmingham campaign to desegregate Birmingham’s downtown merchants, King was jailed (resulting in his “Letter from a Birmingham Jail”). Hundreds of school children in the demonstration were arrested, and, when 2500 more joined in, they were met by police dogs and high pressure fire hoses. Public outrage led to a settlement desegregating downtown businesses and ending discriminatory hiring practices. 1963 - SCLC called for massive protests in Washington to push for new civil rights. A. Philip Randolph and Bayard Rustin issued similar calls for a March on Washington for Jobs and Freedom. The two organizations met with the leaders of the NAACP, SNCC, CORE, and the Urban League and planned The March on Washington for Jobs and Freedom. 1964 - In St. Augustine, Florida, so many protestors were arrested that they were held in outdoor stockades; participants in nightly marches were attacked by white mobs; and the owner of a hotel swimming pool poured acid into the water when an integrated group of protestors tried to use the pool. 1965 - In cooperation with SNCC and CORE, SCLC undertook the Voting Rights Campaign. When 600 protesters attempted to march from Selma to Montgomery, the marchers were brutally attacked on what became known as “Bloody Sunday”. Thousands responded to the call from King to support the black citizens of Selma, among them James Reeb, a white Unitarian Universalist minister, who was beaten to death and Viola Liuzzo, a white woman from Michigan who was shot and killed by Klansmen. The march finally began on March 21, arrived in Montgomery on the 24th, and led to the enactment of the Voting Rights Act of 1965. 1966 - In Grenada, Mississippi, which maintained rigid segregation despite the 1964 Civil Rights Act, 450 black students registered at formerly white schools, but threats of economic and physical retaliation reduced the number to 250. On the first day of school, parents and black children were attacked by a white mob with clubs, chains, whips, and pipes. 150 black children remained in the school by the end of the first week, and that number dropped to 70 by October. In November, a Federal court ordered that the school system treat everyone as equal. Congress of Racial Equality (CORE): Inspired by a book outlining Gandhi’s procedures for organizing people and mounting a nonviolent campaign and believing that nonviolent civil disobedience could be used by African Americans to challenge racial segregation in the United States, six men and women (only two of whom were black) founded CORE in Chicago in 1942. Under the leadership of James Farmer, campaigns opposed segregation and job discrimination, and fought for voting rights in the South. In the North, CORE focused on discrimination in employment and housing and de facto school segregation. By 1963, most of the major urban centers in the Northeast, Midwest and West Coast had one or more CORE chapters, and there were active chapters in a number of Southern states. Accomplishments: 1947 - A group of 16 men (8 white and 8 black) undertook a 2-week journey through Virginia, North Carolina, Tennessee and Kentucky in an effort to end segregation in interstate travel. They were arrested and jailed several times on what was the first of the Freedom Rides. 1961 - Participants (this time including women) went to the Deep South, in new Freedom Rides testing segregated transportation as well as bus terminals, and were met with severe violence. When one of the buses was firebombed and white mobs attacked the riders, it attracted national attention, and SNCC joined CORE for additional rides made that summer. 1963 - CORE helped organize the March on Washington, which attracted between 200,000 and 300,000 participants. 1964 - CORE, with SNCC and the NAACP, operating under the name Council of Federated Organizations (COFO), organized Freedom Summer in Mississippi, aiming to end the disenfranchisement of black Americans in the Deep South. They formed the Mississippi Freedom Democratic Party (MFDP) and established 30 Freedom Schools. That summer 30 black homes and 37 black churches were firebombed; 80 volunteers were beaten by mobs or police officers, and 3 CORE activists (Michael Schwerner, James Chaney, and Andrew Goodman) were murdered by the Ku Klux Klan. In the mid-1960’s, CORE renounced its non-violent, integrationist philosophy and began to support Black Nationalism. Since that time, it has moved ever more strongly to the right and has been accused by others in the Civil Rights Movement of renting out its historic name to any corporation in need of a black front person (e.g., payday-lending industry, DDT manufacturer Monsanto). It has worked with conservative groups to undermine environmental regulation, and to oppose same sex marriage. According to James Farmer, in 1993, “CORE has no functioning chapters, holds no…elections or meetings, sets no policies, has no social programs…In my opinion, CORE is fraudulent.” Student Nonviolent Coordinating Committee (SNCC): Founded in 1960, SNCC grew out of a conference sponsored by the Southern Christian Leadership Conference (SCLC) and organized by Ella Baker, a member of SCLC. 126 student delegates came from 12 states and 19 Northern colleges, as well as delegates from SCLC, CORE, Fellowship of Reconciliation (FOR), National Student Association (NSA), and Students for a Democratic Society (SDS). SNCC members were referred to as “shock troops of the revolution”. Accomplishments: 1961 - They joined the Freedom Rides with CORE when it seemed that violence might stop the Rides. After the Freedom Rides, SNCC worked primarily on voter registration and with local protests over segregated public facilities. This was dangerous work at a time when black people who attempted to register could lose their jobs, their homes and even their lives and when the homes in which SNCC workers lived with local families were sometimes firebombed. 1963 - SNCC conducted the Freedom Ballot, a parallel election in which black Mississippians came out to show their willingness to vote—a right the state denied them. 1963 - SNCC helped organize the 1963 March on Washington. Congressman John Lewis, then chair of SNCC, delivered a speech at the March. 1963 - SNCC joined with CORE and NAACP in the Mississippi Summer Project (also known as Freedom Summer), which brought hundreds of white Northern students to the South as volunteer teachers and organizers. Three of those involved in Freedom Summer—James Chaney (a local young black man), Andrew Goodman (a white Northern student), and Michael Schwerner (a white CORE field staffer from New York City) were murdered after being released from police custody late at night. By 1965, SNCC fielded the largest staff of any civil rights organization in the South, but it had begun to split into two factions—one favoring nonviolent redress of grievances with the existing political system and the other moving towards Black Power and revolutionary ideologies. That year, SNCC expelled its white members, and the rest of the civil rights movement distanced itself from the organization. During the mid-to-late sixties, its membership went into sharp decline and, approaching bankruptcy, SNCC finally disappeared during the 70’s. National Urban League: In 1910, several groups were brought together to form the National League on Urban Conditions among Negroes, to develop a campaign to crack the barriers to black employment. It became the National Urban League in 1920 and defined its mission as “enabling African Americans to secure economic self-reliance, parity, power and civil rights.” Under its leadership, Lester Granger (in the 50’s) and Whitney Young (in the 60’s) played an important role in the Civil Rights movement. Accomplishments: 1941 - It supported a March on Washington to protest racial discrimination in defense work and the Armed Forces, proposed by A. Phillip Randolph and Bayard Rustin. The government’s agreement to ban discrimination by defense contractors and establish the Fair Employment Practices Committee to enforce that decree ended plans for the march. 1963 - The League developed programs like “Street Academy”, an alternative education system to prepare high school dropouts for college, and “New Thrust”, a program to help local black leaders identify and solve community problems. 1963 - It hosted planning meetings for the March on Washington that took place in 1963. Mississippi Freedom Democratic Party: For generations, African Americans had been denied voting rights in Mississippi, and participation in the state Democratic Party was limited to whites only. When in June, 1963, blacks were prevented from casting votes in the Mississippi primary election, COFO (Council of Federated Organizations, consisting of SNCC, CORE, and the NAACP) organized an alternative “Freedom Ballot” to take place at the same time as the November voting. Freed from fears of retaliation for trying to register at the courthouse and from having to take a complex and unfair literacy test, 80,000 people cast freedom ballots for an integrated slate of candidates. The MFDP sent its elected delegates to the Democratic National Convention in New Jersey, where the challenge was referred to the Convention Credentials Committee. To prevent Southerners from bolting the Democratic Party and throwing their support to Goldwater in the November election, the Convention offered the MFDP two “at large” seats, without interfering with the State’s official delegation. The MFDP rejected this offer but its members remained at the convention. When all but three of the “regular” Mississippi delegates left because they refused to support Johnson over Goldwater, the MFDP delegates took the vacated seats. When those seats were removed the next day by the convention organizers, the MFDP stayed to sing freedom songs. After passage of the Voting rights Act in 1965, the number of registered black voters grew dramatically, and the regular party agreed to conform to the Democratic Party rules guaranteeing fair participation. Eventually, the MFDP merged into the regular party. Brotherhood of Sleeping Car Porters: In 1935, after thirty years of failed efforts, the Brotherhood of Sleeping Car Porters (BSCP) became the first labor organization led by blacks to receive a charter in the American Federation of Labor (AFL). Under the leadership of A. Philip Randolph, the union played a significant role in the U.S. civil rights movement in the 1940’s and 1950’s, forcing the administration to ban discrimination by defense contractors and establish the Fair Employment Practices Committee to enforce that decree (in order to avert a threatened March on Washington in 1941). Randolph and Bayard Rustin were among the moving forces behind the 1963 March on Washington. Randolph retired as head of the union in 1968, and eventually the union merged with the Brotherhood of Railway and Airline Clerks, and the union’s focus was no longer on civil rights for blacks. --- What follows is a description of the Nation of Islam (NOI), not part of the Civil Rights Movement—either in the judgment of the Civil Rights Organizations listed above nor in that of NOI’s own leaders. But, with the extraordinary visibility of Malcolm X, who rose to prominence during the 60’s and under whose leadership the membership in the NOI was estimated to have reached 500,000, the organization achieved an unprecedented visibility. Media frequently sought out and published NOI’s views on the non-violent actions of members of the Civil Rights Movement and the violent responses to those actions by Southern mobs and police. (As the 60’s wore on, with undiminished violence against non-violent protestors, factions of some civil rights organizations also repudiated non-violent resistance and began to support philosophy and methods that resembled those of NOI). ties with mainstream Muslim communities, bringing the Nation of Islam closer to Sunni Islam. In 1977 Louis Farrakhan resigned from the transformed group and rebuilt a new NOI based on Fard and Elijah Muhammad’s original separatist views. In 1995, the NOI sponsored the Million Man March in Washington, D.C., to promote African-American unity and family values. It established a clinic for AIDS patients in Washington, and helped force drug dealers out of some public housing projects and private apartment buildings in the city. 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प्रथम अध्याय During last time to six decades modern civilization has created a serious threat on quality of environment. Rapid Urbanization, expanding industrialization and bulging population growth caused imepairable loss terrestrial, aerial and aquatic environment. Due to such determination to environment has made all sorts of life viz terrestrial, aerial and aquatic life. The massive attack on environment by rapid technological studies, "Green Revolution" deforestation and menace of. Urban densification have already inflicted appreciable damage on the quality of natural water resources. (Banerjee & Motwani 1960, Arora, 1966, Allan 1971, Saxena & Bhargava 1981, Shalini 1994). Water is an absolute basic requirement for sustenance of healthy life, therefore it is considered to be 'Elixir' of life. First known life form has its existence in aquatic environment. It is used as universal solvent in domestic agricultural and industrial activities. Due to rapid civilization and excessive population growth, threat to all types of water bodies has developed. The water constitutes approx. 70% of total area of the earth and rest is occupied by the terrestrial area. Out of 70% of total area only a very small portion is freshwater which is mostly used for the human activities. Ocean contains about 97% water, 2.1% water is locked in the forms of ice caps and glaciers and called as bound water and the remaining 0.9% water is found in the rivers, lakes ponds and ground water reserves. (L'vovitz, 1978, Behura, 1981). Potable water is therefore an essential commodity with limited availability. Water is thus scare commodity and its getting scares everyday as the communities, industries and agricultural discharge their filth mack and harmful wastes into nearest aquatic ecosystems just like sink. The interaction between human society and aquatic environment has become a quite a serious problems in contemporary world, the depletion of non-renewable resources like water are quite evident at all level, the global, regional and local. In recent past water pollution is posing a challenge to the scientists, engineers, technologists, economists and ecologists increasing population in India day by day is exerting a problem in control of pollution. In India only 15 percent of the total population have clean, drinking water and the rest 85% quench their thirst from polluted takes and tanks, rivers and ponds. Due to failure in recharging of groundwater our potable water resources are depleting very fast. No wonder in very near future water shortage will evoke struggle among the people. Modern civilization and lust for rapid urbanization aggravating situation fast. Human non scientific attitude is posing severe threat to aquatic bodies and in turn affecting aquatic fauna hand to survive. Population overload resulted rapid urbanization and industrialization which in turn generated huge garbage, toxic effluents and useless waste materials and all these toxic degradable and nondegradable materials are routed to nearby large or small water bodies making them almost impossible to survive therein. These pollutants change physico-chemical properties of water and affecting adversely all biological process. In India rivers have played significant role in nurturing our civilization. Almost all big and important cities are established on the banks of some river and are being polluted heavily by the natives of these cities. River Gomati and Sai are the two important rivers of district Jaunpur and several riuvlets merge into these two rivers at different points. Industrial areas at Satharia, Siddiquepur, Kerakat, and Trilochan of Jaunpur have direct or indirect connection to these two rivers. Several studies on physico-chemical properties and flora of these two rivers have been done by a little among of attention has been made to study the impact of urbanization on quantitative and qualitative survey of zooplanktons. The ecologically unplanned urbanisation and rapid industrialization are creating serious pollution problems in the country. Due to rapidly spreading industrialization and excessive population growth, most of our rivers and lakes, streams and other water bodies are being increasingly polluted industrial effluents containing chemicals of different types heavy metals from diversified factories, agricultural run off containing pesticides, domestic wastes containing detergents and numerous pathogenic and non-pathogenic arias the major pollutants which degrade the quality of our water bodies. Many industrial by-products, wastes and pesticides are non-biodegradable and get concentrated to toxic level in organisms of hightropic level through food chain. The range of industrial pollutants are very wide. On the basis of certain common characteristics they can be broadly categorised to three major groups: (i) Those containing solid matter in suspension but little or no polluting solid matter in solution. (ii) Those containing solid matter in suspension and polluting substances solution such as waste water from tanneries diaries, fermentation alkaloid conducting industries etc. and (iii) Those in which the polluting substances are mainly in solution eg. waste waters from gas works and electroplating industries. The physico-chemical production and biological life of the water bodies receiving the effluents are changed drastically. The nutrient value of natural water is increased by addition of sewage, agricultural and organic industrial waste. The increased nutrient status of the water bodies is ecologically termed as Eutrophication of water quality for domestic, recreational and other uses. Survival growth and reproduction of aquatic fauna requires a fresh water medium (Kannan' 1991). The fresh water bodies may be used for drinking, washing, bathing, navigation, aquaculture, irrigation, industrial and domestic purpose. Several water pollutants like industrial effluents domestic sewage and sludge, agricultural (runoff) chemicals wastes have their way to large water bodies. This results into pollution of river water. Polluted water play an important role in the transmission of diseases and also in reduction in oxygen contents of natural waters. Organic waste provide rich sources of nutrients for the growth of bacteria and fungi. The rapid growth of these causes $O_2$ depletion from water. Such depletion in $O_2$ content poses a serious health problem to aquatic organisms. More than half the population of our country depends largely on rivers or lake for their drinking water need. Therefore, legislations requires a pretreatment of industrial and sewage water prior to dumping into rivers or streams. However, these treatment plants never perform a 100% removal of pollutants from the effluents. This results into irreparable damage to the aquatic life living there in. In India all rivers intercepting densely populated cities have become polluted in segments. Major rivers like Ganga, Yamuna, Godawari, Narmada, Kauvery, Kalindi, Sone, Mahi, Mahanadi, Saryu, Gomati and Sai all are bearing a serious pollution problems (Sharma' 1994). River Gomati & Sai at Jaipur is mainly polluted by municipal sewage & garbage fluents. Due to this on abundance growth, reproduction & development pattern of Zooplanktons that in deleterious health problems for aquatic fauna. The alteration in physico-chemical properties of water and addition of organic and inorganic ingredients of pollutants may cause the depletion of dissolved oxygen (DO) content and recycling capacity of water enhances the organic load. Such physico-chemical alterations may change several biological properties and effect the biotypes qualitatively as well quantitatively. Their abundance, growth reproduction development patterns may greatly be influenced. River and Wetlands i.e. lakes, Jheels, beels etc. have a variety of linkage for energy and nutrient exchange with surrounding watershed and air sheds. The inland fresh water ecosystem both lentic and lotic are being increasingly subjected to greater stress from various human activities. (Wood & Gibson 1974; Hemasundaram 2003). The entrophication of water means enrichment and nutrients and the resulting degradation of its quality accompanied by luxuriant growth of micro and macrophytes is recognised as a major problem in the developed as well as in developing countries. The enrichment of nutrients occurs due to the disposal of domestic and farm sewage, industrial effluents and from the run off from surrounding areas. Vollen weider (1968) pointed out that the domestic sewage is a major source of entrophication. The biology, ecology and Physico-Chemical characteristics of aquatic habitats have been studies in detail in India by Sharma et al (1978). A good amount of work has been done on different aspects of limnology of Himalayan lakes (Quadri & Yusuf 1978; Sharma & Pant 1979; Negi & Pant 1983, Sarwar and Wazir 1991; Sharma et al 2003; Sharma & Verma 2003) On the limnology of water bodies in southern India, the works of Ganpati (1957); Ramana and Sreeramalu (1994) and Sivkumar et al (2003) are worth mentioning. Limnological studies of polluted water bodies were studied by Sharma et al (1978) Bhatta and Pathak (1989), Das & Sinha (1994). Although considerable investigations have been made by the researchers but a little information is known about the systematic limnological studies in Southern W.B. However, it is important to note that no qualitative & quantitative or ecological study on limnology was made so far from river Gomati and Sai. Of the two rivers Gomati & Sai received various types of sewage i.e. domestic sewage, Cattle shed sewage etc. hence on attempt to into the different physico-chemical characteristic of water of two rivers Gomati & Sai was undertaken in the present investigation for a period of two & half years (Dec. 2005 to July 2008). OBJECTIVE OF PROPOSED WORK In the proposed research study our aim is to investigate qualitative and quantitative distribution pattern of zooplanktons at different sites of river Gomati and Sai in Jaunpur District. It is also aimed to study the impact of municipal sewage and garbage load on abundance growth, reproduction and development pattern of zooplanktons. The changes in aquatic biota have been used as a criterion to estimate pollution (Palmer, 1967). The planktonic concentration in a river forms an importance parameter for pollution studies. Zooplanktons are the integral part of lotic community and contribute significantly to biological productivity of fresh water ecosystems (Makerewiez and Likes 1979). The abundance of some zooplanktons as intermediates in aquatic food web is supposed to be an indicator of gradual eutrophication of the system. These organisms are good experimental tools. for ecotoxicological studies to determine the ecological health of the system. Seasonal variations profoundly affected the zooplankton population in Gomati and Sai water. Thus the zooplankton represents one of the most important group of aquatic animals in relation to fish particularly with respect to food. The majority of economically important fresh water teleosts are known to pass through stager in their life history when they subsist on zooplankton for food. Besides many adult species of commercially important major crops are reported to feed selectively on these organisms. About the knowledge of zooplanktons of fresh water in India a few contribution have been made by Sewell (1934), Philipose (1940), Ganpati (1943), Alikunhi et. al. (1955), Das and Srivastava (1965), Moitra and Bhattacharya (1966), Nayar (1968), Senayya (1971) and Patnaik (1973). - Willingham and Anderson (1967) discussed about the possibility of monitoring the phototactic response of microcrustaceans like Daphnia and Altermia. - Martimer (1941) found that the reduction of the mud (bottom sludge) surface and the associated increase in supply of solutes to the water may be expected to augment plankton production. - Hynes (1960) points out that the reaction of different organisms to different aspects of organic pollution varies considerably. - Bilgrami and Datta Munshi (1979) have made the limnological survey and reported the impact of human activities on the river Ganga from Barauni to Farakka. - Chandra (1985) has reported the river pollution problem and deteriorating impact on inland fishes and aquatic life in India. - Green (1960) reported zooplankton of the river 'SOKOTO'. - Hynes (1970) and Rai (1974) reported downstream loss of zooplankton due to adverse processes the control the influx of these from the source areas. - Prakash (1993) has performed the Physico-chemical and biological study of four rivers of Bareilly. - Rzoska (1976) reported strong influence of upstream reservoirs on the development of zooplankton in the Nile river system. - Shiel and Walker (1984) found alteration in the flow region of river regulate zooplankton in rivers. - Saunders and Lewis (1988) observed the flow regime of river regulate zooplankton in rivers. - Unni and Naik (1997) have investigated the distribution and ecology of zooplankton in the headwaters of a tropical river Narmada (Central India). • A Khan et al (1986) investigated polluted pond at Aligarh with reference to population of zooplanktons in different seasons and got significant decreasing correlation of zooplanktonic population with pollution. • The fluctuation in population density of surface zooplankton with some selected physio-chemical parameter are extensively studied (Ahmad and Ali Raja, 1992, Bhatt and Waghm 1992, Bist and Chatto Raj 1992, Shegal et al. 1992). 1. Physico-chemical properties such as pH, alkalanity, temperature, dissolved oxygen, free CO$_2$ and ions like $Na^+$, $K^+$, $Ca^{+2}$, $Cl^-$, $SO_4^{2-}$ and $PO_4^{3-}$, in water at different sites. 2. Qualitative and quantitative analysis of zooplanktons sites. 3. Seasonal variation in zooplanktons distribution. 4. 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Before you begin any project, use our state’s One-Call System (811). This is a free service so that you can proceed safely with digging, trenching, blasting, excavating, drilling or plowing. Never guess where a pipeline is located. An important message to ANYONE who performs excavation work People doing excavation, or any digging, are the most frequent causes of pipeline damage. Whether you are planning to build a major development or landscape your property, protect your safety and the safety of those around you by notifying our state’s One-Call Center (811) 3-5 days before you begin any work on or near a pipeline. The One-Call Center will contact your pipeline company and other utilities who will mark the exact location of the pipeline. This free service will insure that your safety will not be compromised and our pipeline will not be damaged. What is a pipeline right-of-way? A pipeline right-of-way is the strip of land over a pipeline. The granted land used for public utility authorizing access is an easement. Easements provide limited access to test, inspect, maintain and protect the pipeline. They must be kept free from structures and obstructions. Remember not to plant trees or high shrubs on or near any right-of-way. A gouge, scrape, scratch, dent or crease to a pipe or its coating may cause a future safety problem. It is imperative that the gas company inspect and repair any damage to the pipeline no matter how minor it may seem. Signs of a Natural Gas Pipeline Leak: Know how to recognize the signs of a leak if one were to occur in our area. Call immediately if you... SEE • Vegetation over or near the pipeline which appears to be dead or dying for no apparent reason. • Water bubbling at a creek, pond, river or any wet area. • Dirt being blown or appearing thrown into the air. • Fire or explosion near or involving the pipeline. • Exposed pipeline which may have been caused by a natural disaster. • A hissing, whistling or roaring sound along the pipeline right-of-way. • A “rotten egg” odor. • Natural gas is usually colorless and odorless. The chemical mercaptan is added to natural gas to produce this smell. HEAR SMELL DO’s When Suspecting a Gas Leak • Do...alert others and leave the area immediately. • Do...leave open any doors you pass through for ventilation. • Do...call the emergency number provided, once away from the area. • Do...remain away from the area until authorities give the OK to return. DO NOT’s When Suspecting a Gas Leak • Do Not...operate any electrical switches. • Do Not...use an open flame (lighters, etc.) • Do Not...use telephones, cell phones, intercoms, walkie-talkies, flash lights, or any other electrical device (don’t even bring them in the area). • Do Not...go near the area. Keep all untrained individuals away. • Do Not...turn off the ignition or attempt to move any motorized equipment in the area of a natural gas leak. Leave it alone. What is Natural Gas? Natural gas is the cleanest burning fossil fuel. It moves silently, safely and efficiently through an extensive network of interstate pipelines in the United States. Our pipeline system is part of that network. Here are some reassuring facts about natural gas. NATURAL GAS IS...... • Not a poison or toxic. • Colorless and odorless in its natural state. • Lighter than air and will rise and diffuse. Pipeline markers are important safety warnings. These markers, which identify buried, underground natural gas pipelines, are commonly seen at railway crossings, street intersections, along highways and fence lines. Emergency phone numbers are visible on the markers in case an emergency is discovered or suspected. Use caution because pipeline markers are not always available, and do not always mark the exact location or depth of the pipeline. Always call LA One Call (811) before any digging, especially around underground pipelines. For Emergency Officials: Public safety and environmental protection is your highest priority in any emergency response. Contact this operator for more gas emergency information or training. Use our Emergency Number on other side to contact us. IN THE EVENT OF AN EMERGENCY If you smell natural gas or suspect an emergency call: 8am – 3pm: 318-442-1198 After Hrs: 911 Emergency Phone: 8am – 3pm: 318-442-1198 After Hrs: 911 Living Safely With Natural Gas Town of Woodworth Emergency Phone: 8am – 3pm: 318-442-1198 After Hrs: 911 Call Before You Dig Know what's below. Call before you dig. If you would like more information on the subjects found in this brochure or about the pipeline industry in general, visit the following web sites: www.aganet.org (American Gas Association) www.apga.org (American Public Gas Association) www.lagass.org (Louisiana Gas Association) www.laonecall.com (Louisiana One Call) www.pipeline101.com (American Petroleum Institute) LA One Call 811 This information is published by LA Natural Gas Services, LLC. 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Who these sheets are for In general, these sheets have been designed for students from 4-6 years old. The occasional 3-year old student may be able to begin using the easiest of the sheets before 4 years old, and the occasional student may be able to use these sheets to review or work on pre-writing skills once they are in elementary school. However, the vast majority of students using these sheets are between 4-6 years old. These worksheets are designed to support students who will eventually be entering New Finding Out (NFO), but are not exclusive to such students. The majority of the sheets use NFO’s single letter phonics system, where each phonic letter (or phoneme) is associated with a particular anchor word (for example, Aa - apple, Kk - key, Zz - zebra and such). While the phonemes and the anchors used in these sheets correspond with the NFO system, this system is not exclusive to NFO. Anyone who teaches phonics and can adapt their system to utilize the same anchor words will be able to use these sheets in their classes. A list of the phonics and their anchor words can be found towards the end of this document. Purpose We find that one of the biggest challenges facing students when they begin NFO as first graders, or most any other textbook for that matter, is the writing. Therefore while students are in a kindergarten or preschool curriculum that will eventually see them beginning a textbook such as NFO where writing is included, they have the opportunity to get a leg up on the transition to writing letters, while reinforcing material they are studying or will be studying once they start the textbook. In addition to this, children aged 4-6 have the ability to develop their fine motor skills if given the chance, and getting an early start with pencil posture and line formation will help them have a smoother transition to writing correctly formed letters. This will help them not only with writing later but will also give them a deeper familiarity with the phonemes and their anchor words. Thus the main goals of our kindergarten/preschool sheets are: - to develop students’ fine motor skills - to familiarize students with holding and utilizing pencils (“pencil posture”) - to familiarize students with drawing the lines and curves which make up the Roman alphabet - to help students recognize patterns - and to reinforce material students are studying including phonics, numbers, shapes, and more. Organization The sheets are organized in a useful way, with the teacher being able to quickly select a sheet depending on the students’ progress in the curriculum, and what type of practice the teacher wishes the students to engage in on that particular day. Each sheet has a code, which conveys to the teacher all these things. See below for an explanation of the codes used to organize the worksheets. The worksheets are organized in file folders according to these codes as well, so please familiarize yourself with the system of organization. Also included at the end of this document is a checklist to help you keep track of which sheets have been completed. How to use the sheets The following is just a suggestion for how to use these sheets. Exactly how each individual teacher uses the sheet may depend on a variety of things including class size, class time, students’ general stage of development, pace at which the students can progress, students’ temperament, how soon the class will be moving to writing letters, the teacher’s own teaching style, and so forth. One commonality across situations however, is that the sheets are best used if the students are familiar with the content used on the sheet. For example, a sheet using shapes is best done if the students have a working knowledge of shape names. Program-wide Generally speaking, it is best to start with relatively simple sheets, progressing in difficulty until the students are ready to start writing letters. In terms of these sheets, concept wise: - Pre-printing sheets are easier than matching sheets - Matching sheets are easier than pattern recognition sheets - Pattern recognition sheets are easier than sheets dealing with typographical elements only. - Typographical elements are the last step in preparing students to write letters. By the time the students have competed the typographical elements set of sheets they should be ready to learn to write letters and have a positive, successful experience. The sheets can and probably should be used in a creative manner. It isn’t necessary to complete every single sheet in a particular set before trying a new set. Variance in concepts keeps students alert and makes the sheets more interesting. Too many weeks in a row of the same type of sheet can lead to indifference or boredom. So don’t be afraid to mix up the concepts, as long as the students can handle it. Timing While individual preferences may vary, one good place in the lesson in which to do a worksheet is a few minutes before the end of class, the length of time needed depending on the complexity of the sheet. At this point in the lesson, the students are usually a little spent from the intensity of the previous 40 or so minutes, and writing is a quiet activity and a good way to wind down before the end of class. Another reason for doing it at the end is if they finish early you can have them color the sheet while the others finish, and if they look like they’re going to finish after class time ends you can let them finish at their own pace while the other students can be excused (if you have the luxury of letting students stay longer to finish the sheet). Worksheet time can also be an effective way to refocus students after a particularly lively game or activity, if the students become distracted or disruptive during class, or if some other situation makes it desirable to have the students sit down and do a worksheet. Whether you choose to do a worksheet at the end of class or in the middle, or even at the beginning, it is important to remain flexible - worksheets can serve as an emergency activity should the class start to get out of control. Introducing the sheets For many students, these sheets may be the first time they have done a worksheet in any kind of class, and most probably in an English class. Therefore, especially at the beginning of a course when children are just starting to work with worksheets, it is important to introduce not only the content that they will be encountering on each sheet, but also the concept of the worksheet at large: what it is, how to complete the sheet, and for very new students, how to treat the paper, sit at a table, ask for a pencil, use a pencil, and what to do when they’re done with a sheet. To introduce a worksheet it is useful to gather the class together and draw an example of the concept utilized on the worksheet on the board. Step back and see if the children can figure out how to complete the puzzle, and offer one of the children the chance to do it on the board. If it’s possible, let more children try. Then, bring out a worksheet, and playfully hide it from the students, until they really want to know what it is. Reveal the worksheet to them and act like you’re not sure how to do it. Get them to teach you how to complete the sheet, and go over the sheet with the class to make sure everyone is clear how to complete it. Once a class is accustomed to the procedure for a certain type of worksheet it may be less necessary to review how to complete it before presenting it to them. However, when a sheet with a new concept is introduced it is a good idea to introduce it on the board first, even for classes that have been using sheets for quite a while. Completing the sheets Direct the students to the table where they find a seat, and hand a sheet to each student. Before being given pencils, ask them to complete the sheet using their index finger. Confirm they understand how to do the sheet and can actually do it. This step may not be necessary once the children are used to a particular type of worksheet, but at the beginning it gives them the confidence to try a sheet out which might otherwise be difficult. When they are ready for pencils they should indicate so by saying “Pencil, please!” Hand them each a pencil and they try their best to complete the sheet. Watch the children carefully to make sure they are: - demonstrating correct pencil posture - completing the sheet correctly - completing the sheet neatly Assist the children whenever they need assistance. The sheets are not meant to be tests, so the students should take their time completing them. If they have difficulty they can be offered help by the teacher, by other students, by their parent, or by posters in the room if they are available. Expectations, Error correction The level of expectations you have for students, i.e. how strict you are with them in completing the sheets, will vary widely and should include considerations of different factors for each individual situation. On a general level, however, how picky should we be in determining what is a ‘correctly’ or ‘neatly’ completed sheet? It’s a difficult question with a lot of gray areas. A couple of issues to keep in mind are: - assuming the children are enrolled in a long-term program, if this is their first exposure to writing we want it to be accompanied by feelings of success and accomplishment. Being too picky could result in feelings of annoyance, which could carry over when writing becomes a more critical element in their class. - It is important to start off this aspect of their English education with a certain level of expectation, otherwise if children learn that they can get away with sloppy work that might influence their attitude towards writing in the future. So what is the right level of expectation? It probably depends on each individual student, their overall attitude towards English, their class, their teacher, detailed work, and other specific factors like how they’re feeling on that particular day, how the lesson has gone previous to doing the worksheet, and other things we may not be aware of. In the end, each student should complete each worksheet. They will most often decide how well they want to do it. Students that usually complete their sheets neatly can be pressed when they are sloppy. Students that are usually sloppy often have other difficulties and so may not respond well to being pushed. Try encouraging them to be neater, and if they take you up wonderful. If not don’t let it bother you (or them), but encourage them to do better next time. As such, error correcting per se is up to the teacher, though usually children will correct their own errors to the degree they see fit. Having children erase sloppy work is also up to the teacher, but keep in mind that erasing work can be traumatic for children, depending on how it’s handled and how much is erased. After sheets are complete Since children will often complete sheets at varying speeds, it is helpful to have activities to do once they complete a sheet. Coloring their completed sheet is a fun and rewarding way to finish off a sheet. The teacher can have a ‘bank’ of crayons and the children can ask for particular colors. Another nice thing to do is write the children’s names on their sheets. If they are able, they can trace their name if the teacher writes it in dots, and even more advanced students can begin to try to write their own names. A stamp or sticker on a completed sheet is also rewarding, but a little less personal. Their name on a sheet to indicate it’s done is often enough of a reward, and coloring once the sheet is done is a kind of fun ‘extra’. You may find there’s no real need for a stamp or sticker, especially since children in this age group are usually pretty self-motivated. However, again, this is up to the individual teacher’s style and situation. Explanation of the codes used to organize the worksheets. Each sheet has a code containing four elements. Let’s look at sheet 0 03 ph 4 and break down the code that describes it: \| 0 \| 03 \| ph \| 4 \| \|---\|----\|----\|---\| \| Indicates the NFO book level to which each Mighty Helpful Worksheet is designed to support. All sheets in the kindergarten/preschool set begin with “0”, which indicates that the sheet is designed to support a kindergarten/pre-school curriculum that is not yet using NFO 1 as a textbook. \| Indicates the content that is used in this worksheet. The files are organized using these codes. Currently the following codes are being used: □ “00” – templates or blank sheets that can be used with any content □ “01” – “06” – phonics of that unit of NFO Book 1 or below e.g. “03” indicates that this worksheet utilizes the phonics presented in NFO Book 1 units 1-3, with an emphasis on unit 3 phonics. □ “07” – typographical elements only □ “n” – numbers □ “sh” – shapes \| Indicates the concept that is being practiced on this worksheet. Currently the following codes are being used: □ “ph” – pre-printing practice of horizontal lines □ “pv” – pre-printing practice of vertical lines □ “pd” – pre-printing practice of diagonal lines □ “pz” – pre-printing practice of zigzag lines □ “m” – matching □ “ctd” – connect the dots □ “pt” – pattern recognition □ “ts” – typographical elements practice of straight lines □ “tc” – typographical elements practice of curvy lines □ “tp” – typographical elements practice of pattern recognition \| Indicates the number of sheet in the series. Generally, the higher the number the more complex the sheet will be. \| The code 0 03 ph 4 thus indicates the 4th sheet of the group of sheets practicing drawing horizontal lines utilizing the phonics presented in NFO Book1 units 1-3 with an emphasis on unit 3. \| Corresponding New Finding Out Unit \| Phonic \| Anchor word \| \|-----------------------------------\|--------\|-------------\| \| 1 \| Aa \| apple \| \| \| Ee \| elephant \| \| \| Ii \| igloo \| \| \| Oo \| octopus \| \| \| Uu \| umbrella \| \| 2 \| Bb \| book \| \| \| Cc \| cat \| \| \| Tt \| tiger \| \| \| Dd \| dog \| \| \| Gg \| gorilla \| \| 3 \| Pp \| panda \| \| \| Nn \| nut \| \| \| Mm \| mouse \| \| \| Ss \| sock \| \| 4 \| Kk \| key \| \| \| Hh \| hat \| \| \| Qq \| queen \| \| \| Jj \| jacket \| \| 5 \| Ll \| lion \| \| \| Ww \| watch \| \| \| Vv \| violin \| \| \| Ff \| fish \| \| 6 \| Yy \| yacht \| \| \| Zz \| zebra \| \| \| Rr \| ring \| \| \| Xx \| box \| Use the sheet codes to find the appropriate sheet on the list and fill in the date the sheet is done in class. You can print this and the following page out to keep handy for each class. \| Concept → \| Content ↓ \| ph \| pv \| pd \| pz \| m \| ctd \| \|-----------\|-----------\|----\|----\|----\|----\|---\|-----\| \| 0 01 \| \| \| \| \| \| \| \| \| 1 \| // \| 1 \| // \| 1 \| \| 1 \| \| \| 2 \| // \| 2 \| // \| 2 \| \| 2 \| \| \| 3 \| // \| 3 \| // \| 3 \| \| \| \| \| 4 \| // \| 4 \| // \| 4 \| \| \| \| \| 0 02 \| \| \| \| \| \| \| \| \| 1 \| // \| 1 \| // \| 1 \| \| 1 \| \| \| 2 \| // \| 2 \| // \| 2 \| \| 2 \| \| \| 3 \| // \| 3 \| // \| 3 \| \| 3 \| \| \| 4 \| // \| 4 \| // \| 4 \| \| 4 \| \| \| 5 \| // \| 5 \| // \| \| \| \| \| \| 6 \| // \| 6 \| // \| \| \| \| \| \| 0 03 \| \| \| \| \| \| \| \| \| 1 \| // \| 1 \| // \| 1 \| \| 1 \| \| \| 2 \| // \| 2 \| // \| 2 \| \| 2 \| \| \| 3 \| // \| 3 \| // \| 3 \| \| 3 \| \| \| 4 \| // \| 4 \| // \| 4 \| \| \| \| \| 5 \| // \| 5 \| // \| \| \| \| \| \| 6 \| // \| 6 \| // \| \| \| \| \| \| 0 04 \| \| \| \| \| \| \| \| \| 1 \| // \| 1 \| // \| 1 \| \| 1 \| \| \| 2 \| // \| 2 \| // \| 2 \| \| 2 \| \| \| 3 \| // \| 3 \| // \| \| \| 3 \| \| \| 4 \| // \| 4 \| // \| \| \| 4 \| \| \| 5 \| // \| 5 \| // \| \| \| 5 \| \| \| 6 \| // \| 6 \| // \| \| \| 6 \| \| \| 0 05 \| \| \| \| \| \| \| \| \| 1 \| // \| 1 \| // \| \| \| 1 \| \| \| 2 \| // \| 2 \| // \| \| \| 2 \| \| \| 3 \| // \| 3 \| // \| \| \| 3 \| \| \| 4 \| // \| 4 \| // \| \| \| 4 \| \| \| 5 \| // \| 5 \| // \| \| \| 5 \| \| \| 6 \| // \| 6 \| // \| \| \| \| \| \| 0 06 \| \| \| \| \| \| \| \| \| 1 \| // \| 1 \| // \| \| \| 1 \| \| \| 2 \| // \| 2 \| // \| \| \| 2 \| \| \| 3 \| // \| 3 \| // \| \| \| 3 \| \| \| 4 \| // \| 4 \| // \| \| \| 4 \| \| \| 5 \| // \| 5 \| // \| \| \| 5 \| \| \| 6 \| // \| 6 \| // \| \| \| 6 \| \| \| Concept → \| Pattern Recognition \| Typographical Elements \| \|-----------\|---------------------\|------------------------\| \| \| pt \| ts \| tc \| tp \| \| Content ↓ \| 0 07 \| 1 \| 2 \| 3 \| 4 \| 5 \| 6 \| \| \| \| / / \| / / \| / / \| / / \| / / \| / / \| \| \| 0 n \| 1 \| / / \| \| \| \| \| \| \| 0 sh \| 1 \| / / \| \| \| \| \| \| \| \| 2 \| / / \| \| \| \| \|	<urn:uuid:d60eaa37-dd86-4529-9d17-ef87868c8168>	CC-MAIN-2020-40	http://www.rainbow-bridges.com/files/MHW-Pre-Elementary-Guide.pdf	2020-09-23T00:44:51+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400208095.31/warc/CC-MAIN-20200922224013-20200923014013-00675.warc.gz	219,228,272	4,341	eng_Latn	eng_Latn	0.998149	eng_Latn	0.998715	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "unknown" ]	false	rolmOCR	[ 2445, 5106, 8178, 10936, 11924, 13781, 15491, 18033, 19209 ]	[ 3.90625 ]	1	0
Practice Items - time yourself on this section, and record how long it takes you; this information will be useful to you later on - if you work at the pace you will need on the actual AP Exam, this section should take you no more than 10 minutes and 30 seconds - if it takes you only three minutes and you get them all correct, more power to you! if you are done in less than seven minutes and you make 3 or more errors, then you ought to consider slowing down a bit - THESE SECTION ITEMS ARE NOT IN ORDER OF DIFFICULTY! 1. “This new drug will have no effect on levels of depression”. This is a statement of (A) generalizability (B) demand characteristic (C) the null hypothesis (D) a positive skew (E) a negative skew 2. Two psychologists are debating the merits of different approaches for studying the consistency of extroversion over a lifespan. Psychologist #1 argues for a longitudinal study, psychologist #2 for a cross sectional study. The best argument psychologist #2 might offer in opposition to his colleague’s position is (A) psychologist #1’s approach would not allow for generalizability (B) psychologist #1’s approach would not allow for selection of a representative sample (C) psychologist #1’s approach is potentially limited by subject mortality (D) psychologist #2’s approach offers more opportunity for consistency within the subject pool (E) psychologist #2’s approach is the only valid method for examining development over the lifespan 3. Which of the following pairs most accurately describes problems in Stanley Milgram’s research design that would render his 1963 study on obedience to authority unacceptable by today’s standards for ethical research? (A) failure to obtain informed consent; failure to debrief subjects (B) failure to allow volunteers to discontinue participation at any time; failure to utilize an absolute minimum of deception (C) failure to maintain confidentiality; failure to secure informed consent (D) failure to maintain confidentiality; failure to debrief volunteers (E) failure to utilize an absolute minimum of deception; failure to use volunteers only 4. In administering a survey, use of a double blind procedure can help protect against (A) negatively skewed data (B) positively skewed data (C) reactance (D) randomization of responses (E) demand characteristic 5. For homework, an elementary school student is asked to find data about something he is personally interested in and to calculate the mean of that data. The next day, he reports to his classmates “the mean uniform number on my favorite professional football team is 51.3”. His calculation indicates he does not yet understand the limitations of (A) ratio data (B) interval data (C) confounded data (D) ordinal data (E) nominal data * the next two items each refer to the following scenario: Researchers design an experiment to test the effect of reading aloud on retention of the material read. One group of randomly assigned volunteers will read a story quietly to themselves, and a second group of randomly assigned volunteers will read the same story aloud. Both groups will then be assessed for retention of what they’ve read using a multiple choice test. 6. What is the independent variable (IV) in this experiment? (A) retention of facts in the story (B) the story itself (C) the reading of the story aloud (D) the items on the multiple choice test (E) reading	<urn:uuid:56ab621f-9052-4845-9a95-6c700610c688>	CC-MAIN-2018-34	https://lib.store.yahoo.net/lib/yhst-131101042530630/PsychMultipleChoiceQuestions.pdf	2018-08-15T20:47:07Z	crawl-data/CC-MAIN-2018-34/segments/1534221210304.2/warc/CC-MAIN-20180815200546-20180815220546-00261.warc.gz	710,755,829	734	eng_Latn	eng_Latn	0.995858	eng_Latn	0.995853	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 2188, 3501 ]	[ 2.640625 ]	3	5
Connecticut Parent Information and Resource Center (PIRC) www.ctpirc.org ● 1-800-842-8678 State Education Resource Center (SERC) www.ctserc.org ● 1-860-632-1485 Connecticut Parent Advocacy Center (CPAC) www.cpacinc.org ● 1-800-445-2722 Connecticut State Department of Education (CSDE) Bureau of School and District Improvement Bureau of Special Education www.ct.gov ● 1-860-713-6910 The CT PIRC is a non-profit organization partially funded by a grant through the U.S. Department of Education. The CT PIRC and its primary partners, the CSDE and SERC, support school-family-community alliances by building on the strengths of each. August 2008 Adapted from the New Hampshire Parent Information and Resource Center “A Family Guide to Response to Intervention (RTI).” Teachers, administrators, and families want all children to succeed. There are many ways to get children who are struggling to learn, the additional help they need to be successful. One way is with the use of “scientific research-based interventions” (SRBI). This booklet reviews what SRBI are and includes questions you might want to ask your child’s school or program to learn more about how they are using SRBI as a framework to improve teaching and learning. Also included here are ways families can be a part of the decision making process and what to do when you have concerns about your child’s progress. For more information about RTI, visit: The National Center for Response to Intervention at www.rti4success.org or the RTI Action Network at www.rtinetwork.org. What questions can families ask to learn more about how SRBI works in their child’s school or program? - What is my child being taught in his/her classroom? - How are lessons designed to meet my child’s varying needs? - What are the teaching strategies that my child’s school is using if he/she is struggling in the classroom? - How can I help my child with learning at home? - How will I be told about my child’s progress that tells me more than what grades he/she is receiving? - What happens if my child continues to struggle and the teaching strategy is not working? Families play a critical role in supporting what their children are learning in school. Research shows that the more parents are actively involved in student learning, the greater the student achievement. There are many ways families can support their child’s learning at home. Here are a few: - make reading an everyday habit; - talk with your child’s teachers regularly; - check homework assignments and assist when necessary; - ask for regular progress reports; - celebrate your child’s strengths, talents, interests, and successes; - learn more about what is being taught and how it is being taught at your child’s school; and - participate in parent-teacher-student conferences and other school functions for your child. What if I think my child needs special education? SRBI do not replace the special education process. If at any time parents believe their child has a disability that is affecting his or her learning, they have a right to request an evaluation for special education. SRBI cannot be used to delay or deny this evaluation if the child is not making progress in learning and the lack of progress is not due to the lack of instruction. In addition to the information gathered through SRBI, other forms of evaluation must occur to determine if a child is eligible for special education and parent’s written consent is required for the evaluation. For more information about special education, your rights in this process, and how SRBI may be used to inform eligibility, please contact: - Connecticut Parent Advocacy Center (CPAC) 1-800-445-2722 - Connecticut Parent Information and Resource Center (PIRC) 1-800-842-8678 - Connecticut State Department of Education; Bureau of Special Education (CSDE) 1-860-713-6910 What are SRBI? SRBI are a way to provide support and instruction to children who are struggling to learn. A child’s progress is studied and findings are used to make decisions about teaching and other learning supports. SRBI are most commonly used in addressing needs in the areas of reading, math, and behavior. A “continuum of support” is developed by school districts and programs to meet the needs of the children they serve. What does the SRBI continuum of support look like? The SRBI framework has three “tiers.” Each tier provides differing kinds and degrees of support. - Tier III The school or program provides more individualized instruction for children who need the most support. - Tier II The school or program provides help for children who need more support than they are receiving from the general curriculum. - Tier I All children receive high quality curriculum and instruction in the general education classroom or program. What are the key components of an SRBI framework? The key component to SRBI is that all children receive high quality curriculum and instruction in the general education classroom or program (Tier I). Another component of SRBI is that the school or program conducts “universal common assessments.” Universal common assessments review the progress of all children through the use of grade/age level assessments. These assessments help schools identify children who may need more support or other types of instruction. As a result, students may be identified as needing help in addition to the high quality instruction they are receiving in Tier I. Additional teaching strategies or methods that have been proven to be effective in helping children learn are used (Tier II). These teaching methods can happen in large or small groups, in or outside the classroom. Another key component to SRBI is “progress monitoring.” Progress monitoring is a way for teachers to better understand a child’s needs and demonstrate the growth children are making in a specific area. It shows how well the teaching strategy is working. It includes observations and other types of assessment. Progress monitoring helps determine whether a strategy is successful or needs to be changed. When progress monitoring shows that a child is not responding to the additional help, another approach or strategy may be tried. However, when a higher level of support is needed, children are given the individualized instruction they need to be successful learners (Tier III).	<urn:uuid:f7b31965-0718-46c2-9a07-31e58f9297d3>	CC-MAIN-2018-34	https://portal.ct.gov/-/media/SDE/SRBI/Family_guide_to_SRBI.pdf?la=en	2018-08-15T20:15:39Z	crawl-data/CC-MAIN-2018-34/segments/1534221210304.2/warc/CC-MAIN-20180815200546-20180815220546-00263.warc.gz	761,482,732	1,297	eng_Latn	eng_Latn	0.906372	eng_Latn	0.996405	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 770, 2846, 4836, 6385 ]	[ 3.703125 ]	4	9
Environmental Lessons Available Volunteer Instructors travel throughout Baldwin County to public and private schools to present environmental lessons for 2nd through 12th grades. Aquatic Nuisance Species: (6th-12th grade) Through the use of photos, the students will discuss the origin and impact of aquatic nuisance species. Students will identify actions to reduce the spread of nuisance species. Backyard Wildlife Habitat: (2nd-5th grade) Students will discuss why the population of animals and their habitats are declining and why we should be concerned. Students will identify three things that are essential to a backyard wildlife habitat. Energy: (6th-12th grade) Students will discover why it is important to use renewable energy sources instead of nonrenewable energy sources. Students will discuss ways to conserve energy. Groundwater Pollution: (3rd-12th grade) By observing a groundwater model, students will see how water moves through an underground aquifer. The use of colored dyes allows students to visualize the effects of pollutants on groundwater. Invasive Plant Species: (6th-12th grade) Students will identify the impacts of invasive plants, describe ways to prevent their spread and differentiate between native and invasive plants. Nonpoint Source Pollution: (6th-12th grade) Through the use of a nonpoint source model, students will observe the effects of polluted run-off on water quality. Students will discuss sources of run-off pollution, the effects of run-off on our local waters and preventative actions. Recycling: (3rd-12th grade) Students learn about solid waste disposal in the county as well as the importance of recycling and composting to reduce the amount of waste in landfills. They discuss concepts like packaging, decomposition and renewable resources. The Water Cycle: (2nd-3rd grade) Students will see a "rainstorm" in the classroom. After seeing the demonstration, they will be able to identify the three forms of water (solid, liquid, and gas) and the relationship between surface water and groundwater. Programs offered October through May Request a Program - Visit our website at http://www.aces.edu/mee/ - Call 937-7176 or 943-5061/928-3002 ext. 2222 - Email firstname.lastname@example.org Our Goals The goals of the Master Environmental Education program are to educate the residents of Baldwin County to: - gain an appreciation of our environment - become good environmental stewards - protect our coastal environment Our Lessons - 45 minute lessons - First come, first served scheduling	<urn:uuid:688bc70c-549b-401f-9a2a-e27abd51aff4>	CC-MAIN-2018-34	http://www.cechouston.org/wp-content/uploads/2017/12/MEE-Info-Sheet.pdf	2018-08-15T21:03:46Z	crawl-data/CC-MAIN-2018-34/segments/1534221210304.2/warc/CC-MAIN-20180815200546-20180815220546-00266.warc.gz	449,022,136	529	eng_Latn	eng_Latn	0.994151	eng_Latn	0.994151	[ "eng_Latn" ]	false	rolmOCR	[ 2541 ]	[ 3.6875 ]	1	3
Speaking of Monks / Speaking with Monks When talking with monks, speech requires an “upgrade.” While you may never have had a chance (or may never ever have the chance) to use royal language with a member of the royal family, it is not hard to find yourself in conversation with a monk. Such instances require the use of certain special vocabulary and honorifics. First, use the proper pronoun: Address monks as ท่าน + ordination name. For information on the ranks of monks, click http://www.thaibuddhism.net/ranks.htm Special classifier for monks: องค์ For example, ที่วัดนี้มีพระองค์กี่องค์ (How many monks are at this temple?) There are more generic names for monks, often depending on their age and how long they have been in the Buddhist order. Many of these names are based on kinship terms. Some examples of these more colloquial terms are: หัววังพี่ luang phi — “Venerable Elder,” a reverential term for a younger, freshly ordained monk หัววังตา luang ta — “Venerable Uncle,” a reverential term for an elderly monk without titles หัววังพ่อ luang pho — “Venerable Father,” a reverential term for an elderly monk หัววังปู่ luang pu — “Venerable Grandfather,” a reverential term for an elderly monk เจ้าคุณ chao khun — a monk who holds phra racha khana rank (see link above) but not used for the Sangharaja (Supreme Patriarch, Head of the Buddhist Order): พระสังฆราช Other special vocabulary: to be ordained: โภช general term for a monk (noun or pronoun): พระภิกษุ general term for a novice (noun or pronoun): เนตรี first-person pronoun used by monks: อาตมา Sangha or community of monks: สงฆ์ or พระสงฆ์ laity: โยม Also used as a pronoun for laity when monks address them. to invite (a monk): นิมนต์ For example, ผมอยากจะนิมนต์ท่านไปสวดมนต์ที่บ้าน (I would like to invite you to chant at my house.) to eat: ถวัน pre-noon meal: เฟล พระกำลังถวันเฟล (The monks are eating the pre-noon meal.) a monk’s residence: กุฎิ to rest, nap or sleep: จำวัด For example, หลวปูจำวัดคู่บุญกุฎิ to bathe: สระน้ำ the rainy season retreat: พริยาย And ...เข้าพริยาย (to enter the rainy season retreat) ออกพริยาย (to go out of the rainy season retreat) Also, ทำนบวชกี่พริยาย (How many years have you been in the monkhood?) the monk’s alms bowl: บาตร (Please do not refer to this object as a “begging bowl.”) the term for putting food in the monk’s bowl in the morning: ตักบาตร the term for monks’ going out on morning alms rounds: บิณฑบาตร For example, ตอนเข้าพริยายออกไปบิณฑบาตรทุกวัน (Every morning, the monks go out on alms rounds.) Essentially, the only thing a monk can ask for is drinking water. Other than that, things need to be offered to monks. So... to offer a gift of something to a monk: ถวาย offering items to a monk (often in connection with a ritual): ประเพณีของ Information on how to offer items and what foods should not be offered, click http://www.kalyanamitra.org/culture/index31.html What monks eat for breakfast: http://www.thaibuddhist.com/what-do-monks-eat-for-breakfast One tricky term worth noting: ภาม versus ภาริย์ Be careful of vowel length when discussing these concepts with monks. The former is “sex or passion” and the latter is “karma.” Characteristics (นิสัย) of monks. Monks should be: เจียบ, ส่งบเจียบ, จิตส่งบ, มีอารมณ์ส่งบ, สำรวม meditation: (การทำ) กรรมฐาน Two basic types... สมมาธิ (samadhi) วิปัสสนา (vipassana) Compiled by Grant Olson	<urn:uuid:ba03ef6e-ddba-4d58-a896-a82ccf2acaf9>	CC-MAIN-2017-22	http://thaibuddhism.net/pdf/monk_speak.pdf	2017-05-24T11:32:41Z	crawl-data/CC-MAIN-2017-22/segments/1495463607813.12/warc/CC-MAIN-20170524112717-20170524132717-00600.warc.gz	362,685,584	969	eng_Latn	eng_Latn	0.956745	eng_Latn	0.960521	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 1694, 3397 ]	[ 2.25 ]	1	9
Young artists' creativity takes flight for Balloons Over Vermilion DANVILLE — Maggie Nardoni was thinking about a special homework assignment — naming and designing her own hot-air balloon — at home when her guinea pig, Sugar Plum, started squealing. The Northeast Elementary Magnet School third-grader put down her pet and started sketching. "When I showed it to her, she started purring," the 9-year-old said of her balloon design, featuring a furry brown guinea pig with black ears on a purple-and-white striped background. Nardoni and her classmates took a break from PARCC testing on Tuesday afternoon to work on their hot-air balloon designs, which they started the day before. Once they're finished, Jeff Summers of Media One Visual Arts will combine their creations into a poster that will be used to promote the second annual Balloons Over Vermilion Festival. The festival will return to the Vermilion Regional Airport on July 14 and 15, bringing with it more than 30 hot-air balloons and more food vendors and family-friendly activities. "Your balloons are amazing," event co-chairman Pat O'Shaughnessy told the kids, who are serving as the event's student ambassadors this year. "We were here on Friday to give them their assignment," he said, also referring to marketing director Cassie Keister. "They were asked to imagine they were hot-air balloon pilots, and they had to design their own balloon and name it. They looked at pictures of balloons. We talked about different designs, and we encouraged them to do their own research over the weekend. Then on Monday, we gave them some Sharpies and let them have at it. I'm no artist, but I think they turned out great." Vincent Staub designed his balloon to look like a wooden paddle ball after noticing it was similar in shape to a balloon and basket. He designed the red ball to be a miniature red balloon. "If you have a pet, they can ride in it," he explained. Torrell Miles' inspiration came when he was in his kitchen. "I thought of food, and my favorite food is pizza," said the 9-year-old, who decorated his balloon with 16 slices of cheese, pepperoni, sausage and green pepper pizza with a tomato-sauce red background. Brooklyn Warfield's balloon, Unique Unicorn, features a snow-white unicorn with a rainbow-colored mane and pink-striped alicorn and fluffy, pink clouds. "It's my favorite mystic animal," said Brooklyn, who drew it freehand. "I pictured it in my head, then I drew it with a pencil, then I colored it and outlined it in black marker." Teacher Jessica Alyea said her students didn't mind the extra homework. In fact, "you can tell they put a lot of effort into it," she said, pointing out that no two designs are the same. "I see a lot of happiness and the things they enjoy in their designs." They're a really great group of kids ... and they are enjoying this opportunity." O'Shaughnessy said people should see the ambassadors' artwork up in a month or so. "It's only about three months away," he said of the event, which will feature tethered balloon rides, community flights, night-time balloon glows, rides on a Bell 47 helicopter, performances by the Jesse White Tumbling Team, live music and a Kids Zone. “I can't wait,” Dakota Davis said, as she colored her Pattern Balloon. “I'm looking forward to kids playing in the Kids Zone and getting to ride in hot air balloon and just having lots of fun.”	<urn:uuid:f85d7316-b573-4b85-9d2e-12b8b074a6ce>	CC-MAIN-2017-22	http://balloonsoververmilion.com/wp-content/uploads/2017/05/4-12-17-News-Gazette-Young-artists-let-creativity-take-flight.pdf	2017-05-24T11:34:19Z	crawl-data/CC-MAIN-2017-22/segments/1495463607813.12/warc/CC-MAIN-20170524112717-20170524132717-00598.warc.gz	32,596,369	739	eng_Latn	eng_Latn	0.999417	eng_Latn	0.9997	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 1053, 3216, 3411 ]	[ 2.09375 ]	1	3
Flavour The flavour of food depends more on its smell, than on its taste, and we can recognise a very large number of different odours indeed. What you think of as taste, is more likely to be aroma. That’s why food seems so tasteless when you have a cold. To demonstrate this Take a sweet, hold your nose and put it in your mouth. What can you taste? Now let go of your nose! When you have food in your mouth, as you breathe molecules of the food that come off into the air (volatile chemicals) pass over a part of your nose called the olfactory epithelium. Your olfactory epithelium is the super star of food flavour sensation You have about 350 different types of odour receptor, each one works like a lock and key to detect a particular set of scent molecules. The individual receptors work together in combinations to produce the sensation of smell. It is like the letters of a giant alphabet and the smells we perceive are the words made up from a 350 letter alphabet. Your memory recognizes the smell and tells you what it is. You can probably smell between 10,000 and 100,000 different smells Taste Basic tastes are detected by receptors or ‘Taste Buds’ on your tongue and also throughout your mouth. Each taste bud has 50–150 taste receptors sensitive to certain chemicals. When these chemicals dissolve in the saliva in your mouth, a signal is sent to your brain. There are FIVE basic tastes: SWEET – the taste produced by sugar. SOUR – the taste of acids like vinegar, lemon juice or malic acid found in ‘sour sweets’. SALT – a taste produced by sodium chloride and some other chemical salts. BITTER – often thought as unpleasant or disagreeable. Coffee and quinine (in ‘tonic water’) are examples. Most toxic plants and many poisons taste bitter, and biologists think that a dislike of bitter tastes evolved as a defence against accidental poisoning. There are 25 different types of ‘bitter’ receptors. YUMMI – the savoury, meaty taste produced by chemicals called glutamate. These are found in ‘fermented’ or ‘aged’ foods, and also in Chinese and Japanese cooking where mono-sodium glutamate is often added as an ingredient. There may also be a sixth basic taste Fatty – the taste of fatty acids, researchers are trying to find the ‘fatty’ receptors.	<urn:uuid:71bb13d7-9f5f-4aa3-a43b-9912e06a3833>	CC-MAIN-2017-22	http://ifr.ac.uk/media/cms_page_media/85/Flavour%20Poster.pdf	2017-05-24T11:47:38Z	crawl-data/CC-MAIN-2017-22/segments/1495463607813.12/warc/CC-MAIN-20170524112717-20170524132717-00599.warc.gz	179,490,451	518	eng_Latn	eng_Latn	0.999188	eng_Latn	0.999283	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 1104, 2301 ]	[ 3.671875 ]	2	0
Unit 2 Rule of Law Introduction In the previous unit on democracy, you learnt about your rights and obligations, the role of the government and its limits in exercising its power. In this unit, you will have a discussion on basic principles of rule of law which helps you to equally implement your democratic rights and your obligations. Lessons 1. Constitution 2. Rule of Law 3. Power of Government 4. Rule of Law and Corruption Key words and concepts - Abuse of power - Accountability - Constitution - Corruption - Domestic laws - Embezzlement - International convention - Limited government - Nepotism - Rules - Rule of law - Rule of men - Unlimited government - Unwritten constitution - Written constitution What you will learn You will: • recognize the essence of rule of law. • realize the concept of rule of law. Constitution By the end of this lesson, you should be able to: - define what a constitution is. - explain basic function of a constitution. - describe the forms of a constitution. - explain the history of a constitution in Ethiopia. What is a constitution? What is the importance of a constitution? A constitution is a document that lists the basic principles by which a group of people or state is governed. The constitution explains the duties, responsibilities and rights of all people living in a country. Citizens, the government bodies and all other laws, rules and regulations are subordinate to the basic principles of the constitution. You and your parents and people whose mother or father is Ethiopian, are citizens of Ethiopia. You, your parents, government officials like police, judges, teachers, directors and all other people living in the country have rights, duties and responsibilities which are clearly written in the constitution. Therefore, everyone living in the country must respect and act according to the country’s constitution. In democratic countries, the constitution is the embodiment of the will of the people. That means, it guarantees the basic rights, duties and responsibilities of citizens and governs the relationship between the government and the people. For example, a constitution states the duties and responsibilities of government officials, such as the president and the prime minister, or government bodies such as the executive, the legislature and the judiciary. It also defines the election system of the government bodies. The constitution also sets the basic principles of the structure of the government and the distribution of state power. Generally the basic functions of the constitution include: - Protecting the rights of citizens; - Limiting the power of officials/elected individuals; - Stating the obligations of citizens; - Maintaining peace and security in the country. In Ethiopia, the constitution is the law of the land which contains basic principles and values that direct the internal and external affairs of the country. There are two forms of modern constitution. Though Ethiopia has a written constitution, some countries like England do not have their constitution in a written and documented form. A written constitution is a compiled document Constitution that is handy and easy to read. Whereas, an unwritten constitution refers to a set of rules, regulations, declarations and laws passed by either a parliament or another competent government body at a different time. They are not compiled in a single document but all the citizens abide by the basic rules adopted as constitutional laws. The 1995 Ethiopian Constitution Article 9 Supremacy of the Constitution 1. The Constitution is the supreme law of the land. Any law, customary practice or a decision of an organ of state or a public official which contravenes this Constitution shall be of no effect. 2. All citizens, organs of state, political organizations, other associations as well as their officials have the duty to ensure observance of the Constitution and to obey it. 3. It is prohibited to assume state power in any manner other than that provided under the Constitution. 4. All international agreements ratified by Ethiopia are an integral part of the law of the land. Study the above article of the Ethiopian Constitution in different groups. Present a summary of your interpretation of one of these sub-articles to the class. The need for a constitution came into effect with the conviction that there should be a governing code by which governments could rule. Constitutional practices have passed through centuries in various countries. In the following section, we will try to see the emergence, nature and development of constitutions in Ethiopia under different regimes. In Ethiopian history, monarchs claimed to be elected by God since election was considered as a divine process. This helped the monarchs to establish absolute power over their subjects by monopolizing legislative, executive and judiciary powers. Monarchs also used religious institutions, like churches, as instruments for legitimizing and maintaining their power. Documents such as Kebre Negest (Glory of Kings) and Fetha Negest (Law of Kings) that state the divine power of Ethiopian monarchs are used as evidence. This idea continued even after the introduction of the first written constitution in 1931. With the introduction of a modern political system, the first constitution was written in 1931. This constitution kept the unquestioned and unlimited power of the king, but it brought about the parliamentary system and freedom of movement and security. The monarch had absolute power to appoint members of the legislative body (the Chamber of Senate or Ye-Hig Mewesegna Mekir Bet); appoint or dismiss high-ranking civil and military officials including ministers; declare and end wars. The first constitution was revised in 1955, partly to include the administration of the newly acquired territory of Eritrea. It also made some other small adjustments including the introduction of freedom of speech and freedom of the press and the people’s right to elect or be elected as members of the Chamber Senate. Though a few ideas of liberty, freedom of expression and assembly were included in the revised constitution, it was an open secret that they were not supposed to be implemented in practice. In both constitutions of 1931 and 1955, the different nations, nationalities Constitution and peoples of Ethiopia were considered mere subjects of the Emperor. The suppression of the people’s economic, social and political rights, however, provoked nationwide opposition against the monarchy. Students, soldiers, peasants and workers, teachers and other members of society, joined together to fight for their rights. This led to the downfall of the imperial system and its replacement by a military council called ‘Derg’. The constitution of the Derg, in 1987, gave the military unquestioned and unlimited power. In this constitution, the major shift is in the fact that state was clearly separated from the church and ended the myth of transfer of power through bloodline. However, this constitution allowed only one party rule and, quite naturally, did not lead to a political transformation towards a truly democratic system. Fundamental questions of the different nations, nationalities and peoples of Ethiopia were left unresolved. Again, the absence of democracy and denial of basic human rights led to an armed struggle, the downfall of the military Derg and the emergence of the 1995 Constitution. The 1995 Constitution differs from the previous ones. It established a federal structure of the state and included civil, social and political rights of groups and individual rights — the rights of nations, nationalities and peoples. The Constitution of the Federal Democratic Republic of Ethiopia: - serves as the supreme law of the nation; - establishes the Federal and Democratic state structure; - states the powers and functions of the federal and regional states; - outlines the economic, social, political and cultural rights of citizens; - outlines the principles of external relations; - states the sovereign authority of the state and its peoples; - limits the power of government. Identify as many differences as possible among these constitutions. You can add information from your previous studies and readings. REMEMBER - The Constitution is a document of fundamental law of an entity, containing the basic principles on the structure and distribution of power. - The Constitution provides a framework for a government of a country. It also provides rules and regulations on relationships between a government and its citizens. Generally speaking, it protects citizens from abuse by limiting the government’s power and setting out citizens’ rights and obligations to maintain peace and stability. - The Constitution of a country can be in written or unwritten forms. However, citizens of a country that has a written constitution have better access to information about their rights and duties. Rule of Law By the end of this lesson, you should be able to: - define the rule of law. - explain sources of rule of law. - respect the rule of law. What do you know about rule of law? What do think the relationship is between rule of law and constitution? Rules are prescribed standards, or a guide, for our conduct in a society or in an organization, like school. Rules are principles and they help us to follow basic values. We come across rules all the time. As you walk to school there are several rules that you need to consider. For example, you have to wear your uniform properly, and you must not push people around, however much you are in a hurry. These rules guide society. We are all supposed to respect the well-being of citizens in our society. Laws and regulations, on the other hand, are written standards of action endorsed by authority. They are binding and you will be punished if you break them. In our example above, the school rules are the law of the school because they have been endorsed. Every member of the school has to respect the school rules and act in accordance with the standards set by them. In a country the same principle works. Every citizen of Ethiopia should obey the laws and, if he/she fails to do so, be punished equally, as prescribed by the law. The government body which sets the laws is parliament and members of the parliament are also expected to follow the law just as you or your teacher and family do. Therefore, the main feature of the basic principles of the rule of law is that society is governed according to widely known and accepted rules, followed by both the citizens and authorities. The sources of rule of law include constitution, domestic laws and international laws. Constitution, as stated earlier, is a supreme law of a nation. In democratic countries constitutions are the basic sources of rule of the law. Collections of specific laws that are used to regulate social and economic interaction of a given people are referred to as Domestic Laws. They are very important for the maintenance of rule of law. Domestic laws include civil codes (laws that govern the relationships between people), criminal laws (laws that deal with crime), family law (laws that are concerned with family issues), commercial (relating to business) and administrative laws (dealing with employment issues). Equality before the courts is one of the manifestations of the rule of law. Rule of Law Article 25 Right to Equality All persons are equal before the law and are entitled without any discrimination to the equal protection of the law. In this respect, the law shall guarantee to all persons equal and effective protection without discrimination on grounds of race, nation, nationality, or other social origin, color, sex, language, religion, political or other opinion, property, birth or other status. Study this article of the Ethiopian Constitution in different groups and provide a simple interpretation. Each group will present their opinions to the class. International laws are products of the consents of different nations that govern the relationship between countries. International conventions (laws or treaties) play a significant role in the maintenance of global peace and order. The Ethiopian Constitution adopted many articles that conform with these international laws for the protection of human rights, civil and political rights, prevention and punishment of the criminals of genocide and other matters related to foreign policy. Moreover, international conventions endorsed by Ethiopia are made part of the Federal Constitution. As you have seen, Article 9 clearly states that the Constitution is the source of the rule of law. The FDRE Constitution clearly endorses the principle of the rule of law. REMEMBER - Society is governed according to a set of well known rules, the law, which ordinary citizens as well as the authorities have to obey. We call this the rule of law and everyone is subject to the country’s laws. Everyone is equal in the eyes of the law. - The basic principle of the rule of law is that society is governed according to widely known and accepted rules followed by both the citizens and authorities. - The major source of rule of law in a country is the constitution of the country. Other domestic laws also reflect this principle as they derive their principles from the constitution and therefore serve as a source of rule of law. - Collections of specific laws that are used to regulate the social and economic interaction of a given people are referred to as domestic laws. - International laws are products of the consents of different nations that govern the relationship of countries. International laws play a significant role in the maintenance of global peace and order. By the end of this lesson, you should be able to: - distinguish between the power of limited and unlimited government. What characteristics does a good class monitor need? CASE STUDY The Experienced monitor versus the Accountable monitor The monitor elected for Grade 9 Section A is Tikikil Zewedu - for Section B it is Kedir Dendro. Section A Tikikil is an outstanding student who is always neat and tidy and who does her work well. She usually has the right solution for most of the students’ problems. Not only students but also teachers sometimes ask for her opinion before making a decision. She served the junior high school board as a student representative and was a success. The students of Grade 9 Section A were happy to find such a monitor and agreed that they didn’t need standard rules for the conduct of a monitor since their monitor had good experience of how the school functioned. They agreed that being a class monitor was a very simple task for her as she has high level management skills and is familiar with the operations of the school. This is much more complicated than being a class monitor. Section B On the other hand, Section B monitor, Kedir, is also well known in his school for his active involvement in extra-curricular activities and his friendly attitude. He treats everybody well and is a good communicator. Unlike Section A students, Section B students decided to write down the rules for the standards of conduct for the monitor. They set detailed procedures of how he should carry out his duties and ways of reporting to the students and the teachers. They also set a maximum period to serve as a monitor. They have also agreed on, and made a list of, reasons which might lead to the monitor’s removal. If you were to assign a monitor for your class, do you think there should be standards of conduct. Why? Discuss this in the class. Power of Government In the previous case study, Section B monitor is accountable to the students, while Section A monitor’s power is unlimited and she does not have to listen to what they think. If we apply this to a country, Section A is called unlimited government with no rules of accountability to the people. These governments do not want to know what the people want — they simply do what they want. Ethiopia’s monarchs and the military regime were examples of governments with unlimited power. The opposite is limited government. Section B is an example of those whose powers, duties and responsibilities are established by the people before they overtake power. The law is respected and the government is accountable to the citizens. - Why do the two pictures below symbolise limited and unlimited governments? - List some of the characteristics of unlimited and limited governments, with reference to the Ethiopian constitutions included in Lesson 2. - Why do you think having a limited government is good for the citizens? REMEMBER - Almost all governments these days get their power from their people. - Even in countries which get their power from the people, elected government can end up behaving like an unlimited government if the rules, regulations and laws are not well designed to promote accountability. Unlimited Government Mengistu Haile Mariam representation by an individual figure Limited Government Members of Parliament — HF — the true representatives of the nations, nationalities and peoples of Ethiopia Rule of Law and Corruption By the end of this lesson, you should be able to: - explain the nature of corruption. - describe the effects of corruption on development. Think of some real examples of corruption which you have heard about and tell the rest of the class about them. Discuss what you think the effect of corruption can be on your school, kebele and the country at large. Corruption is a wrong doing by government officials and other people engaged in different roles to get unjust benefits. Corruption means acting dishonestly in return for money or personal gain at the expense of others. Corruption can exist in different ways. CASE STUDY The Corrupt Factory Manager Ato Abebe is a manager of a government owned factory. The factory is bankrupt and it is going to be sold. However, Abebe is becoming very rich. After the inspection by Anti Corruption Commission it was known that he and his department heads took some of the property from the factory. What do you call this kind of corruption? It is called abuse of power. Abuse of power is one of the major manifestations of corruption. It is a wrong and excessive use of one’s power to benefit oneself. The other form of corruption is embezzlement. This is an act of using money placed in one’s care wrongly, especially in order to benefit oneself. Some people commit this crime in their capacity as cashiers, auditors and supervisors. Embezzlement is committed individually or collectively. Embezzlement may be committed by producing false receipts or approvals. Nepotism is another manifestation of corruption. Nepotism is the action taken by government officials who favour their own relatives, often at the expense of others. For example, when the manager appoints his/her own family members to work in the office rather than advertising and selecting fairly from other candidates. Bribery is to give or receive money or something of value in return for a favour. For instance, paying someone in authority to give you priority on a hospital waiting list or to be selected as a candidate for employment are forms of bribery. The giver and the person receiving Rule of Law and Corruption the bribe are both guilty. Bribery is a criminal offence and morally wrong and, as such, retards the development of the country. Corruption is one of the factors that affect the prevalence of rule of law. Corruption causes many social and economic problems. Among other things: - It creates inequality among citizens; - It causes lack of faith and disregard for the law; - It allows government officials to extract public money for themselves and their families; - It affects economic growth and reduces the social services that citizens receive from government. In groups list more problems that corruption will create in your community. What is your role in fighting corruption? Present the summary of your discussion to the class. REMEMBER - Corruption means acting dishonestly in return for money or personal gain at the expense of others. - Embezzlement is an act of using money placed in one’s care wrongly, especially in order to benefit oneself. - Nepotism is the actions of government officials who favour their own relatives, often at the expense of others. - Bribery is to give or receive money or something of value in return for a favour. - Abuse of power is a wrong and excessive use of one’s power to benefit oneself. UNIT SUMMARY In democratic countries, the constitution is the embodiment of the will of the people. That means it guarantees the basic rights, duties and responsibilities of the whole population equally. Therefore, the concept of the rule of law is based on the principles of constitutionalism. In democratic states the power of the government is limited as per the constitution. Society is governed according to a set of well known rules, the law, which ordinary citizens as well as the authorities have to obey. It is this fact that we call rule of law. Everyone is subject to the country’s laws. Everyone is equal in the eyes of the law. The principle of the rule of law is very important for the prevalence of democracy. In most cases rule of law and democracy are interrelated concepts. In many countries of the world rule of law and democracy are affected by corruption. Since corruption is a very dangerous act against the well-being of the society, we all have to combat against corruption and its manifestations like abuse of power, embezzlement, nepotism, and other wrong doings on the property of the public. GLOSSARY Accountability: Is answerability of an elected government for its wrongdoing. Constitution: A document containing fundamental laws: a document or statute outlining the basic laws or principles by which a country or organization is governed (ruled). Corruption: Wrong-doing of government officials, political officials or employees who seek unjust personal gain through actions such as bribery, nepotism, patronage and embezzlement. Dishonesty: Is acting without honesty, cheating, lying or being deliberately deceptive. Domestic laws: Law at the national, state, provincial, territorial, regional or local levels. Embezzlement: Dishonestly appropriating goods, usually money, by one to whom they have been entrusted. International convention: International laws, treaties, agreements or consents of different nations that govern the relationship of countries. Limited government: A government that functions according to the law and is accountable to the people. Nepotism: Showing of favouritism towards relatives and friends, based upon that relationship, rather than on an objective evaluation of ability or suitability. Rules: Principles governing conduct to guide behaviour or action. Rule of law: The principle that no one is above the law. Unlimited government: A government that has one dictator that makes up all the laws and the citizens have no power over him/her. Unwritten constitution: A fundamental set of rules, regulations, declarations and laws passed by either a parliament or other competent government body at different time which are not compiled in a single document. Written constitution: A statement of written fundamental laws outlining the basic laws or principles by which a country or organization is governed. ### UNIT REVIEW EXERCISES Do these review exercises in your exercise book. #### Part I – True or false 1. Rule of law can be respected under authoritarian governments. 2. Citizens of a country that has a written constitution have better access to know about their rights and duties. 3. Corruption is one of the factors that affect the prevalence of rule of law. 4. Unlimited governments with no rules of law are accountable to the people. #### Part II – Multiple choice 1. The Constitution of FDRE gives a law making power to the: (a) judiciary (b) legislature (c) Supreme Court (d) executive 2. The major source of law in a democratic country is based on the: (a) will of the government (b) will of the elders and religious leaders (c) will of the people (d) will of the politicians #### Part III – Short answers and missing words 1. Corruption causes many social and economic problems. List three of them. 2. Governments whose powers, duties and responsibilities are established by the people before they take power are called ........................................... governments. 3. 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PPE has decided to publish an occasional news forum which we feel will be of special interest to our many friends and customers in our Plastics Industry. The first essential article we chose for this forum is absolutely of special interest as electric power is the primary source of energy required to operate a plastics manufacturing facility. Remember the phoney shortages in the state of California several years ago? Molders ran from the state in droves. Needless to say, in the future those shortages will be real if something aggressive isn’t done quickly. In August of 2003 when a fallen tree branch in Ohio can cause the largest widespread blackout in U.S. history we definitely have a problem now! Ten million in Canada and forty million in eight U.S. states were affected. Wait until we all arrive home at 6:00 P.M. and plug in our electric cars. You’ll see a real black out! We are also seriously concerned about the abuse and criticism our Plastics Industry has realized and sustained for many years which must come to a stop. More about that later. We hope you enjoy this information passed on to you and if you agree something should be done, contact your Congressman or Senator today! Your Editor, Ed Kuchar Sr. President The Case for Terrestrial (a.k.a. Nuclear) Energy by William Tucker, Journalist WILLIAM TUCKER is a veteran journalist. Educated at Amherst College, his work has appeared in Harper’s, the Atlantic Monthly, the American Spectator, the Weekly Standard, National Review, Reason, the New Republic, Reader’s Digest, the Wall Street Journal, and many other publications. His articles have won the John Hancock Award, the Gerald Loeb Award, the Amos Tuck Award, and he was a finalist for the National Magazine Award. His books include Progress and Privilege: America in the Age of Environmentalism; Vigilante: The Backlash Against Crime in America; and The Excluded American: Homelessness and Housing Policies, which won the Mencken Award. His forthcoming book is entitled Terrestrial Energy: How a Nuclear-Solar Alliance Can Rescue the Planet. The following is adapted from a lecture delivered at Hillsdale College on January 29, 2008, during a conference on “Free Markets and Politics Today,” co-sponsored by the Center for Constructive Alternatives and the Ludwig von Mises Lecture Series. There have been a host of debates this year between the Democratic and Republican candidates for president. Many of these candidates believe that among our top priorities is to address global warming by reducing carbon emissions. All or most seem to agree that decreasing America’s energy dependence is another. Yet few if any of the candidates have mentioned that nuclear energy - or as I prefer, terrestrial energy - could serve both these ends. Right now there are 103 operating nuclear reactors in America, but most are owned by utilities (which also own coal plants). The few spin-offs that concentrate mainly on nuclear - Entergy, of Jackson, Mississippi, and Exelon, of Chicago - are relatively small players. As for the nuclear infrastructure, it hardly exists. There is only one steel company in the world today that can cast the reactor vessels (the 42-foot, egg-shaped containers at the core of a reactor): Japan Steel Works. As countries around the world begin to build new reactors, the company is now back-ordered for four years. Unless some enterprising American steel company takes an interest, any new reactor built in America will be cast in Japan. This is an extraordinary fate for what was once regarded as an American Technology. France, China, Russia, Finland, and Japan all perceive the enormous opportunity that nuclear energy promises for reducing carbon emissions and relieving the world’s energy problems as reflected in recent soaring oil prices. Yet in America, we remain trapped in a Three Mile Island mentality, without even a public discussion of the issue. As folk singer Ani DiFranco puts it, the structure of the atom is so perfect that it is “blasphemy / To use it to make bombs / Or electricity.” It is time to step back and question whether this prejudice makes sense. Fossil Fuels All living things exist by drawing energy from their environment and discarding part of it as “waste,” so there is nothing inherently shameful about energy consumption. Almost all our energy derives ultimately from the sun. Plants store solar energy by transforming it into large carbon-chain molecules (the process we call photosynthesis). The entire animal kingdom draws it’s energy from this process by “eating” this stored solar energy. About 750,000 years ago, early humans discovered that they could also draw solar energy from a chain reaction we call “fire”. When heated, the stored energy in carbon chains is released. This heat energy can break down other carbon chains, which causes combustion. Fire has been the principle source of energy throughout most human history. When historian William Manchester wrote a book about the Middle Ages called A World Lit Only By Fire, he was describing the world of only 700 years ago. All this began to change about 400 years ago when human beings discovered an older source of stored solar energy - coal. Our most common fossil fuel, coal is the compressed remains of vegetable matter that covered the earth 300-400 million years ago. Coal is superabundant and we will probably never run out of it. It was the fuel of the Industrial Revolution, and it is still the world’s largest source of energy. It is also the most environmentally destructive substance ever utilized. The EPA estimates that it kills 30,000 Americans each year through lung diseases (and in China it is doing far worse). It is also the world’s principal source of carbon dioxide emissions. Oil, another fossil fuel, is rarer and is believed to be the remains of organisms that lived in shallow seas during the age of the dinosaurs. It was first drilled in 1859, but was used only for lighting and lubrication until the invention of the automobile. Now it constitutes 40 percent of our energy consumption and is perhaps the most difficult fuel to replace. American oil production peaked in 1970 and is now declining rapidly - a fact that explains much of our subsequent foreign policy. The Arab oil embargo occurred three years following the peak, when the producing states realized we were vulnerable. The question now is whether world production will reach a similar peak and decline. As Matthew Simmons has written: “We won’t know until we see it in the rearview mirror.” If it does come, it may not look much different from the quadrupling of oil prices we have witnessed in the last three years. Natural gas is generally considered the most environmentally benign of the fossil fuels. It gives off little pollution and only about half the greenhouse gas of coal. Natural gas was put under federal regulation in the 1950’s, so that by the 1970’s we were experiencing a supply shortage. Deregulation in the ‘80s led to almost unlimited supplies in the ‘90s. Then we began the fateful practice of using gas to produce electricity, resulting in a price crunch and the loss of many gas-dependent industries, such as fertilizer and plastic factories, which have since moved to Mexico and Saudi Arabia to be near supplies. Now American gas production seems to have peaked and we are importing 15 percent of our consumption from Canada. Huge gas supplies have been discovered in Russia and the Middle East, but will not do us much good since gas cannot be easily transported over water. Thus China, India and Europe will be able to buy pipeline gas much more cheaply and are already out-competing us on the world market. SPEAKING OF SAVING ENERGY The PPE Honeycomb Matrix Desiccant Dryer delivers constant -40°F dew point dry air with up to 25% energy savings. CLOSED LOOP DESICCANT DRYERS FEATURING THE LATEST HONEYCOMB DESICCANT ROTOR TECHNOLOGY - Stainless steel barbed honeycomb desiccant rotor canister. - No bends to change, EVER! - Two-year warranty. - Easy-to-use operational controls. - Digital dehumidistat for full accuracy drying performance. - 7-day timer for increased control. - Bed rotation alarm and dirty filter alarm. - Process pressure/pressure alarms. - Return air cooling coil included. - Circuit breakers eliminate the need for fuses. - Two 12 ft. hoses with clamps included. - Remote thermocouple ports. - Maximum drying efficiency at minimal operating cost. - Easy access maintenance panels - no tools required. - Durable powder coat finish. Model MD-100237 (100 bps/hr) $7,950.00 Alternative Fuels Given the precarious state of these fossil fuels, people have begun talking of “alternative” and “renewable” fuels - water, sun and wind. The term “renewable” is somewhat misleading: no energy is “renewable” insofar as energy cannot be recycled (this is the Second Law of Thermodynamics). The term “renewable” usually describes tapping flows of solar energy that are supposedly “free.” But coal and oil in the ground are also free. It just takes work - and energy - to recover them. So, too, solar “renewables” can only be gathered at a cost. They are often limited and may require extravagant use of other resources - mainly land. What about water? Hydroelectricity is a form of solar energy. The sun evaporates water, which falls as rain and then flows back to the sea, creating kinetic energy. Rivers have been tapped since Roman times and, beginning in the 19th century, dams were built to store this solar energy. Hydroelectric dams provided 30 percent of our electricity in the 1930s, but the figure has declined to ten percent. And all the good dam sites are now taken. What about wind? Wind energy has captured the imagination of the public and is touted by many as the fastest growing energy source in the world. All of this is driven by government mandates - tax credits and “renewable portfolio” laws that require utilities to buy non-fossil sources of power. The problem with wind is that it is completely unpredictable. Our electrical grid is one giant machine interconnected across the country, in which voltage balances must be carefully maintained in order to avoid damaging electrical equipment or losing data on computer circuits. Wind irregularities can be masked up to around 20 percent, but after that they become too disruptive. At best, therefore, wind will only be able to provide the 20 percent “spinning reserve” carried by all utilities. In addition, windmills are large and require lots of land. The biggest now stand 65 stories tall - roughly the height of New York’s Trump Tower - and produce only six megawatts, or about 1/200th the output of a conventional power plant. In the East, most are sited on mountaintops, since that is where the wind blows strongest. What about the sun? Solar energy is very diffuse. A square-meter card table receives enough sunlight to run only four 100-watt electric bulbs. At best, solar could provide our indoor lighting, which consumes about ten percent of our electricity. But keep in mind: gathering and storing solar energy requires vast land areas. Sunshine can be harnessed directly in two ways - as thermal heat or through photovoltaics, the direct production of electricity. In the 1980s, California built a Power Tower that focused hundreds of mirrors on a single point to boil water to drive a turbine. The facility covered one-fifth of a square mile and produced ten megawatts. It was eventually closed down as uneconomical. Last year, when Spain opened an identical Power Tower in Seville, U.S. News and World Report ran a cover story hailing it as a “Power Revolution.” That facility, of course, is completely subsidized by the government. Photovoltaic cells have more promise. They are thin wafers where solar radiation knocks the electrons off silicon atoms, producing an electric current. At present, an installation about half the size of a football field could power one suburban home - when the sun shines of course. The problem is that photovoltaics are enormously expensive; using them to provide one-quarter of an average home’s electricity requires investing around $35,000. Their greatest benefit is that they are able to provide electricity precisely when it is most needed - on hot summer afternoons when air conditioning produces peak loads. Nuclear or Terrestrial Energy There is one other form of alternative energy often mistakenly grouped with solar: Geothermal energy. Geothermal is produced when the natural heat of the earth comes in contact with groundwater. This can produce geysers and “fumaroles” - steam leaks that are now being harnessed to produce electricity. Where does the heat come from? Temperatures at the earth’s core reach 7000 degrees Centigrade, hotter than the surface of the sun. Some of this heat comes from gravitational pressures and the leftover heat from the collisions of astral particles that led to the formation of the earth. But at least half of it (we don’t know the precise percentage) comes from the radioactive breakdown of thorium and uranium within the earth’s mantle. This is “terrestrial energy” and a nuclear reactor is simply the same process carried out in a controlled environment. In order to harness terrestrial energy in the form of uranium isotopes, we mine it, bring it to the surface, concentrate it, and initiate a chain reaction that releases stored energy in the form of heat - the very same process that is used to harness solar energy from coal. When Albert Einstein signed the letter to President Roosevelt informing him of the discovery of nuclear energy, he turned to some fellow scientists and said: “For the first time mankind will be using energy not derived from the sun.” This possibility emerged in 1905, when Einstein posited that energy and matter are different forms of the same thing and that energy could be converted to matter and matter to energy (as reflected in the famous equation $E=mc^2$). The co-efficient, $c^2$, is the speed of light squared, which is a very, very large number. What it signifies is that a very, very small amount of matter can be converted into a very, very large amount of energy. This is good news in terms of our energy needs and the environment. It means the amount of fuel required to produce an equivalent amount of energy is now approximately two million times smaller. Consider: At an average 1,000 megawatt coal plant, a train with 110 railroad cars, each loaded with 20 tons of coal, arrives every five days. Each carload will provide 20 minutes of electricity. When burned, one ton of coal will throw three tons of carbon dioxide into the atmosphere. We now burn 1 billion tons of coal a year - up from 500 million tons in 1976. This coal produces 40 percent of our greenhouse gases and 20 percent of the world’s carbon emissions. By contrast, consider a 1000 megawatt nuclear reactor. Every two years a fleet of flatbed trucks pull up to the reactor to deliver a load of fuel rods. These rods are only mildly radioactive and can be handled with gloves. They will be loaded into the reactor, where they will remain for six years (only one-third of the rods are replaced at each refueling). The replaced rods will be removed and transferred to a storage pool inside the containment structure, where they can remain indefinitely (three feet of water blocks the radiation). There is no exhaust, no carbon emissions, no sulfur sludge to be carted away hourly and heaped into vast dumps. There is no release into the environment. The fuel rods come out looking exactly as they did going in, except they are now more highly radioactive. There is no air pollution, no water pollution, and no ground pollution. Another objection to nuclear power is the supposed waste it produces. But that is a mischaracterization. A spent fuel rod is 95 percent U-238. This is the same material we can find in a shovel full of dirt from our back yards. Of the remaining five percent, most is useful, but small amounts should probably be placed in a repository such as Yucca Mountain. The useful parts - uranium-235 and plutonium (a man-made element produced from U-238) can be recycled as fuel. In fact, we are currently recycling plutonium from Russian nuclear missiles. Of the 20 percent of our power that comes from nuclear sources, half is produced from recycled Russian bombs. Many of the remaining isotopes are useful in industry or radiological medicine - now used in 40 percent of all medical procedures. It is only cesium-137 and strontium-90, which have half-lives of 28 and 30 years, respectively, that need to be stored in protective areas. The rest of the world is rapidly moving toward nuclear power. France, Russia and Japan are not only going ahead with their own nuclear programs, but selling their technology in the developing world. America, which once dominated this technology, is being left behind. The main culprit is public fear. Nuclear technology is regarded as an illegitimate child of the atomic bomb, a Faustian bargain, a blasphemous tinkering with nature. It is none of these. It is simply a natural outgrowth of our evolving understanding of the universe. The sun has been our prime source of energy throughout human history, but energy is also generated in the earth itself. It is time to avail ourselves of this clean, safe terrestrial energy. Conclusion The U.S. currently gets 50 percent of it’s electricity from coal and 20 percent from nuclear reactors. Reversing these percentages should become a goal of both global warming advocates and anyone who wants to reduce America’s dependence on foreign oil (the latter since a clean, expanded electrical grid could anchor a fleet of hydrogen or electric cars). Contrary to what some critics charge, this would not require massive subsidies or direct intervention by the government. Indeed, the nuclear industry has gone through an astounding revival over the past decade. The entire fleet of 103 reactors is up and running 90 percent of the time. Reactors are making money hand-over-fist - so much so that the attorney general of Connecticut recently proposed a windfall profits tax on them! The industry is poised for new construction, with proposals for four new reactors submitted to the Nuclear Regulatory Commission and almost 30 waiting in the wings. Unfortunately, federal regulations require all radioactive by-products of nuclear power plants to be disposed of in a nuclear waste repository. As a result, more than 98 percent of what will go into Yucca Mountain is either natural uranium or useful material. Why are we wasting so much effort on such a needless task? Because in 1977, President Carter decided to outlaw nuclear recycling. The fear then was that other countries would steal our plutonium to make nuclear bombs. (India had just purloined plutonium from a Canadian-built reactor to make its bomb.) This has turned out to be a false alarm. Countries that have built bombs have either drawn plutonium from their own reactors or - as Iran is trying to do now - enriched their own uranium. Canada, Britain, France and Russia are all recycling their nuclear fuel. France has produced 80 percent of it’s electricity with nuclear power for the last 25 years. It stores all it’s high-level “nuclear waste” in a single room at Le Havre. Scale-Clear™ DIGITAL SCALE CONTROL SYSTEM EFFECTIVELY REMOVES AND PREVENTS CALCIUM SCALE DEPOSITS IN WATER SYSTEMS FEATURES AND BENEFITS • Low energy usage - 18 watts power consumption typically costs less than $35.00 per year to operate (Model H-1000) • Durable without disassembly • Non-invasive - No contact with water • Eliminates use of chemicals • Requires no plumbing • Solid state circuitry • Maintenance free - 20 year design life components • Five Year Warranty. Lime scale build-up, caused by calcium in hard water, is one of the largest problems that molders face today. As water flows through your system, it forms in pipes, faucets, hot water tanks and most critically heat exchangers. When scale builds up in heat exchangers, it causes a reduction in heat transfer reducing efficiency and preventing machines from reaching their full potential. Scale-Clear™ units can reduce heat transfer by nearly 20%. In addition to reducing heat transfer, extensive maintenance is usually required to remove scale build-up, which translates into machine downtime. Many molders have tried chemicals, water softeners, or ion exchange units, but these methods are too costly for continuous use and they only reduce scale, not eliminate it. Scale-Clear™ provides safe, reliable and effective full-time electronic descaling. Unlike water softeners or ion exchange units, which add two atoms of sodium for every atom of calcium removed, Scale-Clear™ can not only stop scale build up, it can also remove existing scale. State prevention and removal without disassembly! Scale-Clear™ has no physical contact with the water, so the water is safe to drink. In fact, many apartment buildings, hotels and homes have replaced their salt water softeners with Scale-Clear™ units. Scale-Clear™ functions by creating proprietary, multiple modulation low energy fields. These electromagnetic fields are created by a signal generator, and sent through a solenoid coil. The coil is wrapped around the incoming water pipe, plugged into the signal generator and the electronic descaling begins. CAUTION: If installed on a closed loop system, remove any salt-type water softeners. For use on pipes up to 1” Model H-1000 ...........................................$349.00 Processes up to 150 GPM per unit. Output Power: 400 Watts Dimensions: 6” X 3-3/4” X 2-1/2” For use on pipes > 1-1/4” through 2” Model C-2000 .............................................$849.00 Processes up to 150 GPM per unit. Output Power: 800 Watts Dimensions: 8-3/4” X 4-3/4” X 2-1/2” JUST THE FACTS! NO BOGUS CLAIMS This 1” diameter copper pipe was heavily scaled up before being connected to the water supply that was protected with a Scale-Clear™ descaling unit. After just 30 days almost all of the scale has been removed by the action of the Scale-Clear™ unit. *Scale-Clear™ is only intended for use with copper or PVC pipe. For use with steel pipe, a section of copper pipe must be installed.	<urn:uuid:193c886a-cbf0-4185-a0cd-de88eff832d9>	CC-MAIN-2017-22	http://www.ppe.com/pdf/PPE%20Forum%20Mar09.pdf	2017-05-25T06:51:08Z	crawl-data/CC-MAIN-2017-22/segments/1495463608004.38/warc/CC-MAIN-20170525063740-20170525083740-00109.warc.gz	620,913,011	4,694	eng_Latn	eng_Latn	0.998124	eng_Latn	0.998632	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 7411, 15570, 19362, 22329 ]	[ 1.6171875, 2.34375 ]	2	0
The FLES model in the Timberlane Regional School District will be based on the National Standards for Foreign Languages (supporting the five areas of communication, connections, comparisons, communities and cultures) and the Timberlane Regional School District curriculum. The model will develop students’ language proficiency by a content-connected and standards based program that uses an interdisciplinary approach to deliver both language and content rich instruction through communication. The program will have twenty minutes of instruction four or five times per week. The model is based on research from The American Council of the Teaching of Foreign Language (ACTFL). The research shows that students are not only able to learn the language, but are also highly engaged in learning content through the language. Spanish will be used by the teacher and students for a minimum of 90% of the FLES instruction time (unless safety concerns require the teacher to speak English). The benefits (of learning a foreign language) to society are many. Americans fluent in other languages improve global communication, enhance our competitiveness abroad, and maintain our political and security interests. (U.S. General Accounting Office, 2002) Timberlane Regional School District Administrative Offices 30 Greenough Road Plaistow, NH 03865 Phone: (603) 382-6119 Fax: (603) 382-3334 Dr. Earl Metzler, Superintendent Dr. Roxanne Wilson, Asst. Supt. Language: Spanish Grade Level: Kindergarten 2016-2017 Why Spanish? - Spanish is the second most spoken language in the world after Mandarin Chinese. - Spanish is an official language of the United Nations, European Union and other international organizations. - Because of its Latin roots, nearly identical alphabet and pronunciation rules, Spanish is one of the easiest languages for English speakers. - Spanish is by far the most widely taught second language in the country, and with over 50 million total speakers, the United States is now the second largest Spanish speaking country in the world after Mexico. - Spanish is becoming more and more important with regard to business. Learning Spanish will enable better communication with employees and coworkers. What is FLES? FLES is an acronym for Foreign Language in Elementary School. It is an approach to learning that allows students to develop basic communicative skills in a language while reinforcing and enriching content in other disciplines. FLES is delivered in an encouraging learning environment where the language directly relates to the students, reflecting their needs, interests and everyday life. Why FLES? The American Council of Teaching of a Foreign Language (ACTFL) offers the latest research on foreign language acquisition. ACTFL attests that the FLES model: - Provides students with language learning opportunities. - Has a powerful effect on a child’s mental development and cognitive skills. - Supports academic achievement in other disciplines. - Enhances reading development in both English and Spanish. - Positively promotes global awareness and cross-culture understanding. - Improves students’ understanding of their own language. - Gives students an advantage in language requirements for college. - Increases employment opportunities in numerous careers and fields worldwide.	<urn:uuid:3549599a-8a22-46ee-9a12-9d14b8505f76>	CC-MAIN-2017-22	http://www.timberlane.net/wp-content/uploads/FLES_Brochure2016.pdf	2017-05-25T06:46:07Z	crawl-data/CC-MAIN-2017-22/segments/1495463608004.38/warc/CC-MAIN-20170525063740-20170525083740-00106.warc.gz	690,781,741	627	eng_Latn	eng_Latn	0.992742	eng_Latn	0.995695	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 1505, 3324 ]	[ 3.140625 ]	5	2
CONTROL OF RATS AND MICE Rats and mice have no respect for economic level or status. You may be very careful about how you store your household garbage but if you let the apples from your tree lie on the ground or feed your dog outside, you are inviting rodents to dinner. Rats and mice have adapted to live in close association with people where they cause tremendous damage and spread disease. COMMON RAT (Norway or Sewer) - Small ears - Small eyes - 14” to 18” from nose to tail tip - Fecal droppings: 1/2” to 3/4”, long, capsule shaped - long, rod shaped HOUSE MOUSE - Large Ears - Small Head - Pointed Nose - 5” to 7” from nose to tail tip - Fecal Droppings: 1/8” to 1/4” The two most common rodents encountered by citizens of Montgomery County are the Norway rat and the house mouse. Both of these rodents are good jumpers, climbers, swimmers and gnawers. The Norway rat is a burrower, usually nesting in a dirt burrow up to 150 feet from its food supply. The house mouse usually nests indoors within stored materials, but can also live outside, burrowing in areas around fields and lawns. Mice often become a problem where they enter homes in the fall seeking warmth. Mice occupy a small territory, traveling only 10 to 30 feet from their nests for food. CHECKING FOR RATS AND MICE The most important signs of rodents are burrows, droppings, tracks, runways, gnawing, urine stains, odor, live or dead rodents, nests and rodent-gnawed food. Rodents are more apt to be seen or heard shortly after dark and in the early morning. Look for rat burrows, especially around concrete slabs and building foundations, under materials stored outdoors and along fencerows or embankments. A rat’s ground burrow will have an irregularly rounded opening, 2 to 3 inches in diameter. A mouse’s burrow is much smaller. An active burrow entrance will be hard-packed and clear of leaves and other debris. To find out if the burrow is active, loosely fill the opening of the hole with dirt. If a rat is still present, it will reopen the hole. Remove droppings and check to see if more appear. Do not completely fill or destroy burrows until after the rodents have been exterminated. Rats cannot be eliminated by blocking their burrows. Rodents use the same runways to move from place to place. Active runways will be clean and smooth, frequently following along a wall or fence. Along well-used runways, the oils from the rodent's fur leave dirty, greasy rub marks on the areas they frequently touch. Because the incisor teeth of rodents grow continuously, they must gnaw to keep them worn down. You may find gnawed wood or other items. RODENT PROOFING Rodents can enter homes through open or unscreened doors and windows, ventilators, floor drains, cracks and breaks in foundations and holes around electric conduits and pipes where they enter foundations or go through floors and walls. Rats and mice require only a very small opening to gain entry. Rats can gnaw a hole if they find a chipped or indented edge from which to start. Close all openings and cover edges that can be chewed with gnaw-proof materials such as sheet metal, cement or hardware cloth. Doors should close tightly with no gaps at the bottom. All windows, especially basement windows near ground level should have tight fitting screens. Seal openings around pipes or conduits. Where pipes enter wood, nail sheet metal around the pipe. Where pipes enter masonry, force heavy hardware cloth or steel wool into the opening, and then fill with concrete. ELIMINATING FOOD SOURCES - DO NOT store garbage outside in plastic bags. Plastic garbage bags are not rodent-proof. Plastic bags should only be used inside garbage cans with tight fitting lids. - DO NOT allow birdseed to accumulate on the ground. Do not leave pet food outside. Store pet food or birdseed in container with a tight fitting lid. - DO NOT leave ripe fruit and vegetables under trees or in the garden to decay. - DO NOT place food scraps in compost piles. - DO remove any piles of debris or building material such as old brick or boards that may provide shelter for rodents. - DO clear brush, weeds and heavy ground covers, especially around foundations. TRAPPING Rodent snap traps or glue boards can be useful in situations where poison baits could be hazardous to children, pets or wildlife, or where it is important to remove odor-causing carcasses. If possible, purchase a snap trap with an enlarged bait trigger. To bait the trap, smear peanut butter in the center of the trigger. Other baits are bacon, oatmeal, gumdrops and apples. A glue board is a tray containing a non-toxic strong adhesive. When a rodent steps onto the tray, it is held there by the glue and can then be disposed of. Bait can be added to the middle of the glue board or the board and bait can be placed inside a bait box. Always follow the manufacturer’s directions. Place traps or glue boards only in hidden, out-of-the-way places where children and pets can’t touch them. It is very important to place traps or glue boards in the pathways normally used by the rodents. Traps should be placed perpendicular to a wall or runway with bait next to the wall. BAITING There are single feeding and multiple-feeding poison baits. Multiple-feeding, anticoagulant baits must be eaten repeatedly for several days before the rodent dies. This offers some protection for a child or pet that may accidentally eat the bait. Single-feeding baits can kill a rodent after only one feeding although it may take up to five days for death to occur if the bait is an anticoagulant. DO NOT place poison bait or bait packs in the open. Make sure children or pets cannot reach the bait. Place the bait in commercially available bait boxes or fasten down a board or length of pipe to conceal it and keep it dry. Be sure to read and follow all the directions on the package. REMEMBER--baits are toxic poisons! Rats are wary of new objects and foods in their environment, so bait boxes or traps may be avoided at first. Check the bait daily and replace it as needed. Although mice are not suspicious of new foods, they can be difficult to control with anticoagulant baits. Mice are nibblers so they may not eat enough to get a lethal dose. Also, some mice are resistant to certain anticoagulants. DO NOT place poison bait or bait packs in the open. Make sure children or pets cannot reach the bait. Place the bait in commercially available bait boxes or fasten down a board or length of pipe to conceal it and keep it dry. Be sure to read and follow all the directions on the package. REMEMBER--baits are toxic poisons! Rats are wary of new objects and foods in their environment, so bait boxes or traps may be avoided at first. Check the bait daily and replace it as needed. Although mice are not suspicious of new foods, they can be difficult to control with anticoagulant baits. Mice are nibblers so they may not eat enough to get a lethal dose. Also, some mice are resistant to certain anticoagulants. If you have rats nesting on your property, you will need the cooperation of your neighbors since chances are they too are sheltering or inadvertently feeding rats. You can contact a qualified pest control company to handle the rodent control for you or you can do the job yourself. You can contact the Department of Health and Human Services’ Rat Control Office at 240-777-3986 to speak with a sanitarian who is trained and experienced in rodent control.	<urn:uuid:3f7addcc-af73-42bd-9fd1-ce88e85d063e>	CC-MAIN-2023-06	https://www.montgomerycountymd.gov/DHCA/resources/files/ratbroch.pdf	2023-02-03T06:40:55+00:00	crawl-data/CC-MAIN-2023-06/segments/1674764500044.16/warc/CC-MAIN-20230203055519-20230203085519-00522.warc.gz	919,903,376	1,674	eng_Latn	eng_Latn	0.998116	eng_Latn	0.998539	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 1913, 4221, 6806, 7496 ]	[ 3.4375 ]	2	3
YAE Families, In preparation for potential snow days Thursday and Friday, we are sending home a blizzard packet. This packet will count as the students’ attendance for those days. We will collect and grade the packet upon return. If students do not complete and return the packet, the hours will be counted against them as an unexcused absent. If we do not have snow days, please send the packet back to school with your student. In the event that the school is closed, there will be an All Call. You can also check on WKBN or Facebook. If you have any questions, you can call the office upon return or email email@example.com. Thank you and stay safe, Ms. Knapp Ms. Knapp M.Ed. Concrete and Abstract Nouns A concrete noun can be seen or touched. An abstract noun cannot be seen or touched, but you know it exists. Directions: Write a "C" on the line if the underlined noun is concrete. Write an "A" on the line if the underlined noun is abstract. 1. I had a dream about unicorns doing cartwheels last night. _______ 2. My teacher asked me to clean my desk before going to recess. _______ 3. Ryan baked and apple pie for the bake sale. _______ 4. My mom and dad fell hopelessly in love. _______ 5. Sam and Deb decorated painted the board rainbow colors. _______ 6. The friendship between Kristi and I is unbreakable. _______ 7. Allie blew out her candles after everyone sang to her. _______ 8. Alaina hurt her leg during the soccer game. _______ 9. The stranger showed kindness when he opened the door for the lady. _______ 10. My goal for third grade is to read forty books by the end of the year. _______ Directions: In the first column, write 5 examples of concrete nouns. In the second column, write 5 examples of abstract nouns. Do not use words from the sentences above. \| Concrete Nouns \| Abstract Nouns \| \|----------------\|----------------\| \| 1. \| 1. \| \| 2. \| 2. \| \| 3. \| 3. \| \| 4. \| 4. \| \| 5. \| 5. \| Nouns with Superheroes Worksheet Part One: Identifying Nouns Circle each noun. There is more than one in each sentence. 1. The city of Metropolis needs a real superhero to fight crime. 2. The superheroes in Metropolis have some pretty silly superpowers. 3. John has the most amazing superpower. 4. With just a little caffeine, John can study all night! 5. Cowboy Boy lives in a quiet little town in New Mexico. 6. Captain Football can throw a football over Mount Everest with one hand! 7. Birdman can talk to birds but the birds have been getting bored with his conversation recently. 8. The Grasshopper can jump over cars, trees, and buildings. 9. The Flea is always itchy and never hesitates to bite his enemies. 10. All good superheroes fight for truth, justice, and the right to wear spandex. 11. Homework Girl can complete any task that her teacher assigns in a single class period. 12. Mister Invisible is awfully hard to find, unless there is snow on the ground. 13. Turbo Boy has super speed, lots of attitude, and minty fresh breath. 14. The Mule can carry ten times his own weight. 15. Mr. Morton has only one weakness: mortonium, a secret metal that drains intelligence from geniuses. Part Two: Recognizing Noun Types Determine whether each noun is singular or plural, common or proper, and concrete or abstract. \| \| Singular or Plural \| Common or Proper \| Concrete or Abstract \| \|---\|-------------------\|------------------\|---------------------\| \| 16. speed \| \| \| \| \| 17. Metropolis \| \| \| \| \| 18. children \| \| \| \| \| 19. weaknesses \| \| \| \| \| 20. John \| \| \| \| 1. Use the right angle template that you made in class to determine if each of the following angles is greater than, less than, or equal to a right angle. Label each as greater than, less than, or equal to, and then connect each angle to the correct label of acute, right, or obtuse. The first one has been completed for you. a. Less than c. Acute e. Right g. Obtuse i. b. d. f. h. j. Lesson 2: Use right angles to determine whether angles are equal to, greater than, or less than right angles. Draw right, obtuse, and acute angles. 1. On each object, trace at least one pair of lines that appear to be perpendicular. 2. How do you know if two lines are perpendicular? 3. In the square and triangular grids below, use the given segments in each grid to draw a segment that is perpendicular. Use a straightedge. Adverbs and Adjectives Worksheet Directions: Circle the correct form to complete the sentence. 1. The student wanted to finish her homework quick / quickly. 2. Todd walked very sneaky / sneakily down the hallway. 3. The student was in such a hurry that she did bad / badly on the assignment. 4. The girl sang beautiful / beautifully. 5. The classroom was very noisy / noisily. 6. Antonio wound up and threw the football hard / hardly. 7. Whoever made the cake did a wonderful / wonderfully job. 8. She was running down the hallway crazy / crazily. 9. She answered the question wrong / wrongly. 10. The flowers smelled good / well. Underline the adjectives and circle the adverbs. There is at least one of each in every sentence. 11. I have six dollars but, unfortunately, I need ten dollars to get into that awesome movie. 12. He quickly threw on his green pants and orange shirt. 13. I am very mad, but I am not mad at you. 14. The black cat stealthily walked on the old windowsill. 15. We happily ate the fat, juicy steaks. 16. She clumsily spilled hot coffee on her pink shirt. 17. The car is not red. 18. The cat is really old. 19. The student sloppily wrote his answers on the crumpled homework sheet. 20. The teacher angrily graded the messy homework assignment. 21-25. Write five adjectives and show how they can be turned into adverbs. Nouns Directions: determine whether each noun is common or proper; and singular, plural or possessive; and concrete or abstract. Write your answers on the appropriate lines. 1. cars common or proper? singular, plural, or possessive? concrete or abstract? 2. holiday common or proper? singular, plural, or possessive? concrete or abstract? 3. Las Vegas common or proper? singular, plural, or possessive? concrete or abstract? 4. Byron’s common or proper? singular, plural, or possessive? concrete or abstract? 5. books common or proper? singular, plural, or possessive? concrete or abstract? 6. babies’ common or proper? singular, plural, or possessive? concrete or abstract? 7. hope common or proper? singular, plural, or possessive? concrete or abstract? 8. pepperoni pizza common or proper? singular, plural, or possessive? concrete or abstract? 9. Chicago River common or proper? singular, plural, or possessive? concrete or abstract? 10. doctors common or proper? singular, plural, or possessive? concrete or abstract? 11. safety common or proper? singular, plural, or possessive? concrete or abstract? 12. encyclopedia common or proper? singular, plural, or possessive? concrete or abstract? 13. Ford Taurus common or proper? singular, plural, or possessive? concrete or abstract? 14. Gina Davis’s common or proper? singular, plural, or possessive? concrete or abstract? 15. Holes common or proper? singular, plural, or possessive? concrete or abstract? 1. Identify the measures of the following angles. a. b. c. d. Lesson 5: Use a circular protractor to understand a 1-degree angle as $\frac{1}{360}$ of a turn. Explore benchmark angles using the protractor. 1. Jill, Shyan, and Barb stood in the middle of the yard and faced the barn. Jill turned $90^\circ$ to the right. Shyan turned $180^\circ$ to the left. Barb turned $270^\circ$ to the left. Name the object that each girl is now facing. Jill ______________________ Shyan ______________________ Barb ______________________ 2. Allison looked at the clock at the beginning of class and at the end of class. How many degrees did the minute hand turn from the beginning of class until the end? Beginning End 3. The snowboarder went off a jump and did a 180. In which direction was the snowboarder facing when he landed? How do you know? 4. As she drove down the icy road, Mrs. Campbell slammed on her brakes. Her car did a 360. Explain what happened to Mrs. Campbell’s car.	<urn:uuid:d50b6acc-497c-49f3-9435-ec3370612ef2>	CC-MAIN-2022-21	https://youngstownacademy.org/wp-content/uploads/sites/42/2022/02/Fourth-Grade.pdf	2022-05-28T19:26:53+00:00	crawl-data/CC-MAIN-2022-21/segments/1652663019783.90/warc/CC-MAIN-20220528185151-20220528215151-00085.warc.gz	1,279,808,854	2,123	eng_Latn	eng_Latn	0.976318	eng_Latn	0.998188	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 693, 2098, 4002, 4559, 4840, 6288, 7809, 8025, 8801 ]	[ 4.46875 ]	1	0
INTRODUCTION Sunderban is one of the largest mangrove ecosystem characterized by a group of islands facing the sea. It starts from mouth of river Hughly in the west to the river Meghna in the east and covers four districts viz., North and South 24 Parganas (Hughly to Raimangal river) of India, Khulna (Raimangal to Madhumati river), Backergunjie and Barishal District (Madhumati river to Meghna river) of Bangladesh. It lies between $87^\circ 51' - 92^\circ 30'$ east longitudes and $21^\circ 31' - 22^\circ 30'$ north latitudes. Of the total forest area, we are fortunate to have 4264 sq.km. within the Indian limits. In recent estimate by forest department, it has been stated that 4,264 sq/km of forest persist within Indian territory and the rest 4109 sq/km is in Bangladesh. It is one of the largest wetland ecosystem with rieverie areas, encompasses number of rivers, rivulets and creeks. It is a home for variety of fauna and flora and a feeding and breeding site for estuarine crocodile, water monitor and also a landing site for olive ridley turtle. At present there are about 265 species of amphibians are known from India (Das and Dutta, 2007), and there are about 450 species of reptiles reported from India, though the comprehensive study on amphibians and reptiles from sunderban is very limited. However, Mukherjee (1975) and Chanda (1995) have reported on a few species of amphibians in their study on sunderban biota. Similarly Acharji and Mukherjee (1964); Talukdar (1982) and Saha (1983); Mandal and Nandi (1989); Agarwal and Ghosh (1995) and Sanyal et al. (1995) have reported occurrence of reptiles from sunderban. Recently Chowdhury and Vyas (2005) have reported 9 species of turtles, tortoises and terrapins, 9 species of lizards and crocodiles and 23 species of snakes from sunderban. No detailed work has been done on the ecology, faunal diversity of amphibians and reptiles of sunderban and management strategies of its habitat. Hence the present work was undertaken to study the distribution of amphibian and reptilian fauna in various habitat of sunderban and to report the conditions of its habitat and its maintenance. This work is based on the intensive survey by the author for the last three years from April, 2005 to March, 2008. Totally seven surveys have been undertaken and visited many areas from all the regions such as in the east Hem Nagar and Kultali; in the west Bakkhali and Bhagwatpur; in the north Hasnabad, Hingal ganj and Nebukhali; in the south Sagar Island, Kakdwip and Patharprotima and in the central Jharkhali and Sandesh khali area of sunderban. MATERIAL AND METHODS To obtain first tentative impression of amphibian and reptilian occurrence in the sunderban, distributional data and list of species reported was compiled based on the earlier studies. Collection Methods: Forest area including mangroves, fresh water ponds, paddy fields, small bushes and old tree trunk, etc in the study area are observed for faunal components. Surveys were undertaken during day time for covering herpetofaunal diversity including heliothermic (basking) reptiles. In the evenings nocturnal species such as frogs, toads and snakes were also covered by using torch. The amphibians and reptiles sampled by searching through their suitable hiding places in deeply shaded forest, inside the soil nearby ponds. The call of frogs were also taken as guiding tools for their easy collection. Some species were identified based on the physical features (external features/body scales) with the help of field guide and reference books in the field and noted in the field note book. Boats were hired where ever necessary and assistance of fisherman was also rendered for the collection of reptilian species. Generally lizards, snakes, frogs and toads were collected by using long forceps. The habit and habitat was recorded based on the field observations. SYSTEMATIC ACCOUNT Class AMPHIBIA Order ANURA FISCHER Family BUFONIDAE Genus Duttaphrynus Frost et al., 2006 1. Duttaphrynus melanostictus (Schneider, 1799) Common Indian Toad Material examined: 1ex., Kalithala, xi.11.2006, Coll. VAR, KN-1373; 1ex., Kakdwip, xxvi.10.2007, Coll. VAR, KN-1384; 2exs., Patharprotima, ii.11.2007, Coll. VAR, KN-1385. Habit and Habitat: It is nocturnal in habit, occur at damp places, under logs, etc. It hides under bark of the tree trunk and its holes, under stones, etc. during day time. Food habit: It feeds mainly on insects. It has a sticky extensive tongue and the prey is crammed into mouth, small particles of food are swept into mouth by fanning action of the front feet. Breeding: It breeds mainly in monsoon, but under favorable conditions it may breeds throughout the year. There is a considerable competition among males for getting females. The females lays the eggs in running water, pool and tanks in the form of a strings which is composed of gelatinous material to protect the eggs from washed away water current. The development is very short. Distribution: India; They have been recorded in Meghalaya, Arunachal Pradesh, Sikkim. Elsewhere: Burma; Sri Lanka; China; Malaysia; Indonesia; Philippines. Status: Least concern. Family MICROHYLIDAE Subfamily MICROHYLINAЕ Genus Microhyla Tschudi, 1838 2. Microhyla ornata (Dumeril and Bibron, 1841) Ornate Microhylid Material examined: 4exs., xxvii.10.2007, Paschim Gangadharpur, Coll. VAR, KN-1389. Habit and Habitat: It occurs in forest vegetation and grassy, water pools and dry litter. Food habit: It is insectivorous and feeds mainly on ants and insects. Breeding: It breeds with the onset of monsoon specially from May to August. During monsoon the male and female sits in pairs close to water and the female lays the eggs which are attached to submerged grasses in shallow water. Distribution: They have been recorded all over India. Elsewhere: Myanmar; Sri Lanka; Southern China; Indo-China. Status: Least concern. Family DICROGLOSSIDAE Subfamily DICROGLOSSINAE Genus Euphlyctis Fitzinger, 1843 3. Euphlyctis cyanophlyctis (Schneider, 1799) Indian skipper frog Material examined: 4exs., v.11.2007, Sagar Island, Coll. VAR, KN-1388. Habit and Habitat: It inhabits in all biotopes and in all seasons of the year. It is aquatic in nature and active during day and night. It has an interesting habit of skipping on the water surface. Food habit: It is a voracious feeder and feeds mainly on insects, tadpoles and insect larvae. Breeding: It breeds during monsoon. Tadpoles were found in the month of July. Distribution: They have been recorded all over India. Elsewhere: Pakistan; Afghanistan; South Arabia; Sri Lanka. Status: Least concern. 4. Euphlyctis hexadactylus (Lesson, 1834) Indian green frog Material examined: 6exs., xxi.7.2006, Sandeshkhali, Coll. VAR, KN-1370. Habit and Habitat: It is aquatic in nature and found abundantly along bank of river and also in tanks. The adult frog occurs along the green weeds and it looks bright green and resembles green vegetation, so that we cannot recognize its presence easily, only when it starts croaking we can come to know its presence along grassy green vegetation in ponds. Food habit: The adult are carnivorous and feeds on worms, fishes, etc. Breeding: With the onset of monsoon the male and female are appears and swims together in the water, the males starts croaking and attracting the female by making in-cessant calling. After reaching the female the male and female pairs and swims in the water and female lays the eggs in the water. The eggs have been seen attached to submerged vegetation in the form of string. Distribution: India: They have been recorded in West Bengal; Tripura; Maharashtra; Tamil Nadu; Kerala. Elsewhere: Sri Lanka. Status: Least concern. Genus Fejervarya Bolkay, 1915 5. Fejervarya limnocharis (Gravenhorst, 1829) Paddy Field frog Material examined: 2exs., x.11.2006, Hemnagar, Coll. VAR, KN-1374; 3exs., xx.07.2006, Bangatush khali, Coll. VAR, KN-1372; 1ex., xix.04.2006, Hingalganj, Coll. VAR, KN-1390. Habit and Habitat: It is found in the vicinity of tanks and water streams and also in paddy field throughout the year. It does not float on the water surface but rests on the surface of water. During dry season they found in damp places or under logs. Food habit: It feeds on insects and worms. Breeding: Juveniles were found in the month of February. Distribution: They have been recorded all over India. Elsewhere: Sri Lanka; China; Malaysia; Indonesia; Philippines. Status: Least concern. Genus Hoplobatrachus Peters, 1863 6. Hoplobatrachus tigerinus (Daudin, 1803) Indian Bull frog Material examined: 2exs., xxiii.06.2005, Jharkhali, Coll. VAR, KN-1368; 4exs., xxi.07.2006, Sandeshkhali, Coll.VAR, KN-1371. Habit and Habitat: It is aquatic and occurring in wells, tanks and ponds throughout the year. During hibernation and aestivation it is found deep in the soil. With the onset of monsoon plenty of were seen in the field. Food habit: It feeds mainly on insects, fishes and its liver, etc. Breeding: It breeds during rainy season. The male has an vocal sac which is bright cobalt blue color. With the onset of monsoon rain the male frog starts to croak loudly and incessantly. Male and females were swim together in the water. After breeding male lose its yellow color. Eggs are laid in small puddles, the eggs are surrounded by a transparent jelly substance. After hatching the tadpoles are swept into pools. Distribution: They have been recorded all over India. Elsewhere: Nepal; Burma; China; Indonesia. Status: Least concern. Class REPTILIA Order CROCODYLIA Family CROCODILIDAE Genus Crocodylus Gronovius, 1763 1. Crocodylus porosus (Schneider, 1801) Estuarine crocodile Material examined: Observed in the field. Habit and Habitat: It is a sluggish and lethargic creature typically associated with brackish water, such as coastal mangrove swamp forests, but also visits fresh water river. It is semi-aquatic and enters sea to long journeys and inhabits estuaries. It lives in saline water but drinks fresh water. Food habit: It is an opportunistic feeder and feed during both day and night and ebb and flood tide. It is a shallow water or edge feeder. Juvenile and sub adults feeds on crustacean, insects and small fish, whereas adults feeds on sharks, monkeys, even men and larger ones are cannibalistic. Breeding: The male attains the sexual maturity at the age of 16 years and female at 10 years. The female makes mound nest in the wet season and lays 25-120 eggs and the incubation period is between 80-100 days and the parental care takes place by females. Locality: Bakkhali and Bhagwatpur area of sunderban. Distribution: India; They have been recorded in East coast of India; Andaman and Nicobar Island. Elsewhere: Sri Lanka; Bangladesh; Philippines; Malaysia; Indonesia; Australia. Status: Protected species under Schedule I, Wild life Protection Act, 1972. The total populations in India may be around 170-330. Several breeding centres across the country at Andhra Pradesh, Tamil Nadu and West Bengal are successfully rearing the species. The species breeds readily in captivity. Order CHELONIA Family CHELONIDAE Genus Lepidochelys Fitzinger, 1843 2. Lepidochelys olivacea (Eschscholtz, 1829) Olive ridley turtle Material examined: Observed in the field. Habit and Habitat: It is a marine turtle. Food habit: It feeds on crustacean such as crabs, shrimps; molluscs, jellyfish, tunicates, small in-vertebrate, fishes and their eggs, large planktons and marine algae. It swims over long distance and float calmly over deep sea water, waiting for certain crustaceans which emerge to the surface of water only during night. Breeding: It forages at great depth in tropical neritic water, nest takes place at night, egg laying occurs for 15-20 minutes in a shallow nest cavity and refill and cover the nest after egg laying. The females rough up the surface of nest site by compact the soil by thumping with its shell. Incubation occurs for 49 to 62 days and females nest 2 to 3 times in a season. The females migrate to the nest after two years. Locality: Bhagwatpur and Bakkhali area of sunderban. Distribution: India: They have been recorded in West Bengal; Orissa; Andaman and Nicobar Islands. Elsewhere: Pacific; Indian; South Atlantic oceans. Status: Protected species under Schedule I, Wildlife (Protection) Act, 1972. New Delhi CITES convention prohibited its collection and Since July, 1981. Appendix I, CITES. Family EMYDIDAE Genus Batagur Gray, 1855 3. Batagur baska (Gray, 1831) River Terrapin Material examined: Observed in the field. Habit and Habitat: It is found at fresh, brackish or salt water and also in fresh water lakes, canals and water bodies and shallow muddy tidal region at the wide river mouth lined with mangrove. Food habit: It is an omnivorous and prefers vegetation diet consists stem, leaves and fruits of river side plants. It also feeds on mollusca, crustaceans and fishes. Breeding: The mating occurs during September and November and males assumes bright breeding color during mating. It nests in colony on the sandy banks of with slopes and river islands. Nesting females are site specific and there is a definite period for egg deposition. The females dig the pit for nest and creating deep egg chamber and deposits the eggs in three clutches and the whole egg laying may occur for 15 to 20 days. It covers the nesting spot and surrounding area with sand and females dig a false nest to confuse the predator. Locality: Jinga Khali area of sunderban. Distribution: India: They have been recorded in West Bengal. Elsewhere: Bangladesh; Burma; Thailand; Vietnam; Malay Peninsula; Sumatra. Status: Protected species under: Schedule I, Wildlife (Protection) Act, 1972. The species is endangered all along the range and is protected by legislation throughout its range. Many hatcheries have been established for incubation of its eggs at Malaysia. It Appendix I, CITES. Order SQUAMATA Suborder LACERTILIA Family GEKKONIDAE Genus Gekko, Linnaeus, 1758 4. Gekko gecko (Linnaeus) House gecko Material examined: 4exs., xx.04.2006, Hasnabad, Coll. VAR, KN-1391; 5exs.,xxx.10.2007, Sagar Island, Coll. VAR, KN-1392. Habit and Habitat: It inhabits in houses, holes in walls, trees, on the ground, etc. Food habit: It is mainly insectivorous and feeds on moths, spiders, beetles, cockroaches, flies, etc. It has a thick tongue and food subjected to chewing to enable it to swallow. Breeding: It is oviparous and the female lays two eggs with shells as hard and brittle and produce a pair of eggs on the time adhesive to walls. I have found young and eggs on the coconut palm. Each are round and white eggs and measured about 3/8 inches in diameter. Distribution: They have been recorded all over India. Status: Least concern. Genus Hemidactylus, Oken 5. Hemidactylus brooki (Gray, 1845) Spotted Indian House gecko Material examined: Observed in the field. Habit and Habitat: It is terrestrial and inhabits in open forests, bark of tree trunks and old deserted buildings. Food habit: It is insectivorous and feeds on insects, spiders, etc. Breeding: It is viviparous. It breeds during summer and the female lays two small spherical eggs in a single clutch which hatch out in subsequent days. Locality: Many localities throughout Sunderban such as Sagar Island and Sandesh Khali area. Distribution: India: They have been recorded all over India. Elsewhere: Sri Lanka. Status: Least concern. Family AGAMIDAE Genus Calotes, Merrem 6. Calotes versicolor (Daudin, 1802) Indian Garden lizard Material examined: Observed in the field. Habit and Habitat: It is an arboreal lizard, living in bushes, shrubs and also in plain area. Food habit: It is insectivorous and particularly feeds on ants, spiders, centipedes, etc. Breeding: It breeds during summer and extends up to rainy season. It may lay 6-25 eggs in a clutch in the hole in the soft soil. Locality: Gazi khali area of sunderban. Distribution: India: They have been recorded all over India. Elsewhere: Sumatra to South China; Sri Lanka; Pakistan; Afghanistan. Status: Least concern. Genus Sitana, Cuvier 7. Sitana ponticeriana (Cuvier, 1829) Fan Throated lizard Material examined: Observed in the field. Habit and Habitat: It is a fast runner, it occurs in shrub vegetation and sandy area. Food habit: It is insectivorous and feeds on ants and other insects. Breeding: It breeds during summer. The female lays around 6-14 eggs in a clutch which buried in the soil. Locality: Sandesh khali and Sagar Island areas of sunderban. Distribution: India: They have been recorded all over India. Elsewhere: Sri Lanka. Status: Least concern. Family Chamaeleonidae Genus Chamaeleon Laurenti, 1768 8. Chamaeleo zeylanicus (Laurenti, 1768) Indian Chaemaeleon Materials examined: Observed in the field. Habit and Habitat: It is an arboreal lizard. Food habit: It is an insectivorous and feeds on insects, spiders, etc. Breeding: These are oviparous, females eggs are laid in, deposited in the ground, rocks, it may breed during May. Locality: Many localities of sunderban such as Sagar Island, Gazikhali, etc. Distribution: They have been recorded all over India. Elsewhere: Sri Lanka; Pakistan. Status: Least concern. Family SCINCIDAE Genus Mabuya, Fitzinger 9. Mabuya carinata (Schneider, 1801) Common Skink Material examined: Observed in the field. Habit and Habitat: It is a terrestrial, diurnal lizard and lives under bushy area. Food habit: It is insectivorous. Breeding: It is oviparous and laying around 6-10 eggs. Locality: Pakhiralaya area of sunderban. Distribution: India: They have been recorded in Peninsular India; Assam; West Bengal. Elsewhere: Sri Lanka; Nepal. Status: Least concern. Family VARANIDAE Genus Varanus Merrem, 1820 10. Varanus salvator (Daudin, 1802) Water monitor Material examined: Observed in the field. Habit and Habitat: It is an aquatic, inhabit wet, marshy and humid forests, banks of rivers and also estuarine forests. Food habit: It is omnivorous and swims for long distance in sea in search of food and feeds on bird eggs and fishes. Breeding: It breeds from June to August. It lays nearly 15 -30 eggs in holes on the river banks or on the trees besides water. Locality: Sajne khali area of sunderban. Distribution: India: They have been recorded all over India. Elsewhere: Sri Lanka; Bangladesh; Northern Burma; Southeast Asia; Northern Australia. Status: Protected species under :-Schedule I, Wild life (Protection) Act, 1972 and is at risk throughout its range. Family TYPHLOPIDAE Genus Typhlops Oppel, 1811 11. Typhlops porrectus (Stoliczka, 1871) Slender Blind snake Materials examined: Observed in the field. Habit and Habitat: It is a nocturnal worm snake, hiding under stones, wooden logs, etc. Food habit: It feeds on worms and fishes. Breeding: It is not known. Locality: Rangabelia area of sunderban. Distribution: They have been recorded all over India. Status: Least concern. Family COLUBRIDAE Genus Ptyas Fitzinger, 1843 12. Ptyas mucosus (Linnaeus, 1758) Rat snake Material examined: 2exs., x.11.2006, Hemnagar, Coll. VAR, KN-1379. Habit and Habitat: It is an aquatic and diurnal snake. Occur at varied habitat like plain, agriculture fields, grass lands, trees and hollows under wooden logs, crevices of rocks, etc. Food habit: It feeds on small mammals, birds, reptiles, eggs of birds and amphibians. Breeding: The breeding season starts from April which extends up to September. Distribution: They have been Recorded in Meghalaya; Assam; Sikkim; West Bengal. Elsewhere: Throughout south and southeastern Asia. Status: Protected species under :-Appendix II, CITES. Genus Elaphe Fitzinger, 1833 13. Elaphe helena (Daudin, 1803) Trinket snake Material examined: Observed in the field. Habit and Habitat: It is a nocturnal in habit and inhabits crevices in rocks, hollows in trees, dense bushes, etc. Food habit: It feeds on small mammals, birds, lizards and amphibians. Breeding: The female lays around 6-8 eggs and the hatchlings are very much similar to parents. Locality: It was observed at Paschim Gangadharpur and Rangabelia area of sunderban. Distribution: They have been recorded in Gujarat; Himalayas; Assam: Nagaland. Elsewhere: Sri Lanka; Pakistan. Status: Least concern. Genus Oligodon Boie, 1827 14. Oligodon arnesis (Shaw, 1802) Common Kukri snake Material examined: Observed in the field. Habit and Habitat: It is a diurnal snake and inhabits masonry work building, rocky area and also in plain area. Food habit: It feeds on insects, spiders, small reptiles and their eggs, amphibians, birds and their eggs, small rodents or mice. Breeding: It is oviparous. Locality: Ranga belia area of sunderban. Distribution: They have been recorded in Gujarat; Penninsular India; Western Himalaya; West Bengal. Elsewhere: Pakistan; Nepal; Bangladesh; Sri Lanka. Status: Least Concern. Genus Lycodon Boie, 1826 15. Lycodon aulicus (Linnaeus, 1758) Common Wolf snake Material examined: 2exs., v.06.2007, Canning, Coll. VAR, KN-1382. Habit and Habitat: It is nocturnal and good climber. It is commonly found in and around the human habitation. Food habit: It feeds on small lizards, frogs and also mice. Breeding: It is oviparous in nature and during breeding season it may lays 3 to 11 eggs in a single clutch. Distribution: They have been recorded all over India. Elsewhere: Pakistan; Nepal; Sri Lanka; Bangladesh; Myanmar. Status: Least concern. Genus Amphiesma Dumeril & Bibron, 1854 16. Amphiesma stolatum (Linnaeus, 1758) Striped snake Material examined: 1ex., ix.11.2006, Hemnagar, Coll. VAR, KN-1378; 1ex., xxx.10.2007, Namkhana, Coll. VAR, KN-1386. Habit and Habitat: It is found in moist grassy areas, under stones, wooden logs, under leaves of tree and also in gardens. Food habit: It feeds on frogs, toads, lizards and also small mammals. Breeding: During breeding season i.e. in May it may lays about 10 eggs in a single clutch and it incubate the eggs for about 20 days. Distribution: They have been recorded all over India. Elsewhere: Pakistan; Nepal; Bhutan; Bangladesh; Sri Lanka. Status: Least concern. Genus Xenochrophis Gunther, 1864 17. Xenochrophis piscator (Schneider, 1799) Checkered Keelback Material examined: 1ex., x.11.2007, Hemnagar, Coll. VAR, KN-1375. Habit and Habitat: It inhabits marshy areas, pools of water, ditches, canals and shallow edge of rivers contains vegetation. Food habit: It feeds mainly on small fishes and frogs. Breeding: Courtship and mating occurs in around September and October. It lays eggs in late November to the end of May. Egg clutches are varies from 80 to 90 eggs. The incubation period ranges from 35 to 55 days. Distribution: They have been recorded all over India. Elsewhere: Rest of South Asia. Status: Protected species under :-Appendix III, CITES. Genus Atretium Cope, 1861 18. Atretium schistosum (Daudin, 1803) Olivaceous Keelback Material examined: Observed in the field. Habit and Habitat: It occurs in the vegetation near fresh water. Food habit: It feeds mainly on fishes and also frogs. Breeding: It is oviparous in nature and during breeding period it lays 12 to 30 eggs at a time. Locality: Rangabelia and its surrounding of area of sunderban. Distribution: They have been recorded in Anaimalais; Wynaad; Mysore; Uttar Pradesh; Orissa. Elsewhere: Sri Lanka; Bangladesh; Nepal. Status: Least concern. Genus Ahaetulla Link, 1807 19. Ahaetulla nasuta (Lacepede, 1789) Green Whip snake Materials examined: Observed in the field. Habit and Habitat: It is a diurnal, arboreal snake and inhabits dense cluster and branches of vegetation. Food habit: It feeds mainly on lizards, birds, amphibians and also small mammals. Breeding: It is viviparous and give birth to 3-22 young ones at a time and breeds during March and extends up to December. Locality: Gosaba and Rangabelia area of sunderban. Distribution: They have been recorded in Gujarat; Penninsular India; West Bengal. Status: Endangered (Rare). Genus Enhydris Sonn & Latr, 1802 20. Enhydris enhydris (Schneider, 1799) Smooth Water snake Material examined: 1ex., xx.09.2005, Bakkhali, Coll. VAR, KN-1369; 1ex., xii.11.2006, Hemnagar, Coll. VAR, KN-1376. Habit and Habitat: It is a gentle snake, inhabits ponds, irrigation fields, water bodies and also in slow running canals. Food habit: It feeds on fishes, lizards and also frogs. Breeding: It is viviparous in nature and produces 6 to 18 young ones at a time. Distribution: They have been recorded in Madhya Pradesh; Uttar Pradesh; Andhra Pradesh; Bihar; Orissa; West Bengal; Assam. Elsewhere: Bangladesh; Nepal; Myanmar. Status: Least concern. Genus Cerberus Cuvier, 1829 21. Cerberus rynchops (Schneider, 1799) Dog-faced water snake Material examined: 2exs., viii.11.2006, Hemnagar, Coll. VAR, KN-1377. Habit and Habitat: It is nocturnal in habit and inhabiting the holes and crevices in the estuaries of tidal rivers. It is a good swimmer. Food habit: It feeds on fishes, frogs and also toads. Breeding: It is viviparous and gives birth to 6 to 28 young ones at a time. Distribution: They have been recorded in Gujarat; Coastal and tidal rivers of India from Bombay to Cochin-China; Andaman and Nicobar Islands. Elsewhere: Pakistan; Bangladesh; Sri Lanka upto Australia. Status: Common. Genus Bungarus Daudin, 1803 22. Bungarus caeruleus (Schneider, 1801) Common Indian krait Material examined: Observed in the field. Habit and Habitat: It is nocturnal in habit and inhabits grassland, rocky area, marshy and also in gardens. Food habit: It feeds on small mammals, frogs, toads, lizards and also fishes. Breeding: It breeds during April to July. During breeding period it lays about 6 to 10 eggs in the holes of ground. Locality: Kakdwip and its surrounding area of sunderban. Distribution: They have been recorded in Gujarat; West Bengal; Peninsular India; Rajasthan; Punjab; Haryana; Uttar Pradesh; Madhya Pradesh; Orissa; Maharashtra; Andhra Pradesh; Karnataka; Tamil Nadu; Kerala. Elsewhere: Pakistan; Nepal; Bangladesh; Sri Lanka. Status: Least Concern. Genus Naja Laurenti, 1768 23. Naja naja Kaouthia (Lesson, 1831) Monocelate cobra Material examined: 1ex., Kakdwip, xxvi.10.2007, Coll. VAR, KN-1383. Habit and Habitat: It is a diurnal snake and inhabits in agriculture field, grassy vegetation and in rodent caves. Food habit: It feeds on frogs, lizards, rodents, etc. Breeding: It breeds during April to July. During breeding period it lays around 9 to 45 eggs and the incubation period lasts for about 62 to 90 days. Distribution: They have been recorded in Assam; West Bengal; Bihar; Eastern Uttar Pradesh; Eastern Himalayas. Elsewhere: Bangladesh; Nepal; China; Most of the South-east Asia; Peninsular Malaysia. Status: Least Concern. Genus Enhydrina Gray, 1849 24. Enhydrina schistosum (Daudin, 1803) Beaked sea snake Materials examined: Observed in the field. Habit and Habitat: It is a marine poisonous snake inhabits shallow coastal water. Food habit: The main food of the species are fishes, crustaceans and prawns. Breeding: It is ovo-viviparous and gives birth to 4-9 juveniles. Locality: Sagar Island area of sunderban. Distribution: They have been recorded in Gujarat; Coastal water of Goa; Tamil Nadu; Orissa; West Bengal. Elsewhere: Pakistan; Bangladesh; Sri Lanka; Indo-pacific water (Thailand, Malaysia and Singapore). Status: Least concern. Genus Hydrophis Latreille, 1802 25. Hydrophis caerulescens (Shaw, 1802) Many Toothed sea snake Material examined: Observed in the field. Habit and Habitat: It inhabits swampy area and also in mangrove ecosystem. Food habit: It feeds on fishes and crustaceans. Breeding: It is not known. Locality: Hem nagar and Dulduli area of sunderban. Distribution: They have been recorded in Coasts of Goa; Maharashtra; Karnataka; Tamil Nadu; West Bengal; Gujarat. Elsewhere: Pakistan; Bangladesh; China; Myanamar; Malaysia; Thailand to Australia. Status: Least concern. 26. Hydrophis nigrocinctus (Daudin, 1803) Banded sea snake Materials examined: Observed in the field. Habit and Habitat: It inhabits in the brackish water. Food habit: It feeds on fishes, frogs, etc. Breeding: It is not known. Locality: Observed in the field at Hemanagar area of sunderban. Distribution: They have been recorded in Bay of Bengal (Sunderban). Elsewhere: Japan; Tasmania. Status: Rare. HABITAT MANAGEMENT There is an ongoing global biodiversity crisis due to unprecedented loss of natural habitat (ecosystem). In order to conserve and enhance the animal population, it is essential to monitor its natural habitat. Habitat loss is one of the reason that many species were disappeared in the wild, some were facing extinction and some are in danger in near future. The most recent publication of IUCN red list of threatened species has reported that 39% of listed species are threatened with extinction (IUCN, 2007). The major threat for the loss of natural habitat is the human modification of nature/interference and his settlements in the nearby forests by removing the forests/ rivers, etc. This led to the loss of habitat of many species and it ultimately leads to complete disappearance/elimination of many species in the wild. Therefore, there is an urgent need to develop the strategies to protect natural habitat. Despite ecological and evolutionary roles played by the amphibians and reptiles, the studies on strategies of habitat of these groups have been ignored or given little consideration. Hence in the present study an attempt was made to know the present conditions of different habitat of these important groups and necessary measures to improve its habitat, so that we can protect and enhance its population. (i) Present conditions of different habitats: The forceful human settlements by removing mangrove vegetation and virgin forest land has caused the loss or complete destruction of natural habitat of many evolutionarily important fauna of amphibian and reptiles. The construction of roads, dams, etc, by removing the natural habitat hinders the movement of animals in the nature and number of animals have been dying due to road accident. The clearance of original habitat for agriculture purpose has led to the depletion of many species in the nature. Discharge of domestic waste, pesticides and fertilizers to the river have affected on the larval development of amphibians. The loss of terrestrial and aquatic habitat have resulted in the reduction of primary productivity and primitive communities, this led to decreased availability of food and declined in the number of animal communities. The affect on primary productivity imbalances the whole ecosystem and ultimately the whole population will be under danger. At present both aquatic and terrestrial habitat of many species of amphibians and reptiles in sunderban are under deteriorated condition due to continuous human interference for every day needs. Therefore there is an urgent need to protect these population in sunderban. (ii) Important measures to protect the habitat: In sunderban already the population of Lepidochelys olivacea, Batagur baska have declined in their number due to habitat loss. The Crocodylus porosus and Monitor lizard are very rare to see in sunderban. Many species of frogs and snakes have declined in their number due to loss of habitat. The important measures to protect these species are: (a) Proper maintenance of fresh water ponds all along/ nearby river bank: The fresh water ponds of aquatic frogs, snakes, etc. should have proper length, width and depth, so that the frogs and snakes moves/swims throughout the pond and bred easily. The proper depth will helps in sitting of insects and for its multiplication and also for fishes to breed and multiply. This will serve as food for frogs and in turn frogs will serve as food for snakes. In the ponds proper water level has to be maintained throughout the year depends upon the season and time of the year. The decreased water level leads to moves out of many species. Special attention has to be given to control temperature, nutrients, oxygen, turbidity, salinity, etc. in the ponds. Growing of dense masses of algae, submerged angiosperm, control of plankton, growing of green grasses will helps in sitting of insects and also its multiplication. As amphibians and reptiles are ectothermic, the body temperature of these animals may vary with environmental conditions and the rise in temperature may affecting its metabolic activity. Thermal conditions in natural water played major role in ecology of amphibians and reptiles. Temperature serves as a cue for variety of life process and distribution of these species. Consequently altered temperature may have serious consequences for aquatic species. Development of natural vegetation in the ponds will minimize alternation in temperature. Salinity is fatal to amphibians. The eggs and larvae are killed even by one percent of salinity, therefore care has to be taken to prevent mixing of saline water in the ponds and regular checking of saline concentration in the water has to be undertaken. (b) Protection of terrestrial habitat from grazing: Particularly for terrestrial toads, snakes, lizards, etc. protection of terrestrial habitat from cattle grazing will preserve its natural habitat. For example the terrestrial toads prefers moisture land and bushy vegetation where many number of insects can settle and it will serve as a food for frogs. In turn, the bushes are serves as shelter ground for many land snakes where it can catch frogs, toads, etc. Therefore, protection of natural habitat from grazing will protect the terrestrial species and conserve its population. (c) Shifting of human settlement nearby forests/rivers: Human settlements nearby forest/river have destroyed the natural habitat of many species in the wild and caused disappearance of many species in the environment. Therefore shifting human settlement nearby forest/river will protect the natural habitat of many species in the wild and its population. DISCUSSION The present study deals with 32 species of amphibians and reptiles for studying the habitat, food habit, distribution and present conditions of different habitat in sunderban. The available literature from the previous works has revealed that the work was limited to the occurrence of different species in the area. In the present study it was observed that the amphibians and reptiles have been occur in a wide variety of habitat such as terrestrial, aquatic, arboreal, burrowing etc. The majority of amphibians live only on land or in fresh water and usually they were confined to stagnant and slowly running water and the fauna represented by the terrestrial Duttaphrynus melanostictus. The anurans are almost entirely aquatic in their habitat such as Hoplobatrachus tigerinus which enters water chiefly during breeding. The reptilian fauna in the estuaries are represented by the number of sea snakes, turtles, crocodiles. The sea snakes namely Hydrophis nigrocinctus quite common and highly poisonous. The dog faced water snake (Cerberus rhynchos) is very common along the estuarine rivers of sunderban. Turtles namely Batagur baska, olive ridley turtle, estuarine crocodile Crocodylus porosus were found in the river. Biswas (1983) has reported on the food and feeding habit of estuarine crocodile where it also invades muddy areas in the mangrove ecosystem. Most of the mangrove amphibians and reptiles do not show any anatomical modifications to meet the environmental conditions. However, they show some behavioral adaptations such as burrowing is the common behavior to hidden from the predators and enters the period of hibernation and aestivation during un-favorable conditions. SUMMARY In the present study a total of 32 species of which 6 species of amphibians belonging to 1 order 3 families, 3 genera and 26 species of reptiles belonging to 3 orders, 10 families and 3 genera respectively are reported. As per the study frogs, toads and snakes are quite plentiful in sunderban, whereas crocodiles, turtles and monitor lizard are less in number. This paper based on the collections and observations made by the author for a brief period of three years survey in the area. In the present study the author come across rare and endangered species in the sunderban namely, dog-faced water snake Cerebrus rhynchos, water monitor, Varanus salvator estuarine crocodile, Crocodylus porosus, and turtles Lepidochelys olivacea and Batagur baska. ACKNOWLEDGEMENTS The author is grateful to the Director, Zoological Survey of India, Kolkata for sanction of the project and providing facilities to undertake the research. Thanks are also due to Dr. N.C. Nandi, Scientist ‘E’, Zoological Survey of India for his suggestions for finalizing the manuscript. Last but not least to Dr. Satyanarayana, Assistant Zoologist, Zoological Survey of India for helping in grabbing the photographs with the computer. REFERENCES Acharjii, M.N. and Mukherjee, A.K. 1964. Report on a collection of snakes from lower Bengal (Reptilia : Ophidia). Zool. Soc. India, 16 (1-2) : 76-81. Agarwal, V.C. and Ghose, R.K. 1995. Faunae of Tiger Reserve (Sunderbans, Palamau, Simlipal and Manas). Fauna of Sunderban Tiger Reserve. Fauna of Conservation Areas, 8 : 1-46. Biswas, S. 1983. Food of Indian crocodile. J. Hamadryad. Madras Snake Park Trust, 8(3) : 20-23. Chanda, S.K. 1995. Anura : Amphibia : Est. Ecos. Ser. Hugli-matla Estuary. Zool. Surv. India. Part : 2 : 389-480. Chowdhury, B.R. and Vyas, P. 2005. The Sunderbans. A pictorial Field Guide. Reptilia : 72-79. Rupa and Co. New Delhi. Das, I. and Dutta, S.K. 2007. Sources of larval identities for amphibians of India. J. Hamadryad, 31(2) : 330-358. Mandal, A.K. and Nandi, N.C. 1989 Fauna of Sundrban mangrove ecosystem, West Bengal. Fauna of Conservation Series, 3 : 43-45. Mukherjee, A.K. 1975a. The Sunderbans of India and its biota. J Bombay. nat. Hist. Soc., 72(1) : 1-20. Saha, S. G. 1983. Annual bites and deaths from snake bite at Harendra Nagar subsidiary Health Cemtre, District 24 Pargansa. West Bengal. J. Hamadryad, 8(1) : 15-17. Sanyal, D.P. Dattagupta, B and Sur, S. 1995. Reptilia. Est. Ecos. Ser. Hughly-Matla Estuar. Zool. Surv. India, Part 2 : 401-416. Talukdar, S.K. 1982. On a small collection of reptiles from the Sunderbans, West Bengal. Indian J. Zool., 20(4) : 184-186.	<urn:uuid:30ee81e9-5f52-4992-87ca-bb40da299a75>	CC-MAIN-2022-21	http://faunaofindia.nic.in/PDFVolumes/records/109/03/0061-0078.pdf	2022-05-28T19:28:16+00:00	crawl-data/CC-MAIN-2022-21/segments/1652663019783.90/warc/CC-MAIN-20220528185151-20220528215151-00091.warc.gz	17,600,444	9,893	eng_Latn	eng_Latn	0.96575	eng_Latn	0.985868	[ "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	rolmOCR	[ 2342, 5028, 6836, 9275, 11432, 14097, 15828, 17494, 19018, 20777, 22537, 24375, 26149, 27954, 29921, 33306, 36412, 39137 ]	[ 2, 2.078125 ]	1	0
SECTION - I I Choose the correct synonyms for the underlined words. 3 X 1 = 3 1. This jewel is an antique piece in my collection. a) Latest b) Updated c) Old d) Ancient 2. Raghu got sunstroke. a) Fever b) Tired c) Unconscious d) Feeling bad 3. Children feel happy while wearing new garb. a) Things b) Clothes c) Reveal d) Cover II Choose the correct antonyms for the underlined words. 3 X 1 = 3 4. Many people are ignorant of their lives. a) Educated b) Uneducated c) In experience d) Illiterate 5. My father bought me a latest mobile. a) New b) Modern c) outdated d) updated 6. Most of the trees provide shelter to birds. a) Safety b) Security c) Home d) Residence III Fill in the blanks with suitable answer. 3 X 1 = 3 7. The author brother’s name is .................... . 8. ....................... is a more serious health related issues. 9. We should have .............. in our home to give medical treatment. IV Find out the clipped word. 3 X 1 = 3 10. Electronic + mail - .................... . 11. Motor + hotel - .................... . 12. Helicopter + pad - .................... . V Match the meaning for the idioms. 3 X 1 = 3 13. A piece of cake, - someone who is cherished above all others 14. At a snail’s pace - easy 15. Apple of my eye - moving very slowly SECTION - II (GRAMMAR) VI Fill up with suitable conjunctions. 2 X 1 = 2 16. Sudhakar will succeed .................... . (if / unless) he works hard. 17. .................. he was ill, he went to the doctor. (as / though). VII Choose the correct sentence pattern 18. In 2004, Tsunami destroyed many countries. a) ASVO b) SVIODO c) ASVC 19. My uncle is a doctor in London. a) SVIODO b) SVCA c) SVAA VIII Fill in the blanks with correct verb in the brackets. 20. Sugan ........... (hear) the story for last few hours. 21. He ....... (start) playing at the age of 7. IX Write sentences on your own for each homonyms. 22. a) Well b) Well – SECTION - III X Quote from memory. 23. From : A bower quiet for ............... To : ............... moves away the pall. Section - IV (Supplementary Reader) XI Identify the speaker. 24. “Pardon Me Master” – .................... 25. “This is the Secret” – .................... XII Fill in the blanks. 26. The milkmaid discharged her duties ..................... 27. The Pundit was an .................. speaker. Section - V (Prose) XIII Answer any three of the following in one or two sentences. 28. In what ways the river and its bank have changed? 3 X 2 = 6 29. How were the rooms arranged in the house? 30. What is STREET SMART? 31. What according to Grandpa is the most serious illness? XIV Answer any one of the following in 100 words. 1 x 5 = 5 32. How does the author spend his afternoon, explain? 33. Write about road safety rules? Section - VI (Language Skill) XV Prepare a notice: 34. Your school is going to organize an inter-school dance competition. Write a notice for your school notice board inviting all the interested students.	<urn:uuid:ac0c17b8-b5b9-47bd-97de-4a7e945ff51b>	CC-MAIN-2023-06	https://padasalai.info/wp-content/uploads/2022/11/8th-English-2nd-Mid-Term-Exam-2022-Original-Question-Paper-Dindigul-District-Englishl-Medium-PDF-Download.pdf	2023-02-03T07:23:03+00:00	crawl-data/CC-MAIN-2023-06/segments/1674764500044.16/warc/CC-MAIN-20230203055519-20230203085519-00524.warc.gz	459,981,002	820	eng_Latn	eng_Latn	0.987846	eng_Latn	0.989733	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 1642, 3166 ]	[ 3.5625 ]	1	0
BIOMASS FEEDSTOCKS Ayhan Demirbas Sila Science, University Mah, Mekan Sok, No 24, Trabzon, Turkey Keywords: Biomass, renewable energy, bio-energy, biomass conversion, bio-fuel. Contents 1. Wood and Other Forms of Biomass 2. Modern Biomass 3. Electricity production from biomass Bibliography Biographical Sketch Summary The term 'biomass' refers to wood, short-rotation woody crops, agricultural wastes, short-rotation herbaceous species, wood wastes, bagasse, industrial residues, waste paper, municipal solid waste, sawdust, bio-solids, grass, waste from food processing, aquatic plants and algae animal wastes, and a host of other materials. Biomass is the name given all the earth’s living matter. Biomass as the solar energy stored in chemical form in plant and animal materials is among the most precious and versatile resources on earth. It is a rather simple term for all organic materials that seems from plants, trees, crops and algae. The components of biomass include cellulose, hemicelluloses, lignin, extractives, lipids, proteins, simple sugars, starches, water, hydrocarbons, ash, and other compounds. Two larger carbohydrate categories that have significant value are cellulose and hemicelluloses (holocellulose). The lignin fraction consists of non-sugar type molecules. 1. Wood and Other Forms of Biomass Wood and other forms of biomass are one of the main renewable energy sources available and provide liquid, solid and gaseous fuels [see also– Lignocellulose Biorefinery]. Animal wastes are another significant potential biomass resource for electricity generation, and like crop residues, have many applications, especially in developing countries [see also – Biogas as renewable energy from organic waste]. Biomass is the only organic petroleum substitute which is renewable. Biomass as the solar energy stored in chemical form in plant and animal materials is among the most precious and versatile resources on earth. Biomass is the name given to the plant matter which is created by photosynthesis in which the sun's energy converts water and CO$_2$ into organic matter. Thus, biomass materials are directly or indirectly a result of plant growth. These include firewood plantations, agricultural residues, forestry residues, animal wastes, etc. Fossil fuels can also be termed biomass, since they are the fossilized remains of plants that grew some millions of years ago. Worldwide biomass ranks fourth as an energy resource, providing approximately 14% of the world's energy needs; while in many developing countries its contribution ranges from 40% to 50%. The use of biomass as fuels help to reduce the greenhouse gas emission because the CO$_2$ released during combustion or conversion of biomass to chemicals is that removed from the environment by photosynthesis during the production of the biomass. The basic structure of all woody biomass consists of three organic polymers: cellulose, hemicelluloses, and lignin in trunk, foliage, and bark. Three structural components: cellulose, hemicelluloses and lignin which have rough formulae as CH$_{1.67}$O$_{0.83}$, CH$_{1.64}$O$_{0.78}$ and C$_{10}$H$_{11}$O$_{3.5}$, respectively. Added to these materials are extractives and minerals or ash. The proportion of these wood constituents varies between species, and there are distinct differences between hardwoods and softwoods. Hardwoods have a higher proportion of cellulose, hemicelluloses, and extractives than softwoods, but softwoods have a higher proportion of lignin. In general, hardwoods contain about 43% cellulose, 22% lignin, and 35% hemicelluloses while softwoods contain about 43% cellulose, 29% lignin, and 28% hemicelluloses (on an extractive free basis). Examples of biomass feedstocks are: Wastes: - Agricultural wastes - Crop residues - Mill wood wastes - Urban wood wastes - Urban organic wastes Forest products: - Wood - Logging residues - Trees, shrubs and wood residues - Sawdust, bark etc. Energy crops: - Short rotation woody crops - Herbaceous woody crops - Grasses - Starch crops - Sugar crops - Forage crops - Oilseed crops Aquatic plants: - Algae - Water weed - Water hyacinth - Reed and rushes The main components of lignocellulosic biomass are cellulose, hemicelluloses and lignin. Cellulose is a remarkable pure organic polymer, consisting solely of units of anhydro glucose held together in a giant straight chain molecule. Cellulose [see also – Cellulose Biomass Refining] must be hydrolyzed to glucose before fermentation to ethanol. Conversion efficiencies of cellulose to glucose may be dependent on the extent of chemical and mechanical pretreatments to structurally and chemically alter the pulp and paper mill wastes. The method of pulping, the type of wood, and the use of recycled pulp and paper products also could influence the accessibility of cellulose to cellulase. enzymes. Hemicelluloses (arabinoglycuronoxylan and galactoglucomammans) are related to plant gums in composition, and occur in much shorter molecule chains than cellulose. The hemicellulloses, which are present in deciduous woods chiefly as pentosans and in coniferous woods almost entirely as hexosanes, undergo thermal decomposition very readily. Hemicelluloses are derived mainly from chains of pentose sugars, and act as the cement material holding together the cellulose micells and fiber. Lignins are polymers of aromatic compounds. Their functions are to provide structural strength, provide sealing of water conducting system that links roots with leaves, and protect plants against degradation. Lignin is a macromolecule, which consists of alkylphenols and has a complex three-dimensional structure. Lignin is covalently linked with xylans in the case of hardwoods and with galactoglucomannans in softwoods. Even though mechanically cleavable to a relatively low molecular weight, lignin is not soluble in water. Lignin is generally accepted that free phenoxyl radicals are formed by thermal decomposition of lignin above 525 K and that the radicals have a random tendency to form a solid residue through condensation or repolymerization. Cellulose is insoluble in most solvents and has a low accessibility to acid and enzymatic hydrolysis. Hemicelluloses are largely soluble in alkali and, as such, are more easily hydrolysed. The solar energy, which is stored in plants and animals, or in the wastes that they produce, is called biomass energy. The biomass energy is a variety of chemical energy. This energy can be recovered by burning biomass as a fuel. Direct combustion is the old way of using biomass. Biomass thermo-chemical conversion technologies [see also – Thermochemical conversions] such as pyrolysis, liquefaction and gasification are certainly not the most important options at present; combustion is responsible for over 97% of the world’s bio-energy production. The average majority of biomass energy is produced from wood and wood wastes (64%), followed by solid waste (24%), agricultural waste (5%) and landfill gases (5%). Biomass can be economically produced with minimal or even positive environmental impacts through perennial crops. Biomass has been recognized as a major world renewable energy source to supplement declining fossil fuel resources [see also – Biomass and Organic Waste Conversion]. Biomass is the most important renewable energy source in the world. Biomass power plants have advantages over fossil-fuel plants, because their pollution emissions are less. Energy from biomass fuels is used in the electric utility, lumber and wood products, and pulp and paper industries. Wood fuel is a renewable energy source and its importance will increase in future. Biomass can be used directly or indirectly by converting it into a liquid or gaseous fuel. A large number of research projects in the field of thermochemical conversion of biomass, mainly on liquefaction pyrolysis, and gasification, have been performed. Bibliography Adeeb, Z. 2004. Glycerol delignification of poplar wood chips in aqueous medium. Energy Edu Sci Technol 2004;13:81-88. [Lignin degradation products can be obtained by biomass delignification process]. Bain, R. L. 1993. Electricity from biomass in the United States: Status and future direction. Bioresource Technol 46:86-93. [The generation of electricity from biomass is one of the modern uses of the biomass]. Bala, B. K. 2005. Studies on biodiesels from transformation of vegetable oils for diesel engines. Energy Edu Sci Technol 5:1–45. [Biodiesel is a realistic fuel for Diesel engines]. Demirbas, A. 2000. Biomass resources for energy and chemical industry. Energy Educ Sci Technol 5:21-45. [Biomass resources are important bio-energy and chemical feedstocks]. Demirbas, A. 2004. Combustion characteristics of different biomass fuels. Prog Energy Combus Sci 30:219-230. [Combustion characteristics of biomass is important in boiler power systems]. Demirbas, A. 2005. Potential applications of renewable energy sources, biomass combustion problems in boiler power systems and combustion related environmental issues. Progress Energy Combus. Sci. 31:171–192. [Renewable energy applications have been found to be promising processes for generation of power in the future]. Demirbas, A. 2007. Biodiesel: A Realistic Fuel Alternative for Diesel Engines, Springer, London. [Biodiesel has been found to be a promising fuel in Diesel engines]. Dogru, M., Howarth, C. R., Akay, G., Keskinler, B., Malik, A. A. 2002. Gasification of hazelnut Shells in a downdraft gasifier. Energy 27:415-427. [Gasification of biomass is important for Gaseous fuels and bio-syngas production]. Garg, H. P., Datta, G. 1998. Global status on renewable energy, in Solar Energy Heating and Cooling Methods in Building. International Workshop: Iran University of Science and Technology. 19–20 May. [Solar energy is an important solution in clean energy in the future]. Glasser, W. G. 1985. In: Fundamentals of thermochemical biomass conversion, R. P. Overand, T. A. Mile, and L. K. Mudge (Eds.). Elsevier Applied Science Publisher, New York. [Thermochemical biomass conversion processes are aimed for bio-fuels]. Mohan, D., Pittman, C. U. Jr., Steele, P. H. 2006. Pyrolysis of wood/biomass for bio-oil: A Critical Review. Energy Fuels 20: 848-889. [Pyrolysis of biomass is important for bio-fuel recover]. Overend, R. P. 1998. Biomass gasification: a growing business. Renew Energy World 1:59-63. [Gasification of biomass is important for gaseous fuels]. Ozcimen, D., Karaosmanoglu, F. 2004. Production and characterization of bio-oil and biochar from rapeseed cake. Renewable Energy 29:779–787. [Bio-oil and biochar can be obtained from agricultural residues]. Theander, O. 1985. In: Fundamentals of thermochemical biomass conversion, R. P. Overand, T. A. Mile, and L. K. Mudge (Eds.). Elsevier Applied Science Publisher, New York. [Main thermochemical biomass conversion processes are liquefaction, pyrolysis and gasification]. Biographical Sketch Professor Ayhan Demirbas was born in Trabzon, Turkey in 1949. He was graduated from Ankara University Department of Chemical Engineering in 1973. He earned her PhD degree in Chemical Engineering from Ankara University in 1980. He became an Assistant Professor in 1982 at Selcuk University (SU). After getting her PhD degree, he made his Post Doctoral Study in the field of "Renewable Based Alternative Energy Sources" in SU between 1980-1986. He became an Associate Professor in 1985 and a Professor in 1991 at Karadeniz Technical University (KTU). Dr. Demirbas is a Professor in Energy Technologies Science Branch between 1991-2001 at KTU and between 2003-2007 at SU. Dr. Demirbas teaches and conducts researches on Renewable Energy Technologies (Biodiesel, Biofuels, Biomass Pyrolysis, Liquefaction and Gasification, Biogas, Bioalcohols and Biohydrogen). His research area is mainly concerned with renewable and sustainable energy related to environmental issues. Other than this, I have some interest on developing new methods pulp from plants especially annual ones. In his earlier works he has used organosolvation techniques as new methods for processing of pulp. He has also studied on the subjects of chemical thermodynamics and engineering thermodynamics, cement chemistry, potentiometric titrations in non-aqueous mediums, heavy metal determinations in mushrooms, supercritical fluid extraction of different biopolymeric materials, briquetting of biomass, chemical education, energy education, kinetics for non-isothermal flash pyrolysis of hazelnut shell and biomass, determination of the higher heating values of different biomass and vegetable oils using noncalorimetric methods, dehydration kinetics of some boron minerals, toxic mineral determinations in mushrooms and chicken meats, sulfur removal from coal using alkali from biomass ashes, toxic emissions from firing and co-firing processes, global climate change, bio-diesel, hydrogen, hazardous materials, persistent, organic pollutants, spectrophotometric determination of carbaryl pesticides in soil, drinking water and, creal analyses etc. He has various national and international books, articles and presentations on EnergyTechnologies. He has supervised 21 and 6 students for successful completion of MS and Ph.D. theses, respectively. He has edited the Journal of Energy, Education, Science & Technology since 1998. He is a member of Editorial Board to the Journal of Recent Patents in Engineering. He was a member of Editorial Board to the Journal of Energy Conversion & Management from 1999 to 2004. He is married and has five children. He is continuing his work as full professor in Sila Science and Energy Company. His most important contributions to science are: 1. A new Equation for calculation of higher heating values of biomass fuels has been firstly proposed by Demirbas (Fuel, 1997). 2. The studies on hydrogen production from biomass materials have been developed by Demirbas (Fuel, 2001). 3. Saka and Kusdiana (Fuel, 2001) and Demirbas (Energy Conversion and Management, 2002) have firstly proposed that biodiesel fuels may be produced from vegetable oils via non-catalytic transesterification with supercritical methanol.	<urn:uuid:2f19ed33-f740-44c4-ab08-43415f22b3fa>	CC-MAIN-2024-30	http://www.eolss.net/Sample-Chapters/c17/E6-58-06-16.pdf	2024-07-23T00:11:00+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763517927.60/warc/CC-MAIN-20240722220957-20240723010957-00536.warc.gz	43,243,190	3,243	eng_Latn	eng_Latn	0.955874	eng_Latn	0.98065	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 2679, 4880, 7945, 11758, 14224 ]	[ 2.875 ]	2	3
Reception – Spring 1 All Creatures Great and Small Core text: How Many Legs? Other key texts: The Very Hungry Caterpillar Oi Frog Chicken Clicking Giraffes Can’t Dance Commotion In The Ocean Communication and Language. - Continuing to use talk to organize and clarify thinking, ideas, feelings and events. - Act out our stories and retell using story maps. - Weekly circle time sessions to share news and develop confidence to talk in front of others. - Asking as well as answering questions. Literacy - Recognising phase 3 phonemes and graphemes. - Continuing to blend and segment words to read and spell. - Continuing to learn tricky words (words we can’t sound out). - Writing lists, labels and captions. - Begin to write simple sentences using capital letters and full stops. - Reading simple sentences - Practising forming all lowercase letters and numbers. - Choosing independently an increasing range of books and giving reasons to why they did/didn’t like it. - Sequencing familiar stories. - Answering comprehension questions to show an understanding of what we have read. Understanding the World - Comparing similarities and differences between farm animals and their habitats. - Exploring the different roles of animals on a farm. - Becoming familiar with the names of animals and their babies. - Learning about the lifecycles of animals. - How to stay safe online. - Access Purple Mash on the computers, interactive whiteboards or chrome books. - Learning how to control the Beebots using positional language. - Experiencing ‘Now Press Play’ audio stories about different types of animals - Learning about Chinese New Year celebrations - Trip to the farm/animal man visit Personal, Social and Emotional Development - Taking steps to resolve conflicts with other children. - Encourage the children to try new things and take risks with their learning - Discussing how we can look after pets as well as ourselves. - Confidence to speak to others about own needs, wants, interests and opinions. Mathematics - Introducing zero - Comparing and composition of numbers 1-5 - Comparing mass and capacity - Exploring 6, 7 & 8 - Making pairs - Combining 2 groups - Length, height and time Expressive Arts and Design - Creating animal masks - Making Chinese lanterns - Jungle vets and pet shop role play area - Creating own storylines using small world resources, animals and other characters. - Drawings/paintings of their own pets. - Mixing colours and using different sized brushes. - Exploring the artist Henri Matisse – creating animal artwork inspired by his work - Exploring a wider range of instruments and nursery rhymes. Physical Development - PE lessons – developing ball skills. - Forming letters using our Kinetic Letters programme. - Activities to develop fine motor skills, such as dough disco to help our pencil grip strength. - Developing independence when dressing/undressing for PE and putting on coats. - Developing confidence using a wider range of tools and objects with increasing control and accuracy.	<urn:uuid:f1fe0c6d-d24f-4781-b8a9-989d83f6e4cd>	CC-MAIN-2022-21	https://www.hursthillprimaryschool.com/_site/data/files/eyfs/F436F97FD24F775186DF2090F75D5AAD.pdf	2022-05-28T20:31:29+00:00	crawl-data/CC-MAIN-2022-21/segments/1652663019783.90/warc/CC-MAIN-20220528185151-20220528215151-00087.warc.gz	938,798,101	638	eng_Latn	eng_Latn	0.992187	eng_Latn	0.992187	[ "eng_Latn" ]	false	rolmOCR	[ 3042 ]	[ 4.40625 ]	2	0

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