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SOMEN DEBNATH - AROUND THE WORLD ON BICYCLE TOUR FOR HIV / AIDS AWARENESS AND SEMINARS ON INDIAN CULTURE, 2004 – 2020 16 YEARS, 191 COUNTRIES, 200.000 KM, 20 MILLION PEOPLE
Website: www.somen2020world.com
Email: firstname.lastname@example.org
People are my God!
PROFILE OF MR. SOMEN DEBNATH, INDIAN NATION ON WORLD BICYCLE TOUR
126 countries (including Argentina) and completed 137,900 kilometres on his bike trip in India and internationally.
Mr. Somen Debnath, an Indian national is in "Around the World Bicycle Tour Program seminars on Indian culture and awareness of HIV / AIDS", which began on May 27, 2004, right after acquiring his Bachelor Science degree in Zoology at the University of Calcutta. He has also obtained the 'Visarad' degree in Fine Arts at the University of Sarbabhartiya, Calcutta,West Bengal, India. So far, he has travelled through 126 countries (including Argentina) and completed 137,900 kilometres on his bike trip in India and internationally.
The details are as follows: -
2004-2006: 28 States and five Union Territories of India
2006-2009: 22 countries in Asia.
2009-2012: 45 countries in Europe, including the North Pole and Greenland.
2012 and 2015: Africa and Middle East (60 countries) 60 made Morocco to Mauritania
Future plans:
2016-2017: North and South America, including South Pole
2018: Canada, Russia, Siberia, Mongolia and China.
2019: Korea, Japan, Philippines, New Zealand and Australia
2020: Sumatra, Malaysia, Indonesia, Myanmar, Bangladesh and then return to India on May 27, 2020.
SOMEN DEBNATH - AROUND THE WORLD ON BICYCLE TOUR FOR HIV / AIDS AWARENESS AND SEMINARS ON INDIAN CULTURE, 2004 – 2020 16 YEARS, 191 COUNTRIES, 200.000 KM, 20 MILLION PEOPLE
Website: www.somen2020world.com
Email: email@example.com
People are my God!
Inspiration: He was inspired to this mission at the age of 14 when he read the article entitled "AIDS is more deadly than cancer". The person referred to in the said article was homeless and was sitting in front of the Medical College of Calcutta, abandoned by its inhabitants and left to die alone. The article had a great impact on him and then he began to ask his teachers at school about HIV / AIDS, but they could not give him any satisfactory answer. As a result, two years later, Mr. Somen decided to get specialized training in WBSACS (Society of West Bengal State AIDS Control) and started awareness campaign on HIV / AIDS, education from his own school. The AIDS-related stigma and lack of awareness about this deadly but preventable disease motivated him more. His first mission was extended to the people of his village, then in India and is now a global campaign for him.
Strategy: To educate people from different parts of society by raising awareness among students in schools, colleges, universities, and also encourage these institutions to begin a chapter on the sensitization program on HIV / AIDS, promote to use needles and syringes among people addicted to drugs and condoms for sex workers. It also aims to create awareness among youth and encourage non-governmental organizations (NGOs) in countries around the world.
Objective: He is in the world tour of 191 countries and plans to achieve this goal to complete their journey in 2020. Through his bicycle tour around the world, he is trying to raise awareness on HIV / AIDS through conferences and seminars on Indian culture. Its focus is on poor people in urban / rural and tribal areas throughout the world as they have the lowest level of awareness on this deadly disease.
Short-term objective: Students, young people and communities that benefit from awareness program will run in the societies of their respected countries.
Long-term goal: To raise global awareness on HIV / AIDS through education of local people worldwide.
SOMEN DEBNATH - AROUND THE WORLD ON BICYCLE TOUR FOR HIV / AIDS AWARENESS AND SEMINARS ON INDIAN CULTURE, 2004 – 2020 16 YEARS, 191 COUNTRIES, 200.000 KM, 20 MILLION PEOPLE
Website: www.somen2020world.com
Email: firstname.lastname@example.org
People are my God!
Achievements: From his hometown in Sundarbans, India on May 27, 2004, Mr. Somen carried out awareness program to NGOs, schools, colleges, universities, red light areas-road and numerous restaurants. Mr. Somen has the honour to meet 120 Indian HC / Ambassadors, 6 Reyes, 30 Presidents, 62 Prime Ministers, 260 Ministers and government officials from different clubs in different field so far. He desires to travel around 191 countries at the end of 2020 covering almost 200,000 km and reach almost 20 million people. His campaign is supported by personal donations and sponsorships.
Exclusive story: Mr. Somen faced many difficulties while traveling, including 24 days captivity by the Taliban in Afghanistan, he was robbed 6 times in Central Asia; faced countries in -35 Degrees Celsius temperature in former CSSR; 8 times beaten by skinheads; Living with wild animals such as rhinos, elephants, cheetahs, pythons, etc. in the wilderness; and lived with one of the most ancient Jarawa tribe in the Andaman and Nicobar Islands, India for 20 days. One of the happiest persons he met was a Bangladeshi with 25 rupees per day income / quarter happily living with his family. India is felt everywhere in this world culture. Mr. somen has honorary citizenship with second home in Georgia. He traveled to the North Pole in 2011 facing -45 degrees. Met lovely people called Intuit / Eskimo. He crossed 7 Mares and Oceans with three big mountains like the Himalayas and the Alps. During night shelter, he had some fun too - courtesy police and thieves.
His campaign funds: Forty percent of the funds collected during the campaign spent on travel expenses and the remaining 60 percent is devoted to his Global Village. He would like to invite all friends and families around the world that he has been meeting during the trip and supporting his global village. They will all be lifelong members of their extended family. He would like to thank everyone for their great support and cooperation, not only for the world but also his mission for the global village and its future plans.
SOMEN DEBNATH - AROUND THE WORLD ON BICYCLE TOUR FOR HIV / AIDS AWARENESS AND SEMINARS ON INDIAN CULTURE, 2004 – 2020 16 YEARS, 191 COUNTRIES, 200.000 KM, 20 MILLION PEOPLE
Website: www.somen2020world.com
Email: email@example.com
People are my God!
Mr. Somen desires to conduct workshops on HIV / AIDS and peace and humanity in colleges, schools, health centers, NGOs, social organizations and other institutions in Brazil and others countries, would appreciate any possible assistance and cooperation extended to facilitate the success of his tour.
May visit the following sites on the World Bicycle Tour by Mr. Somen Debnath :
Around the World on Bi-cycle Tour for HIV / AIDS Awareness Programme and
Seminars on Indian Culture (Started: 27 May 2004 - Achieve Goal: 2020 191 Countries)
--
Somen Debnath
--
Somen Debnath
Around the World on Bicycle Tour for HIV/AIDS Awareness Programme and
Seminars on Indian Culture (27 May 2004 - 2020, 191 Countries)
Facebook: https://www.facebook.com/worldsomen/
Twitter : https://twitter.com/worldsomen
Instagram : https://www.instagram.com/worldsomen/?hl=en
Website: www.somen2020world.com
English Blog: http://www.somendebnath.com/
Blog in Russian: http://somen-debnath.livejournal.com/
Youtube: https://www.youtube.com/results?search_query=somen+debnath
Skype: somen2020 Whatsapp / Viber: +27611875344
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ROLL No.___________
NATIONAL COUNCIL FOR HOTEL MANAGEMENT AND CATERING TECHNOLOGY, NOIDA
TERM END EXAMINATIONS – 2011
SEMESTER/COURSE : 4 th Semester of 3-year B.Sc. in H&HA
2 nd
year of 3-year B.Sc. in H&HA
SUBJECT : Accommodation Operations
TIME ALLOWED : 03 Hours MAX. MARKS: 100
______________________________________________________________________
______________________________________________________________________
OR
OR
OR
Q.4. How will you diagnose indoor plant problems? Elaborate.
(Marks allotted to each question are given in brackets) Q.1. Using a format explain the procedure that is carried out for linen stock taking. Draw a neat layout of the linen room and also explain the activities that are carried out in the linen room. (10) Q.2. Discuss in detail the laundry operation flow chart with special reference to the wash cycle. List ten most common laundry problems. Illustrate causes and solutions for them. (10) Q.3. Explain in detail the various equipment and materials used in flower arrangement. List the principles of design as applied to flower arrangement with a brief explanation of each. (10) IHM SHIMLA
OR
(10)
What all activities are carried out in sewing room of a star category hotel? Enlist ten small tools found in a well set sewing room.
Q.5. (a) Give the sketch of the uniform of a Front Office Assistant (female) in a deluxe hotel in India following heritage theme.
(5+5=10)
(b) Mention the colour, materials, accessories and cost.
Q.6. Define the following (any five
):
(a) Linen chute
(b) Shams
(c) TPI (d) Oasis
(e) Mercerization
(f) Grey goods
(5x2=10)
Q.7. On the floor plan of a laundry room for a 300 room 5-star hotel show:
(a) The placement of equipment with labeling
(b) The traffic lanes (in dotted lines)
(5+5=10)
Q.8. What factors should the executive housekeeper consider while purchasing linen? Draw the format of room linen control form. (10) Q.9. Write the step-by-step procedure of removing the following stains: (a) Ball point ink on bed sheet (b) Chewing gum on carpet (c) Candle wax on white table cloth (d) Lipstick on coloured napkins (e) Tea on tea cosy (5x2=10) (a) In __________ style of flower arrangement only flowers and leaves are used. (b) Transparent globe containing growing plants is called __________. (c) The Japanese term for Pin holder is __________. (d) Soap film is also referred as __________. (e) __________ is a blended fabric from combed fibres of polyester and cotton (50:50), it is a preferred fabric for bed sheets. (f) Openings in washing machine through which detergent can be poured is called __________. IHM SHIMLA
Q.10. Fill in the blanks:
(g) __________ chemicals are added to the wash cycle to prevent the growth of bacteria and fungus on linen.
(h) The sheets which have minor imperfections are called __________.
(i) A flower scissor with a spring in between the blades is called __________.
(j) __________ is a floating oriental flower arrangement.
(10x1=10)
*********
NATIONAL COUNCIL FOR HOTEL MANAGEMENT AND CATERING TECHNOLOGY, NOIDA ACADEMIC YEAR 2011-2012
COURSE : 3 rd /4 th Semester of 3-year B.Sc. in H&HA
2 nd year of 3-year B.Sc. in H&HA
SUBJECT:
Food & Beverage Controls
TIME ALLOWED : 03 Hours
MAX. MARKS: 100
______________________________________________________________________
______________________________________________________________________
OR
OR
(Marks allotted to each question are given in brackets) Q.1. Define control. Explain the objectives of control. OR What are the phases of control? What is the significance of 'control after the event'? (3+7=10) Q.2. What are the objectives of purchasing control? List the various sources of suppliers for F&B supplies. Explain the various methods of purchasing followed by hotel. (10) Q.3. Describe the procedure of purchasing from the initialization stage to the receiving stage. (10) Q.4. Describe in detail the process of receiving goods and narrate an incident where there is fraud taking place. IHM SHIMLA
(10)
How do you select suppliers for a hotel and how are they rated for their performance?
Q.5. What is the importance of standard recipe? Prepare a standard recipe format for a dish.
(10)
Q.6. What is re-ordering level? Explain how you calculate re-ordering level using a simple example.
(10)
Q.7. Write short notes onany two:
(a) Blind receiving
(b) Perpetual inventory
(c) RST (Rate of Stock Turnover)
(2x5=10)
Q.8. Draw neat formats of any two of the following and explain its uses.
(a) Credit note
(b) Meat tag
(c) Purchase order
(2x5=10)
Q.9. Writea line or twoon the following:
(a) Goods direct (b) E.O.Q. (c) Returnable container (d) Buffer stock (e) Lead time (5x2=10) (a) The formula for calculating ROL is __________. (b) The formula for calculating food cost is ________. (c) The formula for calculating rate of stock turnover is __________. (d) The formula for calculating after wage profit is __________. (e) The formula for calculating net profit is __________. (f) A clear description of an item to be purchased is called __________. (g) The system of issuing the last received items first is denoted in the acronym __________. (h) Staff meals is __________ cost to the organization. (i) Insurance premium paid for equipment is __________ cost to the organization. IHM SHIMLA
Q.10. Fill in the blanks:
(j) Transfer of raw material within the kitchen departments of hotel is written as _________.
(10x=10)
**********
CODE: FBC/12/02
Page 1 of 2
ROLL No…………….
NATIONAL COUNCIL FOR HOTEL MANAGEMENT AND CATERING TECHNOLOGY, NOIDA
ACADEMIC YEAR 2011-2012
COURSE : 3 rd /4 th Semester of 3-year B.Sc. in H&HA
2 nd year of 3-year B.Sc. in H&HA
SUBJECT : Food & Beverage Service Operations
TIME ALLOWED : 03 Hours
MAX. MARKS: 100
(Marks allotted to each question are given in brackets)
______________________________________________________________________
______________________________________________________________________
OR
Classify the wine regions of France. Give suitable examples from each region.
OR
OR
Q.1. Classify Alcoholic beverages with the help of a chart. (10) Q.2. Explain the production of beer with the help of a flow chart. Give five international beer brands. (8+2=10) Q.3. Describe Methode Champenoise. (10) (a) Explain the production of Cognac. (b) Highlight the label language associated with cognac. (5+5=10) Q.4. Explain in detail the production of Rum. (10) Q.5. Write short notes on: (a) Dispense Bar (b) Storage of wines (5+5=10) IHM SHIMLA
Define Liqueurs. Mention the methods used for the production of Liqueurs. Give two examples of Herb flavoured, Coffee flavoured, Coconut flavoured, orange flavoured and Cream based liqueurs.
(10)
Q.6. Give differences between the following:
(c) Gay Lussac and British Proof
(a) Scotch and Irish Whisky
(b) Fino & Oloroso
(4x2 ½ =10)
(d) Aperitifs and Digestifs
Q.7. Enlist the step wise service procedure for Chateau Latour.
OR
Design a five course French classical menu and suggest an appropriate wine with each course.
(10)
Q.8. Give one word for the following:
(a) Intensively sweet wine made from frozen grapes in Germany.
(b) Fortified wine from Portugal.
(c) The scale which determines that 100 degree proof = 57.1% alcohol.
(d) White wine made from white grapes.
(e) Sweet, deep brown Madeira, served as Dessert wine.
(f) White grape used for the production of Champagne. (g) Unfermented Grape juice. (h) Traditional riddling of bottles in making of champagne. (i) Almond flavoured syrup. (j) The superior wine law of Germany. (a) Organic Wines (i) Brut (b) Alembic (ii) Cognac (c) Vodka (iii) Italy (d) J&B (iv) Greece (e) Jack Daniels (v) Herbs (f) Very dry (vi) Congeners (g) Grappa (vii) Green (h) Ouzo (viii) Whisky (i) Benedictine (ix) Sour Mash (j) Grand Fine Champagne (x) Coffey (a) As Spumante is to Italy, _________ is to Germany. (b) Fortified wines are strengthened by addition of __________. IHM SHIMLA
(10x1=10)
Q.9. Match the following:
(10x1=10)
Q.10. Fill in the blanks:
(c) __________ is a heated chamber for maturing wines.
(d) __________ imparts characteristic bitter flavour to beer.
(e) __________ agent is used for clarification of alcoholic beverages.
(f) Liqueur de _________ is the solution of yeast, sugar and old base wine.
(g) __________ is a Japanese spirit made from rice.
(h) Service temperature for Champagne is _________.
(i) Traditionally, __________ glass is used for the service of Sherry.
(j) Botanical name for Noble Rot is _________.
(10x1=10)
********
CODE: FBS/12/03
ROLL No…………….
NATIONAL COUNCIL FOR HOTEL MANAGEMENT AND CATERING TECHNOLOGY, NOIDA
ACADEMIC YEAR 2011-2012
COURSE : 3 rd /4 th Semester of 3-year B.Sc. in H&HA
2 nd year of 3-year B.Sc. in H&HA
SUBJECT:
Food Production Operations
TIME ALLOWED : 03 Hours
MAX. MARKS: 100
______________________________________________________________________
______________________________________________________________________
OR
OR
(Marks allotted to each question are given in brackets) Q.1. List ten Indian rotis one from each region with brief description. OR List ten Indian kebabs and give brief description of each. (10) Q.2. List the salient features of Chettinad cuisine. Give five dishes from the same cuisine. List the salient features of Punjabi cuisine. Give five dishes from the same cuisine. (7+3=10) Q.3. Plan a cyclic menu for an industrial canteen for breakfast and lunch which serves for 1000 employees. The cost per person is `45/- for breakfast and lunch. List and justify the large and small equipment required for the industrial canteen which serves for 1000 employees for breakfast, lunch and dinner. (10) Q.4. Compare and contrast between Awadhi and Hyderabadi cuisine. IHM SHIMLA
(10)
Q.5. Explain the practical difficulties while indenting for volume feeding.
Care and maintenance of deep freezer.
Q.6. (a)
Discuss the functions of railway catering.
(b) Explain off premises catering.
OR
(10)
(5+5=10)
Q.7. Write short notes on any two:
(a) Mobile catering
(b) Portion control
(c) Hospital catering
(d) Bohri community
(2x5=10)
Q.8. Describe the following terms in one or two lines:
(a) Girda
(b) Lazzat-E-Taam
(c) Galavat
(d) Zamin Doz
(e) Murgh mussalam
(f) Sorpotel
(g) Pesarattu
(h) Gille firadous
(i) Payesh
(j) Idly (a) Gustaba (i) Bengal (b) Hopper (ii) Kashmiri (c) Panch Phoron (iii) Hyderabadi (d) Makki ka roti (iv) Andhra Pradesh (e) Goda masala (v) Gujarat (f) Shikampuri (vi) Kerala (g) Kaja (vii) Maharashtra (h) Kakra (viii) Rajastani (i) Churma ladoo (ix) Goan (j) Sannas (x) Punjabi (xi) Tamil Nadu (i) Noon chai is a tea preparation with seasoning of salt. (ii) Reshmi kebab is prepared with chicken. (iii) Peethla pulusu is a crab preparation from Andhra. (iv) Dokala is a fermented, steamed besan batter from Rajasthan. (v) Maa dal is dal preparation from Gujarat. IHM SHIMLA
(10x1=10)
Q.9. Match the following:
(10x1=10)
Q.10. A State True or False:
B Fill in the blanks:
(i) _________ is a dish prepared from pounded wheat, spices and mutton.
(ii) Gujarati snacks are known as __________.
(iii) Gongura is a leafy vegetable from _________ cuisine.
(iv) Sweet made with egg, khowa and desi ghee is called _________.
(v) __________ is a dish prepared from boiled egg covered with minced meat.
(5+5=10)
*******
CODE: FP/12/02
ROLL No…………….
NATIONAL COUNCIL FOR HOTEL MANAGEMENT AND CATERING TECHNOLOGY, NOIDA
ACADEMIC YEAR 2011-2012
COURSE : 3 rd /4 th Semester of 3-year B.Sc. in H&HA
2 nd year of 3-year B.Sc. in H&HA
SUBJECT:
Food Safety & Quality
TIME ALLOWED : 02 Hours
MAX. MARKS: 50
(Marks allotted to each question are given in brackets)
______________________________________________________________________
______________________________________________________________________
(a) PFA
(b) MMPO (c) VOCO (d) HACCP (e) FPO (f) BIS (g) ISO
(5x1=5)
(b)
Food adulteration
(d)
Beneficial role of micro organism
OR
OR
Q.1. FSSAI is an organization for formulating rules and regulation for food sector. Discuss its objectives. (10) Q.2. Elaborate upon the various food borne infections that a human being is exposed to. (10) Q.3. Write full forms of the following abbreviations (any five): Q.4. Write short notes on any two: (a) Food additives (c) 3E's of food safety (2x2 ½ =5) Q.5. Write the benefits of HACCP to the society. Discuss the factors affecting growth of micro-organisms. (5) Q.6. List and briefly describe the various disinfectants used in hotel industry. IHM SHIMLA
Total Quality Management is essential in any commercial food sector.
(5)
Q.7. Explain Genetically Modified foods and BSE disease.
(5)
Q.8. Milk and milk products are most perishable food items. Discuss the spoilage and prevention of these products. (5)
********
CODE: FSQ/12/03
ROLL No.___________
NATIONAL COUNCIL FOR HOTEL MANAGEMENT AND CATERING TECHNOLOGY, NOIDA
TERM END EXAMINATIONS – 2011
SEMESTER/COURSE:
4 th Semester of 3-year B.Sc. in H&HA
2 nd year of 3-year B.Sc. in H&HA
SUBJECT:
Front Office Operations
TIME ALLOWED : 03 Hours MAX. MARKS: 100
______________________________________________________________________
______________________________________________________________________
(a)
Late charge
(e)
End of day
(Marks allotted to each question are given in brackets) Q.1. All the efforts of hotel operations can become meaningless if guest faces problems at departure and settlement process. Justify this statement on the basis of the concept called "Account Integrity". OR Express check-out is an excellent way to ensure guest convenience as well as efficient settlement process. How? Describe point wise. (10) Q.2. List atleast five types of accounts that come under city ledger other than the nonguest accounts. What common difficulties a hotel faces in collecting city ledger accounts? (5+5=10) Q.3. Write short notes on (any five): (b) Charge privilege (c) Zero out (d) Trial balance (f) Audit trail (g) Self check out terminal (h) Control folio (i) Pick-up error (j) Transfer voucher IHM SHIMLA
(5x2=10)
Q.4. Differentiate between (any two):
(b) Net outstanding balance and net cash receipt.
(a) Guest folio and master folio.
(c) Account correction and allowance.
(d) Shortage and Due back.
(2x5=10)
Q.5. Explain the reasons and circumstances that result in (any two):
(a) Hotel asking the guest for partial pre-payment.
(b) Hotel classifying a guest as „no post status‟.
(c) A corporate customer asking for a split folio.
(d) A hotel categorizing an account as delinquent.
(2x5=10)
Q.6. Give a step-by-step procedure for allotting and operating a safety locker in the hotel.
OR
What safety measures need to be adopted for prevention of deaths due to fire and drowning inside the premises of a hotel. (10) Q.7. "Night Audit can prevent revenue loss due to frauds and corrupt practices by employees". List atleast five common accounting and billing frauds and explain how night audit can stop them from occurring. (10) Q.8. Draw a neat format/diagram of any two (a) Express check-out form (b) Correction voucher (c) Front office cash-sheet (d) Visitor‟s paid out (2x5=10) Q.9. Late check-out and late charges are two of the most common problems during check-out and settlement. Describe why these two happen and how a hotel can control them? (5+5=10) Q.10. Translate the following in French: (a) Hello, Sir! (b) Thank you (c) Good bye, Madam! IHM SHIMLA:
(d) Good evening
(e) One
(f) Friday
(g) Alright
(h) August
(i) I live in Paris
(j) See you tomorrow
(10x1=10)
**********
EXAM DATE: 25.11.2013
ROLL No…………….
NATIONAL COUNCIL FOR HOTEL MANAGEMENT AND CATERING TECHNOLOGY, NOIDA
ACADEMIC YEAR – 2013-2014
COURSE : 3 rd Semester of 3-year B.Sc. in H&HA
SUBJECT : Hotel Accountancy
TIME ALLOWED : 03 Hours MAX. MARKS: 100
(Marks allotted to each question are given in brackets)
______________________________________________________________________
______________________________________________________________________
OR
What is cost allocation? Explain the different basis of allocation with examples.
Q.4. Write short notes on any five:
(g) Creditor
Q.1. What is Departmental accounting? Explain in detail its advantages and limitations. (10) Q.2. What is Uniform System of Accounting? Explain the difficulties in implementing this system. (5+5=10) Q.3. Differentiate between the following (any two): (a) Income statement and Balance sheet (b) Gross profit and Net profit (c) Reserve and Revenue (d) Bills receivable and Accounts receivable (e) Current assets and Current liabilities (2x5=10) (a) Amortization (b) Asset (c) Apportionment (d) Bad debt (e) Capital IHM SHIMLA
(f)
Depreciation
(5x1=5)
Q.5. What do you mean by auditing? What are the advantages and limitations of auditing?
What do you understand by internal audit? How is it different from external audit? (10)
OR
Q.6. From the following information of a hotel, you are required to prepare the Income Statement under the Uniform System of Accounting:
(15)
Q.7. Prepare an Income statement of Food & Beverage department from the information given below: IHM SHIMLA
(10)
Q.8. Prepare an Income statement according to Departmental accounting from the following information:
Note: Unallocated expenses are to be apportioned amongst departments on the following basis: (i) Head office expenses and Advertisement & Marketing expenses to be apportioned on the basis of sales. (ii) Office expenses and fixed charge to be apportioned equally amongst three departments. (iii) Interest to be apportioned in the ratio of 2:2:1 amongst Restaurant, Banquet and Bar. (15) Q.9. Prepare a Balance Sheet from the following information: IHM SHIMLA
OR
Define Internal Control. Explain briefly the features of internal control.
(10)
Q.10. State whether True or False:
(a) Net profit = sales minus Departmental expenses.
(c) Goodwill is an intangible asset.
(b) Segregation of duties is a method of internal control.
(d) Outstanding expenses are an asset.
(e) Prepaid expenses are an income.
********
IHM SHIMLA
(5x1=5)
ROLL No.___________
NATIONAL COUNCIL FOR HOTEL MANAGEMENT AND CATERING TECHNOLOGY, NOIDA
TERM END EXAMINATIONS – 2011
SEMESTER/COURSE : 4 th Semester of 3-year B.Sc. in H&HA
2 nd year of 3-year B.Sc. in H&HA
SUBJECT:
Hotel Accountancy
TIME ALLOWED : 03 Hours MAX. MARKS: 100
______________________________________________________________________
______________________________________________________________________
(Marks allotted to each question are given in brackets) Q.1. From the following information extracted from Hotel Orion for the year ended 31 st March 2009, you are required to prepare an Income Statement in accordance with Uniform System of Accounts: IHM SHIMLA
(10)
Q.2. What are the types of control systems in use in hotels? How does internal control differ from internal audit?
OR
(10)
State the purpose of Statutory Audit. How does internal audit supplement statutory audit?
Q.3. From the following information prepare a Room Schedule:
(10)
Q.4. Prepare an Income Statement of F&B Department as on 31 st March 2009 according to Uniform Systems of accounting. Q.5. Following is the Balance Sheet of Hotel Vivanta as on 31 st December 2009. You are required to arrange the same in vertical form: IHM SHIMLA
(10)
Q.6. Prepare a Profit & Loss Account under the Net Profit method of Departmental Accounting from the information given below:
OR
Note: Unallocated expenses are to be apportioned on the following basis: 1) Office expenses and fixed charges to be apportioned equally among all departments. 2) Head Office expenses and Advertisement expenses to be apportioned on the basis of sales. 3) Interest to be apportioned in the ratio of 2:2:1 (10) Q.7. State the importance of Uniform System of Accounting for the hotel industry. What purpose does it serve? IHM SHIMLA
What is cost of sales? How and why is it computed?
(10)
Q.8. Write short notes on any two:
(a) Night Auditing
(b) Non-operating income
(c) Deferred Revenue Expenditure
(2x5=10)
Q.9. What do you mean by Departmental Accounting? Explain its advantages and disadvantages.
Distinguish between:
OR
(a) Capital Expenditure and Revenue Expenditure.
(5+5=10)
(b) Trial Balance and Balance Sheet
Q.10. Prepare an imaginary schedule for Marketing Department according to Uniform System of Accounting.
OR
********
Prepare an imaginary schedule for Laundry Department according to Uniform System of Accounting. (10) IHM SHIMLA | <urn:uuid:b3b0d94e-244a-4293-8450-03eac242a242> | CC-MAIN-2018-34 | http://ihmshimla.org/wp-content/uploads/2014/02/3rd-and-4th-Sem-Previous-Years-Sample-QPs-.pdf | 2018-08-16T04:55:53Z | crawl-data/CC-MAIN-2018-34/segments/1534221210413.14/warc/CC-MAIN-20180816034902-20180816054902-00272.warc.gz | 193,201,950 | 5,338 | eng_Latn | eng_Latn | 0.933014 | eng_Latn | 0.980045 | [
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Letter from the Editor
Turning Students Into Citizens
Dear Subscribers,
This issue follows up on our look at how students can become involved in the electoral process. Now that all the excitement is over and the votes have been tallied, analyzed and spun, it seems that all that remains is the clean-up. These frenetic campaigns after weeks of dominating the airwaves, culminate election night with cheers of victory for some and tears of defeat for many more, seemingly coming to a screeching halt overnight. It is no wonder that the almost half million students who participated in last week's Student Vote 2006 may be feeling a bit let down right now, like it's the day after Christmas.
The party may be over but, in fact, it's more like New Year's Day. The smiling faces and final numbers that grace the front page of the morning paper signal a new beginning, the launch of a new Parliament and the opening of a new chapter in Canadian history.
No doubt many educators will schedule class time to compare and contrast the interesting results of the Student Vote 2006 mock election with the official national results. It is uncanny that the students gave the Conservative party virtually the same number of seats in Parliament as did eligible voters – 128 to 124 respectively. Significantly, too, the students cast many fewer votes for the Liberals than Canadians did nationally and many more votes for the NDP and the Green Party. If the students' vote held sway, the NDP would today be the official opposition. In-class discussions will encourage students to follow the progress of this Parliament as it tackles many issues and challenges in the coming sessions.
This week's issue of Chalk Talk salutes the pivotal role played by teachers in the classroom in nurturing civic responsibility and developing active and informed future voters. It also features information on Student Vote, a number of articles about the mock election and some surprising facts and figures.
CoEd Communications is dedicated to supporting the important work of teachers by
providing resources on a range of topics for the classroom We invite you to visit our website at
Supported by a vast network of educational, financial, community and media institutions in Canada, Student Vote's 2006 mock election represents its fifth parallel election since its ambitious beginnings in 2003. Student Vote's mission is to turn Canada's elementary and high schools students into informed and committed voters.
According to a joint news release from Student Vote and Elections Canada, 2,445 schools, representing 455,566 students from Grades 5 through 12, voted from every province and territory in Canada. If you want the voice of your students to be heard in the next election, the Student Vote website has information about how your school can participate in upcoming mock elections. You will also find in-depth results from the 2006 mock federal election and all past elections by school and riding, nationally and provincially.
Remember too, that the Elections Canada website offers Choosing Our Mascot, a resource to help children ages 5 to 10 to understand the electoral process and for older students from ages 11 to 18, it offers a School Elections Officer Guide for student council elections and an Election Simulation.
[Education Resources provided by Elections Canada and Student Vote.]
QUOTE OF THE WEEK"
Our team would like to thank the incredible providing resources on a range of topics for the classroom. We invite you to visit our website at 4edu.ca to view the many free teachers' resources on offer.
Your feedback is important and very welcome. Let us know what you think!
Coverage of Student Vote 2006
Mary Kovack
"Our team would like to thank the incredible teachers who organized the Student Vote program with their schools. Your commitment to building higher levels of civic literacy will help to reverse the decline in youth voter turnout and build a habit of active citizenship. You have made a lasting contribution to the civic lives of these students and may just be inspiring a generation of voters."
— Taylor Gunn, Chief Election Officer of Student Vote, in a joint news release with Elections Canada, commenting on the critical role played by teachers in the success of the Student Vote 2006 mock election
455,000 Future Voters Cast Their Ballots in Parallel Election — Elections Canada
The Chief Electoral Officer, Jean-Pierre Kingsley, and Taylor Gunn, Chief Election Officer of Student Vote, announced today that Student Vote 2006 has recorded its highest-ever participation rate in the history of the Student Vote program.
Ideas, Concerns and MoreThan a Little Cynicism — Matt Carter — CBC News Online
When students in Rick Rakosy's Grade 12 politics class talk about the Jan. 23 federal election, there's no shortage of students with their hands raised.
Students Choose Conservative Minority — Student Vote 2006 — CANADA VOTES 2006 — CBC News
Canada's elementary and high school students have voted for a Conservative minority government that could be propped up by any of the other three major parties.
Pint-Size Party Leaders Vie for PM — Student Vote 2006 — CANADA VOTES 2006 — CBC News
"They're having such a good time, they don't even realize how hard they're working," says history teacher Andrew Locker, " They like the fact that they're debating issues. We have students that come from parts of the world that have experienced war, so when they get to talk about gun violence it actually means something to them."
Facts & Figures
* According to Elections Canada, voter turnout was 14,815,860 representing 64.9% of registered voters. Popular vote: Conservatives (36.3%), Liberals (30.2%), NDP (17.5%), BQ (10.5%), Green Part (4.5%)
* A sampling of Grade 12 students who participated in the Student Vote 2006 election, named Education, Health Care, Immigration, Integrity, The Environment, and Trust as their top issues.*
* In a poll taken the weekend before the election by Environics, 54% of those respondents who intended to vote for the Conservative party said they were casting their ballots for the sake of change.*
* In this same poll, asked what single issue was the most important in influencing their votes, 22% of respondents named Health Care.*
* None of the newly-elected minority government seats represent Canada's three largest urban centres – Toronto, Montreal and Vancouver.*
* Source—Student Vote 2006 — CANADA VOTES 2006 — CBC News Online
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We are the Company for Education Communications. We specialize in developing, producing and evaluating school resources and award programs. Working in conjunction with Departments/Ministries of
Education, school district/boards, associations, teachers and subject specialists across the country; we provide free, curriculum-based educational resources to Canadian classrooms.
Education, school district/boards, associations, teachers and subject specialists across the country; we provide free, curriculum-based educational resources to Canadian classrooms.
The opinions, conclusions and other information expressed in the preceding content do not necessarily reflect the views of and are not endorsed by CoEd Communications. | <urn:uuid:6c082917-e94f-4c7e-9bdb-f4a2e8038598> | CC-MAIN-2018-34 | http://4edu.ca/archives/english/ChalkTalk/1.%20Chalk%20Talk/2006/01/chalk%20talk-01-26-2006%20--%20elections2.pdf | 2018-08-16T04:22:20Z | crawl-data/CC-MAIN-2018-34/segments/1534221210413.14/warc/CC-MAIN-20180816034902-20180816054902-00271.warc.gz | 5,217,550 | 1,471 | eng_Latn | eng_Latn | 0.997313 | eng_Latn | 0.998917 | [
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SIMPLIFYING SCIENTIFIC WRITING
AN INTERACTIVE TUTORIAL ON WRITING A SCIENTIFIC PASSAGE FOR A LAY AUDIENCE
This tutorial is designed to be used in a classroom or workshop setting, and can also be used on an individual basis.
Learning objectives
Tips on writing for a lay audience:
- Shorten sentences
- Simplify wording
- Add explanation
Sample passage
The following passage on epigenetics was written for a professional audience. We will edit it, one half at a time, for a lay audience.
DNA in a mammalian genome, which consists of 3 billion nucleotides and has a length of approximately 2 meters yet must fit in a nucleus 10 microns across, is packaged into repeating units called nucleosomes that consist of two copies each of four histone proteins (H2A, H2B, H3 and H4) and about 147 nucleotides of DNA. Epigenetic modifications to histone proteins can alter the packing of nucleosomes. One type of epigenetic modification, histone acetylation, neutralizes the positive charge on lysine (K) residues at the amino terminus of histone proteins, which reduces the affinity of the histones for DNA and generally causes an increase in gene expression. (106 words)
1
Editing the first half
Step 1: Shorten Sentences
First half of original passage (a single sentence), reads:
DNA in a mammalian genome, which consists of 3 billion nucleotides and has a length of approximately 2 meters yet must fit in a nucleus 10 microns across, is packaged into repeating units called nucleosomes that consist of two copies each of four histone proteins (H2A, H2B, H3 and H4) and about 147 nucleotides of DNA.
The key facts are:
- DNA is long
- The nucleus is small
- DNA is packed into nucleosomes
Each fact should be in a separate sentence.
Before: The original sentence:
DNA in a mammalian genome, which consists of about 3 billion nucleotides and has a length of approximately 2 meters yet must fit in a nucleus 10 microns across, is packaged into repeating units called nucleosomes that consist of two copies each of four histone proteins (H2A, H2B, H3 and H4) and about 147 nucleotides of DNA.
After
: Can be broken into four sentences:
A typical mammalian genome consists of about 3 billion nucleotides and has a length of approximately 2 meters. Yet [the entire genome] must fit in a nucleus 10 microns across. [DNA] is packaged into nucleosomes. [Each nucleosome] consists of two copies each of four histone proteins (H2A, H2B, H3 and H4) and about 147 nucleotides of DNA.
Passage with shortened sentences:
A typical mammalian genome consists of about 3 billion nucleotides and has a length of approximately 2 meters. Yet the entire genome must fit in a nucleus 10 microns across. DNA is packaged into repeating units called nucleosomes. Each nucleosome consists of two copies each of four histone proteins (H2A, H2B, H3 and H4) and about 147 nucleotides of DNA.
Step 2: Simplify wording
- What words is the reader unlikely to know?
- What words do they need to know?
- How can the content be simplified?
Words/concepts that can be simplified:
- "Genome" can be eliminated.
- "Nucleotides" can be changed to "bases".
- Units can be made consistent by converting "microns" to "meters".
- "Histone proteins" can be shortened to "histones".
- Histone names can be removed.
Before: Passage with shortened sentences:
A typical mammalian genome consists of about 3 billion nucleotides and has a length of approximately 2 meters. Yet the entire genome must fit in a nucleus 10 microns across. DNA is packaged into repeating units called nucleosomes. Each nucleosome consists of two copies each of four histone proteins (H2A, H2B, H3 and H4) and about 147 nucleotides of DNA.
After: Passage with shortened sentences & simplified words:
A typical mammalian cell has several DNA molecules that together contain about 3 billion bases and have a combined length of approximately 2 meters. Yet all the DNA must fit in a nucleus 0.0001 meters across. DNA is packaged into repeating units called nucleosomes. Each nucleosome consists of histones and about 147 bases of DNA.
Step 3: Add explanation
- What is the makeup of DNA?
- What is a nucleosome?
Add a sentence describing the makeup of DNA:
DNA is a very long molecule made from four bases, A, C, G and T. A typical mammalian cell has several DNA molecules that together contain about 3 billion bases and have a combined length of approximately 2 meters. Yet all the DNA must fit in a nucleus 0.00001 meters across. DNA is packaged into repeating units called nucleosomes. Each nucleosome consists of histones and about 147 bases of DNA.
Describe what a nucleosome is:
Before:
DNA is packaged into repeating units called nucleosomes. Each nucleosome consists of histones and about 147 bases of DNA.
After:
The DNA is packed tightly into repeating units called nucleosomes to make it more compact. The core of each nucleosome is a cluster of large molecules called histones. A strand of DNA about 147 bases in length wraps around the histone core like rope around a barrel.
Note that:
- In the original passage, the fact that nucleosomes make DNA more compact is inferred. In the edited passage, this fact is stated directly.
- An analogy is used to help the reader visualize a nucleosome.
First half of passage edited
DNA is a very long molecule made from four bases, A, C, G and T. A typical mammalian cell has several DNA molecules that together contain about 3 billion bases and have a combined length of approximately 2 meters. Yet all the DNA must fit in a nucleus 0.00001 meters across. The DNA is packed tightly into repeating units called nucleosomes to make it more compact. The core of each nucleosome is a cluster of large molecules called histones. A strand of DNA about 147 bases in length wraps around the histone core like rope around a barrel.
Step 1: Shorten Sentences
First, note the key facts.
Before: End of original passage:
Epigenetic modifications to histone proteins can alter the packing of nucleosomes. One type of epigenetic modification, histone acetylation, neutralizes the positive charge on lysine (K) residues at the amino terminus of histone proteins, which reduces the affinity of the histones for DNA and generally causes an increase in gene expression.
The key facts are:
- Histone modifications can alter the packing of nucleosomes.
- One type of modification reduces the attraction of histones to DNA.
- This modification also generally increases gene expression.
After: Passage with shortened sentences:
Epigenetic modifications to histone proteins can alter the packing of nucleosomes. One type of epigenetic modification, called histone acetylation, neutralizes the positive charge on lysine (K) residues at the amino terminus of histone proteins. [This modification] reduces the affinity of histones for DNA. [This modification] generally increases gene expression.
Step 2: Simplify wording
- What words is the reader unlikely to know?
- What words do they need to know?
- How can the content be simplified?
Words/concepts that can be simplified:
- "Histone proteins" can be simplified to "histones".
- "Histone acetylation" can be eliminated.
- "lysine (K) residues at the amino terminus" can be eliminated.
- "Affinity" can be simplified to "attraction".
Editing the second half
Passage with shortened sentences, simplified words:
Epigenetic modifications to histones can alter the spacing of nucleosomes. One type of epigenetic modification neutralizes the positive charge on histones. This modification reduces the attraction of histones to DNA. This modification reduces the attraction of histones for DNA. This modification generally increases gene expression.
Step 3: Add explanation
Passage with shortened sentences, simplified words:
Epigenetic modifications to histones can alter the spacing of nucleosomes. One type of epigenetic modification neutralizes the positive charge on histones. This modification reduces the attraction of histones to DNA. This modification reduces the attraction of histones for DNA. This modification generally increases gene expression.
Words/concepts that require explanation:
- What is gene expression?
- Why does nucleosome packing affect gene expression?
- Why do histone modifications affect the attraction of histones to DNA?
The concept "gene expression increases", which can be described in 3 words to a scientist, takes an entire paragraph to explain to a non-scientist. The same paragraph can explain why nucleosome spacing affects gene expression.
New paragraph explaining what is meant by "gene expression increases":
DNA contains instructions for making large molecules called proteins. There are many types of protein that each perform a particular function. Histones are a type of protein, and so are enzymes that digest foods. The amount of each protein made must be carefully regulated, and one way this is accomplished is through alterations in the packing of nucleosomes. If DNA is packed loosely, cellular machinery can bind and read the genetic instructions, which allows protein synthesis to occur. If DNA is packed tightly, cellular machinery cannot bind and protein synthesis does not occur.
Note that:
- The definition of proteins includes examples.
- The fact that histones are proteins, which was omitted earlier, is added here, after proteins are defined.
- The passage now explains why nucleosome packing affects gene expression.
- The passage explains the concept "gene expression" without using the actual phrase.
Why does affinity of histones for DNA change? This optional explanation can be added to the final portion of the passage:
Before:
Epigenetic modifications to histones can alter the spacing of nucleosomes. One type of epigenetic modification neutralizes the positive charge on histones. This modification reduces the attraction of histones to DNA. This modification reduces the attraction of histones for DNA. This modification generally increases gene expression.
After: Passage with shortened sentences, simplified words & explanation added:
Packing of nucleosomes depends, in part, on modifications to histone proteins called epigenetic modifications. Unmodified histones have positive charges that are attracted to DNA, which is negatively charged. Certain histone modifications neutralize these positive charges, thereby weakening the attraction of the histones to DNA. As a result, the DNA packs more loosely around the nucleosome. Modifications that neutralized charges on histones generally cause an increase in protein synthesis.
Note that the original passage assumes the reader knows that DNA negatively charged, a fact the reader will need to know to understand why positive charges on histones interact with DNA. Such assumptions, which are very common in writing for a professional audience, cannot be made for a lay audience.
Final
DNA is a very long molecule made from four bases, A, C, G and T. A typical mammalian cell has several DNA molecules that together contain about 3 billion bases and have a combined length of approximately 2 meters. Yet all the DNA must fit in a nucleus 0.00001 meters across. The DNA is packed tightly into repeating units called nucleosomes to make it more compact. The core of each nucleosome is a cluster of large molecules called histones. A strand of DNA about 147 bases in length wraps around the histone core like rope around a barrel.
DNA contains instructions for making large molecules called proteins. There are many types of protein that each perform a particular function. Histones are a type of protein, and so are enzymes that digest foods. The amount of each protein made must be carefully regulated, and one way this is accomplished is through alterations in the packing of nucleosomes. If DNA is packed loosely, cellular machinery can bind and read the genetic instructions, which allows protein synthesis to occur. If DNA is packed tightly, cellular machinery cannot bind and protein synthesis does not occur.
Packing of nucleosomes depends, in part, on modifications to histone proteins called epigenetic modifications. Unmodified histones have positive charges that are attracted to DNA, which is negatively charged. Certain histone modifications neutralize these positive charges, thereby weakening the attraction of the histones to DNA. As a result, the DNA packs more loosely around the nucleosome. Modifications that neutralized charges on histones generally cause an increase in protein synthesis. (259 words)
Notes on science writing for a lay audience:
- Simpler does not mean shorter. Many concepts that would be understood by a scientist must be explained to a non-scientist.
- Scientific writing should always explain why things happen.
- Always consider:
o What is the reader likely to know?
o What does the reader need to know?
o How can the content be simplified?
- As a writer, you need to understand the material you are presenting. The writer always needs to know more than the reader.
- Shorten sentences
o Unrelated ideas should be in separate sentences.
- Simplify words
o Avoid jargon and acronyms
o Identify & explain key terms
- Add explanation
o Use analogies & examples
These steps do not need to be followed in order, but they should always be considered.
Final note to the reader:
Respect your audience: Simplify the language. Don't simplify the science.
About the author
Dr. Andrea Hazard has 15 years of experience writing scientific communications for lay and professional audiences. To learn more about her freelance writing services visit her website: www.biocommunicase.com. | <urn:uuid:7420303f-7d0c-4b42-b533-db61698d7621> | CC-MAIN-2018-26 | http://nebula.wsimg.com/f7662b3f8036f5bec97ec2feb394b17a?AccessKeyId=0C61486806ADD995EB86&disposition=0&alloworigin=1 | 2018-06-22T09:31:28Z | crawl-data/CC-MAIN-2018-26/segments/1529267864387.54/warc/CC-MAIN-20180622084714-20180622104714-00357.warc.gz | 226,005,914 | 2,887 | eng_Latn | eng_Latn | 0.996289 | eng_Latn | 0.997573 | [
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Pick My Path – Materials Needed
Parent and Leader Guidebook: page 54
Lion Adventure Book: pages 12 and 19
Materials
* Copies of Pick My Path handout, one per adult
* Copy of Den Meeting Plan, one for leader(s)
* Name tags and Sharpie
* Cub Scouts Poster Set with Scout Law, Scout Oath and Den Code of Conduct (#621086 from Scout Shop)
* Blue tape or something to hang posters on wall
Optional
* Snack and water
* Activities for siblings (e.g., coloring books)
Gathering: Hold/Cold Game
* Object hidden before meeting
Activity 1: Emotion Charades
* Printed emotion pictures, one copy cut apart
Activity 2: Pick My Path
* Few extra copies of Lion Adventure Book page 12 and 19 (for those who forget book).
* Colored pencils, crayons or markers (two colors; color four pieces in one color and four in the other)
* Scissors, one per Scout
Den Meeting Plan Pick My Path
Gathering
* Hot/Cold Game
Opening
* Good conduct candle, pledge, Scout Oath, Scout Law
Talk Time
* Sharing time
* Den business
- What is a friend?
- Are your friends the same age as you, or are some different ages?
- What does a friend do?
- Have you ever been mad at your friend? It is IK to feel mad at your friend? How did you make the situation better?
- Has your friend ever been mad at you? How did this make you feel? How did you fix this situation?
* Assign Homework: Do one kind thing for a member of your family or a friend.
Activities
* Activity 1: Emotion Charades (page 56)
- Before: Sometimes we know how someone is feeling without them saying a word. We can look at what their body is doing and figure it out. This is called body language or nonverbal cues. The adults will pick an emotion and demonstration through nonverbal cues. Lions choose the emotion they think they are seeing.
- After: Ask Lions: Have you ever felt any of these emotions? Did your body tell the story to someone How long did you feel that way – 1 min? 5 min? Longer?
- Emotions are like flying animals – they fly to us, stay for just a short time, then fly away. The most important thing to remember is that feelings are always OK, but we must be aware of how we react. Some reactions are not OK (e.g., if we are angry, we must not hit anyone). Only we can choose how to respond to our feelings. It is our path to pick.
* Activity 2: Pick My Path (instructions: page 56)
Step 1: Color game piece on Lion Adventure Book, page 19 – need two colors: color four pieces in one color and four in another color
Step 2: Use Lion Adventure Book, page 12 to play tic tac toe – switch up partners After: Ask the Lions if their choice of where to place their lion paws helped them win or lose the game. Have them share how our decisions can affect what happens to us. (e.g., if we don't brush our teeth, we get cavities which will cause us pain or if we leave our bike it will rust or might get run over by parents in driveway).
* Activity 3: Games (page 57)
-
Hide and Seek
- Bandage Tag
-
Tag
- Rock, Paper, Scissors
Closing
* Scout Law. Leader reflect on one of the points of Scout Law: Kind. Ask Lions to give examples of when they were kind.
Pick My Path Adventure
Home Assignment:
Do one kind thing for a member of your family or a friend.
Feb 23 – Check in Pinewood Derby car
Feb 24 Pinewood Derby
Feb 28 Pack Meeting
Mar 7 Den Meeting
Mar 24-25 Family Campout, optional
April 4 Den Meeting at Spring Creek Park
April 14 Scout Fair at NRG, optional
www.shac.org/scout-fair
May 2 Den Meeting at TBD
May 19 Pack Meeting / Banquet
June 12-15 Twilight Camp, recommended (orion.shac.org/day-camp)
Scout Law
A Scout is trustworthy, loyal, helpful, friendly, courteous, kind, obedient, cheerful, thrifty, brave, clean, reverent.
Scout Oath
On my honor, I will do my best to do my duty to God and my country and to obey the Scout Law; to help other people at all times; to keep myself physically strong, mentally awake, and morally straight.
Pack 72
facebook.com/pack72tomball pack72tomball.scoutlander.com
Orion District
www.orion.shac.org
facebook.com/orionbsa
Sam Houston Area Council
www.shac.org
facebook.com/shac.bsa | <urn:uuid:cf14e4fa-efa1-4423-a8fc-90b8f3d0ead7> | CC-MAIN-2018-26 | http://www.samhoustonbsa.org/Data/Sites/1/media/resources/lion/2b.-pick-my-path.pdf | 2018-06-22T09:33:56Z | crawl-data/CC-MAIN-2018-26/segments/1529267864387.54/warc/CC-MAIN-20180622084714-20180622104714-00357.warc.gz | 488,639,894 | 1,048 | eng_Latn | eng_Latn | 0.954787 | eng_Latn | 0.985411 | [
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Course Syllabus for Parent Night
(2017-2018)
Course: Art 1
Teacher: Mrs. Stieber
Grade Level: 7th & 8th
Email: email@example.com
Conference Time: 8:15 – 8:45 a.m. Monday through Thursday
Textbook
Series:
(Art resources/books/as relate to lesson plan goals, themes, art shows, visual applications)
No Textbook
Art History Books, posters and visuals; which focus on artists, styles, techniques and tool usage. Additional resources include: school library, museum of art technology/teacher center, and teacher library.
Topics Covered:
-Foundation to drawing/sketching lessons through year in student's sketchbook
-Drawing Series (year long),broad based drawing media includes all required High School Media
-Fiber arts
-Intermediate basket weaving
-2-Dimensional Clay Stone; clay sculpture/molding
-3-Dimensional aluminum metal molding/punched cone lantern
-Multi-media collage
-3–Dimensional wire sculpture
-Cement mosaic glass trivet
-India Ink Drawing and Pointillism
-Oil & chalk pastels
-Print making
-Ink etching
-Acrylic, tempera, watercolor- drawing/painting
-More challenging projects offered if on lesson plan goals/schedule
Expectations:
-Art Smock Required (sleeves cut above elbow, and student's name written on front with permanent marker)
-Follow posted rules for conduct and behavior
-Work individually on projects, completed by due dates or "Norm of Class ", and exhibit student's personal best
-Maintain respect and care for art room by helping with organization and clean-up, team-work
-Treat all media and tools with respect and care
Grading:
50% Major - Completed art projects (Art show work and long term projects may count as a double major grade)
50%
Daily
–
assessment/participation/completion to
due dates
or norm
of class
of assigned
daily art
activities, research
for ideas
and bring
printed visuals
to class.
Special Projects / Events:
Art Contests: Houston Livestock Show and Rodeo, Go Texan, S.P.A.H., additional contests T.B.A.
Integration and Use of Computers:
Utilization of Library Resources, Art Teaching Technology Center, Visual Presentations, Projections, Computer Graphic, research of viable visuals
Field Trips:
Every other year - not our turn this year
Other: Art1 is a "High School Credited Class" and required for 9th grade Drawing1
Check out the "Art Corner" s ection in the St. JP II Tuesday Newsletter for Art updates, contests, information. | <urn:uuid:4412ad3a-bb97-4e76-9ec5-f787946b1969> | CC-MAIN-2018-26 | https://jp2.org/documents/2017/9/Stieber%20Syllabus%20Art.pdf | 2018-06-22T09:29:44Z | crawl-data/CC-MAIN-2018-26/segments/1529267864387.54/warc/CC-MAIN-20180622084714-20180622104714-00359.warc.gz | 662,780,968 | 594 | eng_Latn | eng_Latn | 0.957645 | eng_Latn | 0.957645 | [
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QUESTIONS AND ANSWERS ON AGING SKIN
WHAT IS PHOTODAMAGE AND HOW CAN IT BE PREVENTED?
"Photodamage" is a term that encompasses all harmful interactions between sun and skin, both acute and chronic. Virtually everyone is acquainted with the red, swollen, stinging experience of sunburn. Yet, many are unaware that accumulated sun exposure may lead to a wide variety of delayed effects, such as skin cancers, scaly pre-cancers (actinic keratoses) and other effects, like facial wrinkling, which we commonly assume are due to aging. Although the word "photo" simply means light, most skin researchers believe the effects seen with photodamage are caused by solar-generated long and short wave ultraviolet light (also know as UVA and UVB).
The prevention of photodamage is simple. First, avoid sun exposure during the peak hours of 10 am and 3 pm. Second, wear long sleeved clothing and broad brimmed hats. Finally, since peak sun exposure may be unavoidable and because loosely woven fabrics may allow up to 50% penetration of ultraviolet light, apply a broad spectrum sunscreen that protects against UVA and UVB rays, such as SolBar.
Because 80% of a lifetime Sun exposure may be accumulated before the age of 20, the most effective prevention of photodamage is regular use of sunscreen by children and teens. Fortunately, it's never too late to start a regimen of protection., A dramatic improvement can be seen in the severely photodamaged skin of older patients who use a broad-spectrum sunscreen with an SPF of at least 15 every day.
IS NORMAL AGING OF THE SKIN DIFFERENT THAN PHOTOAGING?
Yes, and this has been an area of fascinating research in the last decade. Although skin does undergo some alterations with the passage of time, such as thinning, dryness and laxity, these aging changes are very mild in sun-protected skin. In contrast, sun exposed skin undergoes both photoaging and intrinsic aging, resulting in the more dramatic finding we typically associate with coming of age: wrinkles, laxity, mottling of pigmentation scaly-ness or dryness and accentuation of small blood vessels. A simple way to illustrate this is to compare the skin on the back of the hand or the face with sun-protected skin such as the breast of abdomen.
WHAT CAUSES LIVER SPOTS?
"Liver Spots" are large flat or scaly brown spots that develop o the backs of the hands. They are so named because they have a liver-like color, not because they result from liver disorder. Most liver spots are simply large, sun-induced freckles. The only way to avoid them is to use sun protection early in life. These spots are of little medical consequence. They are one of a large group of benign skin growths patients acquire with age an sun exposure. A common brown, scaly growth known as keratosis may give the appearance of a liver spot when it arises in its flat form on the back of the hands. The thicker, dark brown, scaly, "stuck-on" looking keratosis is often found on the torso of older adults.
WHY DOES MY SKIN SEEM TO GET DRIER AS I GET OLDER?
Once again the key to this question may lie in the difference between sun-exposed and sun-protected skin. Sun-protected skin in older patients is only slightly drier than that in younger patients Chronically sun-exposed skin cannot maintain itself as well as sun-protected skin. This dryness should be controllable with the regular use of effective moisturizing creams and lotions.
HOW DO YOU KEEP THE SKIN ON THE SOLES OF THE FEET SOFT AS YOU AGE?
This is a common complaint of older patients A hot topic of research in the treatment of dry skin has been the effect of creams containing. the alpha hydroxy acids. These may not only moisturize the skin but cause it to grow in a more normal and less scaly fashion. | <urn:uuid:c96ff997-0974-4216-a69c-9fd461f35218> | CC-MAIN-2018-26 | https://static1.squarespace.com/static/574c7fa12eeb81625afcfda3/t/577ebc18414fb5e306b5817b/1467923480456/Aging_skin_QA.194113934.pdf | 2018-06-22T09:25:26Z | crawl-data/CC-MAIN-2018-26/segments/1529267864387.54/warc/CC-MAIN-20180622084714-20180622104714-00359.warc.gz | 735,306,929 | 851 | eng_Latn | eng_Latn | 0.998451 | eng_Latn | 0.998451 | [
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Environmental Issues
Problem Statement
Facts
Clean and dependable water sources are crucial to meeting environmental as well as municipal, agricultural, and economic development needs. It is difficult to place a monetary value on environmental water needs, in large part because it is hard to identify stakeholders with a financial interest in maintaining streamflows. However, ecotourism in the form of wildlife-watching provides an economic boost of greater than $100 million to the regional economy. And the direct impact to the region of recreational and commercial fishing in the lower Laguna Madre area exceeds $222 million and $63 million, respectively. Other recreational needs tied to water resources in the Lower Valley (i.e., tourism at coastal resorts not related to fishing) need to be quantified.
Water resources are vital to the health of people in the Lower Rio Grande Valley as well as to the wildlife, fisheries and habitat throughout the region. Environmental water needs need to be recognized and incorporated into planning efforts in order to ensure sustainability within the region.
In-stream flows are necessary for the health of aquatic life in rivers and streams and for recreational uses of these areas. Water flowing into the Gulf of Mexico and the Laguna Madre and its associated estuaries is not wasted water, but is essential for supporting aquatic species in rivers and streams, maintaining salinity regimes, providing adequate amounts of nutrients, maintaining open connections with marine habitats for use by many species of marine organisms and aiding in the control of problematic aquatic vegetation. The health of many recreational and commercial fisheries depends on these flows.
Flows in the Lower Rio Grande are being threatened by the proliferation of nuisance water weeds (water hyacinth and hydrilla). At the same time, these water weeds are harming the habitat needed by aquatic species. Managing water weeds could both increase flows and improve habitats for fish and wildlife.
The quantity of water in the Rio Grande continues to decline. Because of low flows, the river ceased to reach the Gulf of Mexico several times in 2001 and 2003.
Native wildlife habitat along riparian areas (river corridors) is shrinking due to increases in agriculture and urban population growth and land use. Habitat and water needed to sustain these ecosystems are necessary for wildlife species, including threatened and endangered species. Extensive investment has been made through federal and state refuges and other lands for wildlife management purposes, which also have provided the Lower Rio Grande Valley with significant economic benefits from tourism.
The quality of the water in the Rio Grande also is an issue. Water sources for municipalities, agriculture, wildlife, fisheries and recreation currently are adversely affected by excessively high levels of nutrients, such as phosphorus and
One in a series of white papers designed to serve as a springboard for dialogue and discussion on water issues in the Lower Rio Grande Valley.
White Paper
nitrogen, as well as bacteria from non-point source runoff and untreated wastewater. Excessive nutrient levels contribute to hypoxia, which occurs periodically in the Rio Grande and regularly in the Arroyo Colorado, causing massive fishkills.
In some cases, bans on fish consumption have been implemented because of high levels of such contaminants as polychlorinated biphenyls (PCBs) and persistent organochlorine pesticides.
New technologies such as desalination (treating sea water, brackish groundwater, and brines associated with oil and gas production) can improve water quality and provide additional flows. While desalination has relatively fewer impacts on the environment than other water management strategies, the issue of brine disposal is important and needs to be resolved.
Potential Solutions
I Increase international and interstate cooperation on water issues to recognize and plan for meeting environmental water needs.
I Continue regional, state, interstate, and national recognition of and cooperation in addressing environmental water needs.
I Improve water rights policy to allow water to be left in a stream throughout the stream's course.
I Provide incentives and/or resources to enhance the Texas Water Trust.
I Establish scientifically and ecologically based minimum flows for streams and inflows to bays and estuaries.
I Increase education of the public concerning the environmental aspects of water issues.
I Work with nongovernmental entities (i.e., environmental organizations) to develop ways to finance and implement increases in flows.
I Increase the overall volume of flows in the Lower Rio Grande, thus creating additional sources of water that might be allocated to streamflows.
I Seek ways to remove nuisance aquatic vegetation from the LRGV, thus increasing stream flows and improving habitat.
I Improve education programs aimed at informing the public of the importance of the ecosystems associated with the Lower Rio Grande Valley.
Barriers to Solutions
I Lack of public understanding of water quantity and quality issues, especially in regard to environmental concerns.
I Limited funding at state and federal levels to adequately address environmental water needs.
I Lack of effective interstate and international cooperation regarding current water treaty provisions.
I Lack of a long-term plan for sustainable management of the transboundary Rio Grande basin. | <urn:uuid:4e456583-87e6-49c4-b370-eb44f5d5e237> | CC-MAIN-2018-26 | http://rgrwa.org/images/pdfs/environmental.pdf | 2018-06-22T09:15:18Z | crawl-data/CC-MAIN-2018-26/segments/1529267864387.54/warc/CC-MAIN-20180622084714-20180622104714-00360.warc.gz | 267,931,711 | 993 | eng_Latn | eng_Latn | 0.993772 | eng_Latn | 0.995071 | [
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Teaching Resource Items for Rescue and Redemption
These items are selected from "Teaching Plans" in Rescue and Redemption—Bible Teaching Guide. They are provided to make lesson preparation easier and faster for handouts and similar items. (An item is not provided for every lesson, since every lesson's "Teaching Plans" does not include items that lend themselves to handouts.)
See Rescue and Redemption—Bible Teaching Guide for guidance in using these items.
Permission is granted to download, print out, make copies, and use in Bible study classes in your church.
Copyright © 2018 BAPTISTWAY PRESS ® . www.baptistwaypress.org
Teaching Resource Items
1. For Lesson One, Discovery Plan— Step 6, Group Discussion Questions
2. For Lesson Two, Discovery Plan— Step 2, Group Assignments
3. For Lesson Four, Discovery Plan— Step 3, Sentence Strip Statements
4. For Lesson Seven, Discussion Plan— Step 1, Top Ten Fears
5. For Lesson Ten, Discovery Plan— Step 1, Crisis Situations
6. For Lesson Ten, Discovery Plan— Step 3, Quiz on Mark 9:2-13
7. For Lesson Eleven, Discovery Plan— Step 4, Group Discussion Questions
8. For Lesson Twelve, Discovery Plan— Step 3, Pre-class Assignments
9. For Lesson Thirteen, Discovery Plan— Step 6, Discussion Assignments on Philemon
Group Discussion Questions
Discussion Questions
Discussion Questions
1. What in your life would be the most difficult to let go or sacrifice to respond in faith to God?
2. How do you determine when a calling is the voice of God? How do you know when it's not the voice of God?
3. When was the last time you obeyed God in doing something unexpected? What happened?
4. What was the last thing God asked you to do that you have not yet done?
5. When have you experienced God as the great provider?
Discussion Questions
1. What in your life would be the most difficult to let go or sacrifice to respond in faith to God?
2. How do you determine when a calling is the voice of God? How do you know when it's not the voice of God?
3. When was the last time you obeyed God in doing something unexpected? What happened?
4. What was the last thing God asked you to do that you have not yet done?
1. What in your life would be the most difficult to let go or sacrifice to respond in faith to God?
2. How do you determine when a calling is the voice of God? How do you know when it's not the voice of God?
3. When was the last time you obeyed God in doing something unexpected? What happened?
4. What was the last thing God asked you to do that you have not yet done?
5. When have you experienced God as the great provider?
Discussion Questions
1. What in your life would be the most difficult to let go or sacrifice to respond in faith to God?
2. How do you determine when a calling is the voice of God? How do you know when it's not the voice of God?
3. When was the last time you obeyed God in doing something unexpected? What happened?
4. What was the last thing God asked you to do that you have not yet done?
5. When have you experienced God as the great provider?
5. When have you experienced God as the great provider?
Item 1, For Lesson One, Discovery Plan— Step 6, Group Discussion Questions
Instructions for use are found in
Rescue and Redemption—Bible Teaching Guide.
Copyright © 2018 BAPTISTWAY PRESS
®
www.baptistwaypress.org
Group Assignments
Group 1
Group 2
Read Genesis 37:14-28. Also read the Study Guide sections, "A Simple Mission" and "An Evil Scheme." Create a firsthand report of the events in this passage as if you were Joseph. Be prepared to read your report to the rest of the group.
Read Genesis 37:14-28. Also read the Study Guide sections, "A Simple Mission" and "An Evil Scheme." Create a firsthand report of the events in this passage as if you were Reuben. Be prepared to read your report to the rest of the group.
Group 3
Read Genesis 37:14-28. Also read the Study Guide sections, "A Simple Mission" and "An Evil Scheme." Create a firsthand report of the events in this passage as if you were one of the Midianite merchants. Be prepared to read your report to the rest of the group.
Item 2, For Lesson Two, Discovery Plan— Step 2, Group Assignments
Instructions for use are found in
Rescue and Redemption—Bible Teaching Guide.
Copyright © 2018 BAPTISTWAY PRESS
®
www.baptistwaypress.org
Sentence Strip Statements
Elisha sent King Aram a message, instructing Naaman to go to the prophet (Elisha).
Naaman went to the door of Elisha's home.
Elisha sent a messenger to Naaman, telling Namaan to wash seven times in the Jordan to cure his leprosy.
Naaman went away in a rage because of Elisha's instructions.
Naaman's servant spoke up and encouraged Naaman to follow Elisha's instructions.
Namaan dipped in the Jordan seven times, restoring his flesh.
Item 3, For Lesson Four, Discovery Plan— Step 3, Sentence Strip Statements
Top 10 Fears of 2017
(As researched by Chapman University)
Item 4, For Lesson 7, Discussion Plan— Step 1, Top Ten Fears
Crisis Situations
1. You receive word that your children's school has been locked down because of an active shooter on campus.
2. Your spouse has been diagnosed with a terminal illness.
3. Your vehicle runs out of gas in the desert twenty miles from any service.
4. A Christian mentor you admire and respect fails morally.
5. Your home has been completely destroyed by a tornado.
6. A trusted friend has spread a ruthless rumor about you.
7. The airplane in which you are traveling has experienced catastrophic engine failure and is descending rapidly over the Pacific Ocean.
8. Your child has been bitten by a rattlesnake eight miles into a hike in the mountains.
9. Your boss tells you your job has been terminated.
10. One of your children is missing.
Quiz on Mark 9:2-13
1. Who did Jesus take with him up the mountain?
2. What happened to Jesus' appearance?
3. What two historical figures appeared with Jesus?
4. What did one of the disciples want to do when he saw the three of them?
5. What happened next?
6. What did the voice from heaven say about Jesus?
7. What command did Jesus give his disciples when they descended the mountain?
8. What was confusing about this command for the disciples?
9. What question did they ask Jesus?
10. How did Jesus answer them?
Group Discussion Questions
Discussion Questions Group 1
Discussion Questions Group 1
Read John 3:4-15
1. What was Nicodemus' question after Jesus explained that no one could enter the kingdom of God unless they were born again?
2. What is the significance of the illustration of being born of water and Spirit?
3. What is the meaning of the illustration Jesus used concerning wind? great provider?
Discussion Questions Group 2
Read John 3:4-15
1. What does the term "Son of Man" mean, and where did it come from?
2. What is the value of a personal testimony when it comes to sharing the good news of the gospel?
Read John 3:4-15
1. What was Nicodemus' question after Jesus explained that no one could enter the kingdom of God unless they were born again?
2. What is the significance of the illustration of being born of water and Spirit?
3. What is the meaning of the illustration Jesus used concerning wind? great provider?
Discussion Questions Group 2
Read John 3:4-15
1. What does the term "Son of Man" mean, and where did it come from?
2. What is the value of a personal testimony when it comes to sharing the good news of the gospel?
3. What is the symbolism of Jesus' reference to the serpent being lifted up in the desert by Moses?
3. What is the symbolism of Jesus' reference to the serpent being lifted up in the desert by Moses?
Item 7, For Lesson Eleven, Discovery Plan— Step 4, Group Discussion Questions
Instructions for use are found in
Rescue and Redemption—Bible Teaching Guide.
Pre-class Assignments
Acts 12:1-4
Acts 12:5
Persecution of the Early Church.
Why were Christians persecuted during Peter's time? What persecution do we endure today?
Acts 12:6-11
Simon Peter's Miraculous
When the Church Prays.
Do we underestimate the power of prayer? How and why? What does it mean when our prayers are unanswered?
Acts 12:12-19
Simon Peter's Reunion with
Rescue. Why was Peter rescued from prison? Does God deliver us from difficult or dangerous circumstances today? Ask for an example or personal testimony.
Friends. When Peter's friends saw him, why were they astonished? Why did Peter leave so quickly?
Item 8, For Lesson Twelve, Discovery Plan— Step 3, Pre-class Assignments
Instructions for use are found in
Rescue and Redemption—Bible Teaching Guide.
Copyright © 2018 BAPTISTWAY PRESS
®
www.baptistwaypress.org
Discussion Assignments on Philemon
Philemon: A Dear Friend and Fellow Worker (1-7)
Paul, An Advocate (8-9)
Besides Philemon, who was Paul appealing to in the first few verses who could become an advocate for Onesimus? What are some of the characteristics of Philemon that Paul admired in his close friend? What was Paul trying to accomplish in his opening greeting and prayer?
Onesimus: Paul's Son, His Very Heart (10-16)
What are some of the reasons Paul expressed his advocacy for Onesimus? On what basis was Paul appealing to Philemon to accept Onesimus (v.16)?
What approach was Paul trying to avoid as he made an appeal to Philemon on behalf of Onesimus? What was the basis of his appeal to Philemon?
Paul's Appeal (17-25)
What was the content of Paul's request? What did Paul offer to Philemon to soften his appeal? What was the purpose of listing those who also sent their greetings?
Item 9,
For
Lesson Thirteen, Discovery Plan—
Step 6,
Discussion Assignments on Philemon | <urn:uuid:5840dd65-02c5-496b-9bc4-099b1774c008> | CC-MAIN-2018-26 | https://texasbaptists.s3.amazonaws.com/baptistway-press/bigcommerce/teaching-resource-items/RescueResourceItems.pdf | 2018-06-22T09:07:38Z | crawl-data/CC-MAIN-2018-26/segments/1529267864387.54/warc/CC-MAIN-20180622084714-20180622104714-00360.warc.gz | 726,415,522 | 2,280 | eng_Latn | eng_Latn | 0.939932 | eng_Latn | 0.996405 | [
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Constructing a Pentagon from a Circle, in Google SketchUp
There is a very nice animation of how a pentagon can be created from a circle on this Wikipedia page: http://en.wikipedia.org/wiki/File:Pentagon_construct.gif
This project shows how to create this construction in Google SketchUp.
All you need to complete this project is a few SketchUp tools.
1. Open Google SketchUp. If your file contains a person standing on the ground near the origin, click the Eraser tool and erase him or her.
2. From the main menu, choose Camera / Standard Views / Top. Now you're looking down on the "ground," and the word Top appears in the top left corner of the SketchUp window.
3. Activate the Circle tool.
4. It's important to keep in mind that circles in SketchUp aren't really circles - they are actually segmented polygons. The default number of circle "sides" is 24, but to more closely approximate a circle, this number should be much higher. Type the number 240, which appears in the Sides field in the lower right corner of the SketchUp window. (Don't click in this field, just type and the number will appear.) Then press Enter.
5. To create the circle, click anywhere to place the center, then move the mouse in either the green direction (vertically) or the red direction (horizontally) and click to complete the circle.
6. To mark the center of the circle, right-click on the circle's edge and choose Point at Center. A small dot appears at the center.
7. Activate the Line tool and draw a line starting at the center point and proceeding straight up, in the green direction, until you reach an endpoint along the circle. Then draw another line from the center proceeding to the left, in the red direction, until you reach an endpoint.
8. For the next line, start at the top of the vertical line, and end at the midpoint (look for the cyan midpoint indicator) of the horizontal line.
The next step is to add a line starting at the bottom of the diagonal line you just drew, which will bisect (divide in half) the angle indicated below. We could measure this angle and halve it, but there's a more exact way in SketchUp to bisect this angle.
9. We'll make a rotated copy of the diagonal line, but first we need to select what's going to be copied. So activate the Select tool, then click the diagonal line to select it.
10. Activate the Rotate tool, and click to place the protractor at the bottom of the diagonal line.
11. Press the Ctrl key (PC) or the Option key (Mac), so that a copy will be made. You don't have to keep this key pressed - just tap it once. You should now see a "plus" sign attached to your cursor.
12. The next two clicks define the start and end angles. For the start angle, click anywhere along the diagonal line.
13. For the end angle, click anywhere on the right half of the horizontal line. Look at the Angle field, which lists a rather inexact ~63.4 degrees. Taking half of this angle would also be pretty inexact.
14. Because we want to bisect this angle, we want another copied line in the middle of the angle just measured. So before clicking anywhere, type 2/ (don't forget the slash symbol for division) and press Enter. This creates the line indicated below, halfway between the diagonal and horizontal lines.
15. Activate Line and start the next line where the bisecting line meets the vertical line.
16. This line needs to be horizontal, so press the right arrow key to lock the line to the red direction. Now wherever you move the cursor, the line always stays red.
17. Click to end the line where it meets the circle. You may have to zoom in closely to click the exact endpoint where this line hits the circle.
18. Now we have both endpoints of one of the pentagon edges - draw the line shown below.
19. Erase everything inside the circle except for the center point and the pentagon edge you just drew.
You could repeat this process of creating lines for the other four edges, since SketchUp enables you to easily create parallel and perpendicular lines. For example, the lines for the next edge would be set up like this:
But since we already know how to use the Rotate tool to make copies, a much easier way to finish the pentagon is to just rotate-copy the one pentagon edge we already have.
20. Select the edge, activate Rotate, and place the protractor at the center of the circle.
21. Press Ctrl or Option to make a copy, and for the start and end angles, click both endpoints of the pentagon edge, in either order. Look in the Angle field - the rotation angle should be 72 degrees (5 * 72 = 360).
22. Immediately after the copy is made, type 4x so that four copies will be created instead of just one. If you've done it correctly, you'll have five pentagon edges that loop back to the start point.
23. Use the Eraser to remove the edges of the circle, and you're done!
Start with a Different Circle
To create the pentagon, we started with a circle that had 240 edges. But with so many edges, it's a bit hard to find each tiny segment's endpoints, making it necessary to zoom in closely when creating some of the construction edges.
This pentagon construction can be done with a circle that has many fewer edges. What is the minimum number of edges you'd ned to use? | <urn:uuid:b4654632-50f8-4f2a-8284-c5a5f0534e2e> | CC-MAIN-2018-26 | http://www.3dvinci.net/mathforum/PentagonFromCircle_Student.pdf | 2018-06-22T09:14:02Z | crawl-data/CC-MAIN-2018-26/segments/1529267864387.54/warc/CC-MAIN-20180622084714-20180622104714-00360.warc.gz | 347,274,672 | 1,173 | eng_Latn | eng_Latn | 0.996752 | eng_Latn | 0.997843 | [
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`
PUBLIC FORUM #2
Re:
African Burial Ground Public Forum #2
Date:
June 19, 2007
Notes:
by Wendy Anderson, Reuben Hull and Robbi Woodburn.
COMMENTS:
Tom Ferrini stated that slavery in NE is not taught or told and shouldn't be ignored. He likes coffin, trade route ideas and harsh reality of #4 it describes what went on and why.
Robert Stiefel (UNH Humanities) likes number four feels that it invites you in. He likes the statue at the beginning of the space. He likes the symbols in the contemplation space (for example the triangle and coffin represent death and loss of and the circle represents eternity) and the words in middle/transition space. The circle could be enriched with the additions of blue stone for the ocean area. The ocean area relates to Portsmouth which was on the trade route.
Liz Wright is concerned that the focus needs to be clearer. She feels that the 1779 petition which is unique to Portsmouth and very important should be included. She has mixed feelings about the layout of #3 but could work with it. Likes the inlaid hexagonal symbols saying coffins are here. Could also work with the Declaration on Independence with the enslave peoples awareness of its purpose; then relate it to the Emancipation Proclamation and tie it to the Lincoln Memorial.
Lydia Breen likes #4 but thinks the maybe trade route could be moved further down the walk and the contemplative area should be more for quiet thinking and not be informational. Also need to evoke Africa more.
Mary Anne Caprioli feels that #4 provides the most powerful commemorative and educational feeling. She believes that the center section should talk about the 1779 petition and the female voices and roles of women should not be forgotten.
John Maher is concerned about the durability of the trees and vegetation. Questioned whether there would be enough room for the trees, how to deal with snow removal and what to do about people making wrong turns in the area. There should be a sign at the entrance as to traffic restriction. He felt that people were in a rush to vote on the "right" solution and there should be more deliberation before selecting an option or design. He also wanted fewer but larger green spaces so the vegetation had a better chance of survival and so people would feel comfortable and welcomed.
Liz Wright would like to see white pine integrated to symbolize coffin material.
Eric Weinrieb (Altus Engineering) likes the landscaping on both sides. He thinks that 810 feet should be adequate for survival and would love to see Chestnut trees on Chestnut St. He feels that the street should be gateway to the city for pedestrians from the south side of Portsmouth and this layout is oriented to be experienced consecutively from State St. He did say that signage on the Court Street side of the retaining wall should help create the sense of a second entrance. The design should incorporate elements which can be accessed from both sides. Chestnut St. could be renamed for perhaps a local Civil Rights leader. A Chestnut tree was planted in
African Burial Ground Public Forum #2
PUBLIC FORUM #2
Comment Notes
June 19, 2007
Page #2
Portsmouth in commemoration of the signing of the Declaration of Independence and might be done as part of this project.
Edna Feighner (NH State Historic Preservation Office) stated that the State would prefer no trees were planted because the tree roots would disturb the burials.
Comment: Trees are important in cemeteries, why is there a problem with them here?
Comment: They use trees in containers in places like Chicago.
Valerie Cunningham is concerned about what the trees, lawn and vegetation would look like in winter as well as summer. She would like to see the space as self sustaining and wanted everyone to think forward 50 years and what the space would look like.
Jack McGee likes #4 and trees.
Comment: There should be discussion with the State Historical Office and an archeological survey done for planting of the proposed trees.
Daniel Minter (Portland, Maine) likes all concepts, likes the circle. He felt that we have talked a lot about the trees but not about the internal concept. We should focus on the concept. He talked a little about the visceral feeling of parts of concepts.
Eric Weinrieb says that no bodies were found on the East side where the waterline was.
Comment: The whole street should be considered a burial ground despite historical sources.
Liz Wright said that #5 was reminiscent of the "Yellow Brick Road" and trading beads held a negative connotation. She felt that the trade beads had an association of "property" which was somehow troublesome and calming at the same time.
JerriAnne Boggis says that in #5, if someone sat on the bench, they would be turning our backs on and sitting on known burials.
Comment: The trees beautiful, natural process is ok but if we want to be safe we should put the trees where the bodies were taken out.
Comment: But the bodies will be re-interred close to where they come from.
Geraldine Palmer likes the simplicity of #3.
Vernis Jackson is torn between #3 & #4. She likes the concept of the circle but feels that the circle concept is over done in other burials. She wants this place to be different and unique; a place that says "this is Portsmouth. We are who we are and who we were." She also feels there is something to be said for simplicity.
103 Kent Place, Newmarket, New Hampshire tel: 603.659.5949 fax: 603.659.5939
.
African Burial Ground Public Forum #2 PUBLIC FORUM #2 Comment Notes June 19, 2007 Page #3
Liz Wright also likes #3 and feels that the 1779 petition would be important on bollards and at the end as it leads to nothingness or a sense of absence suggesting that the petition died away!
Comment: Words are important as well because most people do not think in abstracts like blank spaces suggesting absence in #3.
Vernis Jackson commented that some artifacts like the shroud pin and salt were found and should be considered as locally significant symbols.
Comment: There were 2 instances of culturally modified teeth, removal of incisors and tooth filing and reshaping.
Liz Wright talked about the sculpture at the NYC Burial Ground.?
Comment: Both the circle and the square work in all human cultures. They are symbols of completeness. Another thought about cobblestone that is pre-cast so can't be removed by tourists looking for souvenirs
Comment: Liked the suggestion that there be no beginning or end. The cemetery should flow and have formal entrances at both ends. It should look like a cemetery because that is what it is. Those individuals should be honored and the ground is sacred. That is part of what is important of who they were, as much as we know about them. | <urn:uuid:85937105-d359-415e-bab6-32855bd81994> | CC-MAIN-2018-26 | http://africanburyinggroundnh.org/files/PublicForum2.pdf | 2018-06-22T09:04:44Z | crawl-data/CC-MAIN-2018-26/segments/1529267864387.54/warc/CC-MAIN-20180622084714-20180622104714-00361.warc.gz | 9,686,379 | 1,482 | eng_Latn | eng_Latn | 0.999066 | eng_Latn | 0.999055 | [
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Letter of Request of the Sacrament of Confirmation to the Bishop – RUBRIC
Due no later than class on Sunday, Oct. 1
Confirmation is 1 of the 7 sacraments in the Catholic Church. According to the Catechism of the Catholic Church (CCC), which is the official doctrine of the church, confirmation is when candidates receive the Holy Spirit and are considered full members of the Catholic Church. To be eligible for confirmation, a candidate must be baptized and attend confirmation classes. One of the steps to prepare for confirmation is requesting the sacrament. Candidates write a letter to their bishop to formally request the sacrament of confirmation. Use this rubric to write a letter requesting the sacrament of confirmation.
1. Format the letter using a formal letter writing style. Include a greeting, body of the letter, and signature. Type your letter; do not hand write it, except for the signature at the conclusion of the letter.
2. Address the bishop in the greeting. Begin your letter with Dear Most Reverend Thomas J. Tobin. Use the title Bishop when addressing him.
3. Introduce yourself in the first paragraph. Tell the bishop your name, age, year in school, and what school you attend. Include some information about your background, family, activities, or interests. This paragraph shouldn't be a long biography, but a brief description of who you are.
4. Request the sacrament of confirmation in the second paragraph. Tell the bishop why you want to be confirmed in the Catholic Church. Explain what Confirmation means to you and why it is important that you receive the sacrament.
5. Explain your preparation for Confirmation in the third paragraph. Note any formal preparations within the church setting, such as Confirmation classes. Address how you are preparing through prayer, how often you are attending mass, and how the worship services are helping you. Explain how any community service has deepened your spiritual life. Take time to honestly evaluate your spiritual life and note areas where you are strong in your faith, as well as needing improvement. Explain why you are ready for Confirmation.
6. Tell who your Confirmation sponsor is and why you chose them in the fourth paragraph. Explain why you chose this person to witness your commitment.
7. Tell the bishop your chosen Confirmation name in the fifth paragraph. Explain why you chose your name, including why you admire this saint.
8. In the sixth paragraph, apply Confirmation to your future. Explain how you plan to stay connected to God throughout your life. Evaluate the role the Holy Spirit will play in your spiritual growth. Tell how you will continue to serve others and God in your life. Tell the bishop how you plan to live out your Confirmation promises in the future.
9. Conclude the letter. Use the words "Sincerely" or "Best Regards" before your signature line. Be sure to sign the letter with your complete name using a blue or black ink pen.
- Follow this rubric.
- Remember to spell check, and edit for grammar and capitalization.
- Please ask a parent to read/edit your letter. | <urn:uuid:a585484e-e24b-4b17-9c90-b48ec43c081f> | CC-MAIN-2018-26 | https://uploads.weconnect.com/mce/c6d28f73737fec3883c5b4cebe30bfe12bbe4bf4/Letter_of_Request_of_the_Sacrament_of_Confirmation_to_the_Bishop.pdf | 2018-06-22T09:20:46Z | crawl-data/CC-MAIN-2018-26/segments/1529267864387.54/warc/CC-MAIN-20180622084714-20180622104714-00359.warc.gz | 754,800,342 | 633 | eng_Latn | eng_Latn | 0.997097 | eng_Latn | 0.997097 | [
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Emerald Ash Borer and Your Woodland
Why should you be concerned about the emerald ash borer?
E merald ash borer (Agrilus planipennis Fairmaire) has rapidly become the most important pest of ash trees (Fraxinus spp.) (Fig. 1) in North America. Emerald ash borer (EAB), a native of Asia, had never been found in North America or Europe until it was discovered in southeastern Michigan and Windsor, Ont., in June 2002. This exotic pest was probably introduced at least 10 years before it was discovered, in wood crating, pallets or similar packing material that was shipped into Michigan from Asia.
Damage to ash trees is caused by the EAB larvae, which feed in S-shaped tunnels on the inner bark of branches and tree trunks (Fig. 2). The inner bark, called phloem, transports nutrients and water within the tree. Galleries excavated by the flat, creamcolored larvae cause branches and eventually the entire tree to die. All true ashes such as green ash (F. pennsylvanica), white ash (F. americana) and black ash (F. nigra) are susceptible to EAB.
have already been killed. In addition, localized populations of EAB, called outliers, have been found in nearly all counties in lower Michigan. These outliers are a result of infested ash firewood, nursery trees or logs that were transported out of southeastern Michigan before EAB was identified. Populations of EAB have also been found in several areas of Ohio, Indiana and Illinois, and more recently in Maryland and Pennsylvania. Detection and survey efforts will continue, and the chances are good that more EAB infestations will be discovered. Information about EAB regulations, symptoms of infested trees, insecticides for landscape trees and other topics can be found at
www.emeraldashborer.info.
What does EAB mean for the woodland owner in Michigan? Should you try to harvest your ash as quickly as possible? How should you manage your forest? Should you just let nature take its course?
Fig. 1 – Healthy ash tree.
There are no simple answers to such questions. Much will depend on the condition of your woodland, your objectives for the property and the current status of the EAB situation. You will need to explore your options with a professional forester and stay up-to-date on the EAB regulations that affect your area.
Keep in mind, however, that EAB is not like a native forest insect – it is much more destructive and aggressive than its relatives such as bronze birch borer and two-
Scientists believe that virtually all ash species in North America are at risk if EAB continues to spread. Emerald ash borer does not attack mountain ash (Sorbus sp.) and has not attacked other tree species in North America.
The EAB infestation has severely affected ash trees in southeastern Michigan. Estimates suggest more than 20 million ash trees in urban, suburban and forested areas
William E. Cook 1 and Deborah G. McCullough 2
1
District Forester, Michigan State University Extension
2Associate Professor, Dept. of Entomology and Dept. of Forestry, Michigan State University
David Cappaert, MSU
lined chestnut borer. North American ash trees have little resistance to this new pest, and even large, healthy ash trees will be killed within a few years of infestation. Prompt attention is needed to reduce the potentially negative economic and ecological impacts of EAB on your property. The following considerations can help you think about how you will manage your woodland property.
1. Consider reducing ash abundance.
Ideally, ash should make up no more than 10 to 25 percent of the basal area of your woodland. If ash exceeds that level and you believe that you have marketable ash trees on your property, you may wish to get estimates and consider selling the ash trees. The level of urgency will depend on how close your property is to sites known to be infested, your overall objectives for the property and the abundance of ash compared with other species on the site.
If you think you have marketable ash trees, work with a professional consulting forester – decisions about timber sales and stumpage values can be complicated. Consulting foresters can help you identify the markets that are available in your area. They may also know of portable or custom sawmills that can be hired to saw ash trees into boards for your own use or for sale.
You may also want to work with neighboring woodland owners. They are probably facing a situation similar to yours. Often the per-acre costs of setting up a timber sale decrease when larger areas are involved. Cooperating with neighbors may lead to lower costs and better timber prices for everyone.
Other tree species may be part of a harvest that removes ash. Many woodlands can benefit from a well-planned harvest in which ash reduction is only one of several landowner objectives. A mixed-species sale may be of interest to more buyers or result in higher profits for you. Again, it is important to work with a professional forester to ensure that the productivity and the health of your woodland are maintained or even enhanced by a harvest.
If you are considering a timber sale, know the current EAB situation in your area – does your property fall within a quarantined area?
If your woodland is in a quarantined county or township, contact the Michigan Department of Agriculture and learn about your options. The EAB situation is dynamic – regulations, quarantines and options can change rapidly as new information becomes available. The Michigan Department of Agriculture or the regulatory agency in your state will have the most up-to-date information available about quarantines, restrictions and options that apply to property in specific geographic areas. Generally, ash logs, wood or chips can move within quarantined areas but cannot be transported out of quarantined areas, into the Upper Peninsula or across state borders without compliance agreements and special permits from the state regulatory agency/agencies.
2. Non-timber Considerations
Many of the ash trees on your property may be too small for harvesting, or you may not want to get involved with harvesting and selling timber. You may still, however, want to consider cutting these trees to reduce the overall abundance of ash in the woodland and to reduce the density of EAB populations in your area.
Ash makes excellent firewood – it is easy to split and burns hot. But PLEASE, remember that a single piece of infested ash firewood can start a new EAB infestation! Many regulations apply to ash firewood. Also, most campgrounds in the north central United States do not allow visitors to bring in firewood, particularly ash firewood, that originated in infested states or areas. It's best to avoid transporting ash firewood off your property altogether.
Ash trees can simply be cut and left on the ground. After cutting, the phloem and wood dry out, and after 6 to 12 months, even large pieces of ash will no longer be suitable for EAB egg laying or larval development. The decaying trees will provide habitat for many wildlife species. Ash trees can also be girdled with a chainsaw or drawknife and left standing. Ash snags are preferred habitat for a variety of wildlife, including cavity-dwelling birds, mammals and amphibians. Removing ash ahead of the EAB infestation may help slow the spread of this destructive pest or reduce the impacts of EAB in your region. The effectiveness of such actions, however, will depend on many factors, including the abundance of EAB and the overall number, size and distribution of ash on neighboring properties.
If you have only a few ash trees or if your woodland is not in or near a quarantined area or outlier, selling or cutting ash trees may be less urgent. Nevertheless, you may want to consider advancing a thinning schedule to remove ash sooner. Begin thinking now about how your woodlot will be affected as the EAB infestation spreads.
Black ash swamps are a special concern. Many times, nearly all the trees on such sites are black ash, and there are few, if any, alternative species to plant. Harvesting such sites with heavy equipment is often not practical because of the wet conditions. Members of several Native American tribes use black ash for baskets and may be interested in harvesting some black ash trees in some areas. The Department of Natural Resources, USDA Forest Service or MSU Extension office in your area may be able to help you contact basket makers interested in harvesting black ash trees.
3. Think about how EAB will affect your long-term objectives.
Think about what you want your woodlot to look like in the future. Determine what other tree species are present on your property. Can you encourage those species by selectively removing ash, using herbicides or planting?
Planting hardwood or conifer species, in combination with natural regeneration, can replace the ash component of your woodland, increase diversity and improve habitat for wildlife. Commercial nurseries and conservation districts sell tree seedlings each spring.
When choosing species to plant, consider the soil and weather, plus the risk of browse damage from deer, rodents and rabbits. A professional forester can advise you about the species that are most appropriate for planting on your property.
Be aware of other forest health issues that may be present in your woodland, such as beech bark disease, oak wilt and others. If other damaging pests present significant threats, be sure to consider them as you develop your forest management plan.
Also, remember that other insect and disease pests can affect ash trees. Signs of EAB infestation include characteristic D-shaped exit holes on branches or the trunk (Fig. 3) and S-shaped tunnels under the bark (Fig. 2). Adult beetles are metallic green and are most active from mid-June through early August. Unfortunately, it's possible to have an EAB infestation for several years before many people notice symptoms.
It is always best to work with a professional consulting forester to help you through the decision-making process for your property. Ash trees grow across a wide variety of habitats and site conditions. There are no standard prescriptions. Developing a written forest management plan for your woodland is a good idea for many reasons (records, taxes, memory, scheduling, etc.). Be wary of unsolicited offers to buy your trees. Take the time to consider all your options and make the decisions that best reflect your wishes.
Contact your county MSU Extension office for more information about ash trees and EAB. Several publications related to EAB are available, such as "Distinguishing Ash From Other Common Trees" (bulletin E-2892), "Ash Identification" (E-2942), "My Ash Tree is Dead – Now What Do I Do?" (E-2940), "Signs and Symptoms of the Emerald Ash Borer" (E-2938), "Native Borers and Emerald Ash Borer LookAlikes" (E-2939) and "Don't Be Fooled By Look-Alikes! (Emerald Ash Borer and Asian Longhorned Beetle)" (E-2944). You can download these bulletins online at www.emdc.msue.msu.edu or order a copy through your county MSU Extension office.
Learn more about how to recognize EAB and infested ash trees by visiting the Internet at:
www.emeraldashborer.info www.michigan.gov/mda, then click on
"emerald ash borer"
www.na.fs.fed.us/fhp/eab
MSU is an affirmative-action, equal-opportunity employer. Michigan State University Extension programs and materials are open to all without regard to race, color, national origin, gender, gender identity, religion, age, height, weight, disability, political beliefs, sexual orientation, marital status, family status or veteran status. Issued in furtherance of MSU Extension work, acts of May 8 and June 30, 1914, in cooperation with the U.S. Department of Agriculture. Thomas G. Coon, Director, MSU Extension, East Lansing, MI 48824. This information is for educational purposes only. Reference to commercial products or trade names does not imply endorsement by MSU Extension or bias against those not mentioned. Revised 9:07 – 10M, LB/KMF, Price 50¢. | <urn:uuid:a5e46d5a-0470-4188-82c3-38c0d9c9938c> | CC-MAIN-2018-26 | http://emeraldashborer.info/documents/E-2943.pdf | 2018-06-22T09:10:37Z | crawl-data/CC-MAIN-2018-26/segments/1529267864387.54/warc/CC-MAIN-20180622084714-20180622104714-00363.warc.gz | 95,287,226 | 2,530 | eng_Latn | eng_Latn | 0.988689 | eng_Latn | 0.99774 | [
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10
WRITING THE RESEARCH PAPER
he research paper is an original essay presenting your ideas in response to information found in library sources. As you gather research material, your ever-increasing knowledge of a topic will allow you to make informed judgments and original interpretations. At each stage of research, you will have a more complete idea of what you have already found and what you are looking for. Midway through the process, the writing tasks of creating a review of the literature and a proposal will help you focus the direction of your research. This chapter addresses both the technical skills of finding and recording information and the intellectual skills of understanding the material, developing original ideas, and making informed judgments. T
Your Ideas and the Library's Information
Writing a research paper is a process of interaction between the materials you find in primary sources and the ideas you develop yourself. Your ideas lead you to search out additional materials, and these new-found materials lead you to new ideas. Throughout this process, it is you who decides what materials you need, discovers the connections between different pieces of information, evaluates the information, frames the questions you will answer, and comes to original conclusions. Before you begin, you cannot know what you will find or what your conclusions will be; but as you proceed, your emerging sense of direction will give shape to the entire project.
In order to gain information and to discover other writers' thoughts on your subject, you will have to become acquainted with how material is arranged in libraries. Library classification systems, computerized card catalogs, periodical indexes and abstracts, CD-ROM data bases, and similar information retrieval systems will tell you whether information is located on library shelves or on microfilm reels: But only your own growing knowledge of the subject can tell you what information is useful and how that information relates to questions you are raising. The secret to library research is to remember that the organization of material in books, journals, and reference documents differs from the–new organization of facts and ideas that you will eventually achieve by your own thinking on the subject.
Writing an essay based on library sources takes time. You will spend time finding sources; you will spend additional time reading these sources and taking notes. Even more time will be required for your thinking to go through many stages: you will need to identify subjects, raise questions, develop a focus, formulate and reformulate ideas on the basis of new information, come to understand the subject, and reach conclusions. The vision of what your paper should cover will only gradually emerge in your mind. You will find your subject not in any book or card catalog but only in your own thoughts—and only after you have begun to investigate what the library books have to offer.
This chapter will present the typical stages you will pass through in preparing an original library research essay—that is, an essay in which you develop your own thoughts based on library research materials. The purpose of these stages is to isolate some of the complex tasks that go into completing the assignment and to allow you to focus on each skill one at a time. In reality, these stages are not so clearly separable. Everyone has an individual way of working, and the development of each essay follows a different course. To give an idea of the way the various stages interact in the development of one particular paper, I will describe how one student, Katherine Ellis, developed her ideas for a research essay assigned in a writing course.
Finding a Direction
Before you can do any research, you must set yourself a direction—a general area to investigate. That direction can, and probably will, change with time and knowledge—at the least it will become more specific and focused. But with the first step, as the cliché goes, begins the journey.
How can you set that first direction?
Interest Your Reader
The immediate context in which you are writing the paper provides one set of clues. If you are writing the research paper as part of an academic course, the issues raised in class and the particulars of the assignment given by the teacher establish the direction. If the teacher gives a detailed sheet of instructions defining the major research assignment, these instructions will suggest specific kinds of topics.
In addition to the appropriate topic and the stated expectations of the teacher, you should also consider the intended audience as part of the context. In some courses the teacher is the only reader; that teacher, already well informed about the topic you choose, may read your paper to judge your understanding of the material. In this case, you would be wise to choose a topic in which you can demonstrate just such mastery. At other times the teacher, still the only audience, may request papers on topics with which he or she has only limited familiarity. In another class, the teacher may ask you to imagine yourself a practicing scholar writing for a well-informed professional community; your classmates may in fact be your primary audience—the community to which you report back your findings. Careful consideration of which topics might interest each of these audiences may help you choose an initial direction.
Interest Yourself
You can also look into yourself and into the materials for help in choosing a general area of research. If you choose an area in which you already have some background knowledge, you will have some insight into the meaning and importance of the new materials you find. Prior acquaintance with a subject will also give you a head start in identifying useful sources. Even more important, if you already have an interest in the subject, you will have more motivation to learn and understand the subject in depth. If your interest in the subject makes you feel your questions are worth answering, that conviction will carry across to your readers. On the other band, if you pick a subject that is tedious to you from the start, not only will you probably drag your heels in doing the research, you will also have a hard time convincing your readers that reading your paper is worth their time.
ONE STUDENT'S PROGRESS
As an example of how one student developed the ideas and information for a research paper, we will follow the progress of Katherine Ellis, a first-year economics major interested in the entertainment business, through each stage of her work.
After doing some preliminary background reading and writing assignments on American popular culture, her class had chosen American popular culture in the 1990s as a focus for their research papers. The topics could extend to any aspect—from television to sports to fashion trends—according to students' individual interests, but a topic had to be relevant to American popular culture in some way. With everyone working on topics related to a single subject area, the students could pick and choose from a wide variety of topics yet nonetheless see how their own work fit into a bigger picture. They could thus become an informed audience for their classmates' work. The assigned length of the paper was eight double-spaced typed pages, approximately 2,000 words. The instructor assigned the paper almost two months before it was due so that students could pursue the research gradually. Smaller interim assignments based on the same research materials also helped the students develop their information and ideas for the larger project.
As one preliminary assignment, each student wrote a detailed description of an artifact or object of American popular culture he or she grew up with. Some students wrote about national parks or historical monuments like the Statue of Liberty and others wrote about television shows or music videos. Katherine chose to write on Disneyland, since she had gone to the theme park often as a child and had visited it recently with a group of friends. For the second preliminary assignment, each student wrote a synthesis paper compiling materials about his or her cultural artifact, items that had appeared in newspapers and magazines during a three-month period. In the process of researching this preliminary paper, Katherine discovered that in April 1992, Disney had opened a new theme park in France. Although Disney films and Disneyland seemed to her to present uniquely American views of life, she was surprised to find that the opening of Euro Disneyland had sparked heated debate in France and that some reports projected the park's failure. This made her curious enough about the Disneyland abroad to dig a little deeper to see if this would be a workable topic for her research paper.
To get a general sense of the possibilities of the subject and of the amount and kinds of materials available to her, Katherine checked the college library's computerized catalog subject index under "Euro Disney." She also checked the keyword index under the same term. The computer said that there were no books on this topic in the 1ibrary. She also requested a computer search as to whether "Euro Disney" appeared in the titles of any library books. This title search also turned up no books in her library. After a moment's despair at the impossibility of finding books on her particular topic, she decided to broaden her search topic to "Disney" and "Disneyland." This search yielded about sixty books on Walt Disney and Disney films, but only a few on the Disney theme parks in the United States. Most of the books on the theme park were located in the Fine Arts section and seemed too specialized, but a few were located in the Social Science section. She decided to take a look at these social science books to see if they contained any useful information but found that all of them had been checked out.
By this time Katherine was about ready to drop the topic altogether. She still was puzzled, though, about the apparent scarcity of information. Then she remembered some research she had done for her second preliminary paper: a limited computer search in the magazine and newspaper data bases. Katherine decided to go back to these data bases and do a more thorough search. She limited her search to "Euro Disney" and was relieved to find more than a dozen recent articles in news and business magazines. In order to see if more materials were available under a broader topic, she also searched the subject heading "Disney-Disneyland." This search yielded an interesting piece of information that she had been unaware of: a Disney theme park had opened in Japan in 1985.
Katherine then conducted a more limited subject search, on "Tokyo Disneyland," which yielded a half dozen articles spanning the time period from the opening of the park to the time of her search. Given the reaction to Euro Disney, she was surprised that the Tokyo park was extremely successful. In order to find out more about the success or failure of the Euro Disney park during its first year, she entered the computer's newspaper data base and did another subject search. This search yielded a handful of articles with titles indicating that the park was even less successful than earlier articles suggested. After reviewing these articles, Katherine asked a tentative research question: why was Euro Disney failing when Tokyo Disney was thriving? She wondered whether the difference had anything to do with how people in foreign countries felt about American popular culture.
The titles of the articles available suggested a range of possible answers to her question: demographic considerations, corporate organization and management, world economic factors, cultural differences. Given the length of the assignment and the availability of materials, Katherine decided to pursue research comparing the two Disney parks abroad, but she knew that
she would probably have to narrow her topic even further in order to write a focused research paper. Because most information on the subject was located in contemporary newspapers and magazines, this seemed to be a story of events that were still unfolding rather than a historical comparison.
In order to narrow her topic, Katherine decided to focus on factors contributing to reactions to the two parks rather than write a broad comparison. However, since the two parks abroad were based on the two original parks in the United States, she wanted to find some general information about Disneyland and Disney World as well. She decided to recall the general books on the two earlier parks and see if they had any useful background information, and she also did a general search under the keywords "Disney-Disneyland-American culture" in the magazine data base. This search yielded a half dozen articles in scholarly journals on the cultural significance of Disneyland and Disney World. Katherine hoped that these articles would help explain the appeal of the parks in general and suggest reasons why the Japanese park was doing well and the European park was not. At this point, without even looking at the books and articles, Katherine could see what kinds of materials were available, gain insight into the subject, and make the focus of her paper narrower.
EXERCISES
1. Imagine that you have been asked to write an editorial for the college newspaper on a moral or legal issue currently under debate (for example, abortion, "politically correct" language, the cost of higher education). List five potential issues and make a quick preliminary search on one of them in the library. Compile a list of the kinds of resources available (such as editorials in newspapers, reports in news magazines, articles in scholarly journals, books).
2. Identify a technology, social movement, organization, or public issue you would like to get involved with after you graduate from college. Make a preliminary survey of your college library to compile a list of available materials that would be informative about this subject.
3. Make a list of famous people who influenced you or other people your age (for example, historical figures like Malcolm X, popular figures like Mick Jagger, or business figures like Bill Gates). Choose one person on this list and do a preliminary search in the library to find out what kinds of materials are available (for example, biographies, news reports, interviews, speeches, or public statements). From these sources compile a list of potential topics for further research.
4. Imagine that an instructor of a course you are caking this term asks you to write a research paper on any topic or issue that has interested you from class discussions or the textbook. For the course of your choosing, list three topics and make a quick preliminary search in the library on one of them.
5. Imagine that you are a city planner, a lawyer, a physician, or an investment banker who has just moved to your town from across the country. To orient yourself locally in your profession you need information about the region you now live in. List several topics relevant to your professional work that you should research. Make a preliminary survey of your college library to determine what source materials are available.
Finding the Needed Information
Because even small libraries have more material than users can locate by memory, librarians have devised various techniques for filing documents and for helping people find the information they seek. A description of the more common information storage and retrieval devices follows, but don't forget that each library has its own special selection.
Whenever you begin work in an unfamiliar library, take a few minutes to read orientation pamphlets or signs prepared by the local librarian. Furthermore, do not hesitate to bring specific research problems to the reference librarian, who will know the special resources of the library as well as more general information-finding techniques. The more specifically you can -define your research problem for the librarian, the more exact and creative solutions he or she can suggest. If you are vague or uncertain about the subject, let the librarian know about the uncertainty. The reference librarian may have good suggestions about how to focus the subject or where you should look to develop your own ideas. Also feel free to go back to talk to the librarian again after you have learned more from further research. Although you will be working in your college library most frequently, you should also acquaint yourself with other libraries in your region, particularly those that have specialized collections in areas that interest you.
Locating the Sources You Want
The problem of finding materials in the library falls into two parts: you must discover what materials you want to examine. and you must find where in the library these materials are stored. The second task is easier, so we will discuss it first.
If you already know either the author or the title of a particular work—whether book, article, government publication, or other document—the various catalogs in the library will let you know whether the library has it and, if so, where and how it is stored. The main card catalog lists all books alphabetically in several places: under author, under tide, and under one or more subject areas.
Although in the recent past. card catalogs consisted of extensive file drawers filled with small index cards, almost all college and university libraries have computerized their catalogs, so you can now search for sources just by typing the author, title, or subject into the terminal. Although the search commands for each system are different, they are usually easy to learn and instructions are usually posted next to the catalog terminals. Many of the systems also have on-line instructions. The three sample computer screens (on pages 165-167) from one on-line library catalog show the path from first logging on to the computer to locating a full bibliographic entry. The first screen provides general instructions. In response to the command "k Disney" the catalog then displayed all the works with that key word. From this summary list, the full bibliographic listing for one specific title was selected.
Each entry card or each computerized bibliographic file contains the basic bibliographic information for the item, as in the sample computer entry on page 167. The most important piece of information is the shelf or call number; which tells you where you can find the item in the library.
Library of Congress System The call number on the sample card—HN 59.2 .ZS5 1991—is from the Library of Congress Classification System, now used in· most large libraries in this country. In this system the first letter indicates the main category, and the second letter a major subdivision. The additional numbers and letters indicate further subdivisions. The main categories of the Library of Congress System are as follows:
A
General Works (such as general encyclopedias, almanacs)
B Philosophy; Psychology; Religion
C Auxiliary sciences of history (such as archeology, heraldry)
D
History: General and Old World
E History: America (general)
F History: America (local, Canada, Mexico, South America)
G Geography; Anthropology; Recreation
H Social Sciences
J Political Science
K
Law
L Education
M Music
N Fine Arts
P Language and Literature
Q Science
R Medicine
S Agriculture
T Technology
U Military Science
V Naval Science
Z Bibliography and Library Science
Dewey Decimal System Smaller libraries tend to use the Dewey Decimal Classification System, based on a simpler and less differentiated all-numerical classification. The major categories are as follows:
000 General works
100 Philosophy and related disciplines
200 Religion
300 Social sciences
400 Language
500 Pure sciences
600 Technology
700 The arts
800 Literature
900 Geography and history
Old and large libraries, such as the New York Public Library Research Collection, have their own numerical systems, which do not indicate any systematic subject classification but rather reflect the order in which the documents were received.
Serials File Some libraries list entries for newspapers, magazines, and other periodicals in a separate serials file. This file lists the issues of the periodical that are available and indicates whether the issues are loose, bound, or microform. The serials file entry will also give reference letters or call numbers, where appropriate. Because the serials listings offer only the titles and issues of the periodicals—and not the authors and titles of specific articles—you will usually have to consult the appropriate periodical index to find out exactly where and when any particular article appeared. You will usually also need to consult a specialized index to locate a government publication or any microform material. Each library offers a different selection of the many available indexes; some of the more common are in the following list. Many of these are available directly on-line or on CDROM data bases.
Indexes to General Circulation Periodicals
Readers' Guide to Periodical Literature Public Affairs Information Service Humanities Index Social Sciences Index General Science Index
Indexes to Newspapers
New York Times Index The Times Index (London) Wall Street Journal Index
Washington Post Index
Indexes to Government Publications
Monthly Catalog of U.S. Government Publications American Statistics Index
Indexes to Specialized Journals
Humanities
Art Index
Index to Art Periodicals
Film Literature Index
International Guide to Classical Studies
International Bibliography of Historical Sciences
Analecta Linguistica
MLA International Bibliography
Index of Little Magazines
Music Article Index
Popular Music Periodical Index
Index to Religious Periodical literature
Philosopher's Index Humanities Citation Index
Social Sciences
Anthropological Index
Accountants' Index
Business Periodicals Index
Criminology Index Population Index
International Bibliography of Economics
Education Index
British Education Index
Current Index to Journals in Education
Resources in Education
International Bibliography of Political Science
Environment Index
Psychological Abstracts
Sociological Abstracts
International Bibliography of Sociology
Index to Current Urban Documents
Women's Studies Abstracts
Social Sciences Citation Index
Sciences
Biological and Agricultural Index
Biological Abstracts
BioResearch Index
Chemical Abstracts
Computer and Control Abstracts Bibliography and Index of Geology Hospital Literature Index Hospital Abstracts Index Medicus Physics Abstracts Science Citation Index
Once you have the journal and the issue containing the article you want, you must return to the serials file to get the shelf number. Then you can locate the issue, microfilm, or bound volume on the library shelf. In some large libraries you may not be allowed to fetch the materials directly from the shelves; instead you must file a request slip and an attendant will get the material for you. This dosed stack system, though it makes it harder for you to browse, does allow librarians to maintain order in complex collections.
Pursuing Leads
More difficult than knowing where to look is knowing what material you want to find. More ingenuity, imagination, and dogged persistence are involved than the simple following of procedures. The procedures suggested below can only serve as starting points that may lead you in many false directions before they lead you to a few good ones. You will probably have to look through much material before you find sources that are directly relevant to your search.
Subject Headings The first place to look is under the subject headings in the catalogs, indexes, and bibliographies just described. Almost all are either arranged or cross-indexed according to subject. The trick is to find the right subject heading, because each topic can be described, in many ways-and the catalogs and bibliographies have only a limited number of subject headings. If you have trouble locating an appropriate subject heading, you may find the publication Subject Heading Used in the Dictionary Catalogs of the Library of Congress useful. Most libraries follow its system of headings. Sometimes you may have to try several different terms to describe your subject before you hit on the one used in the card catalog or in a periodical index. Sometimes merely rearranging the terms of a long subject heading may be enough to help you find the listings. For example, the subject of social aspects of American science would be phrased in a card catalog as «Science—Social aspects—United States."
Computer Search Increasingly, research libraries have access to computerized data bases that allow a researcher to search rapidly extensive bibliographies in most fields, including the natural and social sciences, humanities, law, medicine, business, engineering, and public affairs. Among data bases now available are Biological Abstracts, Chemical Abstracts, Index Medicus, Magazine Index, Management Contents, National Newspaper Index, Physics Abstracts, Psychological Abstracts, Public Affairs Information Service, Resources in Education, Science Citation Index, and Social Science Citation Index. Each record (or reference) provides complete bibliographical information (author, title, and publication information) plus, in most cases, an abstract and a list of descriptors or subject headings. The illustration on page 170 from the Readers' Guide to Periodical Literature shows several files retrieved through the search of the subject "Euro Disneyland." Note how this term appears in the "Subjects Covered" description for each article listed and how other related subjects are included (for example, Disneyland in general and Tokyo Disneyland). Each file includes a brief description of contents as well as publication information.
Computerized data bases have been compiled only in recent years, so you should be aware that you will usually not be able to retrieve bibliographical information much earlier than 1970. A few data bases begin in the 1960s. For earlier periods you must use the bound indexes.
The descriptors identify the main subjects covered in the article and are generally used to retrieve the reference from the data base. Because research in many fields changes rapidly, new descriptive terms are constantly needed. The currently used descriptors for each data base are usually listed in a special thesaurus for each data base. For example, the ERIC (Educational Resources Information Center) system provides a frequently revised list of subject headings in The Thesaurus of ERIC Descriptors.
The secret to success in computer searches is to find the right descriptors and to combine them in an appropriate search strategy. To begin you must identify those descriptors that are likely to appear in articles you are interested in. Sometimes these will match the obvious subjects of your research, but sometimes the thesaurus will refer you to a synonym .or other related word.
Once you have identified likely terms, you ask the computer to find out how many listings it has under one of them. You may find only a few listings or far too many. At this point the search strategy becomes important. You need to find the right combination of descriptors that will pull out all the articles you want without pulling out many you do not want. If a descriptor identifies too few listings, you might try to use additional terms, adding the files together. If a descriptor provides too many listings, you might instruct the computer to pull only those files that contain particular combinations of descriptors. For example, a search of the Readers' Guide to Periodical Literature index under "Disney" may yield hundreds of articles, but just fifty covering both "Disney" and "Disneyland" and only a dozen covering "Disney," "Disneyland," and "Tokyo."
As you develop your computer-search strategy, you should test it out before asking the computer to provide the complete file or list. By looking at the first five items on the list, you can see if you are getting the kind of material you want. If not, you can adjust your strategy accordingly. If, for example, you find that about half the-titles are useful, but the rest fall into one
or two easily identified categories, such as articles in Russian or articles written before the events you are interested in, you can ask the machine to leave our articles in Russian or those published before a specific date. If you have difficulty finding the right descriptors or combination of them, you can call for the record of an author or specific article you know that handles the subject; then you can use the descriptors listed in that file.
In developing your search strategy, remember that the computer search can be a tremendous tool, turning up many useful references very rapidly. Bur without a correct strategy, your computer search will simply be a very expensive waste of time.
Newspaper Search Because only a few of the major newspapers are fully indexed, you may need to begin your subject search with a newspaper that is, such as the New York Times or the Washington Post. Once you have identified the days when news stories appeared in the indexed papers, you can check those dates—and a few days forward and backward—in unindexed newspapers.
One Book Leads to Another
These early subject searches will give you an entry into the topic, but they will probably not provide all the material you will eventually need. Much of what you find will not be directly relevant to your interests, and you'll return many volumes to the shelves after a few moments of skimming. The material that you do find relevant probably won't tell the full story and may only serve to lead you to other sources.
At this point, you need real ingenuity-to let the references you have already found lead you to more material.
First, one book or article can lead you to another through the references cited by the author. In footnotes, bibliographies, and passing citations, authors identify the work of other authors on which their own work is based. If you find a particular book or article important for your topic, probably the earlier sources it refers to will also be of some importance. Just because footnotes and bibliographies are sometimes in small print and tucked away in the back, don't ignore them. Sometimes the most fruitful information a book yields is the title of another book that turns out to provide just the information you were looking for.
In your search, you should also develop the skill of selective browsing. If you find a few books on your subject clustered around a particular shelf number, browsing through nearby shelves—both before and after the shelf number—may help turn up related sources. Similarly, if you find a particular journal that has published several articles over a short period of time dealing with your topic, skimming the tables of contents of earlier and later years may turn up a choice find.
After reading a few sources, you may discover that one or two scholars have written the major studies on which most other researchers have based their work. If this is the case, you may be able to locate new sources by finding out which researchers have referred to these seminal writers. The Science Citation Index, Social Science Citation Index, and Humanities Citation Index will direct you to articles by seminal writers. (The listings are arranged according to the work cited.)
Because each source teaches you more and more about your subject, you will be able to judge with ever-increasing precision the usefulness and value of any prospective source. In other words, the more you know about the subject, the more precisely you can identify what you must still find out. You will also become better aware of what other secondary subjects you need to investigate as background. As you move into your research, you will know more specific topics,
key terms, and major figures. You can then return to the subject headings of the indexes, catalogs, and bibliographies for another round of more precise searching for sources. At some point, of course, you will have to stop looking and decide that you have enough information. But that decision is a story for later in this chapter.
Record Keeping
Throughout the long process of gathering raw material, you will need to keep track of specific sources, much varied information, and your developing reactions and ideas. While working on short papers based on just a few sources, you may be able to keep all the materials on the desk in front of you and store all your thoughts in your mind. But as research projects grow bigger and more complex, haphazard methods of record keeping lead to loss of materials, to loss of valuable ideas, and to general confusion.
Listing Sources You need to keep careful account of the sources you use, not only because you will have to document them in the final paper but also because you may want to refer to one or another-for a piece of information you later realize is valuable. Depending on the size of the project and your own work habits, you may record the sources on a continuous list or on separate index cards. The separate cards have these advantages: they allow you to sort out sources according to topic and to alphabetize the list for the bibliography; they also allow you to pull out individual title cards to take with you to the library.
Whatever form the list takes, it should-include (1) all the information you need to write the documentation for the paper, (2) all the information you need to locate the item in the library, and (3) enough of a description so that you will be able to remember what kind of work each source is. Book documentation requires author(s)—full name book title publication information—city (state or country), publisher; year Periodical documentation requires author(s)—full name article title title of Periodical specific issue by date (or volume number) inclusive pages
Other materials may require slightly different information. For detailed instructions, see pages 207-218.
To be able to relocate the information, you should record the library—or other place where you found the material—and the shelf number. To help yourself remember the kind of information in the book, you should add a few descriptive and evaluative phrases. See the sample note card on page 173.
On another list or another set of cards, you can keep track of sources you have not yet examined—promising leads from footnotes and bibliographies. Be sure to record any data that may help you locate a potential source. In addition to specific titles, you can record your future plans: types of information you still need and possible sources you might look into. For example,
as Katherine Started to trace the history of the Euro Disney theme park, she found recent articles reporting on attendance and revenues during the first year. To develop a comparison with Tokyo Disneyland, she thought, she should find out about attendance and revenues during Tokyo Disneyland's first year. She made a note to "look up articles on Tokyo Disneyland in business magazines for 1986," the year after the park's opening.
Maintaining a list of potential leads and sources gives you a sense of the direction in which your research is going, and you can organize the work ahead of you.
Note Taking You must, of course, keep track of the relevant information you find in the sources by taking notes. The most precise form of note is an exact quotation. Whenever you suspect that you may later wish to quote the writer's exact words, make sure you copy the quotation correctly. And whenever you decide to copy exact words down in your notes-even if only a passing phrase-make sure you enclose them in quotation marks. In this way you can avoid inadvertent plagiarism when you are working from your notes.
Paraphrase, summary, and outline offer more selective forms of note taking than direct quotation. You can record only the most relevant information, and you can focus on giving your reader the essential ideas from the source rather than the author's complete argument. In each case, make sure your notes accurately reflect the meaning of the original, even though you are using your own words. In taking notes from anyone source, you may use each of these forms of note taking—depending on how directly the passage bears on your subject. Again, if you borrow a phrase or even a key word from the original, identify it as original wording by quotation marks.
Early Notes In the early stages of your research, before you have a specific idea of your final topic, you should record a wide range of information—even though you will not use all of it. In this way, you will not have to return to the source to pick up useful data or detail that you ignored the first time around. As your topic gains focus, you may become more selective. In the last stages of research, you may simply be interested in a single fact to fill a gap in your argument.
Whatever form your notes take, be sure to keep an accurate record of where each piece of information comes from. If you keep, as recommended earlier, a separate, complete bibliographic
list of sources, you need only identify the source in your notes by a key word from the title followed by a specific page reference.
An easy—but potentially dangerous—way to retain information from sources is to keep the sources on hand, either by borrowing books from the library or by making photocopies. The danger in keeping the original or photocopy is that, once you have the information at home, you may never look at it until you begin writing the paper. In order for source information to be incorporated into your thinking on a subject, it has to be in your mind-not just on your desk.
The process of understanding the relationships among the many ideas that you read requires that you make sense of each bit of information as you discover it. If you own a particularly useful book or have made a photocopy of pertinent pages, you should read and annotate the material at the time you find it. By staying on top of the source reading, you will think about the material at the proper time, and you will have complete, well-organized notes when you are ready to gather together all your information for the paper.
Notes on Your Own Reactions Finally, you need to keep track of your own developing thoughts on the subject. Your thoughts will range from specific evaluations of particular sources, to redefinitions of your topic, to emerging conclusions that may become the thesis of your final paper. Hold on to these thoughts, however tentative. They cover the essence of what you have already learned about the subject, and they will provide the direction for what you do next. What at first may seem a minor curious idea may develop into a central theme. Recording your own thoughts as they develop, you will discover the seeds of the internal organization of your material, and this new organization will make your paper original.
While you are still searching for sources, periodic attempts to-restate your subject, to develop an outline, and even to write tentative opening paragraphs-long before you are actually ready to write the paper-will help you focus your thinking. The proposal, discussed later in this chapter, offers a more formal opportunity to gather your thoughts and to focus your direction.
In all your note-taking, record keeping, and organizational thinking, take advantage of all the opportunities computer technology makes available to you. Simply keeping your notes in word-processing files allows you to rearrange material flexibly and to import material directly from your notes into your paper drafts. Lap-top computers, if you are fortunate enough to have one, even let you take electronic notes in the library. Further, many bibliographic and note-taking programs have been developed to help you keep track of your research materials and to develop your thinking by connecting and reorganizing them. A number of students have begun using hypertext programs to relate their research information, ideas, and notes in ways that lead directly to paper outlines and drafts.
EXERCISES
1. As your research proceeds, keep a journal describing your progress, the research difficulties you face, your plans for overcoming them, and plans for further research. Use the journal entries to make sense of the sources you have located. Decide what meaning the material has for the questions you seek to answer.
2. For one research difficulty or problem you face, write out a series of specific questions for the research librarian for help finding the sources you need. Remember, the more precisely you describe your problem, the better the librarian will be able to help you.
Closing in on the Subject
After reading on a subject for a time, you become familiar with both the subject itself and the writing on the subject. Both types of knowledge should help you define your specific approach to further research. Knowledge of the subject itself lets you know which issues exist and which issues are important. While becoming increasingly familiar with your subject, you gain substantive material on which to base your thinking. Simultaneously, your knowledge of the prior writing, or the literature on the subject, lets you know which issues have been fully discussed and which have not. In addition to helping you evaluate the early information you have come across, a study of the literature helps you sort out what kinds of data are available, what biases exist in the writing, what purposes other authors have had, and what areas of agreement exist between sources.
After several days or weeks of research, you may find that the questions that interest you have already been fully discussed in the literature. Or you may find—quite to the contrary—that no previous writer has had exactly your interest in the subject. You may also learn whether the available literature can provide you with enough information to pursue the questions that interest you. By seeing what approaches previous authors on the subject have taken, you may discover a new approach that will lead to original questions. A study of the literature also may give rise to questions about why other writers have treated the subject in the way they have.
After this overview of both the literature and the subject, you are ready to choose a more specific direction for your research. The questions that you want to work on and that have promising sources will become more evident. Your research questions will help you decide what new information you need to locate and what kinds of sources you still need to seek out.
Finding Patterns and Making Sense
Katherine's research on the Disney theme parks in the United States, Japan, and France demonstrates how increasing knowledge of a subject leads one to find patterns in facts about the subject. These patterns in turn help focus the continuing research. As Katherine started to examine the newspaper and magazine reports, she noticed a contrast between reactions to the two parks abroad. This in turn led her to look for reasons for the contrast. These reasons seemed to fall into two general categories: differences in ways the parks were being run and differences in visitors to the parks.
Since cultural factors seemed more directly related to the focus of her writing course than business or economic factors, Katherine decided to research her second general category further. This research led her to general accounts of the Disney parks in the United States and to more specific articles and books on how Disneyland and Disney World reflect and express American culture. These sources helped her identify in the American parks a number of cultural elements appealing to American visitors. Such elements include the Disney view of the imagination, of history, and of technological progress.
Comparing reactions to these aspects of American culture in the accounts she read of the two Disney theme parks abroad, Katherine noticed an interesting pattern: the Japanese responded positively to the same aspects of Disney's version of American culture that the French responded to negatively. While the Japanese saw Disney's version of these elements as the best of what American culture offered, the French saw these same elements as examples of American culture at its worst. Once she discerned this pattern, Katherine began to understand that specific cultural factors have contributed to both the success of Tokyo Disneyland and the failure of the Euro Disney park. Seeing this pattern also left Katherine with new questions about the relative
importance of these factors. Were all the factors equally important or did one stand out? Was the French reaction based on distaste for all the most evident elements of American culture or on distaste for one in particular? Was the Japanese reaction based on general enthusiasm for American culture or on shared cultural values?
Formalizing the Topic
Somewhere in the middle of your research—once you have a solid feel for what information is available—your attention should shift from what has already been said about the subject to the questions you set for yourself. Are any answers in sight? Your mind will be turning from other writers' statements to your own gradually forming ideas.
At this point you are ready to formalize the final topic of the project through a review of the literature and a proposal. The review of the literature sketches in the sources and background of your project; the proposal specifies the nature of your anticipated contribution to the subject. These two short pieces of writing help clarify the direction and the purpose of the research in your own mind, and they will reveal your research plans to others who might be able to give you useful advice-classmates, teachers, thesis supervisors, or research committees. These people may provide titles of valuable sources that you may not have come across. Or they may suggest ways to focus your thinking and research even more.
The Review of the Literature
The review of the literature surveys the available writing on a subject, indicating the patterns of current thought that the researcher has discovered. The review of a particular topic usually includes short summaries of the major pieces of literature and even shorter characterizations of less important material. The review also covers the connection or lack of connection among the various works in the literature.
In writing a review of the literature, cluster the discussion of similar books and articles. Explain as explicitly as possible the similarities within each cluster and the differences between clusters. Note such patterns as historical changes in thinking or conflicts between opposing groups of scientists. All the major opinions you have come across should be represented in the review. In this manner you will both organize the literature for your own purposes and demonstrate to the readers of the review that you are familiar with most of the source material on your subject.
In some academic disciplines, the review of the literature may stand as an independent piece of writing, both at undergraduate and more advanced levels. In these disciplines, the literature may be so technical and may require so much detailed study that simply gaining a grasp of it is enough of a task for any student at any one time. Thus teachers in the sciences and the social sciences may assign reviews of literature on specific topics to familiarize their students with the most recent professional findings. Active scholars may write reviews of the literature for professional journals to keep their colleagues informed on proliferating research. When the review stands as a separate piece of writing, it may be quite extensive—upwards of twenty pages—and deal with the major sources in some detail.
Even the separate review of literature, in the long run, is in the service of new, original research. In the case of the undergraduate in a technical discipline, such original research may be postponed until the student gains a wider range of skills and concepts necessary to make a contribution at current levels of work. The review of the literature is a way of making the student
aware of that level. In the case of practicing researchers, the professional review of the literature provides the starting point for future work by themselves or their colleagues.
When written as the introduction to a proposal for original research, the review of the literature can be concise, stressing the broad outlines of information available rather than revealing all the important details. The review serves as a background and a justification for the proposal.
Sometimes a review of the literature is needed as part of the final research paper or report on an experiment. In this case, the writer should be highly selective, raising only those issues and presenting only those findings that readers will need in order to understand the work to come.
In a review of the literature, no matter what kind, all sources should be acknowledged in the format appropriate to the discipline. The sample on pages 179-180 uses the MLA parenthetical system described in Chapter 11.
The Proposal
The proposal states how you intend to build on, fill in, answer, or extend the literature you have just reviewed. In other words, the proposal should define a task that will result in something different from what has already been written. The proposal should also indicate how you intend to accomplish the task and your best estimate of the kinds of results you expect.
Identifying an Original Task The setting of an original task for yourself in the proposal will lead to a final essay that goes beyond what others have written. Sometimes you may apply new information to an old question. Applying modern psychological theories to existing biographical facts may lead to an entirely fresh view of a notable person's work-for example, a reevaluation of Emily Dickinson or of Woodrow Wilson. Or recent data about crime in urban areas may be helpful in re-evaluating long-standing theories about the relationship between crime and unemployment.
You may have a new angle on a long-standing controversy. You may realize, for example, that one approach to the question of whether television has impaired children's reading skills is to compare the best-selling children's books published before and after the advent of TV. None of the information or the basic question is original, but your slant will lead to fresh answers. You may also find an original question to ask. This alternative is particularly attractive when you are at some distance in time from the other writers on the issue. The distance often results in seeing the subject from a different perspective-and that perspective leads to new issues. For example, during the mid-1980s, most discussions of the defense industry in the United States focused on immediate questions about the necessity of developing and manufacturing new technologies to defend me United States against the threat of communist aggression: whether we were ahead of the Soviet Union, whether we had an adequate deterrent. Looking back at that period now, after the end of the Cold War and the breakdown of Soviet communism, you will no longer be caught up in these practical issues. Instead, you might ask how the continued escalation of the arms race during that period contributed to the economic recession that the United States experienced during the early 1990s. By asking entirely different questions, you can examine the source materials with a fresh eye and develop whole new lines of investigation.
In your preliminary research, you may also have discovered important areas of your subject that have been neglected or only half-explored. For example, Katherine discovered that, although much had been written about Tokyo Disneyland and Euro Disneyland, few articles compared the two parks or explored in much detail the cultural factors contributing to the different reactions to them. Because these two parks were relatively new, the resources Katherine found about them
were limited to newspaper and magazine accounts. Since the two original U.S. parks had been open longer, she found book-length and other scholarly accounts of their cultural significance. These resources presented concepts that she could apply to the two newer parks.
When writing about contemporary events (as Katherine was doing), considering their historical context may help you formulate an original research task that will help you understand the subject matter of your research more fully. In order to see the patterns out of which such understanding emerges, you may need to compare recent events with earlier ones. Katherine decided to write about the Euro Disney theme park after she discovered that its construction and opening were surrounded by controversy. In order to find out why, she needed to look at what had occurred previously. The comparison with Tokyo Disneyland helped her pursue the answer to her question. However, in order to account for the contrast between the two Disney parks abroad, Katherine had to go even further back—to the original Disney parks in the United States. Only by placing Euro Disney in historical context was she able to formulate a focused, original research task that would determine why that Disney park evoked the reaction it did.
Practical Considerations However you develop an original task for your paper, you need to keep in mind the limits of the resources available—to you—in terms of both source materials and your own level of skills. From your review of the literature, you should be able to recognize the topics that would be extremely difficult to handle because of lack of substantive information. For example, any discussion about Viking meetings with Native Americans would probably be very speculative and very short, for the simple reason that so little conclusive evidence remains. Similarly, if you are a student taking an introductory survey of psychology, you would be wise not to propose an entirely new theory of schizophrenia. A more limited task—the application of one existing theory to several published case histories—would allow you range for original thought but not overburden you with a task beyond your present skills.
Implementing Your Task Having set yourself an appropriate original task, you need to explain in your proposal how you are going to accomplish it. This means indicating the sources you know you will use and the additional information you still need to seek out. If the additional information is to come from library sources, you should indicate what sources seem promising. If you need to conduct a survey, an interview, or an experiment—provided, of course, that it is appropriate to the course and possible within the assigned time—you should describe the precise purpose and the methods. You should also indicate the kinds of analyses you will apply to the findings you generate. At some point, you should indicate the general organization of your final argument. Thus the proposal will reveal all the issues you will deal with and all the means you will employ to accomplish your task.
Even though you have not yet completed your research, you should by now have a good idea of the kinds of answers you are likely to find. These emerging answers will serve as tentative hypotheses, which you can evaluate as you gather and organize your evidence. These emerging answers will focus your thinking and lead you to consider the final shape of the paper.
Finally, you should discuss your interest in, or the importance of, the subject as defined in your proposal—to convince the reader (and possibly yourself) that the subject is indeed worthwhile. The more clearly you understand the value of your work, the more focused and motivated your work will be.
Sample Review of Literature
Review of Literature on the Exportation of "Disney Culture"
The original Disneyland, which opened in Anaheim. California, in 1955, and Walt Disney World, which opened in Orlando, Florida, in 1971, are distinctly American, growing out of Disney cartoons, feature films, music, and products. Yet they are models for Disney theme parks in Asia and Western Europe. The literature on "Disney culture" can be categorized according to each park's potential audience's acceptance or rejection of it.
The wider literature on Disneyland and Disney World tans into three categories: the corporate/business angle, the historical angle, and the cultural angle. While the first two categories are addressed in books detailing the life and work of Walt Disney (Finch; Schichel) and those who followed in his footsteps (Flower), the last addressed indirectly in the newspaper and magazine reports, and, more directly, in scholarly discussions of Disney's contribution to American popular culture. Since my research paper will focus on culture, my review will examine the last category.
The cultural angle is embedded in news reports on the current popularity of Disneyland as a modern "pilgrimage" site (Dart; Pilger) and in retrospectives published on the occasion of the thirtieth anniversary of the opening of the original park, both personal (Bradbury; Diller; Gillespie; O'Rourke; Rodriguez) and general (Gorney; Harvey). Scholarly discussions of "Disney culture" range from the contrast of natural and artificial worlds (Mills; Wilson; Zukin) to the discussion of the history of American leisure (Weinstein).
The literature on Tokyo Disneyland, which opened in 1985, and Euro Disneyland, which opened in April of 1992, stresses the success of the former and the failure, at least by comparison, of the latter. Most articles discuss cultural issues as well as describe the parks' physical and fiscal features; in most cases, the cultural angle is implied by comparisons between the "parent" parks and their "offspring" abroad. Because both Tokyo and Euro Disneyland are relatively new, the relevant materials appear in newspapers and in weekly news or business magazines rather than in books or scholarly journals.
Accounts of the opening and the continued success of the Tokyo park appear in weekly American news and business magazines (Iyer; Katayama; Neff) and in Japan Quarterly (Fusaho). These sources balance discussions of corporate policies and profits with discussions of Japanese attraction to American culture, especially the version reflected in "Disney culture," and, for the most part, enthusiastically-report Disney's success in Japan.
Most accounts of the opening and current status of Euro Disneyland are, understandably, much more cautious. While a few American news magazines' announcements of the park's opening give it good reviews, at least from the standpoint of potential American visitors (Corliss; Laushway; Popkin), most also comment on its shortcomings. Recent press reports a disappointing year in terms of both park attendance and profits, and projects more of the same for the future ("Euro Disney Forecast Dismal"). These and other accounts also emphasize to varying degrees the clash between American and "European" cultures ("Euro Disney Park Opens in France"; Leerhsen). Criticism of Euro Disneyland by members of the French "intellectual elite" includes a formal statement published by a novelist and critic who denounces the park as an example of American "cultural imperialism" at its worst (Cau).
Works Cited
Bradbury, Ray. "Saluting a Master of Magic Kingdoms." Los Angeles Times 14 July 1985: C4. Cau, Jean. "Apres Mickey, Le Deluge." Harper's Magazine 285 (July 1992), 18.
Corliss, Richard. "Voila! Disney Invades Europe. Will the French Resist?" Time 20 Apr. 1992: 82-84.
Dart, John. "Sanctuaryland? Disneyland Called 'a Modern Pilgrimage Site' for the Religious." Los Angeles Times 20 Nov. 1989: A3 +.
Diller, Phyllis. "Haunted House Is Home to Her." Los Angeles Times 14 July 1985, C4-5.
"Euro Disney Forecast Dismal for This Year." Los Angeles Times 12 Feb. 1993: D2.
"Euro Disney Park Opens in France." Facts on File 52 (1992): 295.
Finch, Christopher. The Art of Walt Disney: From Mickey Mouse to the Magic Kingdoms. New York: Abrams, 1973.
Flower, Joe. Prince of the Magic Kingdom: Michael Eisner and the Re-Making of Disney. New York: Wiley, 1991.
Fusaho, Awata, "Disneyland's Dreamlike Success." Japan Quarterly Jan.-Mar. 1988: 58-62.
Gillespie, Darlene. "Time Stands Still for Mouseketeer." Los Angeles Times 14 July 1985: C5.
Gorney, Cynthia. "The Mightiest Mouse!" Washington Post 17 July1985: D1+.
Harvey, Steve. "Disneyland at 30: The Unofficial History." Los Angeles Times 14 July 1985: C3.
Iyer, Pico. "In the Land of Mickey-San. ,. Time 11 Jan. 1988: 51.
Katayama, Hiroko. "Mouse Madness." Forbes 8 Feb. 1988: 152.
Laushway, Ester. "Euro Disney—The View from Paris." Europe Mar. 1992: 34.
Leerhsen, Charles, and Fiona Gleizes. "And Now, Goofy Goes Gallic." Newsweek 13 Apr. 1992: 01.
Mills, Stephen F. "Disney and the Promotion of Synthetic Worlds." American Studies International 28.2 (1990): 66-79.
Neff, Robert. "In Japan, They're Goofy About Disney." Business Week 12 Mar. 1990: 64. O'Rourke, P. J. "Puberty Blues and Outgrowing Urges." Los Angeles Times 14 July 1985: C5.
Pilger, John. "The Magic of Disney." New Statesman & Society 16 Aug. 1991: 10.
Popkin, James. "Summer in Europe." U.S. News & World Report 18 May 1992: 68-70.
Rodriguez. Paul. "Optimism in Manana-Land." Los Angeles Times 14 July 1985: C5.
Schichel, Richard. The Disney Version: The Life, Times, and Commerce of Walt Disney. New York: Simon, 1968.
Weinstein, Raymond, M. "Disneyland and Coney Island: Reflections on the Evolution of the Modern Amusement Park." Journal of Popular Culture 26.1 (1992): 131-164.
Wilson, Alexander. The Culture of Nature: North American Landscapes from Disney to the Exxon Valdez. Cambridge, MA: Blackwell, 199Z.
Zukin, Sharon. Landscapes of Power: From Detroit to Disney World. Berkeley, CA: University of California P. 1991.
Sample Proposal
Although many factors have contributed to the continuing success of Tokyo Disneyland and the apparent failure of Euro Disneyland, the obvious contrast between the two raises questions about whether or not "Disney culture" can be exported successfully. While the Japanese have praised Disneyland as representing American culture at its best, the Europeans, particularly the French, have denounced it as an example of American culture at its worst. While the Japanese view the Disney version of American culture as enhancement of their own culture, the French view it as an insult or a threat. Examining how much this difference in perspective has contributed to the success of Tokyo Disneyland and the failure of Euro Disneyland will be the central task of my research paper.
"Disney culture" as it is seen in Disneyland and Disney World has been examined from a variety of angles as a version of American popular culture. My paper will outline the basic elements of the "Disney culture" independent of its exportation to Japan and Western Europe, compare how that culture is translated and exported in the two Disney theme parks abroad, and discuss the Japanese and French reactions to that culture in order to determine the degree to which cultural factors have contributed to the success of one park and the failure of the other.
Most of my research is now complete. Because my analysis concerns cultural rather than economic data, I have paid particular attention to interpretations which attempt to explain the Japanese attraction to and the European distaste for "Disney culture." These sources suggest three possible elements of "Disney culture" which explain the opposite
reactions of the Japanese and the French: its view of the imagination, its view of the past, and its view of the future.
Because so far I have concentrated on comparing the two Disney parks abroad, at this point I need to go through the articles on Disney and American culture in order to more clearly identify and define the elements of "Disney culture" which will serve as the basis for my comparison. I also need to locate a recent account of the current status of the parks in Japan and the United States.
Completing the Research
The proposal limits the research tasks remaining. The specific issues outlined in it define the amount and type of information you still need to find. In the course of completing the research, you may find a few new leads, but you need to pursue them only if the new information seems essential to an intelligent response to the issues. One of the skills of doing research is knowing when you have enough information. In considering too many side issues or too many perspectives, you may lose the main thread of your subject. A well-conceived proposal will, in most cases, mark the boundaries of your task.
As the last few pieces of information fill in the picture, it is time to test specific ways of piecing the information together. The final shape of the paper may come to you in different ways, depending on your temperament, your writing habits, and the subject. This is the time for heavy use of scrap paper for jotting down your ideas, associations, trial sentences, and outlines. Specific techniques that you may find useful follow.
Although you may not use any of these trial attempts directly in the final paper, each attempt will help you evolve the kinds of language, reasoning, and organization you will eventually use. Katherine found it particularly useful to develop a chart or matrix (see page 183) that brought together and organized the various factors involved in Disney culture and the international reaction to it. This matrix allowed her to develop a well-focused idea of the conclusions she was drawing from her research.
Techniques for Shaping Your Ideas
Write trial thesis sentences.
What does all this information lead to?
What are you trying to say in this paper?
Write trial introductions.
Where does the subject begin?
How does it relate to other issues?
What will interest your readers about this subject?
How can you get the main argument of the paper moving?
Make sketchy outlines.
What are the main points?
How do they fit together and in what order?
How do they lead to your conclusion?
How do the details of the research support your ideas?
Phrase difficult ideas.
How do you state your key points?
Will certain ways of phrasing your ideas bring them more into focus?
Let your thoughts flow freely in journal entries.
What is your relationship to your readers?
What will they want to know about the subject?
What do you want them to find out?
What will they find difficult or controversial?
Create charts that put together ideas and information.
What are the major categories of information you have gathered?
How do these categories relate to one another?
What distinctions, patterns, or causal relationships turn up as you relate the information?
Make idealized outlines.
Putting specific research material you have found, what are the main ideas you want to get across?
What subordinate points do you need to make to support your main ideas? What would be the most effective organization of this idealized argument? How does your actual research material relate to this ideal paper?
Outlining the Argument
On shorter, less complex papers, a few organizational notes may be enough to fix the structure of the argument in your mind before you begin writing, but research papers are usually too long and too complex to organize by haphazard methods. An essay of anywhere from five to twenty or more pages incorporating a range of ideas and information from many sources requires conscious, careful planning. Preparing a full outline will let you think over your plans, consider them from several perspectives, and revise them accordingly.
The outline places in schematic form the main topic and issues you will discuss in the paper and arranges the subtopics and specifics underneath the major statements. It is the bare bones, the skeleton, of the paper you will write. As such, you should neither take it lightly nor arrange the material in a mechanical, automatic fashion. Rather you should consider the essentials of what you want to convey and what the most effective arrangement of the material will be.
The outline is your way of putting the subject together. Your major statements and the arrangement of them, although built out of your reading of sources, should not resemble the pattern of any source. If you borrow the skeleton of someone else's work, it will resemble that person's work, no matter how you flesh it out. But because you have consulted many sources—and compared, evaluated, and synthesized them—your vision of the subject will not resemble anyone else's: your original outline will be the result of a long line of original inquiry.
Actually, you may want to prepare an outline at any one of several stages of the research project. At each stage the outline serves a different function. Toward the end of the research period, as suggested earlier, you can make an idealized outline to help you determine whether your research material is adequate to the argument you have in mind. If not, you can either supplement your research or refocus your argument.
After you complete the research, but before you write a first draft, you should prepare a working outline to figure out the order and relationship of all the material. Then, as you actually write the paper, you can modify the working outline to solve problems, to take advantage of opportunities, or to develop ideas that you discover in the process of writing. If the organization of your paper changes significantly as you write the rough draft, you may wish to make a draft outline to make sure that the paper does hang together and makes the kind of argument you want it to make.
Finally, you can make a formal outline of the completed paper. Your teacher should let you know whether a formal outline must be submitted with the clean, final draft of your paper. The formal outline demonstrates to the teacher that your argument is well structured and can help guide the reader through your reasoning and evidence.
Usually you do not need to write all these levels of outlines for anyone project. You can choose among them, depending on the nature of the project and your personal preferences. You should, however, outline the paper at least once in the course of your writing to ensure a well-organized, coherent, purposeful argument.
You are probably familiar with the mechanics of an outline. At the top is a thesis statement, a statement that the entire paper argues for and supports. Listed underneath the thesis are the major statements that support or subdivide that thesis; these major statements are identified by Roman numerals. In turn, each major statement is supported or subdivided into secondary statements, which are listed beneath it and identified by uppercase (capital) letters. This subdivision continues as long as the material warrants, the smaller units being marked successively by Arabic numerals, lower-case letters, numerals in parentheses, and letters in
parentheses. Successive indentations visually separate the main points from the minor ones. Schematically, this is the framework of your outline:
Thesis statement
```
I. First major statement A. Secondary statement 1. Supporting claim a. Specific evidence b. Specific evidence c. Specific evidence 2. Supporting claim a. Specific evidence b. Specific evidence (1) Example (2) Example 3. Supporting claim 4. Supporting claim B. Secondary statement ... II. Second major statement A.
```
Usually the major divisions will present ideas or generalized material. The smaller divisions will cover details, evidence, or references to supporting source material.
As a convenience in preparation for the final writing stage, you may want to cross-reference your notes to the numbers on the outline. In preparing the outline, you will also discover whether you need to seek out a few additional pieces of information to complete your argument.
The importance of the outline is that it forces you to arrange your thoughts in some order and then to think that arrangement over. As you write and revise the outline, keep the following points in mind.
Guidelines for Preparing an Outline
Support your thesis.
Does every part of the outline relate directly to the thesis by presenting your case, explaining the idea, or filling in necessary background?
Do all entries add up to a convincing argument for the claim you make in your thesis?
Is the thesis broad enough to encompass all the important issues in your topic?
Clarify the order and relationship of the major points.
Are the statements the most logical or effective order?
Does one statement lead to the next?
Does the argument maintain a consistent direction—or does it backtrack or even contradict itself?
Establish the relationship of major and minor statements.
Does each group of subheadings adequately develop the major heading? Does each piece of specific evidence have a clear relationship to any larger claim you are making?
Establish your task in the introduction.
Does the introduction show your awareness of the prior writing on the subject? Is the review of the literature necessary—to fill in the reader on background? Does the introduction raise the major issue you will discuss in the paper? Does it reveal how you will pursue the issue?
Does the introduction indicate the importance and interest of your topic?
Frame an effective conclusion.
Does the conclusion grow out of the major ideas you have discussed in the paper? Does the conclusion reinforce your main thoughts?
Do you indicate how your findings relate to the findings of previous writers?
Do you suggest possible ways of pursuing the issue in future writing?
Does the conclusion show awareness that your own writing is part of a continuing conversation on the subject?
Check for coherence.
Does the outline reveal a paper that holds together? Will the final paper make the impact you desire?
Creating the Full Statement: Drafting, Revision, and Final Form
Writing a research paper demands all the skills discussed in this book, for the research paper is the synthesis of everything you can find from your reading and all the ideas you develop based on that reading. During the period of library research and the preliminary tasks of the proposal and outline, you will come to tentative conclusions. Reaching these early conclusions does not mean that you can put your concentrated thinking to rest and lapse into the mechanical task of filling in words to fit the outline. Quite to the contrary, all your powers of thought must remain alive until you have created the exact and final words of your message. That struggle to find the right words will lead you to new thoughts about the subject and cause you to reconsider—and perhaps sharpen—many of your earlier conclusions. You never know fully what you will write
until you write it. The outline can serve only as a partial guide—a stage in your thinking. Even having a complete first draft does not complete the active consideration of your subject, because the refinement of language through revision will lead you to new meanings.
Because the research paper rests on such a variety of source materials and requires such an extended development, step-by-step organization of your thoughts as they appear in the final paper is exceedingly important. You do not want your reader to get lost in the mass of information or the range of ideas you present. Beyond preventing confusion, you also need the reader to see the issues and subject from the perspective that you have finally gained. The pattern of your organization should reflect a pattern you have discovered in the material. The orderly arrangement of ideas in a way appropriate to the material is the essence of the broader meaning of logic.
Once you have come to an organizational logic for your paper, you need to make that logic explicit for the readers so that they know what you are trying to do. The longer and more complex the paper is, the more you need transitions—bridging phrases and sentences—to show the connection between one idea and the next. For more on structuring your essay, see page 486.
The reader does not know your earlier thought processes, so your final choice of words fixes the meaning that will be conveyed. Because the statements of the research paper are the result of much work and long thinking, they should be among your most informed and thoughtful statements; naturally you want them to be understood precisely. Because the medium of presentation is words, the clarity of your ideas, the precision of your argument, and the seriousness of your intentions can be transmitted only through your choice of words.
Because the research paper is a structure of your own thought built upon the written statements of others, you need to be aware of the most effective method of presenting the material from each source and the proper ways of giving credit to the sources you use. Chapter 11 will help you use source material to best advantage while allowing you to develop your own thoughts. The research paper must, of course, be completely documented, as described on page 207. The sample paper on pages 188-195 follows MLA style, while the paper on pages 195-196 follows APA style.
The last stage of preparing your paper for public presentation is the creation of a handsome final manuscript—neatly typed with generous margins. Absolutely essential is a careful proofreading of the final manuscript. These elements of formality and care are in themselves signs that you are making a well-considered public statement on a subject you have long wrestled with in private. Your thoughts deserve the best possible presentation.
Sample Research Paper Outline
Katherine Ellis English 102 Section K May 24, 1993
Outline The Exportation of Disney Culture
Thesis: The success of Tokyo Disneyland and the apparent failure of Euro Disney reveal that Japan may share cultural tastes with the United States in ways that Europeans don't.
I. Tokyo Disneyland and Euro Disney copied the American models, but with different results.
A. Disneyland and Disney World were previous successes.
1. Disneyland in Southern California was an immediate success, opening in 1955.
2. Disney World, opening in early 1970s in Florida, expanded the Disney vision.
B. Tokyo Disneyland opened in··1985.
1. Although containing a few accommodations to Japanese culture, it mostly follows the American models.
2. It has proved a great success.
C. Euro Disney opened outside Paris in 1992.
1. It also followed the American models.
2. First reactions were negative and business weak
II. "Disney culture" is defined in the "parent" parks.
A. The parks present a simplified imagination.
1. An artificial environment makes imagination concrete.
2. Cartoon figures follow scripts.
3. Imagination is sold as a commodity.
B. Disney culture provides a simplified view of the past.
1. Complex European history is turned into a world of castles and fairy tales.
2. American history is idealized through the view of dominant groups.
C. Disney culture provides a simplified view of the future.
1. 'The Disney Company is presented as an image of future order, conformity, and efficiency.
2. Exhibits present technology as untroubled progress.
III. The Japanese respond positively to "Disney culture" as the best of American culture.
A. The imaginary world provides a retreat from complexity.
B. Imagination as consumption appeals to newly affluent Japan.
C. Idealized European and American history matches Japan's desire to adopt the best of the West.
D. Japanese share the Disney vision of an efficient, clean, orderly corporate future,
IV. The French find Disney distasteful as American imperialism.
A. Commentators find the Disney imagination infantile, tacky, and money-oriented.
B. French are offended by the simplification of their history.
C. The view of the future is seen as oppressive and limited.
V. Conclusion—The United States and Japan may have more in common culturally in some ways than the United "States and Europe.
Sample Research Paper Using MLA Documentation Style
Katherine Ellis English 102 Section K June 5, 1993
Exporting American Culture: Disneyland in Japan and France
Since its opening in 1955, Disneyland has been viewed as an important part of American popular culture. One critic notes, "America's two enduring gifts to modern civilized life are its music, based on black culture, and Walt
Introductory paragraph sets the topic to be examined in the context of American popular culture in the 1990s, the focus for the research paper
assignment.
The issue of the paper is focused on the relationship between cultural values and success. This point is emphasized by quoting a scholarly authority.
The next four paragraphs broaden the scope of the paper—comparing the success of the four Disney theme parks—and provide background, raising the research question: why is Tokyo Disneyland a success and Euro Disney a failure?
To bring out the comparison of the four parks, paragraphs two through five each cover the same general points: the basic physical features as well as the brief history of one of the parks.
Sources (Wilson and Flower) used to provide information. Paraphrase used instead of quotation.
Discussion of the two parks abroad expands the background by addressing specific ways in which these parks attempt to appeal to non-American cultural tastes.
Summarized sources (Neff. Katayama, Fusaho) provide analysis and facts.
Transition words and phrases—same as, like, and in contrast to--emphasize the comparison structure of the paper, identify specific points of comparison, and provide continuity between paragraphs.
This sentence summarizes and synthesizes information from many sources cited elsewhere in the paper.
Disney" (Pilger 10). Building on the tradition of worlds' fairs, Disney is credited with "developing the prototype of a technologically advanced, immensely entertaining, and commercially feasible amusement park in contemporary society" (Weinstein 147). According to one scholar, Disneyland's success is due to its ability to reflect and reinforce "America's most important beliefs, values, ideals, and symbols" (Weinstein 151).
Disneyland is separated from the suburban sprawl of Orange County, California, by a twelve-foot-high wall of earth. Inside, arranged around Sleeping Beauty's Castle, is a Main Street, and four "lands": Adventureland, Frontierland, Fantasyland, and Tomorrowland. Its "intimate, delicate, underscaled set design" is created by "forced-perspective architecture" which makes small buildings look much larger than they are (F1ower 53). From its opening, Disneyland has been a success. It seems like everyone—children and adults, celebrities, and world leaders—has visited the park, or has wanted to.
The equally successful Disney World, which opened in the early 19705, is much larger than the original park. Built on 28,000 acres in Orlando, Florida, it has three theme parks—the Magic Kingdom (a larger version of Disneyland), EPCOT (Experimental Prototype Community of Tomorrow), and the Disney-MGM Studios tour—as well as housing developments, water parks, transportation systems, hotels, restaurants, a wilderness area, and shopping centers (Wilson 176). EPCOT, a vision of the future as Walt Disney imagined it, contains exhibits funded-by American corporations such as General Motors, Kraft, and Exxon (Flower 206-207).
Based on the success of the U.S. parks, in Apri11985, Oriental Land Company, under license from Disney, opened a Disney theme park in Japan. Built on over forty-six hectares in the outskirts of Tokyo, the park copies attractions from the U.S. parks. One reporter describes it as "pure Americana" and notes that only minimal attempts are made to accommodate Japanese culture and tradition: a Japanese restaurant and covered waiting areas have been added and the Nautilus submarine ride has been excluded. Despite two fundamental rules that conflict with Japanese culture, no alcohol and no food brought in from outside the park (Neff 64), Tokyo Disneyland has been overwhelmingly successful. Attendance and profits have steadily increased since its opening and on New Year's Eve, 1987, a holiday traditi9nally spent at temples and shrines, 143 thousand people visited the park (Katayaina 152). The key to the park's success is repeat adult attendance (Katayama 152; Fusaho 62).
In April 1992 Disney and Euro Disneyland SCA, a French-based company, opened a Disney park in France. Located twenty miles outside of Paris on a plot of land one fifth the size of the City ("Euro Disney Park Opens" 295), Euro Disneyland includes many of the same attractions as the U. S. parks as well as hotels, restaurants, a convention center, a campground, a golf course, and nightclubs (Corliss 82-83). Like the Tokyo park, Euro Disneyland reflects American themes (Bower 244), but makes some attempts to appeal to its European visitors: "Discoveryland," which replaces "Tomorrowland," includes Alice's Curious Labyrinth maze and a "VIsionarium" film about Jules Verne and H. G. Wells (Corliss 83), In contrast to the Tokyo park, Euro Disneyland has been a disappointment. Before opening, it faced harsh criticism from French intellectuals, and during opening week faced bad weather, shortages of
This paragraph brings together various issues of the first part and focuses on a comparative analysis of the way the two Disney theme parks abroad are perceived culturally. It is the crucial paragraph for setting out the thesis and structure of the paper. The second sentence states the thesis. The third sentence sets out the three cultural issues that will be examined. Throughout the rest of the paper, repetition of these three aspects will highlight the paper's structure. The final sentence sets up the comparison structure: between Disney culture and host country reaction, then between the Japanese and European reactions.
This paragraph and the next two outline three aspects of Disney culture's view of the imagination. Repetition of imagination in each topic sentence establishes the connection of the three paragraphs and links each to the thesis and structure set out in the previous paragraph.
This paragraph and the next elaborate on ways in which Disney's view of the imagination is embodied in the theme parks. Transition words in the topic sentences—also and in addition to—emphasize bow each point builds on the preceding one.
In this and other paragraphs ideas are supported through both descriptions of the Disney world and quotations from critics. Critics' opinions about the link between Disney and American culture are used at face value as authoritative, to confirm the student's interpretation. Quotations are generally under a sentence in length, and sometimes consist employee housing, computer and electrical malfunctions, and a transit strike. In its first month, Euro Disney shares dropped twenty-one percent ("Euro Disney Park Opens" 295) and during its first year, it reported a 33.7 million" dollar loss ("Euro Disney Forecast Dismal" D2).
Disneyland's success in Japan and failure in Europe seem directly related to the reaction to the Disney version of American culture, While most Japanese view Disneyland as the best that American culture has to offer, some Europeans, in contrast, see it as American culture at its worst. The Disney version of American culture can be separated into three parts: its view of the imagination, of the past, and of the future. With respect to each of these aspects of Disney culture, the Japanese and European reactions are exactly opposite.
Disney's theme parks appeal to the imagination of Children (and of the child inside each adult). Darlene Gillespie, an original Mouseketeer, observes that, at Disneyland, "we all become the same age ... the generation gap vanishes for a little while" (C5). The Disney parks, "the happiest places on earth," promise to make dreams come true. This simplified, childlike view of the imagination is reflected in the artificial environment of Disney's theme parks which puts limits on the imagination by "making thoughts concrete" and "making magic castles real" (Mills 75). The parks have been criticized for reducing the world to safe, clean, mediocrity (Flower 18) and have caused one critic to wish for happiness "grounded in a real place, a place without an idea behind it" (Freed. 20). Others, however, see the artificial environment as part of the parks' appeal: "secluded, walled off from the profane," they are welcome retreats from an increasingly complex world (Dart A3).
Disney's simplified view of the imagination is also seen in the "live" Disney characters who populate the parks. These characters are central to the park experience, especially in Fantasyland, which includes rides based on Disney's versions of classic fairy tales. Critics often compare visiting Disneyland and going to the movies because, in both, spectators watch a show in which everything is scripted, costumed, and acted out (Gorney D8; Wllson 182). At Disney's theme parks, however, visitors also get to meet the stars and shake their hands.
In addition to blurring the line between imagination and reality, the Disney parks reduce imagination to something that can be bought. One critic notes that "Disneyworld is the logical extension of America itself: a vast shopping mall" (Pilger 10). Visitors pay to get in and pay even more once they get past the turnstiles. On Main Street alone, visitors find countless ways to spend their money; food, Mickey Mouse sweatshirts, stuffed versions of any and an of the Disney animated characters, key chains, stickers—you name it, you can buy it, In Disney theme parks dreams and fantasies can be
of only a short phrase.
Repetition of the term simplified links the second aspect of Disney culture, its view of the past, to the first, its view of the imagination.
Multiple sources indicate that critics agree, lendin, credibility to the interpretation.
News reports that offer a peek behind the scenes add a new kind of supporting evidence.
The opening sentence links the third aspect of Disney culture, its causes of the future, to the first two by repeating the term simplified and by stating directly the logical relationship between the past and the future. This sentence sets the topic for both this paragraph and the next.
This paragraph and others combine information from several sources, showing how all fits together in one pattern.
The discussion of Disney culture's view of the future expands to include its view of technological progress.
This paragraph begins a discussion of the positive Japanese reaction to Disney culture and its causes. After the general discussion of this paragraph, each of the following paragraphs follows the structure of views of the imagination, past and future.
Background information on Japanese economy and culture show how Disney fits the changing situation.
purchased retail.
The Disney view of the past, like its view of the imagination, is simplified. Disney culture turns complex European history and tradition into castles and fairy tales as interpreted through the Disney cartoon retellings of the European originals. The simplified Disney version of American history emphasizes the positive and ignores the negative (Zukin: Gorney; Pilger). One critic sees Disneyland as "the geographical representation not of American history itself but of an imaginary relationship that the dominant groups of U.S. society have with their history" (Wilson 161). Recent reports of Walt Disney's links to Hoover and the FBI (Mitgang C17) have also raised questions about the reliability and accuracy of the Disney version of American history. The parks' attractions, particularly Frontierland, Main Street, and the nightly fireworks, accompanied by the national anthem, certainly appeal to American patriotism.
The Disney version of the past leads-to a simplified version of the future. According to one critic, visitors to the Disney parks see the past uncritically as "a series of glorious adventures safely behind them, to be bettered only by the prospects offered by technology in an approaching future" (Mills 71-72). This idealized future is reflected in the management style of Disney's "company of the future" which emphasizes order, conformity, and efficiency. All staff, except those hired at the professional or management level, begin at the bottom and advance progressively; training in "efficiency, cleanliness and friendliness" is strict, breaks are announced over the PA system, and all employees who work directly with the public wear uniforms (Wilson 178). All potential long-term employees undergo extensive background checks (Pilger 10).
The Disney version of the future glorifies technological progress in "Tomorrowland" and EPCOT. According to one scholar, "technology figures large as an agent of history. Progress, development, expansion, growth—these will ensure (some day) leisure and well being for all" (Wllson 184). In the Disney theme parks, all progress is good progress and technology can always save us. The Exxon exhibit at EPCOT, for example, suggests that oil is the only viable source of energy and the General Motors exhibit implies that the personal car is the means to personal freedom (Flower 281-282); these messages ignore the reality of the limited natural resources (Wilson 190) as well as the problems caused by increased technology.
Reports on the success of Tokyo Disneyland indicate that most Japanese find the simplicity of Disney culture appealing. According to one Japanese executive, the park represents "our best image of the American people" (Neff 64). The Disney views of the imagination and. the past are attractive because they are "American" and, therefore, new and different. According to one critic, the Japanese wanted "a genuine American experience .... What they got was a world that envelops visitors in not one, but two fantasies—of a dreamy, simplified America, and of a land of flying elephants, talking mice and magical castles" (Stemgold FS).
Tokyo Disneyland offers an imaginative retreat from the increasingly complex and technologically advanced Japanese world. According to one report, visitors are attracted by its "dreamland effect": the sense of entering "an imaginary world" set apart from daily life (Fusaho 60). The success of Tokyo Disneyland, however, is mostly credited to Japan's attraction to
The term simplicity, used earlier to unify all aspects of Disney culture, is given a positive interpretation in the sections on Japan.
Further positive comparisons are made between Disney culture and Japanese culture.
The opening sentence indicates the switch from Japan to Europe, the change in reaction, and the contrasting cultural tastes causing; the different reactions. The transition sentence thus emphasizes the thesis on which the whole argument is built, just at this turning point in the argument. The following three paragraphs elaborate on and attempt to account for the negative European reaction to the three aspects of Disney culture. This structure exactly matches the previous paragraphs on Japan, but with exactly the opposite emphasis, negative reaction instead of positive.
Negative words of European critics pile up to serve as evidence of how negative the European response is. Here the quotations serve to show the cultural rejection directly rather than to present a scholarly judgment.
Disney's childlike, simplified view of the imagination. Because of the popularity of the Disney characters, which have been called the park's "trump card" (Fusaho 60), the president of Oriental Land Company claims that he "never had the slightest doubt about the success of Disneyland in Japan" (Katayama 152). The Japanese also find the Disney view of the imagination as a commodity new and appealing. According to one report, the success of the park is due in part to the fact that it opened "just as Japan entered a new era of affluence" (Neff 64) and with this affluence came a new consumer-oriented consciousness of leisure (Fusaho 61).
The Disney view of the past—American and European—is likewise attractive to the Japanese because of its simplicity. Japanese acceptance of the Disney version of the American past indicates a desire to see the best that America has to offer and forget the worst.
One reporter notes that Tokyo Disneyland's version of the American past is even more "squeaky clean" than the original parks: for exam· pie, Westernland has replaced Frontierland because "The Japanese don't like frontiers" (lyer 51). Likewise, the Disney adaptations of European culture and tradition, represented in Disney stories and characters, are attractive due to their novelty.
On the other hand, Disney's view of the future reflects shared cultural beliefs and values, some old and some new. It "appeals to such deep-seated Japanese passions as cleanliness, order, outstanding service, and. technological wizardry" (Neff 64). The Disney management style which makes visitors "feel like VIPs" and "even the lowliest job seem glamorous" (Neff 64) follows the tradition in Japanese service industries of "seeing things from the customer's point of view" even though it leaves out "giving service from the heart" and sacrificing oneself "for duty's s.ake" (Fusaho 60). That Disney's idealized view of technological progress is shared by modern Japanese culture can be seen in the final exhibit in the Carousel of Progress: "a National Panasonic model of the ideal Japanese home of the future, featuring four members of a robot-simulated family, plus dog, attending to their techno-gadgets" (Iyer 51).
Reports on Euro Disneyland indicate that Europeans, specifically the French, find Disney culture distasteful for the same reasons that the Japanese find it appealing. French intellectuals have criticized the park as "a representation of American cultural 'imperialism'" and one writer publicly stated his wish that the park be set on fire ("Euro Disney Opens ..." 295). Others have referred to it as "Euro Disgrace," "Euro Dismal," and "a cultural Chernobyl" (Corliss 82). Although this criticism has been dismissed by some American reporters who claim that the uproar is proof that the French are obsessed with "things American" (Corliss 82), the park's disappointing first year suggests that the clash between cultures is significant.
The French reaction is in part based on a rejection of Disney's simplified version of the imagination. Jean Cau, a French novelist and critic, denounced the park as a horror of cardboard, plastic, and appalling colors, a construction of solidified chewing gum and idiotic fairy tales lifted straight from comic strips drawn for obese Americans. What better way to describe it—it will
The long block quotation shows by its tirade of insults how strong the negative feeling is. The extremity of language justifies a long quotation that adds little substantive information, just because it reflects the European rejection.
The word simplified here becomes a sign of American cu1tural limitations, as do other words treated positively elsewhere in the paper: order, progress, and modern.
This paragraph and the two that follow return to a direct comparison of the economic success of the Disney theme parks and make projections about the future as a way of concluding the analysis.
The paper ends with the student contemplating the cultural implications of its findings—that perhaps the United States has more in common culturally with Japan than it does with Europe.
irradiate millions of Children (not to mention their parents); it will castrate their imaginations and paw at their dreams with fingers the greenish color of dollar bills. The American dream is now within the reach of a stupefied Europe—this cancerous growth, transplanted into millions of young guinea pigs, is non-memory, consumptive make-believe, a cynically fabricated infantility (18).
Clearly, Cau rejects all three aspects of the Disney view of imagination: its artificial environment, its use of Disney characters, and its consumerism.
The French, likewise, are offended by Euro Disneyland's attempt to sell them a watered-down, Americanized version of their own history and tradition. Since much of the culture they are presented within the park is their own, the charges of "American cultural imperialism" seem well founded. Although the park includes "the obligatory Old World touches" (Leerhsen 67), critics complain that it is not "Euro" enough or "Euro" at all: "The Gallic accent is muted" (Corliss 82) and even American visitors are disappointed (Popkin 70). The French, who have a history of cultural conflict with the United States, also reject the simplified and idealized view of the American past reflected in attractions Which "celebrate America the bland and beautiful, and reinvent it, Disney style" (Corliss 82).
Finally, the Europeans reject the Disney view of the future that the Japan find attractive. While the Japanese admire the order and conformity of Disney's "company of the future." the French see these as oppressive. One French labor union has charged that Disney's employee Code, which Prohibits hair dye and large earrings and requires that "deodorant must be used," has "stripped them of their French 'individualism'" (Leerhsen 67). Likewise, the French reject Disney's tendency to equate technology with progress. While the French are at least as "modern" as Americans, they see Disney's view of the future to be as limiting as its view of the imagination (Cau 18).
In spite of poor revenues and attendance at the Euro Disney park, Disney reported a 25% increase in income in the second quarter of the 1993 fiscal year due to increased attendance at the parks and resorts in Florida and California and the recent successes of its film division (King B8). Disney World has been so successful that Walt Disney Company plans to build a time-share Vacation Club, nearly one hundred miles away in Vero Beach ("Disney Plans ... " D4). This trend, in difficult economic times, points to Disney's continued popularity in the United States. In 1991, the Tokyo park was still bringing in huge profits and its five official hotels were full year round (Sterngold F6); reflecting on the continued success of the park, one Japanese reporter has commented, "Maybe Mickey Mouse and Donald Duck have at long last joined the traditional Buddhas and gods" (Fusaho 58), On the other hand, in February 1993 Euro Disney executives projected a "substantial loss" for the current year due to lower than expected attendance and hotel occupancy ("Euro Disney Forecast Dismal" D2); currently, efforts are being made to attract more visitors.
The continuing success of Tokyo Disneyland and the continuing failure of Euro Disneyland suggest a surprising conclusion about our cultural relations with Europe and Japan. In the United States we assume more of a cultural connection with Europe, which we see as the source of much of our heritage and traditions, than with Japan, which we have seen as foreign
and strange. The new kind of American culture which Disney represents, however, may point to values, desires, and amusements that we share more closely with Japan than with Europe. Is Disney showing us the way to the twenty-first century, the century of the Pacific Rim?
Works Cited
Cau, Jean. "Après Mickey, 1e Deluge." Harper's Magazine 285 (July 1992), 18. Corliss, Richard. "Voila! Disney Invades Europe. Will the French Resist?" Time 20 Apr. 1992: 82-84.
Dart, John. "Sanctuaryland? Disneyland Called 'a Modern Pilgrimage Site' for the Religious." Los Angeles Times 20 Nov. 1989 A3+.
"Disney Plans Its First Stand-Alone Resort." New York Times 31 Mar. 1993, D4.
"Euro Disney Forecast Dismal for This Year." Los Angeles Times 12 Feb. 1993: D2.
"Euro Disney Park Opens in France." Facts on File 52 (1992): 295.
Flower, Joe. Prince of the Magic Kingdom: Michael Eisner and the Re-Making of Disney. New York: Wiley, 1991.
Freed, Lynn, "It's a Small Unnatural World." New York Times 11 Apr. 1993, 20. Fusaho, Awata. "Disneyland's Dreamlike Success." Japan Quarterly Jan.-Mar. 1988, 58-62.
Gillespie, Darlene. "Time Stands Still for Mouseketeer." Los Angeles Times14 July 1985, C5.
Gorney, Cynthia. "The Mightiest Mouse!" Washington Post 17 July 1985: Dl +. Iyer, Pico. "In the Land of Mickey-San." Time 11 Jan. 1988: 51.
Katayama, Hiroko. "Mouse Madness." Forbes 8 Feb. 1988: 152.
King, Thomas R. "Disney's Net Rises 25% on the Success of Its Films, Parks," Wall Street Journal 27 Apr. 1993: B8.
Leerhsen, Charles, and Fiona Gleizes. "And Now, Goofy Goes Gallic." Newsweek 13 Apr. 1992: 67.
Mills, Stephen F. "Disney and the Promotion of Synthetic Worlds." American Studies International 28.2 (1990): 66-79.
Mitgang, Herbert. "Disney Link to the F.B.I. and Hoover Is Disclosed." New York Times 6 May 1993: C17+.
Neff, Robert. "In Japan, They're Goofy About Disney." Business Week 12 Mar. 1990: 64.
Pilger, John. "The Magic of Disney." New Statesman & Society 16 Aug. 1991: 10.
Popkin. James. "Summer in Europe." U.S. News & World Report 18 May 1992: 68-70.
Sterngold, James. "Cinderella Hits Her Stride In Tokyo." New York Times 17 Feb. 1991: ill Fe.
Weinstein, Raymond M. "Disneyland and Coney Island: Reflections on the Evolution of the Modern Amusement Park." Journal of Popular Culture 26.1 (1992): 131-164.
Wilson, Alexander. The Culture of Nature: North American Landscapes from Disney to the Exxon Valdez. Cambridge, MA: Blackwell, 1992.
Zukin, Sharon. Landscapes of Power: From Detroit to Disney World. Berkeley. CA: University of California P. 1991.
Sample Research Paper Using APA Documentation Style
Effect of Society's Misconceptions of the Wolf by James Riddle
At one time canis lupus, or the gray wolf, ranged in North America from the Arctic to the tropics and from coast to coast (Cohn, 1990). By the time of the first werewolf movie in 1935, few wolves roamed the United States outside of Alaska (Edwards, 1987). The beliefs and prejudices of such movies that depict wolves as evil creatures have led to the wolf becoming an endangered species. Those same misconceptions today still hinder efforts to increase the wolf population.
Explorers of the American West observed many wolves. John James Audubon saw as many as twenty-five a day when he traveled the Missouri River in 1843; Vernon Bailey once found twenty breeding dens in one hundred square miles of Wyoming's Wind River country. Ernest Thompson Seton estimated that there were twenty thousand wolves in Wyoming alone (Steinhart. 1988).
White settlers, however, viewed the wolf as a predator and set out to destroy the wolf. Indeed, once hunters killed off the deer, elk, and other prey, wolves did turn to attacking livestock, although never with the ferocity that mountain lions showed (Flader, 1974).
Wolves became the scapegoat for all predatory animals and were subject to systematic eradication. In 1905 the Montana legislature established a program to inoculate wolves with the disease mange and then release them to the wild, where they could infect others (Robbins, 1986). Montana paid bounties on wolves until 1933. National parks, rather than being sanctuaries, were killing grounds. Between 1914 and 1926 Yellowstone rangers trapped and killed wolves, and Glacier rangers resorted to poisoning by strychnine.
By the middle of this century only isolated wolves, without mates or pups, were seen in the Rockies. In 1973 the wolf was listed as an endangered species (Steinhart, 1988).
Our cultural beliefs made it easy for settlers, rangers, and legislatures to think of the wolves as evil and villainous. Folktales such as "Little Red Riding Hood," "Three Little Pigs, "and "Peter and the Wolf" depict the wolf as an aggressive and cunning man (and pig) eater. In fact, the wolf is very shy and goes out of its way to avoid man. Numerous anecdotes confirm the timidity of wolves. For example, one field researcher actually crawled into a wolf den and took one of the pups while the parents looked on. The wolves ran off several hundred yards away and did nothing "more aggressive than howl (Rutter & Pimlott, 1968). Lee Smitts, who has tracked down numerous reports of wolf attacks on humans, concludes that "no wolf, except a wolf with rabies, has ever been known to make a deliberate attack on a human being in North America" (Meeh, 1970).
Evidence also suggests that wolves are not much of a predatory threat to livestock and wild animals. A six-year study in Alberta, Canada, found that only 16 out of 9,500 cows were killed by wolves over the period. A study in northern Minnesota found similar low levels of predation on cows, calves, and sheep (Steinhart, 1988). A National Park Service study even predicts that reintroducing wolves to national parks would only have a mild effect on wild game species such as elk, deer, moose, and bison, reducing their numbers between 10 to 20 percent. Wolves would have no effect on bear or bighorn sheep (Calm, 1990).
Yet much opposition remains to reintroducing the wolf to national parks such as Yellowstone and Glacier. Prejudices remain against this animal: it is feared it will attack children, deplete livestock herds, and reduce the wild game populations. The only limited truth to these beliefs is that the wolves will feed on a relatively small number of supposedly "game" animals that only humans are supposed to hunt. It is curious that humans will punish wolves for doing for survival what humans do for "sport." Where is the true evil in this?
References
Cohn, J. P. (1990). Endangered wolf population increases. Science, 40, 628-632.
Edwards, D. D. (1987). Recall the wild wolf. Science News, 131, 378-379.
Flader, S. L. (1974). Thinking like a mountain. Columbia, MO: University of Missouri Press.
Mech, 1. D. (1970). The wolf: The ecology and behavior of an endangered species. Garden City, NY: Natural History Press.
Robbins, J. (1986). Wolves across the border. Natural History, 95, 6-15.
Rutter, R J., and Pimlott, D. H. (1968). The world of the wolf. Philadelphia: J. B. Lippincott.
Steinhart, P. (198B). A wolf in the eye. Audubon, 90, 78-89.
WRITING ASSIGNMENT
Write a research paper of 2,500 to 3,000 words (approximately eight to ten typed pages, double-spaced); document all sources, using parenthetical notes and a list of works cited. The audience for the paper will be the other students in your class, who will be researching related topics. The instructor may present you with a list of topics or ask you to work on one of the topics that follow.
Near the beginning of your research, submit to the instructor a short statement (one brief paragraph) defining your research area: what your topic is, as well as why you have chosen it. Midway through your research, after you-have focused your topic, submit a formal review of literature (300 to 500 words) and a formal proposal (at least 200 words). Before you begin writing the rough draft, the instructor may want to see your research notes, your prewriting, and a working outline. You may also find it helpful to keep a research log or journal that records your research process; what you have done, what you need to do, what questions you have what problems you encounter.
1. The class will be asked to investigate some aspect of American popular culture in the 199Os. Members of the class will initially write a description of some artifact or object of American popular culture, one that he or she grew up with, and then will gather information published about that artifact or object in newspapers and news magazines during a recent three-month period. Students will then write a synthesis paper compiling these materials (see page 141). Drawing on questions and issues raised by the materials compiled in the synthesis paper, every student will then pick a research topic related to his or her artifact or object. The scope of the research paper need not be limited to the three months covered in the synthesis paper but may trace the topic back to preceding years or forward to current events as appropriate for the topic. Scan a major daily newspaper or news magazine (such as the New York Times or Newsweek) and compile a list of issues currently in the news. Choose from this list one issue to investigate further. Throughout the term, compile a current events file to track these issues and conduct library research to provide relevant background. For the final paper, write a research paper that accounts for current events in terms of the past and develops an informed hypothesis as to how these events may play out in the future.
2. Conduct a survey of the students in your class to compile raw data about the ways present-day college students spend their leisure time. Choose one of these forms of leisure to examine further. Once you have narrowed your topic, conduct a more thorough and detailed survey of students at your school (for example, if you choose watching television, ask students when they watch it, what kinds of shows they watch, why they watch them). The results of your second survey may help you narrow the focus of your research even further (for example, to situation comedies, or even more specifically-to a particular show, like "Seinfeld"). Once you have sufficiently narrowed your topic, conduct a library search both on
the specific topic and on leisure in general. For the final paper, write a research paper on how the particular form of leisure that you have chosen meets college students' recreational needs.
3. The class will be asked to investigate a specific year. Members of the class will initially gather background material, perhaps by each student writing a synthesis of events for a week of the year selected. Every student will then pick an event, person, or issue in that year to investigate further. The scope of the final paper need not be limited to the original year but may trace the topic back or forward in time—as appropriate.
4. Choose a local public or private agency, corporation, or other institution to investigate, such as a local plastics company or day-care center. After informing yourself about similar institutions (for example, the development of the plastics industry or recent legislation affecting day-care programs), you are to gather specific information about your chosen institution and then get in touch with the institution directly to see whether you can obtain an interview or any additional information. For the final paper, you may focus on any issue, process, or problem concerning the institution.
5. Interview a person who has spent time in another region or country. Find Out whether he or she has observed customs, attitudes, or ways of life significantly different from those prevalent where you live. Choose one of these differences to explore in your research and to write about.
6. Investigate an ecological problem in your region-perhaps a source of pollution or an animal species threatened with extinction. Your investigation of the situation should include the local conditions and attempts to remedy the problem as well as background information that might explain how the problem arose, such as the nature and ecological requirements of the threatened species or the operations and current technology of the industry that the polluting company represents.
7. For a novel or play that you have studied in a literature course, find out how the work was originally received when it first appeared. What was the author's reputation at the time, and what did contemporaries think of this particular work? As you delve into original reviews and published discussions of the author, compare these reactions to your and the literature class's responses to the work. You may find your topic in the pattern of reception, in the comparison of original public and critical reaction with that of modern audiences and critics, or in how the work's initial reception affected the author's life. Depending on how you focus the project, the follow-up research will vary. | <urn:uuid:99421d5a-6310-4125-a307-c82c15c5f44b> | CC-MAIN-2018-26 | http://wac.colostate.edu/books/informedwriter/chapter10.pdf | 2018-06-22T09:33:17Z | crawl-data/CC-MAIN-2018-26/segments/1529267864387.54/warc/CC-MAIN-20180622084714-20180622104714-00364.warc.gz | 339,969,276 | 23,262 | eng_Latn | eng_Latn | 0.960988 | eng_Latn | 0.998323 | [
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Kid Power Strikes Back By Susan Beth Pfeffer
Lesson Overview
Kid Power Strikes Back focuses on a neighborhood business organized by Janie Golden. Janie and her friends decide to expand their Kid Power summer business of grooming lawns, walking dogs, and running errands to shoveling driveways and sidewalks during the winter. Throughout the book, Janie and her friends learn valuable lessons in economics. They confront concepts such as open market, monopoly, and, most important, competition.
Key Economic Concepts Markets
Specialization
Monopoly
Market Survey
Profit
Competition
Advertising
Entrepreneurship
Materials
Handouts 1, 2, and 3
Teaching Procedure
1. Before reading Kid Power Strikes Back, discuss with your students the kinds of moneymaking jobs they have performed. Discuss whether their jobs provided a good or service to their customers. Ask what productive resources were necessary, what price they charged, and how they determined the price.
2. Define and discuss the Key Economic Concepts above.
3. Read Kid Power Strikes Back orally to the class or individually if enough copies are available. Highlight economic concepts as you read. Then have students complete Handout 1, Economics Concepts in the Story.
4. Put students into groups of four or five. Each group should visit a different class in the school and brainstorm possible services that the class would like the group to perform. Then meet and select three services the group would actually like to provide to the other class. (Examples: sharpen pencils, wash desks, straighten library books, supervise milk break, etc.)
5. On Handout 2, Market Survey, list these three services. Make copies and distribute them to the students in the other class. Based on the survey results, decide what service to provide and make an offer to the class. (Use Handout 3 for this.) Payment can be mini-economy money, tokens, class privileges, candy, etc. The two teachers will have to coordinate this. Create a contract, as per the instructions on Handout 3.
Key Questions To Ask Students
1. Why was Kid Power so successful? (provided a valuable service at a good price, kids worked together as a team, helpful advice of parents, etc.)
2. Why was it beneficial for Janie to hire her sister, Carol, as a manager? (Carol had organizational skills and could keep track of the jobs. By specializing in what she did best, Carol reduced Jamie's work load.)
3. What is a market? (a place or situation where buyers and sellers interact)) How are prices determined in a market? (supply and demand)
4. What is competition? (other sellers who produce the same good or service) Why were Kid Power customers willing to pay Johnny more money for his services even though they thought he was employed by Kid Power? (He did even better work than Kid Power.)
5. Is competition good for the economy? (Yes, it forces businesses to be very efficient in their production and respond well to consumer wants. This leads to better quality products and lower prices.)
6. List some of the specific characteristics possessed by Janie and her employees that made them successful entrepreneurs. (persistent, having a good work ethic, disciplined, flexible, motivated) What motivated them? (primarily the money they earned)
7. What are contracts? Why are they important in our economy? Who enforces contracts in our economy? (binding agreements between businesses; contracts help create a stable, just, and efficient economy; government enforces contracts)
Follow-Up Activities
1. School Services: Make a list of services the class could provide to the principal, librarian, school nurse, or other personnel. Identify the types of capital resources (tools or equipment) and special skills (human capital) each group would need to provide the service.
2. Classroom Visitor: Invite an entrepreneur to visit and explain how he or she started a business. Discuss the challenges in starting the business and how they were overcome. Discuss the character qualities that are necessary to be a successful entrepreneur.
3. Kid Power: Read the original Kid Power book. See the book citation in the bibliography.
Handout 1
Economic Concepts in the Story
1. Services
2. Capital Resources
3. Scarcity
4. Opportunity Cost
5. Entrepreneurship
6. Specialization
7. Profit
8. Competition
9. Open Markets
10. Monopoly
Handout 2 Market Survey
Our group came to your class earlier and brainstormed possible services your class would like to receive from us. Below are three services we are willing to provide. Each student in your class should complete a Market Survey. This will help us determine which service your class wants most.
Put 1, 2, or 3 in the second column. Discuss with your teacher what price you would be willing to pay to receive the service. Put that in the third column.
Handout 3
The Contract
1. Meet as a group to discuss the details of the agreement you will make with the other classroom. Use the questions below to help you.
a. Service to be provided:
b. Number of times the service will be provided:
c. "Price" you will charge for the service:
d. Other possible items to include in a contract:
2. Once your group has agreed on the items above, present your offer to the other classroom.
3. Create an agreement (a contract!) in your own words to be signed by representatives from your group and the other classroom. | <urn:uuid:b6a3d0f6-8996-4efc-9948-3068c26e9ccc> | CC-MAIN-2018-26 | http://www.econed-in.org/pdf/kidpower.pdf | 2018-06-22T09:41:25Z | crawl-data/CC-MAIN-2018-26/segments/1529267864387.54/warc/CC-MAIN-20180622084714-20180622104714-00363.warc.gz | 405,144,096 | 1,134 | eng_Latn | eng_Latn | 0.953557 | eng_Latn | 0.998187 | [
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WALKER BROTHERS, INC.
COMMERCIAL ASPARAGUS PLANTING GUIDE
Jersey male hybrids are perennial vegetables that can thrive for 15 years or more. They have been shown to substantially outperform the older open pollinated varieties in disease resistance and crop yield. To obtain these results, proper care is essential; a lack of care will result in a poor stand and a low yielding field. Following are recommendations for planting and maintenance of a Jersey male hybrid asparagus field.
TEMPERATURE, SOIL, AND FERTILIZATION - Asparagus grows best under maximum photosynthesis conditions: a long growing season and sunny days. Ideal day temperatures during the growing season are 75 to 85 degrees F with night temperatures 60 to 70 degrees F.
Asparagus is most productive on deep, well-drained sandy loam soils, but it will do well on other soils if it has good drainage. Asparagus plants lose vigor, become more susceptible to root rot, and die in poorly drained areas or following prolonged high rainfall. It is very important to test your soil annually to determine pH and fertilizer requirements. Asparagus grows best when the pH is between 6.7 and 7.0. Nitrogen should be applied at a rate of 75 lbs. of actual nitrogen per acre, phosphorous at 250 lbs. per acre, and potassium at 300 lbs. per acre.
PLANTING CROWNS - Use only healthy one-year-old crowns that are free of Fusarium root rot. (Our crowns are inspected by the New Jersey Department of Agriculture and are free of Fusarium.)
Prepare your field by broadcasting fertilizer at the above rates and working it in. Using a lister plow or middle buster, open a V-trench 6-8 inches deep. The Jersey Male Hybrids have been found to perform best when planted 6-8 inches deep. Apply super triple superphosphate (0-46-0) in the bottom of the trench at a rate of 200 lbs. per acre. (This is in addition to the phosphorous that was applied earlier.) Research has shown that the crowns will grow more vigorously when 0-46-0 is used. It will not burn the crowns.
Drop the crowns in the trench. The buds do not have to be facing up. We suggest laying them on their sides. Distance between crowns (bud to bud) is determined by the spear diameter required. A thick spear (1/2 inch - 3/4 inch) is obtained by planting the crowns 10-12 inches apart. A thinner spear (3/8 inch - 5/8 inch) is obtained by planting 6-8 inches apart. Once the crowns are placed in the trench, cover them with 1-2 inches of soil. Cover as soon as possible to prevent any sun damage.
The distance between rows is usually determined by the spacing of your equipment. We recommend planting no closer than 4.5 feet between rows. Jersey male varieties are very vigorous in their growth. If planted too close together, their ferns will become very dense and restrict air circulation. This creates a stagnant atmosphere where diseases can easily take hold and flourish.
As the asparagus grows, gradually fill in the trench with soil, being careful to avoid covering any asparagus foliage. The trench should be filled to ground level by the end of the first growing season. Side dress a 5-10-10 fertilizer in late July or early August at the rate your soil test specifies.
Late in the fall of the first growing season, after the fern has turned completely brown, remove the brush (old stalks) and any weeds. In the following spring broadcast lime as needed to maintain the proper soil pH, add fertilizer and apply herbicide.
Remove brush after it has turned brown during each succeeding fall. Each spring, before the asparagus emerges, broadcast lime if your annual soil test determines it is needed. At the same time spread half of the recommended fertilizer and work it in. Apply the herbicide.
Immediately after the harvest season ends, spread the other half of the recommended fertilizer, work it in, apply the herbicide, and then irrigate one inch of water. This will help speed the development of the fern so the photosynthesis process can begin.
PLANTING SEEDLINGS - If growing seedling transplants, sow the seed in late winter in a greenhouse 12 to 14 weeks before you plan on transplanting them to the field. Seedlings should be planted in the field only after the possibility of frost has passed. Use a commercial potting mix of peat moss and vermiculite and sow one seed 3/4 inch deep in small pots (2 inches diameter) or seed 2 inches by 2 inches in flats. Germinate seed at 75 to 80 degrees F during the day and 65 degrees F at night.
Adequate soil moisture is important during the first growing season. Weekly applications of irrigation sufficient to wet the soil 8 inches deep should be adequate. After the first growing season, asparagus plants do not require frequent irrigation because of their deep and extensive root system. Thorough watering (2 - 3 inches of water) slowly applied every two weeks during dry weather is sufficient.
Apply a soluble, complete fertilizer, such as 15-15-15, at half the recommended rate 4, 8, and 12 weeks after sowing the seed. Rinse the foliage lightly with water after fertilizing to avoid injury to the tender growth. Excessive fertilization promotes large, over-tender tops and small root systems with limited reserves in the storage roots.
Watch for aphids and thrips! They will stunt the growth of young seedlings. In the field, planting seedlings is similar to planting crowns. The only difference is in the shape of the trench: instead of a V-shaped trench, you must make a W-shaped trench. (This is usually accomplished with homemade trenchers.) The W-trench keeps the seedling above standing water in case of a hard rain.
HARVESTING - There are two methods of harvesting asparagus: snapping and cutting.
For cutting, use an asparagus knife. Cut the spear off about 1-inch below the soil line. Use caution not to cut too deep, as you may damage the asparagus crown. We advise adding a 4-inch ridge of soil once the spears begin to emerge - this will help prevent crown damage by workers cutting too deep. Snapping simply involves breaking off the spears, leaving a stub on the plant. The upper portion that snaps off should be all green and all tender. One disadvantage to snapping is that the stub left behind can act as a breeding ground for diseases. Whichever method you choose, harvest the spears when they are between 7-10 inches long. Harvest all spears that come up during the harvest season.
*PLEASE NOTE: Planting instructions are geared toward the climate conditions for continental United States. Additional assistance is available for our International seed and crown customers who have individual growing needs. | <urn:uuid:09f447eb-e7e7-4e7f-9dc2-248fff574936> | CC-MAIN-2018-26 | http://walkerplants.com/docs/AdparagusPlantingGuide.pdf | 2018-06-22T09:04:21Z | crawl-data/CC-MAIN-2018-26/segments/1529267864387.54/warc/CC-MAIN-20180622084714-20180622104714-00366.warc.gz | 337,523,713 | 1,456 | eng_Latn | eng_Latn | 0.995997 | eng_Latn | 0.998334 | [
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Oakland Community Preparedness & Response
PERSONAL & FAMILY PREPAREDNESS: BEFORE A DISASTER
MAKE A PLAN TO ESCAPE AND REUNITE
Plan Escape Routes Out of Your Home:
Know how to get out of every room
Consider the needs of children, people with special circumstances and pets
Practice often with your family
Plan for where to Reunite:
Designate two places to meet in case your home is unsafe:
One close to home if only your house is affected (house fire, landslide, fallen tree)
One outside your neighborhood if it's unsafe to return to your home (evacuation)
MAKE A PLAN FOR COMMUNICATIONS
Use these numbers from a cell phone
EMERGENCY
Keep a list of contacts in case your phone is lost
Have an out-ofarea contact to relay messages
* Oakland Fire (510) 444 - 1616
* Oakland Police (510) 777 - 3211
NON-EMERGENCY
* Oakland Fire (510) 444 - 3322
* Oakland Police (510) 777 - 3333
□ School
□ Family
□ Work
□ Day care provider
□ Caregivers
□ Utilities
□ Someone at least 200 miles away
□ All family members should know this person's number: keep it in your wallet/purse
□ Medical providers
□ Insurance companies
□ Veterinarian
□ Make short calls or send texts to give status & leave messages
Create a family group on WhatsApp, Viber, Telegram, etc, with the people you would need to communicate with if there was an emergency
Install the app on all phones. Everyone will get the same messages. Report your status and where you will go.
Have an emergency charging option for your phone
* Prior to severe weather, charge all of your electronic devices
* Keep a portable phone charger and charging cable in your car
* Have a back-up power supply/power pack to recharge your phone
MAKE A PLAN FOR EVACUATION
Map out potential evacuation routes.
List important items you would take with you.
Refer to OCP&R Guide #05 – Evacuation Planning
www.oaklandcpandr.org | 510.575.0916 | email@example.com
Guide #03
JOIN YOUR NEIGHBORHOOD GROUP
Know your neighbors. Work together to reduce hazards in your area. See OCP&R Guide #01.
MINIMIZE HAZARDS AROUND YOUR HOME
□ Store hazardous/flammable liquids in secure cabinets, separating bleach and ammonia products to prevent mixing when spilled.
□ Secure the water heater, major appliances and tall furniture to keep them from toppling. Use approved straps and connectors to attach them to wall studs.
□ Store heavy objects on low shelves and never hang heavy pictures over beds.
□ Know how to shut off utilities. Identify the location of the gas meter and water shut‐off valves and main electrical breaker. Keep a gas shut-off wrench near the external gas meter. Consider installing a seismic gas shut‐off valve that automatically "trips" during an quake.
STORE EMERGENCY SUPPLIES
Be prepared to fend for yourself for at least 7 days after an earthquake or power outage. Store enough water, food and first aid supplies for you, your family and pets. You need one gallon of water per person per day.
Plan for your pets. Include supplies to take care of your pet(s) for at least 5 days, including food, bowls, litter boxes, can opener, etc, and ensure that your pet(s) are properly identified. Crate them if you must evacuate.
Keep a Go-Bag
of emergency supplies in an easily accessible place. Have a Go-Bag in your vehicles and at work.
Keep a small amount of cash at home in small bills. ATMs and credit cards may not work during a disaster when you need to purchase needed supplies, food, or fuel.
ASSEMBLE IMPORTANT RECORDS
□ Copy or scan important documents
□ Store records in 2 locations such as:
Include the following:
Digital copies are easiest to access after a disaster
□ birth/marriage certificates
* a USB drive
* the Cloud
* with your out-ofstate contact
□ contact info in case your phone is lost
□ Inventory your house contents
□ insurance policies
□ passport
□ doctors and medications
□ financial records and tax returns
Take photos or videos to document everything inside and outside the home, including vehicles
□ driver's license
□ will
□ recent photos of yourself, your family and pets
TRAIN TO HELP YOU BE READY
Be trained to help yourself and others. Professional first responders will be busy. Be ready to work with your neighbors.
Complete CORE or CERT classes and learn first aid and CPR.
OCP&R is a program of the Oakland Firesafe Council.
Contact OCP&R for more information and assistance with personal and family preparedness.
Thanking the Oakland Police and Fire Departments for their contribution to this content. Version 1.1 7/13/20
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TECHNOLOGY AND ASSESSMENT IN THE LEGAL CLASSROOM: AN EMPIRICAL STUDY
CONFERENCE PAPER, INTED2011 PROCEEDINGS ISBN 978-614-7423-3 (2011) FERNANDO COLON-NAVARRO
TEXAS SOUTHERN UNIVERSITY (UNITED STATES
)
email@example.com
Abstract
Education has been challenged by technology over the last 20 years. This has begun having an impact even on legal education. There was a time when the Socratic Method was the primary instructional modality in law school and its preeminence was unchallenged. The idea was that the law school's educational program was a rigorous entity unto itself. Each course had one summative final exam.
In the mid 1980s the thinking about "intelligence" began to take a dramatic shift. The shift came in part due to advances in technology, including artificial intelligence. As understanding of the complexity of human intelligences became the focus of educational psychologists, its impact was felt on the science/art of education. Ensuring that teaching methods used in the classroom would reach all learners became the primary role of the teacher, as opposed to being the primary "keeper" of the knowledge to be conveyed to the student, which was the traditional primary role in the formal educational classroom. And then came the computers. What quickly became apparent was that there was a role, even a need, for various types of intelligences in the traditional classroom and in fields where alternate types of intelligence had never been viewed as contributors to success in those fields. One spectacular example came in the surprising field of surgery where surgeons began training with video games which turned out to enable them to use surgical micro robotics to perform procedures that had been impossible previously.
As psychologists became more interested in studying the various intelligences exhibited by humans, they introduced the idea of measuring students' acquisition of skills or the outcomes of learning endeavors. The idea behind assessing students' learning is making education more efficient. Educational outcomes are the product of student aptitudes, effort and the educational program. Maximizing student outcomes or making the educational process efficient became a real focus of educators, but not of legal educators. If students are making progress at a rate that will allow them to achieve the outcomes of the program on schedule, all is well; if they are not, adjustments in one or more of the three factors is necessary. Of course, affecting students' aptitudes is not always feasible, but targeting instructional efforts utilizing their learning modality strengths is.
New technology provides the teacher an assessment of the students' learning.
It isn't enough to know whether or not the majority of students (defined as 70% or more) have grasped the concept, the teacher must then make decisions about what to do with the data. In my class, if fewer than 70% of the students have not mastered the concept, we continue instructional interventions and measure their success until 70% or more of the students have displayed mastery. We are attempting to assess whether or not this approach contributes to student outcomes, by comparing the performance of the students in my section who have been subjected to the rigors of measuring their response to instructional interventions to those of other students who have not had such formative assessments.
Keywords: Innovation, technology, research projects, etc.
INTRODUCTION:
During the past twenty years legal educators as well as educators in other fields have been engaged in the process of making legal education more efficient and relevant. Many reasons for the changes come to mind such as changes in the way the marketplace for attorneys accepts new law school graduates or maybe different expectations of the level of skills expected of the new attorneys. Maybe the advances in technology have created new challenges to legal education as the role of legal educators changed from being the "keepers" of the knowledge to be conveyed to students to ensuring that knowledge reached all learners. Maybe law firms starting new associates at $130,000 per year, or more, want associates ready to hit the ground running, or at least jogging! Whatever the reason, over the past twenty years legal education institutions as well as legal educators have witnessed a significant debate as to how best to impart education in the legal classroom. Initially, the debate was focused on what type of education was to be administered in law school. Should students be taught to "think like lawyers" or should they be taught "the skills of lawyering"? Where does legal education begin with the process of education? i
Legal education has changed over the years, reflecting the state of the art of education and psychology and the zeitgeist or thinking of the times. One thing has remained constant for educators in general as well as legal educators, how to teach anything is of vital interest, and the more efficient the method of imparting the knowledge, the better the educator can be at the job. It then becomes the burden of the formal school mechanisms (the law schools) to provide the training needed for a student to become a lawyer and to make this a cost-efficient process. That is, the law school must focus on imparting the knowledge and skills required by the profession in a manner that attracts students who recognize the school's ability to provide such training. Law professors, like other educators, must take their cue from those who teach others how to teach. Law students have also changed over the years as have learners in other fields. Educators have taught teachers in all fields to instruct using differentiated instructional methods, so learners have been accustomed to being instructed in multiple modalities, rather than relying solely on the auditory learning modality. The information age, in which we find ourselves, has made learners expect almost instantaneous information and feedback, which in law schools has resulted in "more demanding" law students. The new law students seem to expect more from their teachers, too. No longer do they passively accept a grade on a test..they want to know "why?"!
Up until 1960, law schools offered only one type of legal education, emphasizing the development of analytical skills, the development of legal research skills, and the learning of substantive law. In order to teach these skills, law schools relied, for the most part, on the Socratic method, ii where students are trained to reason via question and answer debate in the classroom (that auditory learning modality!), applying legal statutes and principles where appropriate. iii This method of instruction ensured that law schools became a source of "sorting" students who were good at legal analysis from those who were poor at it without concern as to how these students, once they became lawyers, would acquire skills relevant to providing services to real clients, i.e., expertise, judgment, and problem-solving abilities that go beyond classroom legal analysis.
With the development of clinical legal education in the 1960s, that tradition began to change. In 1973, the American Bar Association's adoption of its Standards for law school approval incorporated core curriculum requirements, professional responsibility requirements and professional skills training.
These requirements were later amended to include legal writing. iv In 1992, the McCrate Report identified fundamental lawyering skills as essential for competent representation."' The report also identified values, and this combination of skills and values is what contributors to the McCrate Report felt all lawyers need in order to be part of the "learned profession." The lawyering skills listed include problem solving, legal analysis and reasoning, legal research, factual investigation, communication, counseling, negotiation, litigation and alternative dispute resolution procedures, organization and management of legal work, and recognizing and resolving ethical dilemmas. The values listed include providing competent representation, striving to promote justice, fairness, and morality and striving to improve the profession and professional self-development.
Lacking, however, was the idea of measuring the student's acquisition of skills or the outcomes of learning endeavors that was being utilized in the social sciences. The idea behind assessing students' learning periodically is making education more efficient because instruction can be amended when students are not achieving "benchmarks" or interim goals towards the final outcomes on the desired schedule. Educational outcomes are the product of student aptitudes, effort and the educational program. Maximizing student outcomes or making the educational process efficient became a real focus of educators, but not of legal educators. If students are making progress at a rate that will allow them to achieve the outcomes of the program on schedule, all is well; if they are not, adjustments in one or more of the three factors is necessary. Of course, affecting students' aptitudes is not always feasible, but targeting instructional efforts, utilizing their learning modality strengths, is.
In 2008, The American Bar Association, the accreditation body of law schools, criticized law schools for "not approaching teaching goals at a cohesive institutional level." v In support for the criticism, the ABA cited two influential reports, the Carnegie Report and the Best Practices for Legal education. vi In its report the ABA identifies "three issues that are critical to any discussion of the use of outcome measures in law school": (1) What outcomes may be regarded as central to the legal education field as a whole? (2) How effective are the existing measures for assessing these outcomes? And (3) what other outcomes measures might be developed? Further, the ABA in its report, again citing Carnegie, identifies six tasks that are involved in preparing lawyers: developing in students an academic knowledge base; providing the students with the capacity to engage in complex practice; enabling students to learn to make judgments; teaching students how to learn from experience; introducing students to disciplines of creating and participating in the professional community; and forming students able and willing to join an enterprise of public service.
The ABA continues its criticism of legal education by finding that legal education focuses disproportionately on developing "the academic knowledge base (content) to the exclusion of developing necessary practical skills" resulting in an "unbalanced learning experience for the students." vii Citing from the Carnegie Report, the ABA suggest three specific claims for improvement: "law schools should incorporate ongoing assessments and other formative techniques to encourage and evaluate student's development of the skills; law schools should shift in assessment from the conceptual knowledge accumulated by student to the assessment of practical competencies and the development of professional identity; and law school need to engage in a cohesive and unified set of teaching goals, rather than an ad hoc goal setting by individual faculty members." viii
Assessment
If it was desired, as suggested by the ABA, that law schools should incorporate assessment to "encourage and evaluate student development of skills and to assess practical competencies," ix what is the ABA referring to as assessment? Professor Gregory Munro gives a suggestion of what the term "assessment" means and how its use may improve legal education. x According to Professor Munro "the assessment movement is knocking at the door of American legal education" generating excitement and creating accountability by law schools to "state their mission and outcomes, explain how their curricula is designed to achieve those outcomes, and identify their methods for assessing student performance and institutional outcomes." xi
Generally, in law school the learning of a student is measured by exams. The number of exams vary, of course, depending on the law school and how much the law school values the importance of quantifying outcomes. In most law school the process is what Professor Munro calls "summative," meaning they are used to "measure what students learned after the fact but are seldom used as a diagnostic tool or instructional device for student learning." xii The law school final examination, according to Professor Munro, is not the only formal and sole source for a student's grade, but rarely is it used as a learning tool. xiii
According to the Carnegie Report, "assessing students' competence performs several important educational functions." xiv In its familiar summative form, assessment "sorts and selects students" not only during their law school careers but from the beginning of their law school career serving as "a filter" to help identify which student is likely to succeed. The report states that "summative assessments are useful devices to protect the public, for they can ensure basic levels of competence." On the other hand formative assessment "focuses on supporting students in learning rather than ranking, sorting and filtering them." xv Educators in general have found that measuring students' skill acquisition fairly frequently allows for adjustment of instruction to keep the student on track towards the end outcome. Referred to as "response to intervention", educators have found that frequently measuring skills via quick methods that enable the educator to amend lesson plans when the student has not mastered a prerequisite skill, allows for much better mastery of skills along the way, thus ensuring a greater number of learners reach mastery by the end of the instructional period.
It appears then that legal education is at a crossroad between the maintenance of legal traditional educational methods and an exciting use of the methods developed from the science of education that have been proven successful in non-law educational settings. The excitement is not limited to assessing the law school's performance as a tool for institutional as well as overall accountability, but as legal educators, through the use of formative assessment tools, become aware of the real learning occurring in the classroom, they inevitably resort to new teaching methods to bring new life to the legal classroom. The use of formative assessment allows the educator to get immediate feedback from the learner as to which efforts have been successful. If the educator has presented material in a visual learning modality, (s)he can assess the success of that attempt and decide whether or not to repeat the methodology.
One seemingly controversial way to bring together the concept of assessment and excitement is the use of technology to make the frequent, quick assessments more efficient. To some in the legal profession, the use of technology, like laptops, is an obstacle rather than a tool to increase participation. Contrary to this view, the use of technology has contributed to the increase of active learning in the classroom. According to professors Paul Caron and Rafael Gely, active learning is "based on two premises: learning by its nature is an active process, and different people learn in different ways." xvi When a student is engaged in learning, meaning participating in ways beyond passive listening, students "undertake higher-order thinking, forcing them to engage in analysis, synthesis and evaluation" xvii One way that educators have used technology to foster active learning is through the use of handheld transmitters which provide immediate feedback to the professor as students respond to questions presented to them on the board and automatically "tracks the individual student's performance throughout the semester" xviii
Methodology
A study is being conducted to empirically determine the impact of the use of technology in the formative assessment of law students. The study should show if the use of technology is a distracter or a tool in the process of engaging students in addition to providing information on whether or not the use of formative assessment aids in bringing a greater number of students towards the desired outcome at the end of the instructional period. In conducting the study, data will be collected which will compare the performance of a section of law students (Section 2) in Real Property at Thurgood Marshall School of Law with the performance of the rest of the first year class. Performance by Section 2 as to whether or not the methods used for formative assessment have been successful in bringing a greater number of them towards the desired end outcome will be determined by comparing the success of the section on the"comprehensive"exam at the end of the school year with the other sections. At the Thurgood Marshall School of Law first year courses are tested with a uniform comprehensive exam in the particular subject. The comprehensive exam is summative and provides half of the grade the student will achieve in the class. The other fifty percent of the grade is provided by the professor in the section. First year students are divided in four sections and each section is taught by a different professor. The professor from a particular subject within each section contributes to the writing of the exam. Additionally, for each first year subject, the student is assigned a tutor, and the tutor holds weekly meetings with the students.
At the beginning of the school year students are given a Syllabus which describes the objectives of the course and the manner in which the course will be taught ( a reading schedule). The syllabus also informs the students how they will be graded, in other words what summative measures will be used by the professor to determine the contribution of this portion of the grade to the final grade. The Syllabus for section two identified nine areas of Real Property law that are taught by all first year professors and are tested on the comprehensive exam. Student outcomes were identified for each area. Additionally, exercises, practice quizzes and drafting exercises were added. Additionally, before each unit the students are given a pretest and after the unit is taught, they are given a post test. The purpose of the pre and post tests is to not only identify the law student's performance in the unit as a tool for accountability, but also as a means to inform the instructor what concepts within that unit need additional intervention or teaching. This helps the instructor to use the feedback from the test to plan the intervention. Any question which receives a correct response from seventy percent of the class will require less feedback and intervention; any question that receives less than seventy percent will receive more. Of course , the final assessment of whether or not the intervention was effective could be measured in the ultimate summative tool, the comprehensive exam, and, eventually passage of the bar exam.
The tool used to administer the pre and post test is the use of a personal response system ( clickerreponseware) in which the students respond to a multiple choice exam with handheld devices (smart phone, computers, I-phones). Once the student responds to the question the instructor has the ability to receive immediate feedback as to the percent of students answering correctly (distribution). Several studies have shown that the results of these tests using technology "are consistent with the generative theory of learning, which predicts students are more cognitively engaged during learning."
The feedback from the pre and post test also provides the professor information that can be shared by the assigned tutor for assessment. In this study the tutor in section two will be using the acquired data in a different way than the other sections. Whereas the other tutors use a variety of assessment tools, Section 2 tutors exclusively use the handheld devices. More importantly, the Section 2 tutors as opposed to the others will go beyond using the data for more than simply defining level of success of the tutorial. Section 2 tutors will also use the data to define intervention needs to improve the performance of the students in Section 2.
Tutorial
The need to evaluate and assess law school programs has increased considerably over the past few years. The time of law school professors using the Socratic Method to teach classes is coming to an end. The Socratic Method has long been the standard for teaching in law school. However, in recent years the teaching style has proven to be increasingly less effective in training new lawyers. For this reason many leading educational scholars have commented on the need to move to an outcome based learning environment.
The Socratic Method is a method of teaching where the professor trades roles with the students. By doing this, the students become the teacher and as the teacher they must question and evaluate concepts from all angles. Students gain a deeper understanding of the subject matter by answering questions posed by the professor. These questions help the student's attain new insight into the legal concepts and also reveal any weak points in the student's understanding. However, the major problem with the Socratic Method is the inability to determine whether or not the students actually comprehended the material. To compound the problem, law professors do not assess whether the students grasped the concepts or not.
To get around the traditional pitfalls of traditional law school learning, the class instruction and tutorial sessions are geared towards guiding students though the stages of leaning. In order to enhance student learning, these tutorial sessions have been formulated to allow for repetition and discussion of a concept in order for students to have a more thorough understanding of the material. Tutorial sessions begin with the tutor conducting a pre-tutorial examination using Turning Technologies' Turningpoint for the purpose of testing the students' knowledge of the subject. The pre-examination consists of questions from material that will be covered during the tutorial session. When the preexamination is completed, the students' responses are revealed, but the actual answers are not. Following the students' responses, a brief tutorial is conducted to cover the material designated to be taught for that session and coinciding with what is being taught by the professor during the class sessions.
Additionally, as a supplemental teaching tool, students work through questions from workbooks that were designed to correspond with the class syllabus. During this time, students work through these questions in groups and then peer evaluate their classmates' responses. The tutor then allows for a group discussion to comment and further analyze the questions. With the peer instruction, the students must defend and advocate their position to the other students in their group.
At the termination of the teaching and peer evaluation session, the students are given the post-tutorial examination, a repeat of the questions given during the pre-tutorial examination. The responses are again revealed and compared with the previous responses given from the pre-tutorial examination. Finally, the answers to the questions are revealed and the students then have the opportunity to have an open floor discussion reviewing each individual question.
At the conclusion of the tutorial session the results of the students' responses are totaled. With these numbers we are able to distinguish which students need additional help. These students are identified by the students who receive less than seventy percent (70%) on the overall results. To facilitate these students in their development of knowledge of the law, we provide small group lectures, case synthesis, additional quizzes, sample problems, one-on-one specially tailored reviews and illustrations of relevant topics.
To explore the validity of these techniques one section of students from the first year class is given the opportunity to attend these tutorial sessions, while three other groups are taught using the traditional method. At the end of the school year, the goal (i.e., broadly to explore how students learn differently and to expand teaching methods to help them achieve better grades and ultimately pass the bar exam, and more narrowly, to explore whether or not frequent formative assessment and adjustment of instruction results in greater numbers of students acquiring the skill needed for the desired end outcome) will be evaluated by comparing the performance of Section 2 to the other three sections.
In the interim, we did a preliminary analysis of the information available of the test group (Section 2 of the class of 2013) with Section 2 of the class of 2012. In comparing both sections, Section 2 for the class of 2012 had an incoming GPA of 2.92 and a LSAT score of 146; Section 2 for the class of 2012 had an incoming GPA of 2.56 and a LSAT score of 147. Some use of formative assessment to guide teaching/reteaching had been used in the Real Property class with the class of 2012, although not as tightly as is currently used with Section 2 of the class of 2013. The class of 2012 preformed very well on the comprehensive exam in the spring of 2010. They achieved the highest scores of any of the four sections, correctly answering eighteen of the sixty questions on the comprehensive exam. The other sections achieved scores in the following order; fifteen questions for Section 1; fourteen questions for Section 3 and thirteen questions for Section 4.
As a preliminary investigation, we compared the class of 2012 to the class of 2013 by repeating five questions from the class of 2012 final on the midterm for the class of 2013. The result showed that the class of 2012 did better on 3 of the five questions. The class of 2012 did better on the future interest questions and the class of 2013 did better on the recording statutes and deeds questions. However, when looking at the overall results of the exam itself, the class of 2013 had a class average of 72.6% and class of 2012 had a class average of 69.7%. With this result, the prediction is that the class of 2013 will perform better on the comprehensive exam because this class is ahead of last year's class in the overall results. We are eager to see whether or not this prediction is realized. A pilot study of the hypothesis that the use of formative assessment will ultimately improve the performance of students on the high stakes, desired outcome evaluated the Law School's (Thurgood Marshall School of Law) July 2010 bar examinees. In that study, a statistical comparison was done of the experimental group (Section 2, who had been exposed to some formative assessment by their professor, who informally used the results to aid his teaching/reteaching efforts) versus the control group (the other three sections from that class). The findings yielded an experimental group that scored a higher mean on both the subject area of focus and overall bar score. More specifically, the average bar exam score for Section 2 members was 25.55 points higher than the control group. This measure was found to be statistically significant at the .01 level when an independent samples t-test was done (p = .006, assuming equal variances).
CONCLUSION
We anticipate that the use of feedback at frequent intervals to aid in determining students' progress towards the long term goal (i.e., passing the comprehensive test and ultimately, the state bar exam) will aid in keeping students' progress on track for a greater number of learners.
REFERENCES
i See, Fernando Colon-Navarro, Thinking Like a Lawyer: Expert-Novice Differences in Simulated Client Interviews (1997) 21 J. Legal Prof. 107
ii See, e.g., Ruta K. Stropus, Mend It, Bend It, and Extend It: The Fate of Traditional Law School Methodology in the 21 st Century, 27 LOY. U. CHI. L.J. 449, 452 (1996) (The Socratic Method, as the method of instruction suggested by Harvard law professor Langdell was later to be known, was an attempt to remedy the "inadequacies of both the apprenticeship and lecture" models).
iii See, e.g., Duncan Kennedy, Legal Education and the Reproduction of Hierarchy, 32, J. LEGAL EDUC., 591, (1982) (An essay criticizing the traditional manner of legal education).
iv See, Legal Education and the Professional Development-An Educational Continuum, 3, A.B.A. Section of Legal Educ. and Admission to the Bar, at 233, (1992) [hereinafter McCrate Report].
v Catherine Carpenter ET AL., Report of the Outcome Measures Committee, A.B.A. Section of Legal Education and Admissions to the Bar, 2008.
vii Id. at 145
vi William M. Sullivan, Anne Colby, Judith Welch Wegner, Lloyd Bond & Lee Shulman, Educating Lawyers: Preparation for the Profession of Law (Carnegie Foundation for the Advancement of Teaching), and Roy Stuckey and Others, Best Practices for Legal Education: A vision and a Road Map (Clinical Legal Education Association 2007).
viii Id. at 62-63, 231
ix Id. at 231
x Gregory S. Munro, Outcome Assessment for Law Schools: Institute for Law School Teaching Gonzaga University School of Law (2000)
xi Id. at 13
xii Id. at 45
xiii Phillip C. Kissam, Law School Examinations, 42 Vand. L. Rev. 433, 436 (1989)
xiv Sullivan,Colby, Wegner,Bond & Shulman, supra, at 5.
xv Id.
xvi Paul Caron and Rafael Gely, Taking Back the Law School Classroom: Using Technology to Foster Active Student Learning (2003)
xvii Id. page 4
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Science
The science curriculum in second grade focuses on learning scientific processes within science content. Students document, reflect, and write in the content area using a science notebook. Grade 2 students investigate soil types, soil components, soils' importance to our food and soil as a habitat. They learn the physical properties of magnets through a series of experiments and are introduced to engineering through a design challenge. Through a unit on trees, they explore their school grounds. They ask questions and observe the trees at their school, and complete various experiments and observations to learn about the parts and functions of trees.
Social Studies
Second graders learn about geography and the way it effects how people live. They are developing an understanding of different cultures and their practices. They are learning to use appropriate map skills (e.g. directions, orientation, relative location, map creation) and can identify the seven continents on a map. They understand their own location with respect to town, state, country, and continent.
Visual Art
Second grade art builds upon and expands the visual art skills and concepts introduced in the 1 st grade including drawing, painting, collage, and 3D construction. Students begin to explore color mixing, a variety of painting materials, and the use of textures within 2D and 3D works. All of these are used to enhance and refine skills in the Visual Art domains of Communications and Expression, Design and Composition, and Methods, Tools and Techniques.
Music
Second grade music builds upon and expands the music experiences and concepts introduced in 1 st grade including awareness of high/low, pitch, rhythms and beat. The major activities in 2 nd grade music continue to be singing, moving to, and listening to age appropriate songs. Students begin to explore the different aspects of the voice, and are introduced to a variety of musical forms and cultures. All instruction encompasses the domains of Creating, Performing and Responding
Physical Education
The second grade elementary physical education program is designed to teach children motor skills and skill themes that are developmentally appropriate for their age. Motor skills are taught within the context of skill themes. "Skill themes are fundamental movements that are later modified into the more specialized patterns on which activities of increasing complexity are built. Once the basic skills are learned to a certain degree of proficiency, they are combined with other skills and used in a more complex setting, such as those found in dance, games, and gymnastics." (Graham, Parker, Holt/Hale, 1999)
Library & Digital Learning
The library and digital learning curriculum integrates information and technology literacy skills with classroom curriculum learning. Students learn to use a variety of tools and resources to become information gatherers and creators of new knowledge products. They practice reading, writing and mathematics skills while engaged in research and information tasks for science and social studies learning. For instance, students studying Massachusetts or other states gather facts, read maps, write articles, collect artifacts, and acquire new information by actively searching, recording and presenting their work. This area of the curriculum is assessed within the context of the activity in which it is embedded.
NEEDHAM PUBLIC SCHOOLS
Grade 2 Progress Report Parent Brochure
The Progress Report
This progress report is intended to complement existing parent conferences and to better communicate with you about your child's progress toward mastering the learning expectations for his/her grade level. It is a reflection of the district's goal to have a system in place that enables students to be engaged in challenging academic experiences that are grounded in clearly defined standards. It also represents how schools across the state and country are now reporting student learning. These types of reporting systems communicate students' progress in a way that descriptively reflects what s/he knows and what s/he is able to do in relation to the state curriculum standards. A student's achievement is reported separately from effort.
The parent brochure outlines the categories that are included in the report for each curriculum area and provides a description of the characteristics associated with proficiency in that category. In each reporting period, the skills that are taught are assessed against a benchmark. Numerical levels are used to report performance with respect to the grade level learning goals. The system is designed to describe how well a student is progressing with respect to mid and end-of-year grade level expectations, rather than in relation to other students in the class. It is a snapshot of a child's progress towards the mastery of grade level learning goals at a particular point in time. The scale cannot be equated to traditional letter grades. An explanation of these markings appears in this brochure.
Across the district, this type of reporting system is now in place for grades 1-5. It is designed to be responsive to updates in curriculum programming and state requirements as they occur. The progress report that you are seeing today represents the work of many thoughtful individuals and groups. We thank you for working with us to ensure a meaningful system for communicating student progress.
Social Emotional Learning (SEL)
Social and Emotional Learning (SEL) is the process through which children acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.
At the elementary level, the Responsive Classroom Approach is used to promote well-designed practices intended to create safe, joyful, and engaging classroom and school communities. The emphasis is on helping students develop their academic, social, and emotional skills in a learning environment that is developmentally responsive to their strengths and needs. The process of Social Emotional Learning is dynamic and lifelong. Social and emotional competencies change and grow influenced by an individual's developmental period, experiences, and external factors with no real "stopping point" to skill development. With this in mind, the proficiency scale for SEL measurement is meant to provide feedback about your child's current strengths and areas to focus on for continued growth.
English Language Arts (Reading)
Second grade readers use a system of strategic actions that include phonics and word analysis, meaning, and language structure in an integrated way to read texts with understanding. They read grade level text fluently with phrasing and expression at an appropriate rate. When reading new texts, they slow down to problem-solve unknown words and quickly pick up the pace again to focus on the meaning. The students learn to use comprehension strategies such as making connections to their own lives, their world, and other known texts; making and confirming predictions; and retelling important ideas. Second graders analyze texts, examining the author's craft to help them visualize the story. They begin to infer what's implied but not stated and integrate text information with their own knowledge to create new understandings.
Second graders learn how to read fiction, non-fiction, poetry, and traditional literature from diverse cultures (i.e. fables, folktales, and fairy tales). They read to learn new information as well as for enjoyment. They identify basic facts and main ideas in fiction and non-fiction texts and the characteristics and elements of fiction, non-fiction, and poetry. Second graders learn how non-fiction texts are organized and how to use the features of informational texts (e.g. sub-heading, captions) to better understand content. They learn the structures and elements of fiction (e.g. characters, setting, plot, problem, solution) and poetry (e.g. alliteration, rhyme, and repetition). They are able to identify essential messages, morals, or lessons in stories and traditional literature.
Second graders use language to communicate their ideas in discussions. They listen to other students' ideas, pose questions, and add their own information. They communicate their understandings of texts verbally and in written form, using evidence to support their thinking.
Language and Word Study--Second graders learn and use new vocabulary in the context of texts, as well as by building phonetic and word analysis knowledge (e.g. letters, syllables, base words, suffixes). They use grammar knowledge (e.g. adjectives, nouns, verbs) to read and write texts. Second graders recognize many regular and irregular words ("trick words") that appear frequently in texts and learn about words that sound alike but are spelled differently (homophones) and words that have the same or opposite meanings (synonyms, antonyms).
English/Language Arts (Writing)
In second grade, students learn to use the steps of the writing process. Students write in a variety of genres including personal narratives, informational, persuasive, realistic fiction and poetry. Multiple samples of writing inform a student's grade. Because various genres are taught at different times during the year, a student's grade in June could differ from that in January.
Writing Process--Proficient writers generate ideas, plan, draft, revise, and edit their writing, incorporating feedback from adults and peers. They can write for a sustained amount of time.
Structure--Proficient writers provide a meaningful introduction and conclusion. Their writing is organized and sequential.
Development--Proficient writers think about their audience and genre and use specific words and details to enhance their writing.
Conventions--Proficient writers apply rules for capitalization, punctuation, and grammar. They apply spelling strategies to unknown words and spell high frequency and "trick words" correctly.
Mathematics
Needham's elementary mathematics program, Think Math!, balances mathematical skill fluency with the development of conceptual understanding and problem solving within the four domains of the new MA Common Core standards:
Operations & Algebraic Thinking--Proficient students understand the concepts of addition and subtraction. They fluently know all addition and subtraction fact combinations within 20 by June. They are able to solve simple addition and subtraction word problems by using drawings and equations. They can find the total number of objects arranged in rows and columns and write the corresponding equation.
Numbers & Operations in Base Ten--Proficient students use place value understanding to represent ones, tens and hundreds. They can use place value to read and write numbers to 1000 and can compare the value of two numbers. They fluently add and subtract numbers within 100 based on place value and relationship of addition and subtraction. For numbers within 1000, they add and subtract with regrouping using concrete models, drawings, place value, or other strategies.
Measurement & Data--Proficient students are able to tell, write and measure time intervals to the nearest five minutes. They know the relationships between various units of time. They can solve problems involving money. They can draw picture graphs and bar graphs to represent data. They can solve problems using bar graphs. They are able to select and use appropriate tools to measure and compare lengths.
Geometry--Proficient students identify two-dimensional shapes. They are able to divide a rectangle into equal square units as they begin to develop an understanding of area. They are able to divide circles and rectangles into halves, thirds, and fourths to represent equal parts of a whole. | <urn:uuid:02ab2745-8e13-45b7-bdd1-4ced6dd8a198> | CC-MAIN-2020-45 | http://www.needham.k12.ma.us/UserFiles/Servers/Server_64429/File/Departments/Curriculum%20and%20Academics/curriculum/Student%20Learning/Gr2%20brochure%2019%2020.pdf | 2020-10-20T05:26:36+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107869933.16/warc/CC-MAIN-20201020050920-20201020080920-00512.warc.gz | 160,049,289 | 2,219 | eng_Latn | eng_Latn | 0.998027 | eng_Latn | 0.998105 | [
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2017 Law Day Luncheon Keynote Address May 1, 2017, Davenport, IA Iowa Supreme Court Justice Thomas D. Waterman
Colleagues and fellow Quad Citians: We gather together on Law Day to celebrate what makes America exceptional—our rule of law and the individual liberties we cherish.
All of us here, especially the lawyers and judges, have a vital role to play in protecting the rule of law and safeguarding civil rights.
I've been asked to discuss the ways the 14 th Amendment has transformed our Democracy. The American Bar Association selected that theme to recognize the upcoming 150 th anniversary of this post-civil war amendment. We'll revisit the highlights of how 14 th Amendment has changed America. I'll note the ways Iowa courts have led the nation in advancing civil liberties.
But then I'll address contemporary threats to our freedom and the rule of law, threats arising in unlikely places—our nation's colleges and universities.
First, the historical highlights, which are familiar to us. The United States Constitution is the oldest in use in the world today. We won our freedom from a tyrannical Monarchy. Our revolutionary leaders understood that concentrations of power in one leader or institution leads to despotism and abuse. So the framers wove into our constitution a brilliant set of checks and balances including an independent judiciary and a bill of rights ratified to limit the power of the Federal government. But the bill of rights did not protect against abuse of state or local government power, and the original constitution, ratified in our nation's fragile infancy, left intact the institution of slavery.
It took the cathartic Civil War to set the stage for the next big constitutional step forward: the emancipation of slaves and the post-war amendments. The civil war killed over 600,000 Americans, a percentage of the population equal to six million Americans today. Iowa contributed more soldiers per capita to the Union army than any other State, and 13,000 Iowa volunteers lost their lives during that conflict. Illinois suffered comparable burdens and provided our nation with our greatest president, Abraham Lincoln.
The post-war amendments, ratified during Reconstruction in 1868-70, had both immediate effect and great promise unfulfilled for another century. The 13 th amendment prohibited slavery; the 15 th amendment extended voting rights to the freed slaves; although voting rights of women were not confirmed until the 19 th amendment was ratified in 1920.
The 14 th Amendment did three important things. First, it said that states could not deprive persons of life, liberty, or property without due process of law. Second, it said that states could not deny anyone equal protection of the laws. And third, it expressly extended citizenship to all persons born in the United States, including the newly freed slaves. In doing so, it overruled Dred Scott, our national supreme court's worst decision, which had denied rights to a slave who reached free soil.
Iowa had led the way. In 1839, 17 years before Dred Scott got it wrong, the Supreme Court of the Territory of Iowa got it right, in its first decision, In re Ralph, granting freedom to a slave brought to Iowa.
1
Despite the 14th Amendment's guarantee of equal protection, state-sanctioned racial discrimination and segregation persisted, especially in the South where some still called the civil war "the war of northern aggression."
The 14 th amendment's great promise of equal protection fell victim to judicial interpretation in 1896, when the U.S. Supreme Court ruled in Plessy v. Ferguson that "separate but equal" facilities satisfied the 14 th Amendment. The Supreme Court didn't overrule Plessy until 1954 when Brown v. Bd. of Educ. declared unconstitutional government-sanctioned segregation.
Yet Iowa had led the way in desegregation. In 1868, Alexander Clark, an African American in Muscatine sued and won an order from the Iowa District court compelling the Muscatine School district to admit his daughter into an all-white school. The Iowa Supreme Court affirmed, rejecting the argument that separate schools segregated by race satisfied the equality our law demands. And in 1873, the Iowa Supreme Court ruled in favor of a mixed race passenger, Emma Coger, who successfully challenged a river steamship company's white-only rule for first class dining. This was 8 decades before Brown v. Bd. of Educ.
Meanwhile, the U.S. Supreme Court in 1905 began actively using the 14 th amendment's due process guarantee to strike down state laws regulating businesses for public health and welfare, beginning with Lochner in 1905. Thus, for a while, the Supreme Court would not allow states to adopt wage and hour laws. Only after the Great Depression and President Franklin Roosevelt's court-packing threat did the Court adopt its now familiar deference to economic regulations.
The next big step forward for the 14 th amendment was the incorporation doctrine in the 1960's under Chief Justice Earl Warren. The Warren Court relied on the 14 th amendment's due process clause to extend most of the protections of the federal Bill of Rights against the states. These include the landmark decisions Gideon v. Wainright on the right to counsel in state prosecutions –at government expense for the indigent, and Miranda v. Arizona, requiring the now familiar warnings before interrogations in police custody.
Next the U.S. Supreme Court relied on the 14 th amendment due process clause to recognize constitutional rights to privacy, including abortion in Roe v. Wade. More recently, courts relied on the 14 th amendment equal protection clause to extend the right to marry to same sex couples nationwide culminating in the 5 to 4 decision by the SCOTUS in 2015 striking down laws remaining in over 30 states that still restricted marriage to couples of the opposite sex.
There again, Iowa had led the way. In 2009, the Iowa became the third State in the nation, the first in the Midwest, and the first by a unanimous state supreme court decision, to recognize a constitutional equal protection right for same-sex couples to marry.
That's the big picture. The 14 th amendment has profoundly shaped our Democracy, from ending racial segregation to allowing same sex marriage, and extending our basic civil liberties in the bill of rights to protect against any government action, including state and local.
But the work is never done. Vigilance is forever required to protect our liberties. In the few minutes remaining, I want to touch on the growing threat to our democratic values at—sadly—American campuses.
We all should be concerned about the growing use of the "heckler's veto" at state universities such as UC Berkeley, where Ann Coulter became the latest provocative speaker to be disinvited because protesters didn't want to hear her message. This despite Woodrow Wilson's observation that "Nothing chills nonsense like exposure to the air."
We see college administrators provide "trigger warnings," "speech codes" and "safe spaces" but fail to protect the rights of certain speakers to be heard. Last August, the President of the University of Chicago, Robert Zimmer, pushed back, and warned,
"Free speech is at risk at the very institution where it should be assured: the university. Invited speakers are disinvited because a segment of a university community deems them offensive, while other orators are shouted down for similar reasons. Demands are made to eliminate readings that might make some students uncomfortable. Individuals are forced to apologize for expressing views that conflict with prevailing perceptions. In many cases, these efforts have been supported by university administrators. Yet what is the value of a university education without encountering, reflecting on and debating ideas that differ from the ones that students brought with them to college?"
Popular speech needs no protection. Because it is popular. It is the unpopular, controversial speech that needs first amendment protection. Recall the black arm bands the Des Moines students wore to high school to protest the Vietnam war in the famous Tinker decision. Recall that a Jewish lawyer with the ACLU in the late 1970's went to court to defend the first amendment right of the Nazi party to march in Skokie, a Chicago suburb with many Holocaust survivors.
We grew up understanding that the answer to controversial speech is to debate it, not censure it. As Thomas Jefferson noted, "Truth can stand by itself." We frequently heard our leaders respond, "I disagree with what you are saying but I will fight for your right to say it." I fear today's students are learning a different lesson: "You have no right to speak."
At an Ivy league college this year, students put up a "Blue lives matter" poster honoring police, next to a display featuring the Black Lives matter movement. The Blue lives display was ripped down by vandals, and the college administration, fearing student unrest, denied permission to a student organization that sought to put it back up,. What lesson does that teach?
Our politics are polarized. This will get worse, not better, if our universities graduate students who don't understand or value free speech. The health of our Democracy requires free and open debate. Our students should learn to engage differing viewpoints. We need more speech, not less.
Civility is important. So too is a reasonably thick skin. Courts and college administrators alike must continue to discern the lines between free speech and hate crimes; between unpopular ideas and actionable harassment.
As lawyers and judges, we know the importance of a fair hearing and zealous advocacy. Our community life needs the oxygen of spirited debate. But on some campuses training our next generation, the air is getting thin.
Thanks for listening. | <urn:uuid:5b237f11-c2ee-446e-9367-73e15879f81a> | CC-MAIN-2020-45 | https://www.l-wlaw.com/wp-content/uploads/2017/05/LawDay2017WatermanAddress-1.pdf | 2020-10-20T05:58:33+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107869933.16/warc/CC-MAIN-20201020050920-20201020080920-00510.warc.gz | 797,921,540 | 2,004 | eng_Latn | eng_Latn | 0.998404 | eng_Latn | 0.998716 | [
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MUSIC AT MALENY STATE HIGH SCHOOL
CLASSROOM MUSIC (Musicology / Composition / Performance)
Year 7: Let's Rock – exploration of the elements of rock music. Music theory. Introduction to MP3 file formatting and splicing using Audacity. Additional listening analysis using Incredibox and MusicShake. Developing skills on the keyboard, guitar and drum kit.
Year 9: Rock 'n' Roll, Oz Music, Asia Unplugged, Musical Madness – historical development of music, discovering and analysing the musical elements of popular charts throughout the ages, advanced MP3 file formatting and converting, introduction to Noteflight notation software, developing individual performance skills as a vocalist or instrumentalist, introduction to FL Studio software, investigation of the various genres and traditional/popular music, composing a soundtrack of musical favourites.
Year 10: Movie Music, Computer Game Music, Hooked on Classics, Blues 'n' Jazz – exploring the development of film music and the connection of musical elements to the screen, layering sounds and effects using AudioSauna to create a soundtrack, development individual (or group) performance skills as a vocalist or instrumentalist, investigating the elements and transformation of digital computer game music since the 1970s, creating a digital soundtrack with sound layering and digital SFXs using Mix Craft, appreciating the famous classical compositions of the past, analysing music structures and elements, analysing the development of Blues music through to Jazz, introduction to Abbleton to create a 12 bar Blues composition.
Year 11 (General Subject): Designs, Identities – exploring the elements of music through listening and analysing tradition and innovative world and Western art music. Developing individual and/or group performance skills (vocal/instrumental).
Year 12 (General Subject): Loops, Riffs and Ostinatos + Music for Entertainment – a discovery of how loops, riffs and ostinatos are utilised and incorporated into various world and Western music, how music is connection to other art forms such as films and musicals. Developing individual and/or group performance skills (vocal/instrumental).
MUSIC EXCELLENCE
(Year 7) Entry by application and audition only. Students who are accepted into the Music Excellence program are streamed into a specialised class that aims to increase their love, and appreciation, of music through targeted programs that focus upon skill and theory development.
MUSIC EXTENSION
(Years 7 – 10) Acceptance into this program requires attendance at two before school lessons. This is an opportunity for students to further immerse themselves in music through an exploration of the cultural music associated with festivals and ceremonies.
INSTRUMENTAL MUSIC (Years 7 – 12)
Instrumental Music is a cocurriculum course where students are taught the skills of instrumental performance, both solo and ensemble. All woodwind, brass and percussion instruments are taught in small groups for 35 minutes per week. Students in the IM program are expected to join the MSHS School Band.
MUSIC EXTENSION Year 12 (General Subject)
Music Extension is offered to motivated Year 12 students as an additional course in Music. Students focus on either Performance, Composition or Musicology, and apply advanced analytical and research skills to further their investigation.
CERTIFICATE II: MUSIC INDUSTRY (CUA 20615) Year 11 and 12 This is an industryrecognised qualification that is aimed at preparing students for a career in the music industry. | <urn:uuid:ef6fbe9a-b623-4e66-9f2d-0bcc4871af30> | CC-MAIN-2020-45 | https://malenyshs.eq.edu.au/Supportandresources/Formsanddocuments/Documents/Enrolment%20Documents/music-at-maleny-high.pdf | 2020-10-20T05:39:03+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107869933.16/warc/CC-MAIN-20201020050920-20201020080920-00512.warc.gz | 416,611,765 | 710 | eng_Latn | eng_Latn | 0.994274 | eng_Latn | 0.994274 | [
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West Island College
GOAL
CODE OF CONDUCT
It is the policy of West Island College to maintain a safe and inclusive learning and teaching environment through the adoption of a Code of Conduct that promotes responsibility, respect, civility and academic excellence, and sets clear standards of behaviour for all members of the school community. The goal is to create a positive school climate where all members of the school community feel safe, comfortable and accepted.
GENERAL
Our School Code of Positive Student Behaviour applies to all members of the school community; students, administrators, staff, parents and guardians, community users, visitors, volunteers, etc. while on all school property, school buses, at school-authorized events and off site at school-sponsored activities, or in other circumstances that could have a negative impact on the school climate.
RIGHTS
Student Rights Include:
to be treated with dignity and respect to be provided with activities that are success oriented and build on individual strengths to receive a quality education
Parent Rights Include:
to be heard and to have concerns addressed to be treated with dignity and respect
to communicate with the school
Staff Rights Include:
to have a safe working environment to be treated with dignity and respect
to expect parents and students to be involved in creating a positive school environment
STANDARDS OF BEHAVIOUR
1) Respect, Civility and Responsible Citizenship
All members of the school community must:
* demonstrate honesty and integrity;
* respect and comply with all applicable federal, provincial and municipal laws;
* respect differences in people, their ideas and opinions;
* treat one another with dignity and respect at all times, and especially where there is disagreement;
* respect and treat others fairly, regardless of their race ancestry, place of origin, colour,
* respect the rights of others;
ethnic origin, citizenship, religion, gender, sexual orientation, age or disability;
* show proper care and regard for school property and the property of others;
* respect all members of the school community, especially persons who are in a position of authority;
* take appropriate measures to help those in need;
* respect the needs of others to work in an environment that is conducive to learning and teaching; and
* not swear at a teacher or at another person in authority.
2) Safety
All members of the school community must not:
* engage in bullying behaviors'
Definition of bullying:
a) Causing harm, fear or distress to another individual, including physical, psychological, social or academic harm, harm to the individual's reputation or harm to the individual's property, or
A) The behaviour is intended by the pupil to have the effect of, or the pupil ought to know that the behaviour would be likely to have the effect of,
b) Creating a negative environment at a school for another individual, and
B) The behaviour occurs in a context where there is a real or perceived power imbalance between pupil and the individual based on factors such as size, strength, age, intelligence, peer group power, economic status, social status, religion, ethnic origin, sexual orientation, family circumstances, gender, gender identity, gender expression, race, disability or the receipt of special education; (intimidation)
C) Bullying by electronic means (commonly known as cyber-bullying), including:
ii) impersonating another person as the author of content or messages posted on the internet; and
i) creating a webpage or a blog in which the creator assumes the identity of another person;
iii) communicating material electronically to more than one individual or posting material on a website that may be accessed by one or more individuals."
D) Bullying takes on different forms and contexts with age. It can be physical, verbal, social/emotional or through electronic means (cyber-bullying). Bystanders contribute to bullying by doing nothing to prevent it or by becoming actively involved in supporting it. Bullying may include but is not limited to the following:
* commit sexual assault;
* traffic in weapons or illegal drugs;
* be in possession of any weapon including, but not limited to, firearms;
* cause injury to any person with an object;
* use any object to threaten or intimidate another person;
* be in possession of, or under the influence of, or provide others with, alcohol or illegal drugs;
* engage in hate propaganda and other forms of behaviour motivated by hate or violence;
* inflict, or encourage others to inflict, bodily harm on another person;
* commit robbery;
* engage in any form of electronic communication directed to an individual or group of people that is intended to cause (or should be known to cause) fear, distress, and/or harm to other persons; feelings, self-esteem, or reputation, or that has a negative impact on the school climate.
* commit an act of vandalism that causes extensive damage to school property or property located on the premises of a school; or
STUDENT RESPONSIBILITIES
All students will:
* accept responsibility for their personal actions;
* Adhere to Section 12 of the School Act
* demonstrate respect for self, and others, and for those in authority;
* come to school punctually each day, prepared and willing to learn;
* fulfill expected academic obligations;
* obey the rules of the school, on school buses, and at other sites during school activities,
* use respectful language, free from profanity;
* dress appropriately in accordance with the school's policies regarding appropriate dress;
* work cooperatively with staff and other students;
* use free time responsibly; and
* be honest in their academic work (refrain from plagiarism, cheating, etc.);
* refrain from bringing anything to school that compromises the safety of others
STAFF RESPONSIBILITIES
The Administration will:
* hold those under their authority accountable for their actions and behaviour;
* take a leadership role in the daily operation of the school by demonstrating care and commitment to academic excellence and a safe teaching and learning environment;
* empower students to be positive leaders in their school and community, and
* ensure that a School Code of Conduct is developed and communicated annually to the school community; and
* communicate meaningfully and on a regular basis with all members of the school's community.
* review the school Code of Conduct at least once every three years, and seek input from staff, students and Parent Advisory Council.
Teachers and school staff will:
* serve as role models;
* maintain order in the school;
* maintain consistent standards of behaviour for all students;
* communicate regularly and meaningfully with parents/guardians;
* help students work to fulfill their potential, develop self-worth, and prepare them for the full responsibilities of citizenship;
* demonstrate respect for all students, staff, parents, volunteers, and members of the school community; and
* empower students to be positive leaders in their school and community.
PARENTAL RESPONSIBILITIES
Parents play an important role in the education of their children and can fulfill this responsibility by:
* supporting the efforts of school staff in maintaining a safe and respectful learning environment;
* demonstrating respect for all students, staff, volunteers and members of the school community;
* showing an active interest in their child's school work and progress;
* assisting staff in dealing with disciplinary issues involving their child;
* communicating regularly with their child's school;
* helping their child be neat, adhere to the uniform expectations, be well rested and prepared and ready to learn;
* promptly reporting their child's absence or late arrival;
* ensuring that their child attends school regularly and on time;
* showing that they are familiar with the School's Code of Conduct and rules of behaviour; and
* helping and encouraging their child in following the School's Code of Conduct and the rules of behaviour.
IMPLEMENTATION OF WEST ISLAND COLLEGE'S CODE OF CONDUCT
The College works to focus on prevention and early intervention as the key to maintaining a positive school environment in which pupils can learn. The school supports the use of positive practices and progressive discipline as a whole school approach to foster the building of healthy relationships and encourage appropriate behaviours, as well as the application of consequences for inappropriate behaviour.
4
PROGRESSIVE DISCIPLINE
* Student Success and Character Development strategies and programs;
Progressive Discipline is a range of early and later interventions, supports, and consequences that are developmentally appropriate, and include opportunities for students to learn from mistakes and that focus on improving behaviour. These may include, but are not limited to:
* providing students with the opportunity to learn life skills such as conflict resolution, anger management and communication skills;
* documenting incidents requiring disciplinary measures, and applying the mitigating factors;
* utilizing models based on the concepts of peer mediation and/or peer counselling;
* being sensitive to unique circumstances which may affect student behaviour;
* maintaining contact with the parent(s)/guardian(s) and involving them in a plan to improve the behaviour until the behaviour is acceptable.
* ensuring that contact with the parent(s)/guardian(s) of students is made early in the disciplinary process;
As incidents arise, it is recognized that each situation is unique. Incidents are managed in a consistent manner to ensure that fairness is integral to the process, and that all participants perceive this fairness. Within this process, consideration for consequences will be given for:
* frequency of incidents
* student age
* nature and severity of incidents
* extenuating circumstances
* student exceptionalities
* impact on the school climate
CONSEQUENCES
The school will use a range of interventions, supports and consequences that include learning opportunities for reinforcing positive behaviour while helping students to make good choices.
* utilize a progressive discipline approach;
In addressing inappropriate behaviour by students, the school will:
* utilize Student Success or Character Development strategies and programs;
* utilize models such as those based on the concepts of peer mediation and/or peer counselling;
* provide students with the opportunity to learn life skills such as conflict resolution, anger management and communication skills;
* document incidents requiring disciplinary measures, and apply the mitigating factors to be sensitive to unique circumstances which may affect student behaviour;
* utilize consequences such as short-term suspension as a useful tool, and respond as required with long-term suspension or expulsion.
* ensure that contact with the parents and guardians of students and involves them in a plan to improve the student's behaviour until the behaviour is acceptable; and/or
The following are examples of consequences and supports / interventions, in no particular order. The application of consequences, supports and interventions are determined by the incident and the individual students involved.
* verbal reminder
Examples of Consequences:
* warning
* written or verbal apology
* review of expectations / rules
* letter written to parent
* student contract sheet
* phone call home
* restitution
* class time detentions
* in-school community service
Examples of Supports / Interventions:
* reflective paragraph / essay
* discussion with Head of Junior or Senior School
* problem solving
* discussion with parents (next steps, solutions)
* conflict mediation
* conference with others involved
* Child and Youth Counsellor support
* restorative justice
* student / teacher / parent meeting
* Suspension / Expulsion
* referral to outside agencies
* loss of in-school privileges
* suspension from the bus
* loss of field trip privileges | <urn:uuid:462dd6e5-767b-4040-947e-18e997c455f4> | CC-MAIN-2020-45 | https://resources.finalsite.net/images/v1580747999/westislandcollegeabca/ixolk7zrv1hdslhqqgov/West-Island-College-Code-of-Conductpdf1.pdf | 2020-10-20T06:40:18+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107869933.16/warc/CC-MAIN-20201020050920-20201020080920-00510.warc.gz | 513,011,586 | 2,268 | eng_Latn | eng_Latn | 0.99443 | eng_Latn | 0.995668 | [
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Balcones Escarpment Geography
Between San Antonio & Temple, Texas, see if you can observe any difference in geography on the east and west sides of the train route. The variation may appear subtle, but the differences in geography signify important differences in natural resources that are available and the cultures of people on either side of the divide. The Amtrak route follows a huge crack, or actually a series of many cracks, in the earth's surface called the Balcones Escarpment.
Millions of years ago, shifting of the Earth's plates formed the Balcones Escarpment, which today serves as a dividing line between Texas' Coastal Plains and the higher, hilly Edwards Plateau. The jagged line of the escarpment winds across the Texas landscape from the Mexican border near Del Rio, through San Antonio, Austin and Waco. The numerous springs and beautiful cliffs along the escarpment have enticed people to build villages and towns throughout history, and many large Texas cities today are spread along this geographic line. In addition to readily available water, towns grew along the escarpment because they could take advantage of markedly different agricultural bounty coming from each side of the fault line. Some consider this the dividing line between the cotton country of the old south, and the cattle ranching region of the American West.
To the east, we see gently rolling plains. These fields of cotton, corn and other crops are underlain by thick, fertile clays which once supported wild prairie grasses. Groundwater is available only by digging very deep wells, and the water tends to be warm and slightly salty. If we look to the hills in the west, the soil is thin and rocky, supporting scrubby oaks and junipers – suitable for grazing livestock where they can forage on large ranches. Early Texas towns along the escarpment could draw from both the cotton and cattle economies while enjoying a dependable flow of fresh, clean water from springs.
The many fault lines that run across the Balcones Escarpment are astounding, and in places you can easily spot fractured rock layers. Cracks crisscross the limestone so thoroughly that areas can break off like flaky layers of a biscuit. Roads built through the hills near the escarpment require large retaining walls to hold the crumbling layers. Rainwater trickling through cracks in the rock has slowly dissolved pathways which are now beautiful caves. Many of these caves are open to the public in state parks and private venues.
For millions of years, the Balcones Escarpment has shaped the formation of the natural environment and the settlement of the state of Texas. The jagged cliffs of the escarpment augment the Texas landscape, house some of its most beloved natural features, and have spurred settlement and economic development throughout Texas' history.
Source(s):
Eckhardt, G. (2010). The Edwards Aquifer Website. Major Faults of the Edwards Aquifer. Retrieved on December 27, 2010 from http://www.edwardsaquifer.net/faults.html
Handbook of Texas Online. (2010). Balcones Escarpment. Retrieved on December 27, 2010 from http://www.tshaonline.org/handbook/online/articles/rxb01
Woodruff, C.M, and Abbot, P.L. (1986). The Walter Geology Library. The Balcones Escarpment: Preface. Retrieved on December 27, 2010 fromhttp://www.lib.utexas.edu/geo/balcones_escarpment/preface.html\
Author(s):
Written by Andria N. Godfrey (Graduate Student) in the Department of Recreation, Park and Tourism Sciences at Texas A&M University, as part of a National Park Service Trails and Rails project funded by Amtrak, 2010. | <urn:uuid:4e56e9a9-42be-4be0-af3d-bcd5189c3bea> | CC-MAIN-2020-45 | http://amtrak.adventgx.com/pdfs/BalconesEscarpmentGeography.pdf | 2020-10-20T06:43:28+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107869933.16/warc/CC-MAIN-20201020050920-20201020080920-00513.warc.gz | 7,103,325 | 790 | eng_Latn | eng_Latn | 0.978487 | eng_Latn | 0.996009 | [
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Economic Value of Commercial Beekeeping
Agriculture is a major industry in the United States with a direct connection to one in every twelve jobs. Since the early twentieth century, migratory beekeepers have provided a critical service to U.S. agriculture by moving their hives seasonally to pollinate a wide variety of crops. According to a May 2013 report by USDA, pollination contributes between $20 and $30 billion in economic value to agriculture each year. Without the yield increases made possible by commercial pollination services, food prices would rise, our farm sector would become less competitive globally, and the security and variety of our food supply would diminish. With wild insect pollinator populations already in serious decline, commercial, migratory beekeeping is ever more vital to our agricultural economy.
The media has focused on the "mystery" behind these bee deaths, and largely overlooked the economic story. We are witnessing the rapid decline of an extraordinarily resilient and productive community, run primarily by family businesses whose members traverse the country to provide irreplaceable services.
Economic Value
Honey bees are the most economically valuable pollinator worldwide, and many high-value crops such as almonds, apples, avocados, blueberries, cherries, and cranberries, are almost entirely reliant upon pollination services of commercial beekeepers. Globally, 9.5% of the total economic value of agricultural production for human consumption comes from insect pollination.
Role of Honey Bees in Agriculture
* Of the 100 crops that provide 90 percent of the world's food, over 70 are pollinated by bees.
* One in three bites of food we eat is dependent on honey bees for pollination.
* In North America, honey bees pollinate nearly 95 kinds of fruits, such as apples and cranberries.
* More than three times as many colonies of honey bees are rented for the pollination of almonds than are used for the pollination of the next most important crop (apples).
* The number of colonies rented for apple crops is estimated to be more than 275,000.
o California is responsible for more than half the world's production of almonds, and requires pollination from over 60 percent of managed hives in the U.S., ranging between 1.3 and 1.5 million hives for a successful harvest.
* However, according to USDA scientists, current estimates of the survivorship of honey bee colonies are too low to be confident of their ability to meet the pollination demands of U.S. agricultural crops
Pollinator Decline and the U.S. Agricultural Economy
* Since 2006, an estimated 10 million bee hives, at a value of $200 each, have been lost, with the total replacement cost of $2 billion left solely for beekeepers to bear. Over the 2012/2013 winter, beekeepers on average lost 45.1% of their colonies. The losses that are 78% higher than operational losses seen the previous winter (2011/2012).
* Losses of honey bee colonies since 2004 has left North America with fewer managed pollinators than at any time in the last 50 years, with commercial beekeepers consistently reporting annual losses of 29-36%, far exceeding the historical rate of 10-15%.
* Indeed, 70% of beekeepers reported losses greater than the "normal" rate of 15%. A USDA report notes that fewer bees can lead to higher food prices.
Economic Loss from a Single Bee Kill Incident
Bee Kills and the U.S. Agricultural Economy
* This year, a bee kill of over 50,000 bumblebees, representing 300 colonies occurred in Oregon and 1000 to 1500 honey bee colonies were killed in citrus groves in Florida after a pesticide application.
* September 2010, a beekeeper experienced a complete loss of 200 honey bee colonies to pesticides. The graphic above illustrates how these bees would have provided almost $5 million to the U.S. agricultural economy [David Hackenberg, personal communication, January 10, 2012].
Resources Consulted
Delaney, D. and D. Tarpy (2008)."The Role of Honey Bees in Apple Pollination." North Carolina State University.
Bee Informed Partnership. (2013). "Winter Loss Survey 2012-2013: Preliminary Results."(
http://beeinformed.org
)
Gallai, N. et al. (2009). "Economic valuation of the vulnerability of world agriculture confronted with pollinator decline. Ecological Economics 68(3): 810-821
UNEP (2010). "Emerging Issues: Global Honey Bee Colony Disorder and Other Threats to Insect Pollinators."
Morse, R.A. and N.W. Calderone. (2000). "The value of honey bees as pollinators of U.S. crops in 2000." Bee Culture 128:1-15.
USDA (2013). "Report on the National Stakeholders Conference on Honey Bee Health" Available at:
USDA (2013). "Noncitrus Fruits and Nuts: 2012 Preliminary Summary." A Report from the Economic Research Service USDA
http://www.usda.gov/documents/ReportHoneyBeeHealth.pdf
Agricultural Research Service (
http://www.ars.usda.gov
)
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Difficult Algebra Problem
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More hard word problems in algebra. 61. Your friends say that he has $2.40 in equal numbers of quarters, dimes, and nickels. How many of each coin does he have? 62. I am a two-digit number whose digit in the tenth place is 1 less than twice the digit in the ones place. When the digit in the tenth place is divided by the digit in the ones place ...
100 Hard Word Problems in Algebra - Basic Mathematics
Algebra Level 5 It is known that a positive real number x x x exists such that: 243 x 6 6 + 54 x 5 + 18 x 3 + 2 x = 18 x 2 6 + 54 243x^6 \sqrt{6} + 54x^5 + 18x^3 + 2x = 18x^2 \sqrt{6} + \sqrt{54} 2 4 3 x 6 6 + 5 4 x 5 + 1 8 x 3 + 2 x = 1 8 x 2 6 + 5 4
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These 10 brutally difficult math problems once seemed impossible until mathematicians eventually solved them. Even if took them years, decades, or centuries.
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Some math problems have been challenging us for centuries, and while brain-busters like the ones that follow may seem impossible, someone is bound to solve 'em eventually. Maybe.
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Each math subsection is arranged in order of ascending difficulty (where the longer it takes to solve a problem and the fewer people who answer it correctly, the more difficult it is). On each subsection, question 1 will be "easy" and question 15 will be considered "difficult."
The 15 Hardest SAT Math Questions Ever
While most of the math problems seem impossible to solve, sometimes all you really need to do is use some logic. So, without much further ado, here are 15 simple math problems that most people cannot solve. 15 The Bat & The Ball.
15 Deceptively Simple Math Problems Most People Cannot Solve
Problem 8: Find the slope of the line 5x - 5y = 7. Detailed Solution. Problem 9: Find the equation of the line that passes through the points (-1 , -1) and (-1 , 2). Detailed Solution. Problem 10: Solve the equation |- 2 x + 2| - 3 = -3. Detailed Solution. More Algebra Problems - Applet
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Intermediate Algebra Problems With Answers - sample 2:Find equation of line, domain and range from graph, midpoint and distance of line segments, slopes of perpendicular and parallel lines. Intermediate Algebra Problems With Answers - sample 3 : equations and system of equations, quadratic equations, function given by a table, intersections of ...
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Now let's do some problems that use some of the translations above. We'll get to more difficult algebra word problems later. Trick your friends with these problems! Unit Rate Problem: You buy 5 pounds of apples for $3.75. What is the unit rate of a pound of apples?
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Grade 8 Math Top 10 Difficult Questions that Mirror all standardized Assessments of 2019-2020. A significant number of students found these math problems hard.
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Grade 8 Math: Top 10 Difficult Questions
Whether you are studying for a school math test or looking to test your math skills, this free practice test will challenge your knowledge of algebra. Grade Answers as You Go . View 1 Question at a Time . 1.-3ab + 4ac - 2ad = -(3ab - 4ac + 2ad) True: False 2. A father gave $500 to his two sons. ...
Copyright code: d41d8cd98f00b204e9800998ecf8427e.
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ANXIETY
Anxiety is the body's way of responding to being in danger. Adrenaline is rushed into our bloodstream to enable us to run away or fight. This happens whether the danger is real, or whether we believe the danger is there when actually there is none. It is the body's alarm and survival mechanism. Primitive man wouldn't have survived for long without this lifesaving response. It works so well, that it often kicks in when it's not needed - when the danger is in our heads rather than in reality. We think we're in danger, so that's enough to trigger the system to go, go, go! People who get anxious tend to get into scanning mode - where they're constantly on the lookout for danger, hyper-alert to any of the signals, and make it more likely that the alarm system will be activated.
Thoughts that often occur relate to our overestimating or exaggerating the actual threat and underestimating or minimising our ability to cope:
- I'm in danger right now
- I won't be able to cope with it
- The worst possible scenario is going to happen
Physical Sensations - The Adrenaline Response
When there is real, or we believe there is a real, threat or danger, our bodies' automatic survival mechanism kicks in very quickly. This helps energise us to fight or run away ('fight or flight response'). We will notice lots of physical sensations, which might include:
- Heart racing - This helps to take the blood to where it is most needed – the legs so that we can run faster (flight); the arms so that we can hit out (FIGHT); the lungs to increase our stamina. At the same time blood is taken from the places it is not needed for example fingers, toes and skin. These changes cause tingling coldness and numbness.
- Breathing gets faster - This helps the bloodstream to carry oxygen to the arms, legs and lungs. This will give us more power. The side effects may include chest pain, breathlessness and a choking feeling. As there is a slight drop in the blood and oxygen being sent to the brain so that we may feel dizzy or light headed, and may experience blurred vision.
- Muscles tense and prepare - The large skeletal muscles tense and create power, this may cause pain, aching and shaking.
- Sweating - Sweating helps to cool the muscles and the body. It helps to stop them from overheating. Sweating can also make us more slippery to our enemies!
- Pupils dilate - This lets more light into our eyes so our overall vision improves. Side effects may include sensitivity to light or spots before the eyes.
- Digestive system slows down - These are not important while in danger and so are slowed down then the saved energy goes to where it is most needed. Side effects may include nausea, butterflies and a dry mouth.
- More alert - We will be concentrating on looking for danger, much less able to concentrate on anything else. We're waiting for something to happen.
Behaviours might include:
- Avoiding people or places
- Not going out
- Going to certain places at certain times, e.g. shopping at smaller shops, at less busy times
- Only going with someone else
- Go to the feared situation, but use coping behaviours to get you through: examples include: self talk, holding a drink, smoking more, fiddling with clothes or handbag, avoiding eye contact with others, having an escape plan, medication. These are called 'safety behaviours'.
- Escape, leave early
Safety behaviours can also help to keep your anxiety going. Whilst you depend on them to help you cope, you don't get to find out that without them, the anxiety would reduce and go away on it's own.
Whilst avoiding people or situations might help you feel better at that time, it doesn't make your anxiety any better over a longer period. If you're frightened that your anxiety will make you pass out or vomit in the supermarket aisle, you won't find out that won't actually happen, because you don't go. So the belief that it will happen remains, along with the anxiety.
Vicious Cycle of Anxiety
We all feel anxious some times. A certain amount of anxiety helps us to be more alert and focused. For example just prior to an exam, a few exam nerves have a positive effect - motivating us, helping us focus our thoughts on the job in hand, making us more alert. Too much anxiety, or constantly being anxious, is unhealthy and detrimental to our lives and relationships.
Identify your triggers
What or when are the times when you are more likely to get anxious? If you can see the patterns, then maybe you can do something about those situations, and do something different.
- Certain places?
- Anytime, anyplace?
- Certain people?
- See certain things?
- Think ahead to certain situation?
- Hear certain things?
Doing things differently
If avoiding situations and using safety behaviours helps to maintain our anxiety over the long-term, then it makes sense that learning to confront it might be uncomfortable in the short-term, but will help us take control and helps us feel better over time.
Make a plan to gradually do the things you normally avoid. For instance if you normally avoid going out to big social events at work, then start with a small dinner at a restaurant where you feel more comfortable, with few close colleagues - not the annual Christmas party! Whilst it will feel uncomfortable, you will learn that you can enjoy these events, and that the anxious feeling does go away.
If you have a fear of particular types of places (e.g. lifts), then you could start by listing different particular places (smaller, bigger lifts, taller, smaller buildings, glass walls or enclosed etc). You could start by standing next to a lift for a couple of minutes each day for a couple of weeks, then slowly build up to standing in the doorway with the doors open, then to getting in the lift without the doors closing, then to letting the doors close before opening them again, then to going up one floor etc. You can use breathing techniques or self-talk (challenging your unhelpful thoughts and repeating more realistic thoughts) to get you through these times.
If you normally depend on 'safety behaviours' to help you cope, then list them in order of importance, then start by dropping or not doing the least important, and gradually work your way up over time.
What to do when you feel anxious
- STOPP! Pause, take a breath, don't react automatically
(www.getselfhelp.co.uk/stopp.htm)
- Ask yourself:
- What is it that I think is going to happen here?
- What am I reacting to?
- What's the worst (and best) that could happen? What's most likely to happen?
- Am I getting things out of proportion?
- Am I overestimating the danger?
- How important is this really? How important will it be in 6 months time?
- Am I underestimating my ability to cope?
- Am I believing I can predict the future?
- Am I mind-reading what others might be thinking?
- Is there another way of looking at this?
- What advice would I give someone else in this situation?
- Just because I feel bad, doesn't mean things really are bad.
- Am I putting more pressure on myself?
- What do I want or need from this person or situation? What do they want or need from me? Is there a compromise?
- What would be the consequences of responding the way I usually do?
- Is there another way of dealing with this? What would be the most helpful and effective action to take? (for me, for the situation, for others)
- Visualise yourself coping in the situation you feel anxious about. See the situation to a successful completion.
How to deal with the physical sensations of anxiety
Counteract the body's adrenaline response - it's readiness for action, by using that energy healthily.
- Practice calming or mindful breathing - this one act alone will help reduce the physical sensations, emotions and intensity of thoughts. (www.getselfhelp.co.uk/mindfulness.htm)
- Visualisation: Breathe in blue (for calm), breathe out red
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Problem 9
Good Numbers
Any rational number x may be expressed as a continued fraction
where a0 is the integer part of x, and the numbers a 1, a2, . . . , a m are positive integers called partial quotients of x. We will also write x = [a0; a1, a2, . . . , a m].
1. Find all numbers n > 2 that can be expressed as the sum of two positive integers n = a+b so that a < b and the continued fraction for a/b has all its partial quotients equal to 1.
2. A number n > 2 is called 2-good if for some positive integers a < b we have n = a+b and the partial quotients of a/b are equal to 1 or 2. For example, 11 = 4+7 and 4/7 = [0; 1, 1, 2, 1].
(a) Are there infinitely many odd numbers that are not 2-good? (b) Is it true that any even positive integer, greater than 6, is the sum of two distinct odd 2-good numbers? If it is not, find all even numbers with this property.
```
For example, 13 = 5 + 8 and 5/8 = [0; 1, 1, 1, 1, 1].
```
(c) Describe the set of all 2-good numbers.
3. In general, a number n is called k-good if it can be expressed as the sum of two positive integers n = a+b so that a < b and the continued fraction for a/b has all its partial quotients not greater than k. Does there exist a positive integer K such that all positive integers n > 2 are K-good?
4. Describe the set of numbers n with the property: there exist two positive integers b > a such that n = b + a or n = b − a and the partial quotients of a/b are equal to 1 or 2.
5. Suggest and study additional directions of research.
We denote i i q p = [0; ai , a2,. . . , ai], where pi and qi are two relatively prime natural numbers. We will prove the following statement:
Statement 1.1. The following recurrence relations hold for k >1:
Proof: We proceed by induction on the index k. We have p0 = 0, q0 = 1, p1 = 1, and q1 = a1. For k = 2 the following equalities hold:
In this case we have p2 = a2 = p1a2 + p0 и q2 = a1a2 + 1 = q1a2 + q0 which satisfies the given relations. Suppose the relations hold for all natural numbers k < m. For k = m + 1 we have:
Using the supposition we get:
In the same way, we have:
As pm+i and qm+i are relatively prime we conclude that
which completes the proof.
Using the result obtained in Statement 1.1. we construct an effective algorithm for calculating the value of pk and qk. In the table below we enter the values of the variables a i. The column m m q p for m>2 is obtained in this way:
Table 1: Calculating values of
p
i
and
q
i
Statement 1.2. If l is a K-good number, then every multiple of l is K-good.
Proof. Since l is a K-good number, then there exist such a and b that l=a+b and b a =[0, a1, a2 ,. . . , ak], where ai = {1, 2 , … , K } for i∈N. Let m be an arbitrary multiple of l, such that m=tl. Then m=t(a+b)=ta+tb. In addition, = = b a tb ta [0, a1, a2 ,. . . , ak]. Therefore, we conclude that m is a K-good number.
1. Find all numbers n > 2 that can be expressed as the sum of two positive integers n = a+b so that a < b and the continued fraction for a/b has all its partial quotients equal to 1.
We use the algorithm described above Table 1. In this case we have ai = 1 for i ∈{ 1 , 2 , . . . } .
We observe that when we add the numerators pi and denominators qi the sums pi+qi for i∈N equal 1, 3, 5, 8,13, 21,. . . , whence the numbers sought are the consecutive members of the Fibonacci sequence.
2. A number n > 2 is called 2-good if for some positive integers a < b we have n = a+b and the partial quotients of a/b are equal to 1 or 2.
(a) Are there infinitely many odd numbers that are not 2-good?
(b) Is it true that any even positive integer, greater than 6, is the sum of two distinct odd 2-good numbers? If it is not, find all even numbers with this property.
(c) Describe the set of all 2-good numbers.
We use the Euclid's Algorithm to make continuous fractions. Given the numbers а < b we illustrate the way we get its corresponding continuous fraction [0; a1, a2,. . . , ak].
The fraction b a is equal to [0; ai , a2,. . . , ak].
(a) There exist primes that cannot be expressed as 2-good numbers. For example: 23, 53, 59, 83, 103, 107, 113, …
We observe that all of these primes are congruent to (-1) mod 3. There are infinitely many prime numbers congruent to (-1) mod 3. Indeed, suppose that there are finitely many primes p1, p2, p3, … , ps ≡ (-1) (mod 3). If s is even, then p1p2p3… ps +1 ≡ (-1) (mod 3) and thus has a prime divisor p congruent to (-1) mod 3. From the supposition, we obtain that p must be one of the primes p1, p2, p3, … , ps. It follows that p divides 1 which is a contradiction to the supposition. If s is odd, then p1p2p3… ps +3 ≡ (-1) (mod 3) and thus has a prime divisor q congruent to (-1) mod 3. From the supposition, we obtain that q must be one of the primes p1, p2, p3, … , ps. It follows that q divides 3 which is again a contradiction to the supposition.
(b) If the only not 2-good numbers are the primes, described in 1., then every even number can be written as the sum of two odd 2-good numbers because there cannot exist 3 consecutive odd numbers that are prime.
(c) Our aim is to describe the set of all
2-good numbers - the numbers such that
a
i
= {1, 2 } for
i
∈
N. In this case the following inequalities
a < b < 3a hold.
Therefore a >
n
n
4
, b >
2
. There are at most 2
k
different 2-good numbers that can be obtained from the continuous fraction [
0; a
1
, a
2
, . . . , a
k
], where
a
i
= {1, 2}.
We saw in point 1. that the numbers obtained when all partial quotients of b a are equal to 1 are the members of the Fibonacci sequence N ∈ k k f } { where 2 1 − − + = k k k f f f .
The numbers obtained when all partial quotients of b a are equal to 2 are as follows:
These numbers are members of the sequence N ∈ k k s } { , where sk=2sk-1+sk-2 and s0=1, s1=3.
An arbitrary combination of partial quotients equal to 1 or 2 cannot give us a formula for a recurrence sequence.
3. In general, a number n is called k-good if it can be expressed as the sum of two positive integers n = a+b so that a < b and the continued fraction for a/b has all its partial quotients not greater than k. Does there exist a positive integer K such that all positive integers n > 2 are K-good?
Hypothesis: All positive integers n>2 are 3-good.
Denote by SK the set of K-good numbers. By Statement 1.2. it follows that if all prime numbers are K-good , then SK ≡N. We have that 23, 53, 59, 83, 103, 107, 113 are 3-good. | <urn:uuid:0ad4a747-e8f7-40d2-a7bd-55b824f72d2a> | CC-MAIN-2020-45 | https://78462f86-a-f922c73e-s-sites.googlegroups.com/a/itym.org/www/results-2009/Bulgaria1-Problem9.pdf?attachauth=ANoY7cpfVqcmlB5n1Pj8j07ZNsukLxqzfDX_6VNPexPe-KxLNyDV9W8oGEsug_l1MnP085JY2T6N0p-7LpVsNxOQqU11iQkP-BiObeOADYVpSS-Fq8W0JoXiM1f4WaNumRGNPifNdQJF2vTi7IwDwUehvcVwBLRfo-ZATLJvSuoeTFrP-c9RgakKAD3ZzJr-YAEFJAm4dX5rwCU5GbjUyRQ6X3UMpRTpJSKXOojsOpBHb-_P2e2X0ec%3D&attredirects=0 | 2020-10-20T06:30:52+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107869933.16/warc/CC-MAIN-20201020050920-20201020080920-00516.warc.gz | 198,398,649 | 1,954 | eng_Latn | eng_Latn | 0.926798 | eng_Latn | 0.993272 | [
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2020 Census: Make sure you count!
Everyone counts.
It's easy.
The census counts every person living in the United States regardless of citizenship or immigration status. Make sure you include everyone, including your children, in your household.
It's about fair representation.
The results of the Census are used to reapportion the U.S. House of Representatives, determining how many seats each state gets. Florida picked up two seats after the 2010 Census and is expected to gain two more seats this year.
It's about $675 billion.
Census data is used to determine the distribution of more than $675 billion in federal funds every year for the next 10 years. That money is spent on schools, hospitals, clinics, roads, bridges, disaster assistance, affordable housing and many other vital programs.
It's about redistricting.
After each Census, officials redraw the boundaries of congressional, state and local districts to account for population shifts.
Look for your invitation in the mail in midMarch. You can complete your Census form online or by phone by April 1.
If you miss the deadline, the U.S. Census Bureau will send you a paper form. If you still don't complete your form, you'll be getting a knock on your door.
Your privacy is protected.
It's against the law for the Census Bureau to publicly release your responses in any way that could identify you or your household.
By law, your responses cannot be used against you. They can be used only to produce statistics. Individual results will be released after 72 years for genealogy searches.
Make sure your family counts!
Shape your family's future by completing your 2020 Census questionnaire.
For additional information, visit Volusia.org/Census or 2020Census.gov.
Why do we have a Census?
The U.S. Constitution requires a count every 10 years of everyone living in the United States. Citizens and noncitizens will be counted.
When will I receive my form?
In mid-March, every household will receive an invitation to participate in the Census. There will be a unique code on the postcard, and you must use this code to complete your questionnaire.
How can I respond?
This year, you can respond online or by phone. If you do not respond by April 1, the U.S. Census Bureau will send you a paper form. If you still don't respond, a census taker will knock on your door.
Where should I be counted?
You should be counted where you live or sleep at least six months of the year.
What if I am away on April 1?
People away from their usual residence on Census Day are counted at the residence where they live and sleep most of the time. This includes people who are on vacation or a business trip, traveling outside the United States, or working elsewhere without a usual residence there.
What about college students?
College students living away from their parental home are counted at the on-campus or off-campus residence where they live or sleep most of the time.
If you live on campus, you will be counted with the help of campus housing officials through the U.S. Census Bureau's group quarters program.
If you live off campus, you must complete the form on your own. Each household will receive one invitation to participate in the Census. One person should take charge and complete the form for each person in the household by April 1.
Are my answers secure?
Your information is confidential. The Census Bureau collects data for statistical purposes only. They combine your responses with information from other households or businesses to produce statistics, which never identify your household, any person in your household, or business.
How can I identify scams?
The Census Bureau will never ask for a complete Social Security number, money or donations, anything on behalf of a political party, your bank's name or your credit card number.
When visiting a home, census workers must:
Present an ID badge that contains a photo, expiration date and
Department of Commerce watermark.
Provide supervisor contact information for verification, if asked.
Provide you with a letter from the Director of the U.S. Census Bureau on Census Bureau letterhead. | <urn:uuid:18885bef-9ef9-4e3f-984c-b5b055c4bebd> | CC-MAIN-2020-45 | https://www.volusia.org/core/fileparse.php/6781/urlt/Make-sure-you-count-flyer.pdf | 2020-10-20T06:01:21+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107869933.16/warc/CC-MAIN-20201020050920-20201020080920-00515.warc.gz | 974,475,288 | 846 | eng_Latn | eng_Latn | 0.998221 | eng_Latn | 0.998438 | [
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HEALTH
11 April 2011 Last updated at 23:51 GMT
Worrying levels of iodine deficiency in the UK
By Michelle Roberts
Health reporter, BBC News
Researchers are warning iodine deficiency could be becoming endemic in the UK and are suggesting manufacturers should start adding it to table salt.
A study involving more than 700 teenage girls at nine UK centres found more than two-thirds had a deficiency.
Experts say the problem stems from children drinking less milk, which is a common source of iodine.
Women of childbearing age are most at risk - even mild deficiency can harm a baby's developing brain.
Iodine deficiency is the most common cause of preventable mental impairment worldwide, affecting a third of the world's population. It also causes thyroid problems.
Since 1993 the World Health Organization (WHO) has conducted a global programme of salt iodisation to boost dietary levels and prevent deficiency, largely in the developing world.
Many European countries, including Switzerland and Denmark, have also signed up to the WHO programme.
In the UK, however, it is not compulsory for manufacturers to add iodine to salt.
Dr Mark Vanderpump, who conducted the latest study on behalf of the British Thyroid Association, says this "could be the most viable solution".
Low levels
The study measured the urinary iodine levels of 737 teenage girls from nine UK centres - Aberdeen, Belfast, Birmingham, Cardiff, Dundee, Exeter, Glasgow, London and Newcastle.
Nearly 70% of the samples revealed an iodine deficiency and nearly a fifth (18%) of samples showed very low iodine levels, below 50μg/L rather than the acceptable minimum of 100μg/L.
The researchers say a large-scale investigation into the iodine status of the entire UK population is now needed to understand the full extent of the problem.
Dr Vanderpump told a meeting of the Society for Endocrinology: "Our data suggest the UK is now iodine deficient, warranting a full investigation of the UK iodine status. We need to look into this now to decide whether public health bodies need to step in."
He said, historically, half of our dietary iodine intake has come from milk. "One cup of milk gives you about 50% of your daily iodine needs.
"And tests on milk show that its composition has not really changed, so it must be that children are drinking less milk than before. That's what we suspect."
He said the phasing out of free milk for school children had not helped matters. Currently in the UK, free milk is only offered universally to the under-fives.
Fortification
Dr Vanderpump, a consultant physician at the Royal Free Hampstead NHS Trust, said it was time to look at adding iodine to dietary salt.
"The World Health Organization has made iodine-deficiency a global priority and has been campaigning for at-risk countries to add iodine to their salt, a campaign which has been very successful.
"If it turns out that we do have a problem, this could be the most viable solution."
Cathy Collins, a spokeswoman for the British Dietetic Association, said it might be simpler to target teenage girls and advise them to drink more milk and eat more of other foods rich in iodine, such as seafood.
"I'm not surprised by the findings because teenage girls do not tend to drink a lot of milk or eat a lot of oily fish.
"Getting girls to have a bit more of these in their diet might help, or taking a multivitamin every day would give them 100% of the iodine they need."
She said it was unclear whether other age groups were also deficient, but said it was likely that many people were not getting as much as they ideally need.
A Department of Health spokesman said: "We monitor the nutritional status of the population through a rolling programme of diet and nutrition surveys. We keep track of emerging research and will consider the need for assessing iodine status through urinary analysis in future surveys."
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BBC © 2014 The BBC is not responsible for the content of external sites. Read more. | <urn:uuid:ce9a4c4f-6e19-4c1e-87d1-733ab04d8d7f> | CC-MAIN-2020-45 | https://astutehealthcare.co.uk/iodine-aqua/pdf/2011-bbcNews.pdf | 2020-10-20T06:45:07+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107869933.16/warc/CC-MAIN-20201020050920-20201020080920-00516.warc.gz | 220,438,683 | 906 | eng_Latn | eng_Latn | 0.999224 | eng_Latn | 0.999247 | [
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GLOBE Launches Student El Niño Experiment
An El Niño is occurring!
For the first time since the GLOBE program began measuring the environment, an El Niño is underway in the tropical Pacific. All early indications are that it is a big one! GLOBE students can help scientists study this important phenomenon.
What is an El Niño?
Dr. Dixon Butler, GLOBE Chief Scientist
El Niño is a major shift in the ocean‐atmosphere system in the tropical Pacific. The atmosphere and oceans of our planet are always in motion, and these motions generally follow specific circulation patterns. In the equatorial Pacific Ocean, there are three patterns ‐‐ a normal pattern, an El Niño or warm pattern, and a cold pattern sometimes called a La Niña pattern. The warm and cold terms describe conditions in the eastern tropical Pacific Ocean. El Niño patterns usually persist for one to two years.
Using buoys, satellites, and island monitoring stations, scientists observed a shift to the El Niño pattern beginning in April 1997. This shift is expected to affect the circulation patterns in other regions as well. Scientists call this overall phenomenon the El Niño Southern Oscillation or ENSO for short.
What are the effects of an El Niño?
The effects of an El Niño event are first noticed in the countries near the equator bordering the Pacific Ocean. For example, Ecuador experiences severe rains and flooding while much of northern Australia has a drought. After a few months, the regions affected grow to include the temperate zones, particularly the subtropics.
Based on past ENSO events and on models of the circulation of the atmosphere and oceans, scientists are predicting abnormally wet, dry, warm, or cold conditions for different regions at different times. These predictions are really hypotheses that can be tested by observing what actually happens to air temperature, precipitation, soil moisture, and other environmental properties. The maps below (courtesy NOAA Climate Prediction Center NCEP) show one set of predictions based on past events. Maps of historical data and model predictions also are available as special GLOBE visualizations.
You can contribute to the first GLOBE El Niño Experiment!
GLOBE students can help test these predictions or hypotheses for their areas by taking GLOBE measurements faithfully and carefully during the coming months. Together, we can conduct the first GLOBE El Niño Experiment! The predictions given in the maps above focus on temperature and moisture, so special effort should be devoted to your measurements of air, surface water, and soil temperature, solid and liquid precipitation, and soil moisture. Your other GLOBE measurements remain important as well and offer additional opportunities to help scientists understand the full effects of El Niño. Remember that even if the predictions for your area are that there will be no effect, that is still a hypothesis you can test.
If your school is new to GLOBE, this is a good reason to get going; the El Niño will not wait. If your school already has been taking measurements, this is a great time to expand your measurements and to take data as frequently as requested in the current GLOBE II protocols. The GLOBE investigators, other scientists, and myself are all interested in the results and will work with you as our experiment proceeds.
Suggested Activities
Study the prediction maps, and determine the specific hypothesis of how El Niño was predicted affect the climate in your area from December 1997 to February 1998. Develop a specific measurement plan that your school will follow in collecting measurements from now to March 1998 to test this hypothesis. Review any past data from your school or other data from near‐by measurements to determine the monthly average temperatures and monthly total precipitation for the last two years. These data give you a basis with which to compare. Together, your school specific hypothesis, measurement plan, and historical data base provide the framework for your component in the first GLOBE El Niño Experiment!
All GLOBE schools have a chance to work together in this experiment. Select another GLOBE school in a different part of the world and determine the specific hypothesis for their area just as you did for your school. What data should they take to test the hypothesis for their location? Locate historic data for their school or area. Use GLOBEMail or other means to correspond with the school you have selected. If both schools are willing, you can share and compare your measurements as the El Niño proceeds. Working together should help both schools to better understand what is happening globally as a result of El Niño.
More to come
Watch for more messages from scientists about El Niño, additional maps showing different predictions for the months ahead, and new learning activities. Also look for reports from GLOBE schools about unusual environmental phenomena in their areas which may be related to ENSO. | <urn:uuid:d1aa5948-120b-4a45-ae57-c714b339b8b9> | CC-MAIN-2020-45 | https://www.globe.gov/documents/10157/2656172/GLOBE+Launches+Student+El+Ni%C3%B1o+Experiment.pdf | 2020-10-20T06:10:55+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107869933.16/warc/CC-MAIN-20201020050920-20201020080920-00514.warc.gz | 735,742,688 | 1,795 | eng_Latn | eng_Latn | 0.995808 | eng_Latn | 0.997585 | [
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Lead and Healthy Homes Divison (LHHD)
LEAD SCREENING REQUIREMENTS and MEDICAL MANAGEMENT RECOMMENDATIONS For children ages 6 months to 84 months
RISK FACTORS ASSESSMENT QUESTIONNAIRE
1. Is your child living in or regularly visiting, or has your child lived in or regularly visited, a house or child care center built before 1978?
- - - ask at each well child visit - - -
2. Does your child have a sibling or playmate who has or who has had an elevated blood lead level?
4. Is your child a recent immigrant or a member of a minority group?
3. Does your child frequently come in contact with an adult who works in an industry or has a hobby using lead (battery factory, steel smelter, stained glass)?
5. Does anyone in your family use ethnic or folk remedies or cosmetics?
HOOSIER HEALTHWISE
If the answer is YES or UNKNOWN to any of the questions, a blood lead test is necessary!
Test all children at 1 and 2 years of age, and children 3 to 6 years of age if never tested regardless of their risk factors! IT IS A FEDERAL REQUIREMENT
THERE IS NO SAFE LEVEL OF LEAD– DAMAGE CAUSED BY AN ELEVATED BLOOD LEAD LEVEL IS
PERMANENT
AND
IRREVERSIBLE!
Explanation of Recommended Medical and Case Management Actions
(B) Chelation Therapy: if chelation therapy is indicated, the child should be immediately removed from the hazardous environment until the child's environment is made lead-safe; however, if the home is already lead-safe, the child may remain in the home unless hospitalization is indicated
(A) Confirmatory blood lead test: 2 consecutive capillary blood lead tests, not more than 12 weeks apart, OR, single venous blood lead test
(C) Referrals: contact local health department and/or LHHP to assist in case management and environmental investigations
(E) EBLL (Elevated Blood Lead Level) education
(D) History and physical: take medical, environmental, and nutritional histories; test for anemia and iron deficiency; assess neurological, psychosocial, and language development; screen all siblings under age 7; evaluate risk of other family members, especially pregnant/lactating women
home, during prenatal care and well child care at 3, 6, and 12 months; explain what blood lead levels mean; contact LHHP for materials
: discuss sources, effects of lead, and hazards associated with living in/or renovating a pre-1978
(F) Reducing exposure and absorption: discuss damp cleaning to remove lead dust on surfaces; eliminating access to deteriorating lead paint surfaces, and ensuring regular meals which are low in fat and rich in calcium and iron; contact LHHP for materials
Retest Chart
Use this chart to determine when to retest children who are confirmed with elevated blood lead levels. Venous testing is strongly preferred, but capillary testing is acceptable.
A child with an elevated blood lead level will most likely not have his or her BLL reduced to zero; however, this retesting schedule should be followed regardless of the BLL to ensure the BLL is decreasing rather than remaining the same or increasing, which would indicate continued exposure.Retesting should occur until the blood lead level is less than 10 μg/dL for six months, all lead hazards have been removed, housing is made lead-safe, and no new exposure exists.
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Proper Fueling DEFENDS You and Your Family…
Gasoline stations have changed dramatically over the years to meet the growing needs of today's consumer. Most people want to fill-up their tank, pick up a few items in the convenience store and head back on the road to their hectic lives in a matter of minutes. While many changes have been made to make the experience fast and friendly for all, the emphasis on safety will never change.
Today's retail sites are designed and operated with the customer's safety in mind. However, being careless with fuel can jeopardize everybody's safety. Using safe and simple fuelling techniques DEFENDS you and your family from unnecessary risks.
D Do not smoke or light matches or lighters or use any sparking devices. Gasoline vapours are highly flammable when mixed with air. If you add an ignition source to the mix, a fire or explosion may occur.
E Ensure you turn your vehicle off before refueling. Also make sure that any pilot lights in your RV, lunch truck or trailer are turned off. Either one could provide another source of ignition.
F Fully inform the attendant if there is a spill. Gas station attendants are trained to deal with these situations safely and efficiently.
E Explain to young children that it is not safe for them to handle the nozzle. Don't expose your small child to the potential risk of being splashed with gasoline or inhaling fumes. As for teenagers, protect them by teaching these safe and simple fueling techniques. They will likely ensure you practice them as well.
N Never jam the nozzle open with an object. Jamming the nozzle open greatly increases the chance of spills that could possibly impact the local environment and create a safety hazard. To encourage customers to stay by the nozzle while fueling, CPPI members have eliminated hold open nozzle clips at self serve service stations.
D Do not overfill your tank. Overflow and spillage can impact the local environment and create an unsafe condition.
S Stay by the nozzle during fuelling. In some cases, a static electricity charge may be generated as you move around your vehicle, or get in and out of it during fueling. When you return to grab the nozzle, the static electricity charge could cause a spark, igniting gasoline vapours and causing a brief flash fire. In addition, when filling portable containers, place the container on the ground to avoid possible static electricity igniting fuel vapours.
Although serious incidents are rare, it's up to everybody to understand and practise these safe and simple refueling techniques. Fueling a vehicle only takes a few minutes, but should receive your full attention. Avoid distractions such as cell phone use while fueling your vehicle. Staff on site are trained to deal with a variety of situations, but you can help by staying alert at the pumps. It DEFENDS you and your family against unnecessary risks. | <urn:uuid:b882de66-4b07-4198-b286-d1de76fdfcd7> | CC-MAIN-2020-45 | https://www.canadianfuels.ca/website/media/PDF/Health%20and%20Safety/Driver%20Certification/Defends-2004-update.pdf | 2020-10-20T06:40:04+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107869933.16/warc/CC-MAIN-20201020050920-20201020080920-00516.warc.gz | 652,338,351 | 586 | eng_Latn | eng_Latn | 0.99913 | eng_Latn | 0.99913 | [
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The Rise of Hitler, 1919-1929
This is a transcript of the Rise of Hitler 1919-1929 podcast from www.mrallsophistory.com
Adolf Hitler left the German Army in January 1919. He'd spent the last weeks of the war in hospital recovering from gas blindness, and he believed that Germany had not been defeated but had been 'stabbed in the back' by the politicians who signed the armistice. He referred to them as the 'November Criminals' since they had signed the armistice on the 11 th November 1918.
When the war ended, Hitler secured a job working as a spy for the German Army. He was sent to a meeting of the German Workers Party in September 1919, which was led by Anton Drexler who was very anti-Semitic. Hitler soon joined the party, and took over the leadership in 1921.
Hitler wanted to attract as many people as possible to the party, so he changed its name to the National Socialist German Workers Party. He hoped that the word 'national' would attract traditionalists who wanted to rebuild Germany after the First World War. He also hoped that 'socialist' would attract those who wanted to improve the lives of working people in Germany.
The National Socialists – or Nazis as they began to be called – were often violent. They would attack their opponents in meetings, and this put many people off supporting them. The Nazis' private army known as the SA, the brownshirts or the storm troopers, were led by a particularly violent ex-soldier called Ernst Rohm. The SA's role was to take violent action against anyone who opposed the Nazis.
In 1922 and 1923, Germany was hit by hyperinflation. The confusion and desperation that this caused led Adolf Hitler to believe he could overthrow the Bavarian government and take power in Munich. Stresemann had seemingly given in to the occupying forces and called off the workers' strike and, while the government remained focused on ending the French and Belgium occupation, Hitler launched his attempt on November 8 th 1923. This attempt to topple the government is known as the Munich or Beer Hall Putsch.
Hitler launched the Putsch with the belief that the government of Germany was so unpopular that many people would support his bid for power. He secured the support of the respected German army general Ludendorff, and even planned to march on Berlin after securing Munich. In the end, however, the Putsch failed with the deaths of 16 Nazis, while Hitler was arrested for high treason. Although he was found guilty and consequently sentenced to spend five years in Landsberg prison, Hitler turned both his trial and imprisonment to his advantage. Firstly, Hitler used the trial to gain exposure for Nazi ideology since the newspaper reporters
often published details of his defence speeches. Secondly, Hitler used his time in the surprisingly comfortable surroundings of Landsberg prison to write Mein Kampf, which translates as My Struggle, a cross between his autobiography and details of his political ideas.
The years after 1923 saw a new age of Weimar politics that were dominated by Gustav Stresemann. He oversaw dramatic changes that made it appear as though Germany had recovered from the humiliation of Versailles and had been accepted by the other countries of Europe once again. I go into more detail about Weimar Germany in the 1920s in another podcast, which you can find at www.MrAllsopHistory.com.
While Stresemann went about rebuilding Germany, Hitler realised that he would have to change his tactics if he were to have any chance of gaining power. He only spent a few months in prison before he was released, after which he immediately set about trying to gain power through legal means – he famously said that the Nazis would have to 'hold their noses' in a reference to how unpleasant he found the democratic system that he would have to work within.
One of Hitler's key actions was to restructure the Nazi party as a national organisation. Previously the Nazis had only been well-known in Bavaria, but Hitler knew that he needed to win as many votes as possible if he was to gain a majority in the Reichstag (the German parliament). In their first Reichstag election in May 1924 the Nazis secured 32 seats, and this gave him the confidence to expand the network of local party branches. The following year, Hitler enlarged the SA and introduced the SS – a personal bodyguard who swore loyalty to Hitler himself.
Over the next few years the Nazis established sections within the party for teachers, women, and children. Key examples of these were the Hitler Youth and the Nazi Students' League. He also appointed Josef Goebbels as his propaganda chief, whose job was to put the Nazi message across as clearly as possible. These changes saw Nazi party membership grow to more than 100,000 people by 1928.
Despite the formalisation of the party structure, the clarity of Goebbels' message, and the growth of party membership, the 1928 Reichstag elections saw the Nazis' share of the vote drop to just 12 seats. It was clear that the workers, whom the Nazis had hoped to win over, were not looking for an extremist party during the years of Weimar recovery after 1923. They did, however, make significant gains among the peasant farmers and the middle-class who were not benefitting as much from the Weimar renaissance. By 1929, therefore, the Nazis were still a minority party. But, as the next podcast will explore, events in October that year would bring about a huge change in their fortunes. | <urn:uuid:7e29af84-bfa2-42ce-bd25-aa90a0df1f3c> | CC-MAIN-2020-45 | https://www.mrallsophistory.com/revision/wp-content/uploads/2017/02/02-The-Rise-of-Hitler-1919-1929.pdf | 2020-10-20T05:50:29+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107869933.16/warc/CC-MAIN-20201020050920-20201020080920-00518.warc.gz | 849,148,351 | 1,153 | eng_Latn | eng_Latn | 0.999519 | eng_Latn | 0.999522 | [
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Chicago River Flow Reversal
Just north of the town of Lemont, Illinois, the train passes a small lighthouse marking an amazing engineering feat at the intersection of two canals. These two manmade waterways - the Chicago Sanitary & Ship Canal and Cal-Sag Channel - were completed in 1922 to help reverse the flow of the Chicago River, and thereby safeguard a clean water supply for the growing city.
When Chicago was a small trading post, the slow-flowing Chicago River was sufficient to dilute and carry away sewage and other wastes away into Lake Michigan, but as Chicago grew during the late 1800's, the amount of refuse became unhealthy. Increasing quantities of wastes from meat packing plants, factories, households and livestock were discharged into the river. Chicago drew its drinking water supply from intake pipes about 2 miles offshore in Lake Michigan. During heavy rains and floods, pollution was flushed out as far as the clean water intakes, contaminating the drinking water supply. In some years 5% of Chicago's population died of waterborne diseases, and in 1895 an estimated 12% of the city's residents perished because of contaminants in the water. Citizens demanded a solution to the problem.
Engineers in Chicago came up with an amazing plan. Instead of having the Chicago River carry wastes into Lake Michigan, they would reverse the flow of the river. Large quantities of lake water could then dilute the polluted river water and as the water traveled southwest, particles would settle to the river bottom, and through natural processes the water would become relatively clean before it entered the Des Plaines River. A canal called the North Shore Channel was dug, followed by the two channels visible in Lemont. The Sanitary and Ship Canal was cut deep through a low point on the continental divide a few miles west of Chicago, the canals were opened in 1922, and this amazing engineering project was successful in reversing the direction of flow. This feat is thought to be the largest municipal earth-moving project ever completed in the United States.
The assurance of clean drinking water encouraged even more growth in Chicago, which ironically led to greater quantities of pollution dumped into the river. Soon it was not sufficient to simply dilute the polluted river with lake water and depend on natural processes to clean the water. Fortunately technology was advancing rapidly, and modern sewage treatment plants were implemented on a large scale. Today the canals and channels continue to help with pollution control, flood control, and shipping. Since 2005 there has been discussion of again reversing the river's direction, but for now it still flows to the west, away from Lake Michigan.
Source(s):
American Public Works Association. (n.d.). The Reversal of the Chicago River. Retrieved December 13, 2010 from http://www.apwa.net/About/Awards/TopTenCentury/chica.htm.
Groundspeak, Inc. (2010). Chicago Sanitary & Ship Canal, Cal-Sag Channel Confluence Lighthouse - Lemont, IL Retrieved December 13, 2010 from http://www.waymarking.com/waymarks/WM41BT_Chicago_Sanitary_Ship_Canal_Cal_Sag_Channel_Confluence_Lighthouse_ Lemont_IL .
Wikipedia. (2010). Chicago Sanatary and Ship Canal. Retrieved December 13, 2010 from http://en.wikipedia.org/wiki/Chicago_Sanitary_and_Ship_Canal.
Author(s):
Written by Susan G. Scott, Lecturer in the Department of Recreation, Park and Tourism Sciences at Texas A&M University, as part of a National Park Service Trails and Rails project funded by Amtrak, 2010. | <urn:uuid:3b611d9a-fc2b-41b3-ba31-6c128056b137> | CC-MAIN-2020-45 | http://amtrak.adventgx.com/pdfs/ChicagoRiverFlowReversal.pdf | 2020-10-20T06:20:24+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107869933.16/warc/CC-MAIN-20201020050920-20201020080920-00518.warc.gz | 7,221,063 | 760 | eng_Latn | eng_Latn | 0.982112 | eng_Latn | 0.995391 | [
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MATH 164 | Foundations of Arithmetic
Winter 2019
General Information
Class Time: M – F, 11:00am – 11:50am
Location: Samuelson Math Ed Lab 115
Instructor: Dr. Emilie Hancock
Please address me as either Emilie or Dr. Hancock.
Office:
Samuelson 218C
Office Hours:
MWF 10-11am, MTWR 12-1pm, or by appointment (F2F or virtual)
Phone: 509.963.2402
Email: firstname.lastname@example.org
Course Description
Reflecting Washington State mathematics K-12 learning standards, the National Council of Teachers of Mathematics (NCTM) principles and standards, and the State of Washington Professional Educator Standards Board (PESB) endorsement standards for Number and Operations, this course emphasizes the development of the real number system in conjunction with the four arithmetic operations (+, − , ×, ÷). Elementary mathematics content is rediscovered through problem solving 1 in an inquiry-based learning 2 context to support the development of mathematical processes and practices.
Major content topics of the course include number sets and their properties; investigation of place value in different bases; meaning and interpretations of four arithmetic operations; standard and alternative algorithms of operations; and investigation of operations on various subsets of real numbers using concrete and abstract models. Exploration of these topics will follow the outline:
Unit 1: Place Value and the Base-Ten Number System
Unit 2: Meaning and Interpretation of Four Arithmetic Operations
Unit 3: Meaning and Representation of Fractions
Unit 4: Four Arithmetic Operations using Fractions
Mathematical problem solving permeates this course. We will focus more explicitly on mathematical problemsolving strategies through weekly 'Portfolio Problem' sessions.
Required Materials
Supplies: 3-ring binder for handouts and notes; labeled tabs to separate binder sections by unit; colored pencils; basic, simple function calculator (cell phone calculators are not allowed).
Canvas Access: I will update the course site on Canvas frequently with announcements, assignments, handouts, and due dates. Check Canvas daily.
Online Manipulatives: In class we will use various manipulatives. The following links provide some of these manipulatives virtually. You can use them to practice ideas from class and help with assignments.
* National Library of Virtual Manipulatives: http://nlvm.usu.edu/en/nav/vlibrary.html
* Cuisenaire Rods: https://nrich.maths.org/12222
* Pattern Blocks: http://www.mathplayground.com/patternblocks.html
Suggested Texts (Not Required):
Mathematics for Elementary Teachers with Activities by Sybilla Beckmann, ISBN: 9780321825728 Explorations in Elementary Mathematical Concepts by Willard and Shiver, ISBN: 9781465251190
1 Stein, M. K., Boaler, J., & Silver, E. A. 2003. Teaching Mathematics through Problem Solving. In Schoen, H. L., & Charles, R. I. (Eds.) Teaching mathematics through problem solving: Grades 6-12 (pp.245-256). Reston, VA: National Council of Teachers of Mathematics.
2 Ernst, D. C., Hodge, A., & Yoshinobu, S. 2017. Inquiry-based learning. Notices of the AMS, 64(6), p. 570-574.
Learning Objectives
Upon successful completion of this course, you will be able to:
* Understand and explain the connections and distinctions among whole numbers, integers, rational numbers, and real numbers.
* Understand and explain the key mathematical structures and ideas underlying procedures used for operating on various subsets of real numbers.
* Persevere in solving mathematical problems involving number and operations using a variety of strategies, and reflect on this process.
* Provide alternative mathematical solutions, evaluate the reasonableness of these solutions, and identify connections among solutions to problems in the area of number and operations.
* Make mathematical conjectures and investigate the reasonableness of these conjectures.
* Develop and evaluate mathematical arguments related to number and operations.
* Select appropriate tools for computation, whether mental computation, estimation, paper and pencil techniques, or technology-based approaches.
* Clearly and precisely communicate mathematical ideas about numbers and operations using appropriate mathematical language.
* Make connections between mathematical ideas to build mathematical knowledge and solve problems regarding numbers and operations.
* Represent operations on various subsets of real numbers using a variety of concrete and abstract models.
* Utilize representations as tools to mediate mathematical thinking and problem solving in a dual process of decontextualizing and contextualizing problem situations, such as organizing and communicating mathematical ideas, or modeling and interpreting mathematical phenomena.
This course directly addresses the State of Washington Professional Educator Standards Board (PESB) Endorsement Standards 9.D.1, 9.D.2, 9.D.4A (Early Childhood Education), 1.D.1, 1.D.2, 1.D.4A, 1.D.5 (Elementary Education), 2.0 (Middle Level Mathematics), 2A, 2B (Mathematics).
Grading Scale
Final letter grades will be determined based on your weighted percent grade, rounded to the nearest whole percent.
Letter Grade
F
D
D+
C-
C
C+
B-
B
B+
A-
A
Percent
0-59
60-66
67-69
70-72
73-76
77-79
Method of Evaluation
Overall grades will be determined as a weighted average:
10% Attendance and Professionalism
15% Homework
15% Portfolio Problems
10% Mastery Quizzes
15% Test 1 (Units 1 and 2)
15% Test 2 (Units 3 and 4)
20% Cumulative Final Exam
80-82
83-86
87-89
90-92
93-100
Brief Descriptions of Evaluation Components
Attendance and Professionalism (10%)
Each class period is worth 2 participation points. Your final grade in this evaluation category is calculated using: 𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑝𝑜𝑖𝑛𝑡𝑠 𝑦𝑜𝑢 𝑎𝑐𝑐𝑢𝑚𝑢𝑙𝑎𝑡𝑒𝑑 𝑡ℎ𝑟𝑜𝑢𝑔ℎ𝑜𝑢𝑡 𝑡ℎ𝑒 𝑞𝑢𝑎𝑟𝑡𝑒𝑟
2 × (𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑐𝑙𝑎𝑠𝑠 𝑠𝑒𝑠𝑠𝑖𝑜𝑛𝑠)
Professionalism
As a member of a peer learning community, a high degree of professionalism is necessary. CWU expects every member of the university community to contribute to an inclusive and respectful classroom culture. Groups will periodically assess individual contributions.
I measure professionalism based on the following criteria:
* Be present. Focus on learning by being an active participant. Limit side activities and put away cell phones. (If you are anticipating an emergency phone call, just let me know in advance.)
* Arrive to class on time and stay for the entire class.
* Come to class prepared. You may need to finish up activities in between classes.
* Respect everyone, treat each other with dignity, and encourage all to participate.
* Bring a positive and energetic attitude every day.
* Participate in group work by asking questions, communicating your understanding to your groupmates, and completing the handouts.
* Use a 3-ring binder to organize and promptly access class handouts, assignments, and notes.
* Present your ideas to the class and ask questions when other students present.
A lack of professional participation will result in a loss of participation points for the day. Severe or repeated lapses in professional judgment may result in disciplinary action up to and including failing the course.
Attendance
* Each absence will lower your overall score in the 'Attendance and Professionalism' evaluation component by 10%.
Regular attendance is essential for successful completion of this course.
* More than 4 absences from this class may result in an automatic course grade of F for the quarter.
Is my absence excused?
Excused absences will not lower your overall grade in this class and are determined on a case-by-case basis. Excused absences are those that are both valid and verifiable, i.e. illness, bereavement, and school-related activities. Documentation is required. Excused absences do not include holiday travel, work, or non-emergency travel delays.
What if I miss class?
* Get information about what happened in class, either from me or a peer
* Communicate with me as soon as possible
* Assignment deadlines will not be adjusted if your absence is unexcused
* If appropriate, send me supporting documentation for an excused absence
Homework (15%)
The main purpose of homework is for you to practice explaining mathematical reasoning related to important course concepts. Show your work and explain yourself using appropriate mathematical language and representations. Homework is the responsibility of each individual, but you are encouraged to work with others.
Homework will be assigned and submitted through Canvas. Late homework will not receive credit.
Portfolio Problems (15%)
We will periodically work on problems notably more "problematic" than usual coursework, where the key mathematical ideas of the problem are directly related to course content. Portfolio Problems will help you (1) deepen your mathematical content knowledge of the current unit, (2) develop your problem-solving skills, and (3) increase your awareness of your problem-solving process. After working together in class, you will continue investigating at home and submit a write-up documenting your solution attempt and thinking process. Late assignments will not be accepted.
Mastery Quizzes (10%)
No notes allowed and no make-ups unless you have an excused absence. Quizzes will cover material since the last quiz or test. Quiz corrections may be submitted until the next quiz or test.
Tests 1 and 2 (15% each)
No notes allowed and no make-ups unless you have an excused absence. Any missed exam which is not excused will be a zero and will certainly affect your grade in the course.
Cumulative Final Exam (20%)
No notes allowed. There will be no early final exam or make-ups, so make travel arrangements accordingly. The final is scheduled for Friday, June 7 th , 8am-10am.
Academic Honesty
Consult university policies (CWUP 5-90-040(22), CWUR 2-90-040(22), and Student Conduct Code) for student conduct in the classroom, cheating, plagiarism, and other academic expectations. CWU's policies and recommendations for academic misconduct will be followed, leading to disciplinary action up to and including failing the course.
Disability Support Services
Central Washington University is committed to creating a learning environment that meets the needs of its diverse student body. Students with disabilities should contact Disability Services to discuss a range of options to removing barriers, including accommodations: Hogue Hall 126, 509.963.2214, email@example.com
Changes
I reserve the right to amend, adjust, or otherwise modify the syllabus at any time during the course. | <urn:uuid:acfd2efd-983f-45af-b237-a9a32073c351> | CC-MAIN-2020-45 | https://webwork.math.cwu.edu/syllabi/1193-164-001.pdf | 2020-10-20T06:28:39+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107869933.16/warc/CC-MAIN-20201020050920-20201020080920-00516.warc.gz | 586,532,150 | 2,405 | eng_Latn | eng_Latn | 0.979024 | eng_Latn | 0.990159 | [
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PRIZE WINNING HISTORY IN BLENHEIM ESSAY CONTEST BY NORMAN PEAT
It is my purpose to unfold to you the story of the beginning and development of Blenheim township from the time the first people of the Anglo-Saxon race came in and hewed down its forests, built their homes, tilled the virgin soil and wrested from it the harvests which have never ceased to be bountiful. Well might we sign of the faith of our fathers, for it required not only indomitable courage but much faith to meet the hardships with which the pioneer life was filled. It is only right that we should have a just admiration and a humble pride for the lives and achievements of these settlers. As they have led the way, may we in this, our generation, seek to leave worthy footprints for those who come after us.
Blenheim is one of the two largest townships of the county and contains 67,200 acres. It extends approximately ten miles from east to west and twelve miles from north to south and forms part of the County of Oxford. The township was originally well timbered with hardwoods such as maple, beech, oak, hickory, and elm. There was also a considerable quantity of basswood, pine, cedar, hemlock and tamarack. The principal streams are Horner's creek and Smith's creek. Both follow zigzag courses through lots and roadways. Smith's Creek extending as a hypotenuse practically from the northwest corner to the southeast corner of the township across sixty-seven lots, and Horner's creek running through the south-west corner crosses twenty-one lots. Many bridges are therefore necessary, and the question of bridge building has always been prominent in the municipal affairs of Blenheim.
"SPIES" FROM NEW JERSEY
The foundling of Blenheim dates back to the year 1792 when Colonel John Graves Simcoe was Lieutenant-Governor of Upper Canada. During the revolutionary war a Mr. Thomas Watson of the State of New Jersey had rendered Simcoe valuable personal services when the latter had been taken prisoner. When Simcoe became Governor he wrote to Mr. Watson urging him to come to Canada and bring his friends and relatives. As an inducement he offered him a whole township. Accordingly in 1792 Mr. Watson sent his two nephews, Thomas Watson and Thomas Horner to spy out the promised land and start the new settlement. They journeyed northwest from New Jersey to the Indian Reserve, which at that time included the townships of Dumfries and Brantford, and finding the adjacent territory to these well watered and fertile, chose it for their settlement.
The manner in which Blenheim acquired its name is somewhat vague. There is a tradition that the township is named after Blenheim House, which is situated near
Oxford in England. This beautiful palace was bestowed on John Churchill Duke of Marlborough in honor of his victory over the French at the battle of Blenheim in 1704. Blenheim may also be a corruption of the word "Blindheim", meaning "dull home". According to Voltaire the Germans call it Plentheim and yet another spelling of the word is "Plintheim".
By proclamation of Governor Simcoe, dated July 16th, 1792, Blenheim was first included in the west riding of the County of York and was described as lying to the northwest of Dundas street opposite Burford. In 1798 the township of Blenheim became part of the county of Oxford as then formed. Prior to this there had been three surveys made of the township. The first was by Jones in 1793 who laid out the first three concessions and divided the land between into lots of two hundred acres each. This survey embraced the first two concessions of Blenheim and the first concession of Burford. Its western boundary was Horner's creek and the eastern boundary was lot four in the first concession at the place where the road turns to the left and leads into Mudge Hollow (now Canning). The township was further surveyed by Riddell in 1795 and by Stegman in 1798.
FIRST HORNER MILL
By 1795 Mr. Horner had located a site for his mills on the north of lot 15, concession one, directly in front of the residence of the late William Hersee. He cleared a small field on the western bank of the creek, built a house, set out an orchard and constructed a dam. Horner bought his mill machinery at Albany and transported it by lakes and rivers to Burlington Bay (Hamilton, Ont.). From there it was drawn by oxen on roughly hewn sledges to Blenheim. The saw mill was completed that year but before it was ready to operate, the dam broke and the mill burned. It was rebuilt, and the first lumber sawed in 1797 was used in the construction of the Horner homestead, which later became the first registry office of the county of Oxford. Work was then commenced n a grist mill and it was completed in 1802. Bad luck seemed to dog the heels of Horner, for in 1809 the grist mill was burned and never rebuilt. On May 17th, 1802, lots number ten and thirteen, concession one, Governor's Road, were granted to Thomas Watson, who named his settlement Princeton after his native city in New Jersey.
By this time a road had been opened from Whiteman's creek across the plains to where Beamsville now stands and from there to the Governor's road settlement as far as Lervis Charle's tavern. Horner continued the road through the forest to his mill passing across the farm owned by Mr. Daniel. This road was in use until 1840. It later became a community blackberry patch. A road was then commenced in a northeast direction to the German settlement in Waterloo county. This trail lead through unbroken wilderness to the northeast corner of the township. It went north through William Hersee's farm and continued on to the Laidlaw estate, passing where Wolverton station now is. The trail continued east of the Kilgour farm to the tenth concession, on across the McEwen farm to the eleventh concession and thence to Perry's Corners. From there it passed through the old hall farm to the German settlement.
LOST LAND GRANT
In the meantime Governor Simcoe had been recalled. Horner and Watson, having fully complied with the agreement between their uncle and the Governor, were entitled to a free grant of the township of Blenheim. Simcoe's successor refused to carry out this agreement or in any way acknowledge their just claims. The settlers were cheated out of their land after years of hard work. Horner's feelings were embittered against the ruling faction. He entered into political action against them and along with Perry, McKenzie and others he fought the old Family Compact (as the ruling party was called) until the time of his death. Horner may well be called the pioneer founder of Blenheim. Born at Bordentown, New Jersey, on March 16th, 1767. His life presents a brilliant example of undying resolve and fiery determination. He was married in 1801 by James Ingersoll, J.P. In 1820 he was elected the first M.P. of the county of Oxford and also became Blenheim's first magistrate. A magistrate had the power to marry any person residing over 18 miles from a Church of England minister. The first couple he married were the father and mother of Mrs. John Carroll in 1801. He served in the war of 181214 and his feats on several occasions were of more than ordinary bravery. In 1822 a reorganization of the provincial militia was carried out and Horner, then captain of the Blenheim company, was appointed to command the regiment with the full rank of colonel. This event marked the first time in history of Upper Canada militia that an ordinary officer without military training had received so high a commission. Horner died of cholera at his home one mile east of Princeton on August 4, 1834. His passing marked the demise of the one of the greatest that Canada has ever known. Thomas Watson keenly disappointed over not getting his land, returned to his native New Jersey.
GALBRAITH AND MARTIN
The next oldest settlers were John Galbraith and Samuel Martin. Mr. Galbraith, the son of a British manufacturer had formerly come to America to establish his father's business in Vermont. He was unsatisfied and later set out for Upper Canada arriving in the spring of 1796. He traded his pony and saddle for lot 11 on the first concession of Blenheim which is still known as "Galbraith Place". Margaret Galbraith, his daughter born in 1801 was the first white child born in the township, and in 1812 the first apples grown in the county were produced from his orchard. At the time of his death in 1840 his farm was one of the most up-to-date in the township. The first settlers in the northern part of the township were the Scott family who crossed Smith Creek in 1834.
Educational advantages always occupied the attention of the first settlers, although their efforts to secure them were necessarily feeble. Every settlement erected its school house, a primitive structure usually built of logs and roofed with split clapboards. According to W.H. Langdon, who was for many years a teacher and local superintendent of education, the first school was erected on lot 10, first concession, about the year 1808. In the whole county of Oxford at that time there were only between 30 and 40 families which constituted the entire population. Oxford was then as now an interior county and in order to reach it from the east one had to follow a blazed trail from Ancaster, about 35 miles distant. On the west it was practically unbroken bush to the French settlement on the Detroit river. The nearest mill was Ancaster. In such surroundings the pioneers set manfully to work to build and establish school houses. There were few if any teachers and hence it was frequently necessary to secure the services of some pioneer who was better educated than his neighbors. He was engaged for only part of the year, the time and labor of both himself and his pupils being too precious in helping to clear the forest to allow them to keep the school open during the summer months.
SCHOOL TOURNAMENT
Before the middle of the nineteenth century great progress had been made in educational matters. The township had been divided into sections, schools erected and qualified teachers secured. There was always keen rivalry between the schools and the teachers and each teacher sought to show the highest results at the quarterly examinations, which were set by the local superintendent and trustees. The last meeting of this kind took place in Drumbo on Wednesday, April 25th, 1868 and between two and three hundred people representing fifteen of the eighteen schools took part. Springhill, Plattsville, Drumbo and Richwood mustered the strongest while there were two or three pupils from each of the other sections. This unique educational tournament appears to have been a complete success. Two of the teachers of the township, Mr. McLean of Richwood and M.F. Ainslie of Drumbo, both of whom gave long and efficient service. Others were George Perry of Perry's Corners, James Winterburn of Washington, A.S. Cruickshank of Princeton, John Clinton of Springhill; William Henderson of Chesterfield and Levi Masters of Plattsville.
Divine worship was never neglected in Blenheim. Religious services were first held by outside clergymen sent in by their respective denominations. During the summer months camp meetings were held and baptisms by immersion in Smith's Creek and other streams always attracted larger crowds. The religious denominations were chiefly Protestants, such as Methodists, Baptists, Anglicans, United Brethren and Lutheran. The Roman Catholics later started at Princeton.
The first Presbyterian church in Blenheim was built in 1831 when Rev. G. Murray came to Princeton. He gate the site for it on the southwest corner of his farm and contributed liberally to its erection. His wife, "Mother G", as she was called, was at all times first and foremost in all benevolent undertakings. In the north of Blenheim at Chesterfield the Presbyterians were again among the first to establish a church. The first services were held in a log building on the farm of John Knox. In 1856 the settlers of Blandford and Blenheim co-operated to build a new brick church. The first minister was Rev. Mr. Rodgers, who was followed by Joseph Scott. In 1859 Rev. Mr. Robertson came. He was renowned for his knowledge of the classics, and he became tutor to several young men of the community. Of these the most outstanding was Mr. John Henderson who later became principal of St. Catharines collegiate institute.
The Methodists started a church in Richwood about the year 1863 . The Baptists were represented at Gobles but later built churches at Richwood, Drumbo, Plattsville and Wolverton. Rev. George Patton was the first Baptist Minister at Drumbo. In 1857 the Methodist church was built there with Rev. William Bee as minister. In 1859 the Wesleyan Methodist church was erected at Washington and it was dedicated on January 1, 1860. Rev. Samuel Fear and Rev. David Chalmers were the first pastors and they also preached at Plattsville. Plattsville Methodist church was erected in 1853 and the Lutheran in 1860.
In the early days the pioneers were without a physician. Their health was later cared for by outside physicians who came from Paris, Ayr, Burford and Woodstock. Of the early resident physicians, Dr. James B. Rounds of Drumbo and Dr. Daniel Clark of Princeton were the most prominent. The latter afterwards became the able and efficient superintendent of the Toronto Insane Asylum. Plattsville's first physician was Dr. Morrison, who was followed by Dr. Phillips.
The first councilors of Blenheim were, Nicholas Pickle and William Grinton. These men represented the township at the first district council held in the courthouse in Woodstock on Tuesday, February 8th, 1842. The council was to be held on the second Tuesday of February, May, August and November and no meeting was to last longer than six days. Each township elected one councillor for a term of three years, while townships having more than three hundred freeholders elected two. The last district council was in 1849 and in 1850 the first township council was elected with William Dixon, reeve and J.N. Williamson, J. Kilburn, J. Motherall and J. Kennedy acting as Councillors. Joshua Cainett was the first tax collector and G.H. Laycock the first township clerk. Mr. Laycock's successor as clerk was M.F. Ainslie, who filled the position with satisfaction until 1909, when he as succeeded by the present efficient clerk, Hugh Allan. Among the early assessors were George F. Hill, Benjamin Horner and Jeremiah Cowan.
In the year 1852 the first census was taken with Jeremiah Cowan acting as enumerator. Blenheim by this time was well settled. Hon. George Brown during an election tour described Oxford as the "Garden of Canada" and as the census showed Blenheim to be leading the county in the production of wheat, oats, rye and potatoes, it might in turn be called the "Garden of Oxford". The average yield of wheat per acre was twenty-one and three-quarter bushels. That this wheat was of the highest quality was ably demonstrated by the fact that at the world's fair in Paris, France, Samuel Platt, the Plattsville miller, won first prize on flour. Blenheim Agricultural Society was first organized in 1854. The officers were: President, Fergus Anderson; vice-president, Francis Burgess; secretarytreasurer, Francis Williamson. The fair was always held at Drumbo.
WHEN THE RAILWAY CAME
The first trains in Blenheim ran on the Great Western Railway, passing through Canning and Princeton in 1852. The Buffalo and Lake Huron was opened in 1854 as far as Brantford and completed in 1858. It passed through Richwood, Drumbo and Plattsville station (Bright). In 1879 the Credit Valley Railway crossed Blenheim and established stations at Wolverton and Drumbo.
By 1860 Blenheim seems to have been well supplied with woolen mills, tanneries, blacksmith shops, saw and grist mills, wagon shops and general stores. For seventyfive cents a day you could stay at the best taverns and treat the crowd, no matter how many, for twenty-five cents. Washington had a first class cabinet and chair factory and Plattsville a foundry. Princeton, Drumbo and Plattsville were the three main villages. The manner in which these places acquired their names is extremely interesting. Plattsville was named in 1855 after its founder, Samuel Platts. He came to Canada in 1844 and after working as a millwright in New Dundee he settled in Blenheim and located a site for a mill on the east bank of the Nith. Mr. Platt was the first postmaster and also served as Justice of the Peace for many years. Drumbo, formerly Muma Corners, acquired its name in 1852. It is said that the meaning of the word is "A hump backed cow". There are many places in Ireland beginning with the letters, "Drum" and it is probably derived from that country. Bright was known for many years as Plattsville station. In 1863 or thereabouts, the late George Baird had the site of the present village surveyed and laid out in lots. Mr. Baird decided to give the place a more suitable name and being and admirer of the Hon. John Bright, the great British orator and statesman, he called it after him.
The other villages of the township acquired their names in a similar manner. In 1855 Gobles, also known as "Gobles Corners," was named after the late William L. Goble, son Rev. Jacob Goble, who came to Canada from New York State in 1823. He bought his father's property, started a general store and after the post office was started became postmaster. When the Great Western Railway was built the station bore the name "Gobles" but was later changed to "Arnold", by which name it was known for some time. Wolverton, formerly Warsaw, was named in 1848 after one of its prominent pioneers, Enos Wolverton. The late John Hogarth (incidentally the grandfather of the writer) was the first while child born in the village in the year 1847. Some son of old Scotland is probably responsible for the name "Blink Bonnie". The designation appears to be the equivalent of the French for "Belle Vue". Washington, long known as "The Corners" was named in 1852 after George Washington. The residents of Plattsville claim that Washington was so called because one of the Plattsville's estimable ladies sent their washing there. The name Richwood in 1851 was supposedly derived from "Rich" and "Wood" in allusion to the spot selected for the site of the village. It is thought more probable that the place was named for a Mr. Rockwood, the pioneer storekeeper.
Thus I have tried to portray Blenheim as evolving from a wilderness, densely forested and inhabited only by Indians and a few white settlers to a tract of the finest agricultural land in the Province and settled by the most worthy and stalwart of Canadian manhood. A fitting line from Longfellow well describes it in those early days. "This is the forest primeval, the murmuring pines and the hemlock." Blenheim is a township of which Ontario - yes Canada - may well be proud. | <urn:uuid:1117360c-f4fe-4a6d-b8be-9130a091d322> | CC-MAIN-2020-45 | http://beta.blandfordblenheim.ca/Portals/BlaBle/Documents/PRIZE%20WINNING%20HISTORY%20IN%20BLENHEIM%20ESSAY%20CONTEST.pdf | 2020-10-20T06:26:52+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107869933.16/warc/CC-MAIN-20201020050920-20201020080920-00518.warc.gz | 14,346,475 | 4,146 | eng_Latn | eng_Latn | 0.99867 | eng_Latn | 0.999056 | [
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Milk Supply and Weight Gain
While each baby is unique, there are some general guidelines regarding milk supply and weight gain for breastfed babies. The information below is meant to provide basic information for breastfeeding moms. We encourage you to seek help from a board-certified lactation consultant (IBCLC) if your baby's weight gain does not meet these guidelines.
Weight Gain in the Early Days
Most mothers need early and frequent milk removal to make milk. Skin-to-skin contact during the first hour after birth and offering your breast with feeding cues, at least every 2-3 hours, helps to establish a good milk supply.
If your baby is not latching after birth, you may use a quality breast pump every 2-3 hours to encourage your milk supply. Some mothers find it more helpful to hand express in the early days. For videos demonstrating hand expression, visit: http://med.stanford.edu/newbrons/professional-education/breastfeeding/handexpressing-milk.html OR https://player.vimeo.com/video/65196007
Babies often lose up to 10% of their birth weight in the first 4 days. By day 4, your baby should stop losing weight and start to gain weight. Babies feed better when they are gaining weight.
What is normal behavior for a baby who is gaining weight in the first week?
* Waking and showing feeding cues every 2-4 hours, or at least 8-10 times a day.
* Feeding 10-30 minutes from one or both breasts per feed.
* Acting content after feeding.
* Having at least 3 yellow stools and 6 wets in 24 hours.
* Gaining 1+ ounce per day.
By day 10-14, your baby should regain their birth weight. If this has not happened, please seek assistance from an IBCLC.
Once your baby is back to birth weight and gaining well (usually 7-10 ounces per week), your baby may start sleeping longer at night and feeding a bit less frequently. However, it is also normal for a baby to wake at least every 3-4 hours at night until they start solids.
A general rule of thumb is that removing milk more often (< every 3 hours) will increase your milk supply and removing milk less often (> every 3-4 hours) will decrease your milk supply. This is due to hormones that help regulate milk supply and factors in the milk that communicate directly with milkmaking cells.
Size of Feedings and Overall Milk Intake
A newborn's stomach is small. At 24 hours of age, a baby will consume about 5-10 cc of colostrum at each feeding. As your milk supply increases, feeding sizes gradually increase. On day 3, babies usually take ~30 cc from the breast, and by 1 month, they usually take between 3-5 ounces at a feeding.
Community Breastfeeding Center
5930 S. 58th Street (in the Trade Center) Lincoln, NE 68516 (402) 423-6402
10818 Elm Street Rockbrook Village Omaha, NE 68144 (402) 502-0617
For additional information: www
In the early days, practice latching on both breasts at each feed. Once your baby is gaining well, with at least 6 wets and 3 stools, try to soften well/drain one breast before offering the second breast. Mothers who store more than 3 ounces of milk in each breast may find that their baby often prefers to feed from only one breast per feed. Other mothers find they may need to feed their baby from both breasts at every feed. Follow your baby's lead.
More important than the size of an individual feed is your baby's overall milk intake. It may vary from day to day, but most babies eat between 19 and 30 ounces per day by the time they are one month old, or when they weigh about 10 pounds. Most importantly, your baby should follow their own growth curve on the WHO growth chart. It is okay for your baby to be at the 5 th percentile or the 90 th percentile if your baby is consistently gaining and staying on "their" curve.
http://www.cdc.gov/growthcharts/data/who/grchrt_girls_24lw_9210.pdf http://www.cdc.gov/growthcharts/data/who/grchrt_boys_24lw_9210.pdf
Remember, any amount of your milk that your baby gets is beneficial. The benefits are dose related. Exclusive breast milk and breastfeeding for 6 months is optimal for your baby. But any breast milk and any breastfeeding is beneficial for your baby.
As babies gets older, they generally become more efficient at the breast. A baby older than 2 months of age may finish a feed in 3-5 minutes. Your baby may also feed less often, every 3-5 hours rather than every 2-3 hours. Your breasts may not feel as full and you may be less aware of your milk let-down. This can all be normal. At 3 months of age, normal weight gain slows down a bit to ~4-7 ounces a week. At 6 months of age, normal weight gain is ~2.5-4 ounces a week. IF you have concerns about whether your baby is gaining well, chart your baby's weight on the WHO growth chart (see links above).
All mothers make and store different amount of milk in their breasts. If you are a mother who stores small amounts of milk in each breast, you can still breastfeed your baby. However, you may need to remove milk more frequently than most mothers, even as your baby get older.
Frequent milk removal is still the key to supply. If you are back at work and pumping, or your baby is sleeping longer at night, you may see a slight decrease in your supply. Your baby may let you know by fidgeting at the breast, wanting to feed more often, or refusing to breastfeed at all and may prefer a bottle. You may need to remove milk more often or wake your baby to feed in the middle of the night.
All hormonal methods of birth control have the potential to decrease your milk supply. (See our information on Hormonal Methods of Birth Control.) You may want to consider a barrier method of birth control, or at least avoid hormonal methods of birth control that are injected or implanted.
If you feel that your milk supply is not adequate for your baby, please see our information on Supporting Your Milk Supply and/or schedule an appointment with an IBCLC.
Reviewed: copyright October 2020
_____________________________________________________________________________________
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Table of Contents
Foreword
Help Children Learn to Pray
Children need to learn to pray at an early age. In fact, as soon as they are old enough to utter phrases, they should be taught to say, 'Jesus loves me,' 'I love Jesus,' 'Thank you Jesus,' and Help me Jesus.' Parents can introduce them to these words by saying the words again and again, and by having the child to echo the words again and again.
As a little child, my grandmother encouraged me and my cousins to pray. If we had a simple problem, she would constantly make statements like, 'ask Jesus to help you,' 'Jesus can fix it,' and 'tell Jesus.' These statements encourage us as three and four year olds to pray and depend upon Divine help. I have carried them around in my memory from day to day.
Parents should pray with their children and allow their children to hear them pray. I remember as a teenager, waking up early one morning. My mom was not in her bed. I walked to the front of the house. I heard sounds coming from the front room. I looked into the room. My mom was kneeling in front of a chair with her arms and head placed on the seat of the chair. She was talking to God. The words she was uttering were precious. I will never forget the scene. She still has that chair. I named it the 'praying chair.'
There is a song I wake up singing during the morning hours. I also sing the words throughout the day. The title is, "I Found the Answer." The words to the chorus are: "I found the answer – I learned to pray. With faith to guide me – I found the way. The sun is shining – for me each day, I found the answer, I learned to pray."
Yes, I found the answer, I learned to pray. Thanks to a loving grandmother, I was introduced to the power of prayer, and, I learned to pray. Make a pledge to yourself! Help the children learn to pray!
Dr. Jewell Satchel
Courtland SDA Church, Alabama
Preface
Children's Prayer Ministry is the most important asset on the planet. It is the vehicle that a holy God has provided for sinful man to teach the children about getting in touch with Him. Therefore, especially leaders, should not wait until the children are old to teach them to pray. An early prayer lifestyle gives children a better chance at eternal life.
Remember that prayer is vital to our salvation; it is the "breath of the soul." Those involved in prayer ministry have a responsibility to teach both children and adults how to breathe spiritually, so they can live eternally.
Teach the little ones to pray to Jesus. Remember, while He lived on earth He said to His disciples, Let the little children come to Me, do not hinder them. Never send them away for to such belongs the kingdom of God. Luke 18:16 NIV: Liv Bib, RSV
I believe that this book will help us in our quest of reaching more children, and will prove to be a blessing to all.
Pastor Roy Rugless Director of Prayer Ministries South Central Conference of Seventh-day Adventists
Acknowledgements
"Pray Children!" owes its well-being to the many contributors who so willingly shared their experiences with us, so we can build a resource bank that is always available. Special thanks to Brad Forbes who like the Biblical encourager Barnabas (Joseph), I regard as our modern "son of encouragement" and his team as our strong support. Grateful acknowledgement is also given to every precious person who has contributed to this project, but who are numerous to name. Without the Prayer Director for South Central Conference, Pastor Roy Rugless, this work would only remain a dream to include the children in this project, but his vision had us doing more than we planned or even thought. To every contributor, I tender my deepest appreciation for you all are my prayer treasures as we work together for the children.
Thanks to all, C.A. Daly
Introduction
"Prayer is the key in the hand of faith to unlock Heaven's storehouse." Anyone may hold that key anytime—even the little ones." Forbid them not for such is the kingdom of heaven." So they are here. Many little people are pushing and tumbling in a desperate effort to be first to slip in through an open door. The coordinator holds the door open for them anticipating a great time together. Yet they push and jostle with all the vibrant life that their little bodies hold. They all come not on tip toe but with pent-up energy that stimulates little selves to running, skipping, pushing, crawling, jumping to be ready for other activities. This is youth at its best and this is the main reason why there is the need for Children's Prayer Ministry. So here we are ready to work with vibrant faces; the faces of the children.
Disclaimer
Much of the information supplied has been shared as original ideas from experiences of leaders and directors of local Children's Prayer Ministry groups. This book is a collection of activities that help make life and work easier for current leaders of children's Prayer Ministry groups, it is not meant to be the sole document or benchmark of any leader. This is only an additional instrument to augment the tedious work of handling the children so that they may fall in love with all that makes up a successful prayer ministry.
Children's Prayer Ministry and Its Mission Statement
The main purpose of any prayer ministry is to build a vibrant, consistent prayer life through varied prayer activities. Thus, its mission focuses on enhancing the spiritual development of families, individuals, and youth, as well as the church and it is stated below simply:
Mission Statement
To guide children and youth to spend more time alone with God daily through prayer, Bible study, and witnessing.
To get them to share information with others so-more prayer groups will develop.
Child of God, know that you nestle in, and are supported by the loving protective hands of your Father and His Son. Yet, you are bonded with other prayer groups into one grand tower of strength. Remember that your prayers rise to God as a sweet fragrance, and not one of these prayers is lost in heaven. So gather the children together, and encourage them to "Pray children, pray!"
Faces of The Children
I've seen them I've watched them I've read them.
I remember them too Many faces, varied faces, but Still faces of the children.
Happy Faces
Of a very special few Loved, nurtured, contented Funny, frolicsome, free.
Hungry Faces
With blank stares and whitened lips, Telling of an empty stomach And need of food to fill it.
Anxious Faces
Insecure, apprehensive, distressed Seeking for calmness, stability Nurturance and reassurance.
Blank Faces
Of the nonchalant day dreamer Forever listening not to you, but To the beat of a distant drummer.
Angry Faces
Reflecting hostile parents Asking numerous questions yet, Finding answers, only now and then.
Innocent Faces
Honest, curious, trusting Priceless, unspoiled, sensitive, With strange questions framing.
Mischievous Faces
With impish smiles And busy fingers playing pranks Frantically moving, touching, meddling.
Confused Faces
Young minds to jelly turning In one panic-stricken moment Embarrassed, terrified, yearning.
Saddened Faces
Imaging unhappy hearts and homes With unfinished business, struggling . . . Sending signals out for H E L P.
Puzzled Faces
With thought-wrinkled brows Frantically working and problem-solving Untiringly figuring, analyzing.
Excited Faces
Happy, full of pleasure and delight Beaming with overflowing joy That bubbles forth to bless the world around.
Disturbed Faces
Troubled, sad, disquieted Affrighted, agitated, unsettled Pursued with real or fancied fears.
Persistent Faces
Of goal oriented souls
With an "I must win!" clamor
Pressingly eagerly toward a prize
Victorious Faces
Reflecting a goal achieved and a winner born Animated, elated, radiant Energy-filled, successful, triumphant. I've see them one and all Interpreted the different stories Of those faces, faces of children. Father, teach us how to relate To accommodate and to educate The minds of your various children. So that someday, sometime soon Each youthful face will reflect An imprint of Your image O my Father.
Cecily Daly | <urn:uuid:7e61a4ad-8287-4979-af66-5da38c37c11a> | CC-MAIN-2020-45 | https://adventsourceshop.blob.core.windows.net/media/product-samples/c4eed72f-99cb-e811-af11-000d3a911a22/38680.pdf?v=636746760115081543 | 2020-10-20T06:22:19+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107869933.16/warc/CC-MAIN-20201020050920-20201020080920-00519.warc.gz | 205,147,524 | 1,738 | eng_Latn | eng_Latn | 0.996105 | eng_Latn | 0.998058 | [
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Oakland Community Preparedness & Response
PERSONAL & FAMILY RESPONSE: DURING AND AFTER A DISASTER
Guide #04
DURING AN EARTHQUAKE
DROP, COVER & HOLD ON. GET UNDER AND HOLD ONTO A STURDY DESK OR TABLE.
If you are INDOORS, stay there
If you are DRIVING
If you are OUTDOORS, get into the open
Avoid windows, heavy furniture, bookcases, fireplaces and large appliances. If no cover is available, sit with your back against an interior wall. Make yourself as small as possible and cover your head and neck with your hands and arms.
Turn on your emergency flashers, pull to the side of the road and stop in a safe place. Never stop on bridges, overpasses or underpasses. Avoid power lines, sound walls, large trees, light posts and overhead signs. Stay inside the vehicle until the shaking stops.
Stay clear of buildings, power lines or things that could fall on you. If you are in a hilly area, be aware of possible landslides.
If you are OUTDOORS near tall buildings
Shelter in a doorway or inside the building to protect yourself from falling bricks, glass, plaster and debris.
DURING OTHER DISASTERS (wildfire, winter storm, etc.)
FIRE IN YOUR HOME - Get everyone, including pets, out of the house immediately. Call 911. Once outside, stay outside. Go to your family meeting place.
USING A FIRE EXTINGUISHER
Never attempt to extinguish a fire larger than a trash can!
GET ACCURATE INFORMATION - Listen for the Emergency Warning Siren System. Check an emergency broadcast radio station (KCBS 740 AM or KQED 88.5 FM). Monitor AC Alerts (www.acgov.org). Refer to OCP&R Guide #02 – Notifications and Warnings
PREPARE TO EVACUATE - If you see smoke or wildfire, evacuate quickly! In a fast-moving wildfire situation, you may only have a few minutes to get out. If ordered to evacuate, do so immediately! Refer to OCP&R Guide #06 – Emergency Evacuations
CHECK ON YOUR NEIGHBORS
IF TOLD TO "SHELTER‐IN‐PLACE" get everyone (and pets) inside as quickly as possible. Close all exterior doors & windows, close vents & fireplace dampers, turn off heat/AC systems. Go to an interior room, take a battery‐powered radio, water, food, sanitary supplies, a flashlight and your disaster supply kit. Monitor an emergency broadcast radio station for further instructions.
Do they know what's happening? Do they need help to evacuate?
www.oaklandcpandr.org | 510.575.0916 | email@example.com
OK
AFTER A DISASTER REMAIN CALM AND FOLLOW YOUR PLAN!
CHECK YOURSELF, YOUR FAMILY, PETS AND HOME to make sure they are safe. Administer first aid if necessary.
IF YOU NEED HELP make as much noise as possible to attract attention. Shout, use a whistle or bang on something with your hand or another object.
PUT ON PROTECTIVE CLOTHING, sturdy shoes, long pants, long sleeve shirt, heavy work gloves, dust mask and eye protection. Be especially careful of broken glass and other hazards.
CONTROL OR CONFINE PETS until their stress level diminishes.
SNIFF FOR GAS LEAKS AROUND YOUR HOME. Do not strike a match, light a fire, turn on light switches, turn on a flashlight or use a cell phone if you suspect a gas leak.
* If you smell gas, use a large wrench to turn off the exterior supply at the gas shut‐off valve. Open windows and stay outside until gas clears.
* If you do not smell gas, do NOT turn the gas supply off. Once you turn off the gas, it may be unsafe to turn it back on yourself and you may need to call PG&E.
CHECK YOUR HOME FOR DAMAGE (cracked foundation, damaged or collapsed chimney, jammed doors, etc.). At night, use a chemical light stick to look for dangerous conditions if you smell gas. Stay clear of any dangerous areas such as a partially fallen chimney or tree. If your home is significantly damaged or is not squarely on its foundation, get out and do not re‐enter.
CHECK AND ASSIST YOUR NEIGHBORS. Provide first aid, if needed.
GET ACCURATE INFORMATION: Listen to emergency broadcast radio (KCBS ‐ 740 AM, KGO ‐ 810 AM or KQED 88.5 FM). Monitor AC Alerts (www.acgov.org).
BE PREPARED TO EVACUATE IF NOTIFIED. Meet at your family meeting place if ordered to evacuate.
CALL OR TEXT YOUR OUT-OF-AREA CONTACT and/or use your family group on WhatsApp, Viber, Telegram, etc. Report your status and where you will go. Minimize phone use and refrain from sending videos. Change to low power or airplane mode to preserve battery life. NOTE: Texts often go through when calls are dropped.
IF EVERYONE IN YOUR HOME IS OK with no emergency needs, write OK in large letters on white paper and attach in a location visible from the street to let others know that your home has been checked and everyone is ok. Register with the American Red Cross "Safe & Well" site so family and friends know you're okay (safeandwell.communityos.org).
OCP&R is a program of the Oakland Firesafe Council.
Contact OCP&R for more information and assistance with personal and family response.
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Magazine
Yoga
Yoga is becoming more and more popular around the world. What exactly is it, where did it come from and what are the health benefits of doing yoga?
Before reading
Do the preparation task first. Then read the article and do the exercises.
Preparation task
Match the definitions (a–h) with the vocabulary (1–8).
Vocabulary
Definition
Yoga
What is yoga?
Most people know yoga as a kind of exercise which aims at developing strength and flexibility. To practise yoga, you learn a series of 'postures', where you put your body into different positions. The correct breathing is also important. However, yoga is really about more than just exercise. In 2014, the Prime Minister of India, Narendra Modi, asked the United Nations to create an International Day of Yoga, saying that yoga 'is not about exercise but to discover the sense of oneness with yourself, the world and nature'. He felt that yoga could not just help people to be healthier but also help connect people to each other and to nature. The United Nations agreed, and International Yoga Day is now celebrated on 21 June.
Where did yoga come from?
The history of yoga goes back at least 5,000 years, and some people claim it is nearer 10,000 years ago. It was first developed in Northern India and at this stage was a spiritual as well as a physical form of exercise, connected with both Hinduism and Buddhism. In the late 19th and early 20th centuries, yoga was introduced to the Western world when Swami Vivekananda travelled to the United States to talk about yoga at a conference in Chicago in 1893. Others followed in the 1920s and 1930s, and by the 1960s yoga had become a very popular form of
exercise in the United States and in Europe. Most people who practise yoga today do not do it for spiritual reasons.
What are the benefits of yoga?
Yoga is good for the mind and body. Regular practice of yoga helps people to improve their balance and stamina. Although you won't really get out of breath, like you might playing football or running, it does help to keep your heart healthy and you can lose weight. It can also help with back pain.
The breathing taught in yoga can help people to reduce stress and anxiety. There are lots of different possible breathing patterns you can do. Yoga also improves concentration and helps people to sleep better, so it's great for anyone who's under pressure at work or in their studies.
Different types of yoga
There are lots of different types of yoga, so you can choose what suits you best. Hatha Yoga is often good for beginners, because you hold each position for a few breaths. In Vinyasa Yoga you change position much more quickly and you might get out of breath. It's quite challenging if you haven't done much yoga before. Bikram Yoga is sometimes called 'hot yoga', because the room must be heated to around 40 degrees. As well as these and other more traditional forms of yoga, there are also some more unusual modern forms of yoga. For example, you might enjoy 'laughter yoga', where people do breathing exercises and laugh about nothing in particular – laughing is very good for your health. Or what about 'Aeroyoga', where you do yoga while you are hanging from the ceiling? It's supposed to be very good for your back. Or 'Doga', where you do yoga together with your pet dog?
Whatever kind of yoga you choose, there are definitely some health benefits, and you should have fun too.
Tasks
Task 1
Write a number (1–8) to put the ideas in the order they are mentioned in the text.
Lose weight
Keep your heart healthy
Sleep better
Improve balance
Make you stronger
Connect you to nature
Have fun
Improve concentration
Task 2
Choose the best answer.
1. Why did Narendra Modi think yoga should have a special day?
a. It was first developed in India.
b. It can bring people closer together
c. It is a popular form of exercise.
d. It is difficult to learn properly.
2. When did yoga first become known about in the West?
a. At the end of the 19th century
b. About 5,000 years ago
c. In the 1960s
d. As much as 10,000 years ago
3. The breathing taught in yoga
a. must be done one particular way.
b. can help you feel much calmer.
c. is very difficult to learn properly.
d. can be dangerous if you don't do it right.
4. Which form of yoga might be most difficult for a beginner?
a. Doga
b. Bikram
c. Vinyasa
d. Hatha
Discussion
* reducing stress?
What kind of exercise do you think is best for:
* building strength?
* having fun?
* improving fitness and stamina?
Answers
Preparation task
2.
1. f
3. g
h
4. d
6. c
5. b
7. e
8. a
Task 1
Task 2
2. a
1. b
3. b
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Asthma and Allergies Policy
St Joseph's Catholic Primary School
St Joseph's Catholic Primary School Asthma and Allergies Policy
This Policy supports Articles 3, 23, 24 and 28 of the United Nations Convention on the Rights of a Child.
Article 3 (Best Interests of the Child) The best interests of the child must be a top priority in all things that affect children.
Article 23 (Children with Disability
A child with a disability has the right to live a full and decent life with dignity and independence, and to play an active part in the community. Governments must do all they can to provide support to disabled children.
Article 24 (Health and Health Services) Every child has the right to the best possible health.
Article 28 (Right to Education) Every child has the right to an education.
This policy should be read in conjunction with the following documents:
* St Joseph's Policy on 'Supporting Pupils at School with Medical Conditions,' March 2020
* Guidance on the Use of Adrenaline Auto-injectors in Schools, September 2017
* Guidance on the Use of Emergency Salbutamol Inhalers in Schools, March 2015
* Special Educational Needs and Disability Code of Practice, Sept 2015
* BMA Prescribing Non-prescription (over the counter) Medication in Nurseries and Schools, Jan 2020
* Safeguarding and Child Protection Policy
Anaphylaxis
What can cause anaphylaxis?
* foods (e.g. peanuts, tree nuts, milk /dairy foods, egg, wheat, fish / seafood, sesame and soya)
* medications (e.g. antibiotics, pain relief such as ibuprofen)
* insect stings
* latex (e.g. rubber gloves, balloons, swimming caps)
How long after exposure to an allergen can anaphylaxis and cardio-respiratory arrest occur?
Food
* Severe symptoms can often take 30+ minutes to occur.
* Symptoms can begin immediately.
* Some severe symptoms can occur within minutes.
* Severe reactions to dairy are often delayed and may mimic a severe asthma attack without any other symptoms (e.g. skin rash) being present.
* Others can occur over 1-2 hours after eating.
Insect Stings
* Severe reactions to insect stings are often faster, occurring within 10-15 minutes.
Reactions usually begin within minutes of exposure and progress rapidly, but can occur up to 2-3 hours later. It is potentially life threatening and always requires an immediate emergency response.
How can we reduce the risk of allergen exposure in children with food allergy at St Joseph's?
* The school kitchen operated by ISS is a nut free environment and works closely with Welfare and DH to ensure any dietary needs of children are met. Where allergies are identified, specific individual menus are put in place to support the child.
* Children should not share food, utensils or containers.
* Food used for cooking, play dough, science experiments, art and craft may need to be restricted or substituted (e.g. wheat-free flour, non-food containers for egg cartons) depending on the allergies of children in the class.
* Parents are advised not to send in any treats that contain or may contain nuts e.g. for a birthday. This advice is translated into key languages to ensure all parents can access it. Staff / parents will provide alternative treats that are suitable for any children with allergies.
What is the responsibility of all staff?
* Planning the catering requirements and emergency measures (access to emergency medication and medical care) of the allergic child for out-ofschool activities.
* To recognise the signs and symptoms of an allergic reaction.
* To appreciate the need to administer adrenaline without delay as soon as anaphylaxis occurs, before the patient might reach a state of collapse (after which it may be too late for the adrenaline to be effective).
* To understand the rapidity with which anaphylaxis can progress to a lifethreatening reaction, and that anaphylaxis may occur with prior mild (e.g. skin) symptoms.
* To be aware of the 'Asthma and Allergies' policy.
* To be aware of any child that has an epi pen at school – refer to the Pupil awareness boards in the staff room and medical room.
* To know who the designated First Aiders are and summon their help as required.
* To know to access the child's adrenaline auto-injector (AAI) that is in the classroom and their individual second AAI stored in the cupboard in the medical room.
* To know that the spare AAI can only be given to a child with prior written parental consent. Photographs of children with this written consent are attached to the relevant emergency AAI.
* To know that spare emergency AAIs are kept in the Medical Room, Breakfast Club/ After School Club and the Nursery and are only to be used in the event that a child's own AAI fails or as directed by the ambulance control.
What is the responsibility of the First Aid Team/staff at St Joseph's?
* To respond to a request for help from another member of staff.
* To recognise the range of signs and symptoms of severe allergic reactions.
* To administer AAIs according to the manufacturer's instructions.
* To give the used AAI to the ambulance paramedics on arrival.
* To make an appropriate record of the allergic reaction.
What is the treatment for a reaction?
* Allergy medications (antihistamines) can be used for mild allergic reactions.
* Severe reactions may require more than one dose of adrenaline. Children can initially improve and then deteriorate later.
* Adrenaline is recommended for severe reactions.
* It is essential to always call for an ambulance to provide further medical attention, whenever anaphylaxis occurs.
Where are the spare emergency AAIs stored?
* The spare emergency AAIs are stored in the emergency kit, labelled as such in the Medical Room, Breakfast Club / After School Club and the Nursery.
* An administration record is also included in the emergency AAI kit.
* The list of pupils that the emergency AAI can be administered to is displayed with the 'Emergency AAI kit.
Who can the spare emergency AAI be administered to?
The emergency AAI can only be used on a pupil where:
* Both medical authorization and written parental consent have been provided for the emergency AAI to be used, as recorded with their individual healthcare plan (IHCP).
* If a pupil does not meet these criteria, emergency services should be contacted and advice sought from them as to whether administration of the spare emergency AAI is appropriate.
* It can be used in the event that the child's own prescribed AAIs fails.
When can an AAI be used?
AAIs are intended for use in an emergency situation when an allergic individual is having a reaction consistent with anaphylaxis, as a measure that is taken until an ambulance arrives.
What are the signs and symptoms of an allergic reaction?
The signs of an allergic reaction are:
Swollen lips, face oreyes
Hivesoritchyskinrash
ACTION:
Sudden changein behaviour
Stay with the child, call for help if necessary
Giveantihistamineaccordingtothechild'sallergytreatmentplan
: A
Difficult or noisy breathing Wheeze or persistent cough
Persistent dizziness:
Lie child flat with legs raised: (if breathingisdifficult, allow child to sit)
Dial 999 to request ambulance and say ANAPHYLAXIS
*** IF IN DOUBT, GIVE ADRENALINE ***
Stay with child until ambulance arrives, do NOT stand child up
Commence CPR if there are no signs of life
Phoneparent/emergencycontact
Anaphylaxis may occur without initial mild signs: ALWAYS use adrenaline autoinjector FIRST in someone with known food allergy who has SUDDEN BREATHING DIFFICULTY (persistent cough, hoarse voice, wheeze) – even if no skinsymptoms are present.
Abdominal pain orvomiting
Mild-moderate symptomsareusually responsive to an antihistamine. The pupildoesnot normally need to be sent home from school, or require urgentmedical attention. However, mild reactions can develop into anaphylaxis: children having a mild-moderate (non- anaphylactic)reactionshouldthereforebe monitoredforanyprogressioninsymptoms.
What to do if any symptoms of anaphylaxis are present
Anaphylaxis commonly occurs together with mild symptomsor signs of allergy, such as an itchymouth or skin rash. Anaphylaxis can also occur on its own without any mild-moderate signs. In the presence of any of the severe symptoms listed in the red box , it is vitalthat anadrenaline auto-injector is administeredwithout delay,regardlessofwhatother symptomsor signs may be present.
Always give an adrenaline auto-injector if there are ANY signs of anaphylaxis present.
You should administer the pupil'sown AAI if available, if not use the spare AAI. The AAI can be administered through clothes and should be injected intothe upper outer thigh in line with theinstructions issued for each brandofinjector.
IF IN DOUBT, GIVE ADRENALINE
After giving adrenaline do NOT move the pupil. Standing someone up with anaphylaxis can trigger cardiac arrest. Provide reassurance. The pupil should lie down with their legs raised. If breathing is difficult, allow the pupil to sit.
If someone appears to be havinga severe allergic reaction, it is vital to calltheemergency services without delay– even if theyhavealready self-administered theirown adrenaline injection and thishas made them better. Apersonreceiving an adrenaline injection should always be taken tohospital formonitoring afterwards.
ALWAYS DIAL 999 AND REQUEST AN AMBULANCE IF AN AAI IS USED.
Practical points:
* Tryto ensure thataperson suffering an allergic reactionremainsasstillaspossible, and does not get up or rush around. Bring the AAI to the pupil, not the other way round.
* When dialing 999,saythatthepersonissufferingfromanaphylaxis("ANA-FIL-AX-IS").
* Give clear and precise directions to theemergency operator, including the postcode of your location.
* If the pupil's condition does not improve 5 to 10 minutes after the initial injection you should administer a second dose. If this is done, make a second call to the emergency services to confirm that an ambulance has been dispatched.
* Send someone outside todirect the ambulance paramedics whenthey arrive.
* Arrange to phone parents/carer.
* Tell the paramedics:
– if the child is known to have an allergy;
– what might have caused this reaction e.g. recent food;
– thetimethe AAI was given.
Recording use of the AAI and informing parents/carers
In linewith Supporting Pupils, use of any AAI device should be recorded. This should include:
* Where and whenthe REACTION took place (e.g.PElesson, playground,classroom).
* How much medication was given, and by whom.
* Any person who has been given an AAI must be transferred to hospital for further monitoring. The pupil's parents should be contacted at the earliest opportunity. The hospital discharge documentation will be sent to the pupil's GP informing them of the reaction.
Asthma
Who can the spare emergency salbutamol inhaler be administered to?
* It should only be used by children who have been diagnosed with asthma or who have been prescribed a reliever inhaler, and for whom written parental consent for use of the emergency inhaler has been given. This information should be recorded on the parental consent form.
* It SHOULD NOT be given to a breathless child who does not have asthma.
Where are the emergency salbutamol inhalers stored?
* The spare emergency salbutamol inhalers are stored in the emergency kit, labelled in the medical room and the After School Club/ Breakfast Club and Nursery
* An administration record is included in the kit.
* A list of which pupils the emergency kit can be administered to, is enclosed in the 'Emergency Salbutamol Inhaler kit.'
* Parents will be informed if the emergency inhaler has been used.
What are the symptoms of asthma?
Common 'day to day' symptoms of asthma are:
* Cough and wheeze (a 'whistle' heard on breathing out) when exercising
* Intermittent cough
* Shortness of breath when exercising
These symptoms are usually responsive to use of the child's own inhaler and rest (e.g. stopping exercise). They would not usually require the child to be sent home from school or to need urgent medical attention.
Signs of an asthma attack include:
* Persistent cough (when at rest)
* Being unusually quiet
* A wheezing sound coming from the chest (when at rest)
* The child complains of shortness of breath at rest, feeling tight in the chest (younger children may express this feeling as a tummy ache)
* Nasal flaring
* Difficulty in breathing (fast and deep respiration)
* Being unable to complete sentences
* A blue / white tinge around the lips
* Appearing exhausted
* Going blue
What is the responsibility of all staff?
* To recognise the symptoms of an asthma attack.
* To know where to locate the asthma register and check if a child is on the register.
* To be aware of the asthma policy.
* To know where to access the child's inhaler and the emergency inhaler in the Medical room and ASC/BC and the Nursery.
What is the responsibility of the First Aider?
* To recognise an asthma attack
* To respond to a request for help from another member of staff.
* To administer salbutamol inhalers through a spacer.
* To recognise when emergency action is necessary.
* To make an appropriate record of the asthma attack.
* To inform parents when medication has been given.
What to do if child presents with the signs of an asthma attack?
If a child is displaying the above signs of an asthma attack, the guidance below on responding to an asthma attack should be followed.
CALL AN AMBULANCE IMMEDIATELY AND COMMENCE THE ASTHMA ATTACK PROCEDURE WITHOUT DELAY IF THE CHILD
* Has a blue/white tinge around lips
* Appears exhausted
* Is going blue
* Has collapsed
Responding to signs of an asthma attack:
* Keep calm and reassure the child.
* Use the child's own inhaler – if not available, use the emergency inhaler.
* Encourage the child to sit up and slightly forward.
* Remain with child while the inhaler and spacer are brought to them.
* If there is no immediate improvement, continue to give two puffs every two minutes up to a maximum of 10 puffs, or until their symptoms improve. The inhaler should be shaken between puffs.
* Immediately help the child to take two separate puffs of the salbutamol via the spacer.
* Stay calm and reassure the child. Stay with the child until they feel better. The child can return to school activities when they feel better.
* If an ambulance does not arrive in 10 minutes give another 10 puffs in the same way.
* If the child does not feel better or you are worried at ANYTIME before you have reached 10 puffs, CALL 999 FOR AN AMBULANCE
* The child's parents or carers should be contacted after the ambulance has been called.
* A member of staff should always accompany a child taken to hospital by ambulance and stay with them until a parent or carer arrives.
How should the use of the emergency inhaler be recorded?
*It should be recorded in the record book in the Medical room. This should include where and when the attack took place (e.g. PE lesson, playground, classroom), how much medication was given, and by whom.
*Inform parents if the emergency inhaler has been used.
Compiled By:
Mrs Trower and Mrs French
Revision Number:
2
Approved by:
Governing Body
PARENTAL CONSENT FORM: USE OF EMERGENCY SALBUTAMOL INHALER
At St Joseph's School we take the health of the children very seriously, in particular asthma. As part of accepted good practice and under guidelines from the Department of Health, our school has purchased an Emergency Salbutamol Inhaler. This can only be used with parental consent for children who have been diagnosed with asthma, whose prescribed inhaler is unavailable or unusable.
Please complete the Parental Consent form below and return it to the school as soon as possible.
1. I can confirm that my child has been diagnosed with asthma and has been prescribed an inhaler.
2. My child has a working, in-date inhaler, clearly labelled with their name, which is kept at school in the Medical Room.
3. In the event of my child displaying symptoms of asthma, and if their inhaler is not available or is unusable, I consent for my child to receive salbutamol from an emergency inhaler held by the school for such emergencies.
Signed……………………………………………………………………. Date…………………………………
Name (print)………………………………………………………………………………………………………
Child's Name………………………………………………………… Class…………………………………
PARENTAL CONSENT FORM: USE OF EMERGENCY ADRENALINE AUTO INJECTOR (AAI)
At St Joseph's School we take the health of the children very seriously, in particular Anaphylaxis. As part of accepted good practice and under guidelines from the Department of Health, our school has purchased two Emergency Adrenaline Auto Injectors (AAI's). These can only be used in an emergency, with parental consent, for children who have been prescribed an AAI which is unavailable or unusable.
Please complete the Parental Consent form below and return it to the school as soon as possible.
1. I can confirm that my child has been prescribed an Adrenaline Auto Injector (AAI).
2. My child has two working, in-date AAI's, clearly labelled with their name, which are kept at school (one in Class and one in the Medical Room).
3. In the event of my child displaying symptoms of an allergic reaction and if their AAI's are not available or are unusable, I consent for my child to receive adrenaline from an emergency AAI held by the school for such emergencies.
Signed………………………………………………………………………. Date………………………………
Name (print) ……………………………………………………………………………………………………..
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Data Structure
IBPS SO (IT- Officer) Exam 2017
Data Structure: In computer science, a data structure is a way of storing and organizing data in a computer's memory so that it can be used efficiently. Data may be organized in many different ways. The logical or mathematical model of a particular organization of data is called a data structure. The choice of a particular data model depends on the two considerations first; it must be rich enough in structure to mirror the actual relationships of the data in the real world. On the other hand, the structure should be simple enough that one can effectively process the data whenever necessary.
Need of data structure-:
It gives different level of organization data.
It tells how data can be stored and accessed in its elementary level.
Provide operation on group of data, such as adding an item, looking up highest priority item.
Provide a means to manage huge amount of data efficiently.
Provide fast searching and sorting of data.
Selecting a data structure-: Selection of suitable data structure involve following steps –
Analyze the problem to determine the resource constraints a solution must meet.
Determine basic operation that must be supported. Quantify resource constraint for each operation
Select the data structure that best meets these requirements.
Each data structure has cost and benefits. Rarely is one data structure better than other in all situations.
Type of data structure-:
1. Static data structure: A data structure whose organizational characteristics are invariant throughout its lifetime. Such structures are well supported by high-level languages and familiar examples are arrays and records. The prime features of static structures are-
None of the structural information need be stored explicitly within the elements – it is often held in a distinct logical/physical header;
The elements of an allocated structure are physically contiguous, held in a single segment of memory.
All descriptive information, other than the physical location of the allocated structure, is determined by the structure definition.
Relationships between elements do not change during the lifetime of the structure.
2. Dynamic data structure-: A data structure whose organizational characteristics may change during its lifetime. The adaptability afforded by such structures, e.g. linked lists, is often at the expense of decreased efficiency in accessing elements of the structure. Two main features distinguish dynamic structures from static data structures. Firstly, it is no longer possible to infer all structural information from a header; each data element will have to contain information relating it logically to other elements of the structure. Secondly, using
a single block of contiguous storage is often not appropriate, and hence it is necessary to provide some storage management scheme at run-time.
Linear Data Structure-:
A data structure is said to be linear if its elements from any sequence. There are basically two ways of representing such linear structure in memory.
a) One way is to have the linear relationships between the elements represented by means of sequential memory location. These linear structures are called arrays.
b) The other way is to have the linear relationship between the elements represented by means of pointers or links. These linear structures are called linked lists. The common examples of linear data structure are arrays, queues, stacks and linked lists.
Non-linear Data Structure-:
This structure is mainly used to represent data containing a hierarchical relationship between elements. E.g. graphs, family trees and table of contents.
Array-:
The simplest type of data structure is a linear (or one dimensional) array. A list of a finite number n of similar data referenced respectively by a set of n consecutive numbers, usually 1, 2, 3 . . . . . . . n. if we choose the name A for the array, then the elements of A are denoted by subscript notation.
Linked List-: One disadvantage of using arrays to store data is that arrays are static structures and therefore cannot be easily extended or reduced to fit the data set. Arrays are also expensive to maintain new insertions and deletions. In this chapter we consider another data structure called Linked Lists that addresses some of the limitations of arrays. A linked list is a linear data structure where each element is a separate object.
Each element (we will call it a node) of a list is comprising of two items - the data and a reference to the next node. The last node has a reference to null. The entry point into a linked list is called the head of the list. It should be noted that head is not a separate node, but the reference to the first node. If the list is empty then the head is a null reference.
A linked list is a dynamic data structure. The number of nodes in a list is not fixed and can grow and shrink on demand. Any application which has to deal with an unknown number of objects will need to use a linked list.
One disadvantage of a linked list against an array is that it does not allow direct access to the individual elements. If you want to access a particular item then you have to start at the head and follow the references until you get to that item.
Another disadvantage is that a linked list uses more memory compare with an array - we extra 4 bytes (on 32bit CPU) to store a reference to the next node.
Types of Linked Lists
1. A singly linked list is described above.
2. A doubly linked list is a list that has two references, one to the next node and another to previous node.
Another important type of a linked list is called a circular linked list where last node of the list points back to the first node (or the head) of the list.
Abstract Data Type-:
It can be defined as a collection of data items together with the operations on the data. The word "abstract" refers to the fact that the data and the basic operations defined on it are being studied independently of how they are implemented. It involves what can be done with the data, not how has to be done. For ex, in the below figure the user would be involved in checking that what can be done with the data collected not how it has to be done.
Queue- :
A queue is a linear list of elements in which deletion can take place only at one end, called the front, and insertions can take place only at the other end, called the rear. The term "front" and "rear" are used in describing a linear list only when it is implemented as a queue. Queue is also called first-in-first-out (FIFO) lists. Since the first element in a queue will be the first element out of the queue. In other words, the
order in which elements enters a queue is the order in which they leave.
There are main two ways to implement a queue:
1. Circular queue using array
2. Linked Structures (Pointers)
Primary queue operations:
Enqueue :
insert an element at the rear of the queue.
Dequeue : remove an element from the front of the queue Following is the algorithm which describes the implementation of Queue using an Array.
Priority queue-:
Priority queue is a linear data structure. It is having a list of items in which each item has associated priority. It works on a principle add an element to the queue with an associated priority and remove the element from the queue that has the highest priority. In general different items may have different priorities. In this queue highest or the lowest priority item are inserted in random order. It is possible to delete an element from a priority queue in order of their priorities starting with the highest priority. While priority queues are often implemented with heaps, they are conceptually distinct from heaps. A priority queue is an abstract concept like "a list" or "a map"; just as a list can be implemented with a linked list or an array, a priority queue can be implemented with a heap or a variety of other methods such as an unordered array.
Stack-:
It is an ordered group of homogeneous items of elements. Elements are added to and removed from the top of the stack (the most recently added items are at the top of the stack). The last element to be added is the first to be removed (LIFO: Last In, First Out).
Stack Operations-:
These are two basic operations associated with stack:
1. Push() is the term used to insert/add an element into a stack.
2. Pop() is the term used to delete/remove an element from a stack.
Tree - :
A node is a structure which may contain a value, a condition, or represent a separate data structure (which could be a tree of its own). Each node in a tree has zero or more child nodes, which are below it in the tree (by convention, trees grow down, not up as they do in nature). A node that has a child is called the child's parent node (or ancestor node, or superior). A node has at most one parent. Nodes that do not have any children are called leaf nodes. They are also referred to as terminal nodes. The height of a node is the length of the longest downward path to a leaf from that node. The height of the root is the height of the tree. The depth of a node is the length of the path to its root (i.e., its root path).
Binary Tree -:
The binary tree is a fundamental data structure used in computer science. The binary tree is a useful data structure for rapidly storing sorted data and rapidly retrieving stored data. A binary tree is composed of parent nodes, or leaves, each of which stores data and also links to up to two other child nodes (leaves) which can be visualized spatially as below the first node with one placed to the left and with one placed to the right. It is the relationship between the leaves linked to and the linking leaf, also known as the parent node, which makes the binary tree such an efficient data structure. It is the leaf on the left which has a lesser key value (i.e, the value used to search for a leaf in the tree), and it is the leaf on the right which has an equal or greater key value. As a result, the leaves on the farthest left of the tree have the lowest values, whereas the leaves on the right of the tree have the greatest values. More importantly, as each leaf connects to two other leaves, it is the beginning of a new, smaller, binary tree. Due to this nature, it is possible to easily access and insert data in a binary tree using search and insert functions recursively called on successive leaves.
Complete Binary Tree -:
A binary tree T with n levels is complete if all levels except possibly the last are completely full, and the last level has all its nodes to the left side. A complete binary tree has 2k nodes at every depth k < n and between 2n and 2n+1-1 nodes altogether. It can be efficiently implemented as an array, where a node at index i has children at indexes 2i and 2i+1 and a parent at index i/2, with one-based indexing. If child index is greater than the number of nodes, the child does not exist. A complete binary tree can be represented in an array in the following approach. If root node is stored at index i, it's left, and right children are stored at indices 2*i+1, 2*i+2 respectively.
Traversal:-
A traversal is a process that visits all the nodes in the tree. Since a tree is a nonlinear data structure, there is no unique traversal.
There are three different types traversals,
PreOrder traversal - visit the parent first and then left and right children.
InOrder traversal - visit the left child, then the parent and the right child.
PostOrder traversal - visit left child, then the right child and then the parent. There is only one kind of breadth-first traversal--the level order traversal.
This traversal visits nodes by levels from top to bottom and from left to right. As an example consider the following tree and its four traversals:
PreOrder - 8, 5, 9, 7, 1, 12, 2, 4, 11, 3
InOrder - 9, 5, 1, 7, 2, 12, 8, 4, 3,11
PostOrder- 9, 1, 2, 12, 7, 5, 3, 11,4, 8
In the next picture we demonstrate the order of node visitation. Number 1 denotes the first node in a particular traversal and 7 denote the last node.
Binary Search Tree-:
We consider a particular kind of a binary tree called a Binary Search Tree (BST). The basic idea behind this data structure is to have such a storing repository that provides the efficient way of data sorting, searching and retrieving. A BST is a binary tree where nodes are ordered in the following way:
Each node contains one key (also known as data)
The keys in the left subtree are less than the key in its parent node, in short L < P.
The keys in the right subtree are greater the key in its parent node, in short P < R.
Duplicate keys are not allowed.
In the following tree all nodes in the left subtree of 10 have keys < 10 while all nodes in the right subtree > 10. Because both the left and right subtrees of a BST are again search trees; the above definition is recursively applied to all internal nodes:
Heaps-:
A heap is a binary tree where the elements are arranged in a certain order proceeding from smaller to larger. In this way, a heap is similar to a binary search tree (discussed previously), But the arrangement of the elements in a heap follows rules that are different from a binary search tree:
1. In a heap, the element contained by each node is greater than or equal to the elements of that node's children.
2. The tree is a complete binary tree, so that every level except the deepest must contain as many nodes as possible and at the deepest level, all the nodes are as far left as possible.
Linear Search-:
Linear search or sequential search is a method for finding a particular value in a list that consists of checking every one of its elements, one at a time and in sequence, until the desired one is found.
Binary search-:
A binary search or half-interval search algorithm finds the position of a specified input value (the search "key") within an array sorted by key value. For binary search, the array should be arranged in ascending or descending order. In each step, the algorithm compares the search key value with the key value of the middle element of the array. If the keys match, then a matching element has been found and its index is returned. Otherwise, if the search key is less than the middle element's key, then the algorithm repeats its action on the sub-array to the left of the middle element or, if the search key is greater, on the sub-array to the right. If the remaining array to be searched is empty, then the key cannot be found in the array and a special "not found" indication is returned.
Graph-:
Data sometimes contains a relationship between pairs of elements which is not necessarily hierarchical in nature, e.g. an airline flights only between the cities connected by lines. This data structure is called Graph.
Graph representation: a graph is a collection of vertices (or nodes), pairs of which are joined by edges (or lines).
Graph operations and representation-:
1. Path problems: Since a graph may have more than one path between two vertices, we may be interested in finding a path with a particular property. For example, find a path with the minimum length from the root to a given vertex (node).
2. Simple path: a path in which all vertices, except possibly the first and last, are different.
3. Undirected graph: a graph whose vertices do not specify a specific direction.
4. Directed graph: a graph whose vertices do specify a specific direction.
5. Connected graph: there is at least one path between every pair of vertices.
6. Bipartite graphs: graphs that have vertexes that are partitioned into 2 subsets A and B, where every edge has one endpoint in subset A and the other endpoint in subset B.
7. A complete graph: an n-vertex undirected graph with n(n-1)/2 edges is a complete graph.
8. A complete digraph: (denoted as Kn) for n-vertices a complete digraph contains exactly n(n-1) directed edges
9. Incident: the edge (i, j) is incident on the vertices i and j (there is a path between i and j)
10. In-degree: the in-degree d of vertex i is the # of edges incident to i (the # of edges coming into this vertex)
11. The out-degree: the out-degree d of vertex i is the # of edges incident from vertex i (the # of edges leaving vertex i)
12. The degree of a vertex: the degree d of vertex i of an undirected graph is the number of edges incident on vertex i
13. Connected component: a maximal sub-graph that is connected, but you cannot add vertices and edges from the original graph and retain connectedness. A connected graph has EXACTLY one component
14. Communication network: Each edge is a feasible link that can be constructed. Find the components and create a small number of feasible links so that the resulting network is connected
15. Cycles: the removal of an edge that is on a cycle does not affect the networks connectedness (a cycle creates a sort of loop between certain vertices, for example there is a path that links vertex a to b to c and then back to a)
Spanning problems:
A spanning tree: is a sub-graph that includes all vertices of the original graph without cycles. Start a breadth-first search at any vertex of the graph. If the graph is connected, the n-1 edges are used to get to the unvisited vertices define the spanning tree (breadth-first Spanning tree)
Graph search methods:
A vertex u is reachable from vertex b iff there is a path from u to b A search method starts at a given vertex v and visits/labels/marks every vertex that is reachable from v Many graph problems are solved using search methods.
1. Breadth-first search:
Visit the start vertex and use a FIFO queue
Repeatedly remove a vertex from the queue, visit its unvisited adjacent vertices putting the newly visited vertices into the queue, when the queue is empty the search terminates
All vertices that are reachable from the start vertex (including the start vertex) are visited
2. Depth-first search:
Has the same complexity as breadth-first search
Has the same properties with respect to path finding, connected components, and spanning trees
Edges used to reach unvisited vertices define a depth-first spanning tree when the graph is connected
RECURSION-:
Recursion is a programming technique that allows the programmer to express operations in terms of themselves. In C, this takes the form of a function that calls itself. A useful way to think of recursive functions is to imagine them as a process being performed where one of the instructions is to "repeat the process". This makes it sound very similar to a loop because it repeats the same code, and in some ways it is similar to looping. On the other hand, recursion makes it easier to express ideas in which the result of the recursive call is necessary to complete the task. Of course, it must be possible for the "process" to sometimes be completed without the recursive call. One simple example is the idea of building a wall that is ten feet high; if I want to build a ten foot high wall, and then I will first build a 9 foot high wall, and then add an extra foot of bricks. Conceptually, this is like saying the "build wall" function takes a height and if that height is greater than one, first calls itself to build a lower wall, and then adds one a foot of bricks. | <urn:uuid:89030e5e-d89f-4d33-8f73-9cbc077160cd> | CC-MAIN-2020-45 | https://ibtapp-project.s3.ap-south-1.amazonaws.com/course_file_meta/4142317Data_Structure_Study_Notes_for_IBPS_SO_IT_officer-_Team_MME.pdf | 2020-10-20T06:09:12+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107869933.16/warc/CC-MAIN-20201020050920-20201020080920-00519.warc.gz | 376,811,111 | 4,163 | eng_Latn | eng_Latn | 0.998544 | eng_Latn | 0.999031 | [
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Sensory Circuits at Morton CE Primary School
Participation in a short sensory motor circuit is a great way both to energise and settle children into the school day. The aim is to focus concentration in readiness for the day's learning. The circuit also encourages the development of the child's sensory processing skills. Many children can benefit from attending a Sensory Circuit, even for a short period of time.
Your child has been offered this opportunity as it has been noted that he may benefit from a calming start to the day in preparation for his learning.
At our school sensory circuits is comprised of three different sections where each serves a different purpose.
1. Alerting section
The aim of this section is to 'wake up' and energise the body and brain. This prepares the brain for learning.
Activities can include such activities as:
* bouncing 10 times on a mini trampoline or space hopper
"I like jumping on the trampoline, it helps me wake up."
* spinning a hoop
* bunny hops / crab walks / frog
* Jumps
* therapy ball for rolling over and bouncing on,
* skipping
* walking on cans/stilts
2. Organising section
This section includes activities that require motor sensory processing, balance and timing. The child needs to organise their body, plan their approach and do more than one thing at a time in a sequential order. This uses the whole brain. These are skills that may increase a child's focus, attention span and performance within the classroom.
Activities includes tasks such as:
* balancing on a beam
* log rolling
* throwing bean bags into a target
* arm push ups against the wall
"After sensory circuits I don't feel tired."
Year 3 pupil
Year 2 pupil
* blowing bubbles or blowing a paper ball to a target
* wobble boards for balance work
* T-stool for balance work (one legged stool).
* Skipping and jumping a moving rope
3. Calming section
The calming activities are very important as they provide input to ensure that children leaves the circuit and return to their classrooms calm, centred and ready for the day ahead.
Activities include proprioceptive or deep pressure activities such as:
* placing feet or hands in weighted bean bags
* lying under weighted blankets
* having balls rolled over their backs
"It helps me calm down when I'm stressed. It helps my balance and
* hot-dogs (rolling child up tightly in a blanket).
The children that attend sensory circuits enjoy the activities and return to their classrooms at the start of the day ready to learn.
If you have any further questions about sensory circuits please contact your child's class teacher or Mrs Keep at school.
.
"It good exercise and helps my balance."
Year 2 pupil | <urn:uuid:feaed2cc-3535-48bf-947d-f3dc3e16b033> | CC-MAIN-2020-45 | https://www.morton.lincs.sch.uk/attachments/download.asp?file=404&type=pdf | 2020-10-20T05:56:31+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107869933.16/warc/CC-MAIN-20201020050920-20201020080920-00520.warc.gz | 843,970,057 | 560 | eng_Latn | eng_Latn | 0.998891 | eng_Latn | 0.99891 | [
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Anti-Bullying Policy
Camborne Science and International Academy
All CSIA policies are reviewed by the Governors' Policy Committee (which meets termly), according to a fixed schedule. On extremely rare occasions, there may be circumstances where an event (for example, a change in legislation/national guidance), necessitates a policy being amended immediately, outside of this schedule. Where this is necessary, the Principal will seek permission from the Chair of the Governors' Policy Committee, to amend the policy immediately. The Principal will then confirm details of any amendments with all members of the committee by email and the policy will be reviewed at the next scheduled meeting of
the committee.
Statement of Intent
We are committed to providing a caring, friendly and safe environment for all of our students so they can learn in a relaxed and secure atmosphere. Bullying of any kind is unacceptable at our school. If bullying does occur, all students should be able to tell and know that incidents will be dealt with promptly and effectively. We are a TELLING school. This means that anyone who knows that bullying is happening is expected to tell the staff.
Camborne Science & International Academy:
- is determined to be a safe, friendly and caring place
- does not tolerate bullying by anyone within the school community
- will help anyone who is bullied to end the bullying
- will help anyone who bullies someone else to change that behaviour
- will help all its students to become resilient, confident, tolerant and understanding.
Camborne Science and International Academy is committed to promoting a safe and caring environment where all can enjoy and achieve free from intimidation and where bullying will not be accepted. Members of our Student Voice have been involved in the writing of this policy.
What Is Bullying?
Bullying is the repetitive, intentional hurting of one person or group by another person or group, where the relationship involves an imbalance of power. It can happen face to face or online.
According to the definition given by the Anti Bullying Alliance (ABA), bullying can be:
Why is it Important to Respond to Bullying?
Bullying hurts. No one deserves to be a victim of bullying. Everybody has the right to be treated with respect. Students who are bullying need to learn different ways of behaving.
We have a responsibility to respond promptly and effectively to issues of bullying.
We will always refer to the definition of bullying provided by the ABA in responding to a reported incident and will take this into account in our response to parents/carers. We will always take into account the actions/motives of all involved in the bullying incident, including the alleged victim, to establish the full facts and to respond in resolving the bullying incident.
Parents are requested to report the bullying incident to the pastoral team at the earliest opportunity, to remain calm and to reassure their child that the matter will be addressed. Thus, enabling the school to follow up the concern to ascertain all facts in relation to the incident. This will involve talking to all parties concerned. At no time, should students or parents seek to resolve matters by 'taking the law into their own hands'.
Objectives of this Policy
- All governors, teaching and non-teaching staff, students and parents should have an understanding of what bullying is
- All governors and teaching and non-teaching staff should know what the school policy is on bullying, and follow it when bullying is reported
- All students and parents should know what the school policy is on bullying and what they should do if bullying arises
- As a school we take bullying seriously. Students and parents should be assured that they will be supported when bullying is reported
- Bullying will not be tolerated.
Signs and Symptoms
A student may indicate by signs or behaviour that he or she is being bullied. Adults should be aware of these possible signs and that they should investigate if a child:
- is frightened of walking to or from school
- doesn't want to go on the school/public bus
- pleads to be driven to school
- changes their usual routine
- is unwilling to go to school (school phobic)
- begins to truant
- becomes withdrawn anxious, or lacking in confidence
- starts stammering
- attempts or threatens self harm or runs away
- cries themselves to sleep at night or has nightmares
- feels ill in the morning
- begins to under perform in school
- comes home with clothes torn or books damaged
- has possessions which are damaged or "go missing"
- asks for money or starts stealing money (to pay bully)
- has monies continually "lost"
- has unexplained cuts or bruises
- comes home hungry (money/lunch has been stolen)
- becomes aggressive, disruptive or unreasonable
- is bullying other children or siblings
- stops eating
- is frightened to say what's wrong
- gives improbable excuses for any of the above
- is afraid to use the internet or mobile phone
- is nervous and jumpy when a text or social media message is received.
These signs and behaviours could indicate other problems, but bullying should be considered a possibility and should be investigated.
How can we prevent Bullying?
- Develop an effective anti-bullying policy and practice to become a safer and happier environment, with consequent improvements in attitudes, behaviour, relationships and achievement
- Regular praise of positive and supportive behaviour by all staff
- Develop empathy and emotional intelligence through our tutorial programme
- Treat all bullying incidents seriously and respond immediately.
Procedures – refer to Pathways for Support
- The bullying behaviour or threats of bullying will be investigated and interventions actioned to ensure the bullying is stopped quickly
- Bullying incidences will be recorded by the pastoral team
- Parents will be informed and, in serious cases, will be asked to come in to a meeting to discuss the problem and agree actions/strategies.
- If necessary and appropriate, police/external agencies will be consulted
- An attempt will be made to help the bully/bullies change their behaviour
- All diversity/hate incidents will be reported to the Local Authority
Outcomes
- The bully (bullies) may be asked to genuinely apologise. Other consequences considered according to nature of incident
- In serious cases, exclusion will be considered
- If possible, the students will be reconciled
- After the incident/incidents have been investigated and dealt with, each case will be monitored to ensure repeated bullying does not take place.
PATHWAYS FOR SUPPORT
Child is bullied
If continues
If continues
If continues
STEP1A
Self referral by student
using email 'Report
Abuse' link on website.
STEP1C
Referral by
parent/friend, prefect,
staff referral to
Pastoral Team
Member
STEP 3
Escalated within the pastoral team
Discussion/Interview with all parties
Actions/strategies agreed
Parents informed
Short term review
STEP 2
Student meets with PCO/PL/DoKS/Form Tutor/Class teacher
Discussion of the facts
Suggested ways forward
Parents informed
Short term review
STEP 1B
Student personally approaches:
Form Tutor
Class Teacher
Pastoral Team Member
Support Staff
If continues
STEP 4
If continues Senior member of staff will meet with students and parents of victims and perpetrators to agree actions, strategies and support to resolve. Where appropriate, the following strategies will be actioned with external support: Restorative justice, Mediation/counselling, Anger management training and self help, Student Peer Mentor/Buddy support, External Agencies – Careers South West and Circle of friends.
Short term review
Medium term review
If continues
Step 5
Principal and Chair of Governors
5
Support Agencies
Anti-bullying Alliance - the alliance brings together over 60 organisations into one network with the aim of reducing bullying. Their website has a parent section with links to recommended organisations who can help with bullying issues www.anti-bullyingalliance.org.uk
Kidscape www.kidscape.org.uk 02077303300
Childline – advice and stories from children who have survived bullying 08000 1111
Bullying on line
www.bullying.co.uk
Parentline Plus – advice and links for parents www.parentlineplus.org.uk 08088002222
Kooth
www.kooth.com
Useful sources of information
Stonewall - the gay equality organisation founded in 1989. Founding members include Sir Ian McKellen. www.stonewall.org.uk.
Cyberbullying.org - one of the first websites set up in this area, for young people, providing advice around preventing and taking action against cyberbullying. A Canadian based site www.cyberbullying.org
Chatdanger - a website that informs about the potential dangers online (including bullying), and advice on how to stay safe while chatting www.chatdanger.com
Think U Know - the Child Exploitation and Online Protection Centre (CEOP) has produced a set of resources around internet safety for secondary schools www.thinkuknow.co.uk
Know IT All for Parents – a range of resources for primary and secondary schools by Childnet International. Has a sample family agreement www.childnet-int.org/kia/parents | <urn:uuid:9c320b96-4977-4273-a774-d528e006a98f> | CC-MAIN-2020-45 | https://www.cambornescience.co.uk/wp-content/uploads/anti-bullying-policy-dec-2019.pdf | 2020-10-20T06:10:35+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107869933.16/warc/CC-MAIN-20201020050920-20201020080920-00520.warc.gz | 678,312,098 | 1,902 | eng_Latn | eng_Latn | 0.994088 | eng_Latn | 0.998478 | [
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'Deep Blue' Innovation for the future of our Oceans
Inquiry Project 2020
It is time to dive head first into your 'Deep Blue innovation for our future oceans' inquiry project!
You are the captain of your own ship and you are about to embark on a journey all about innovations for our future oceans. This is the time to challenge yourself and your thinking. You need to be asking questions that are based around our National Science Week theme, 'Deep Blue - innovation for the future of our oceans'.
Let's start with the obvious… How can the theme, 'Deep Blue', become an inquiry project?
An inquiry project involves:
* Seeking out your passions
* Developing your own questions
* Making observations
* Researching to find out what information is already available
* Conducting experiments
* Collecting data
* Outlining possible explanations
* Creating predictions for future study
During this inquiry project you will:
1. Create your own questions
2. Research your questions and find supporting evidence to answer your questions
3. Present your findings to your teacher and peers
And what's all this about innovation for our future oceans? What does this mean?
Deep Blue - innovation for the future of our oceans is the school theme for National Science Week in 2020. You can find a great deal of information here:
https://www.scienceweek.net.au/wp-content/uploads/2020/03/2020ASTA-DeepBlue_ResourceB ook_FINAL.pdf
What is a passion and where is it driven from?
The time has now come to decide what your inquiry project is going to be about! What topic are you about to dive head first into!? What topic ignites your creativity? What are you passionate about?
Once you've decided, write WHY that topic interests you. It is important to understand the WHY behind our ideas/topics/questions because that is where our passion is driven from!
For example: My inquiry project is going to be about "Pollution in our ocean." I am interested in this topic because keeping our sea creatures healthy and safe is important to me. I don't want to see turtles or other sea creatures become extinct! If we don't protect our ocean animals, who will?
Looking for some ideas? Need inspiration? Have a look at these topic ideas below:
* The ocean and coastal environment. • Oceanography, climatology and meteorology.
* Maritime safety and security. • Shipping traffic (particularly international) and ports. • Offshore oil and gas. • Fisheries. • Aquaculture (ocean/coastal). • Ocean renewable energy. • Oil spills and other human-induced marine incidents. • Coastal surges, sea level rise and other climate-related incidents including climate change. • Tourism (ocean/coastal). • Seabed mineral exploration. • Marine biotechnology.
So let's get swimming …. Be sure to use the Rosalie Design Cycle to assist you during your inquiry process, let's quickly have a look at it.
Step 1: Brainstorming inquiry topics
What are you passionate about when it comes to the future of our oceans? WHY?
Using the table below write down as many different issues, ideas, worries, questions that you may have!
For example: Drinking water, pollution in the ocean, energy from the ocean, protecting our coral reef, tourism, impacts of climate change.
From the ideas above, what topic are you most interested in? Which topic are you excited about and want to become an expert in?
Step 2: Select your final inquiry topic
Let's start by narrowing it down to your top 2 topic ideas:.
1.
2.
You're doing a fantastic job. Well done for coming up with some incredible topics!
My final inquiry topic
My inquiry topic is:
I am passionate about this topic because:
Step 3: Create your inquiry question and sub-questions
Well done! Now that you have decided on your inquiry project topic, it's time to come up with your inquiry question and four sub-questions to answer along the way. A sub-question forces you to delve deeper and answer further.
For example, if my inquiry question was:
How much plastic is in the ocean?
My sub-questions may be:
1. Where does the plastic come from?
2. What systems are in place to stop plastic entering the ocean?
3. Will a ban on plastic straws help reduce plastic in the ocean?
4. What alternative materials can we use instead of plastic for straws?
My main inquiry question is:
My four sub-questions are:
Step 4: Decide on your mode of presentation
After you have decided your inquiry project, it is always a good idea to think about how you are going to present your information. Here are some ideas that may provide some inspiration for your inquiry project:
When you have decided how you are going to present your inquiry project, type it into the box below. Write the materials and equipment you will need in order to achieve this presentation mode.
Justify why this particular mode will interest and capture your audience's attention. You need to be able to explain why you chose this.
For example: I have chosen Book Creator, I will need access to WiFi, an iPad and preferably an Interactive Smart Board that has Reflector installed so I can present my project on a big screen. I chose to use Book Creator because I don't feel comfortable speaking in front of a live audience. Book Creator allows me to use my own voice as I can add it to my presentation and my audience will be able to hear my passion!
Step 5: It's time captain, lets research!
The following pages are for you to conduct your research.
Remember you must write your final project in your OWN words. Copying and pasting other people's work is plagiarism. It is important to use your own words, as you are the expert.
You must include a reference page which shows a record of the websites, books, and any other source of information that you have taken information from.
Main inquiry question
My main inquiry question is:
Research:
My first sub-question is:
Research:
Sub-question 1
Sub-question 2
My second sub-question is:
Research:
Sub-question 3
My third sub-question is:
Research:
Sub-question 4
My fourth sub-question is:
Research:
*
Reference Page
(Places that I sourced my information from)
Here are some links to other interesting sites and information:
https://www.sciencelearn.org.nz/resources/2510-the-ocean-in-action-question-bank https://www.sciencelearn.org.nz/topics/oceans
https://www.marinelittersolutions.com/about-marine-litter/frequently-asked-questions/
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Middle School Career Guidance Lesson
Classroom Guidance Lessons - Classy Counselorcollege and career awareness activities for elementary and ...7th Grade College Awareness Lesson - The Middle School ...College and Career Activities for Middle School ...5 Career Readiness Lesson Plans Your Students Will LoveMiddle School Unit and Lesson Plans | Missouri Department ...Cheat Sheet for School Counseling Lessons - Entire ...Elementary / Career Readiness LessonsGuidance Units, Career Development, ElementaryLesson Plans-Middle/Jr High School – Counselor1StopCareer Awareness and Exploration10+ Best Career guidance lessons middle school images ...Middle School Career Guidance LessonGuidance Units, Career Development, Middle SchoolThe Middle School CounselorVirtual Middle School Counseling | American School ...Bing: Middle School Career Guidance LessonCounseling Center / Classroom Guidance ActivitiesCareer Readiness for Middle School5 Best Career Exploration Lesson Plans for Middle School
Classroom Guidance Lessons - Classy Counselor
Founders' Hall Middle School; ... Second Grade Career Focused Lessons Comments (-1) Third Grade Career Focused Lessons. Comments (-1) Fourth Grade Career Focused Lessons ... PA 15132, 412-664-3613 or email@example.com. The McKeesport Area School District Career & Technical Center does not discriminate on the basis of race, color, national origin ...
college and career awareness activities for elementary and ...
Hi Carol! I am currently working on my Masters degree for school counseling and would love to have a copy of this lesson plan to use for one of my videotaping sessions with middle school students. My email address is: firstname.lastname@example.org Thank you! Leah. Reply Delete
7th Grade College Awareness Lesson - The Middle School ...
Five of the best middle school career exploration lesson plans are: Career Exploration Planning Bundle from Carol Miller; Career Exploration Webquest from Abundant Teaching; Career Exploration Unit from WeTeachNYC; Career Exploration Lesson Plan from BizWorld.org; Career Planning Lessons from Money Instructor
College and Career Activities for Middle School ...
Career Activity: This classroom guidance lesson begins by asking students to hypothesize about the skills that different community helpers have. In this lesson, students will think about their own skills and how these skills might relate to future careers. Students create a flip book to identify the...
5 Career Readiness Lesson Plans Your Students Will Love
LESSON PLANS – MIDDLE/JUNIOR HIGH SCHOOL. Below are lesson plans shared by Indiana School Counselors on a variety of topics. NEW! Scope and Sequence of 100+ Career Development Lesson Plans – includes lessons aligned to Indiana Career Explorer . Academic Development. High School Readiness for 8th Graders 8th Grade Night PPT
Middle School Unit and Lesson Plans | Missouri Department ...
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Cheat Sheet for School Counseling Lessons - Entire ...
Middle school students are my favorite! All that energy and enthusiasm. They are like sponges, just soaking up new ideas and wanting to know more! According to recent research, middle school is the prime time to promote college and career readiness. Getting students to envision their lives five or ten years down the road is a challenge.
Elementary / Career Readiness Lessons
National School Counseling Week 2019, "School Counselors: Providing Lessons for Life," will be celebrated from Feb. 4-8, 2019, to focus public attention on the unique contribution of school counselors within U.S. school systems. National School Counseling Week, sponsored by ASCA, highlights the tremendous impact school counselors can have in ...
Guidance Units, Career Development, Elementary
For middle school counseling, providing lessons to students that are interactive or offer variety in tasks can be helpful in engaging students. Below is a list of resources that can be used in providing middle school lessons. Some are premade lessons, some resources are videos, texts or other activities that can be used to put lessons together.
Lesson Plans-Middle/Jr High School – Counselor1Stop
Guidance & Counseling Units: Career Development, Elementary Description: These lessons are aligned to the career development strand of the Missouri Guidance and Counseling Grade Level Expectations. They span kindergarten through grade three. Project: Guidance & Counseling Units Content Area: Guidance & Counseling Career Clusters: Education ...
Career Awareness and Exploration
Classroom Guidance Activities Each grade level is introduced to a number of activities based on the Fargo Public Schools standards. Students will explore various careers and determine what planning it takes to achieve their career goals. Counselors will meet with students in a classroom setting to assist and help them meet their goals.
10+ Best Career guidance lessons middle school images ...
*In middle school, students should begin refining their career exploration to match their interests and abilities •School counselors provide meaningful opportunities for students to explore their unique skills and interests •Guide students in understanding how their skills and interests relate to career exploration, course selection and postsecondary planning.
Middle School Career Guidance Lesson
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Guidance Units, Career Development, Middle School
Personally, I have one scheduled lesson every month with all my classes (JK-6th grade). However, my teachers ask me to come in to teach additional lessons based on needs they are having in their particular class. Therefore, I might see several of my classes twice a month. It is important for school counselors to advocate for our time.
The Middle School Counselor
The current version includes activities and lessons for pre-kindergarten, kindergarten, elementary and middle school students. The new materials were developed and shared by the College Foundation of West Virginia (CFWV) and GEAR UP Page 3/5
Washington State.
Virtual Middle School Counseling | American School ...
4th Grade Transition Tours of Middle School; I hope this bibliography and activity list can help you plan out your year! If you have a Type A personality like myself (ha,ha), I have included my personal Yearly Lesson Outline below! Click on the link or the picture to see the full outline. Yearly School Counseling Lesson FREEBIE!
Bing: Middle School Career Guidance Lesson
Career readiness lesson plans are some of the most in-demand educational materials today. They apply to every grade level, and the skills are important for every student to know before joining the workforce. Career readiness lessons give students the practical information and soft skills they need to move forward in their lives.
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PDF PDF Document. DOC Word Document. Respect: Looks Like, Sounds Like, Feels Like (Lesson 1) PS2. 6. PDF PDF Document. DOC Word Document. R-E-S-P-E-C-T--Find Out What It Means To You (And Me) (Unit Template) PS2.
Career Readiness for Middle School
Guidance & Counseling Units: Career Development, Middle School. These lessons are aligned to the career development strand of the Missouri Guidance and Counseling Grade Level Expectations. They span grades six through eight.
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TOPICS
Daylight Saving Time, March Madness, to solve vs. to resolve, She smells good vs. She smells well
_____________
GLOSSARY
Daylight Saving Time – moving clocks forward one hour in early spring so that evenings have more light, and then moving them back one hour in the fall * Many people think that using Daylight Saving Time saves energy because people don't use as much electricity in the evenings when it is light outside.
March Madness – a three-week championship shown on television of college basketball teams each spring
* During March Madness, James and his sons and daughters watch a lot of TV because they don't want to miss any of the games.
to spring ahead – a phrase meaning "to jump forward," which is used to remind people that in the spring, clocks should be set one hour ahead
* I forgot that the clocks were supposed to spring ahead, so I accidentally went to work an hour late this morning!
to fall back – a phrase meaning "to walk behind," which is used to remind people that in the fall, clocks should be set one hour back
* Many people like it when the clocks fall back because they feel as though they get one extra hour or sleep.
collegiate –
related to a college or university
* Do you prefer to watch football games played by professional teams or collegiate teams?
office pool – a game in which people who work together in an office give a small amount of money with their guess about which team will win a game or by how much, and the winner receives all the money
* Last year, Suzanne won $100 in the office pool. This year she lost $10.
to be favored – to be expected to win; to be thought to be more likely to win * Kelly's volleyball team is favored to win this year's championship because the team has some very strong players.
winning record –
a history of winning games; past performance of winning
* Kesia has a winning record for swimming. She has never been beaten!
sweet 16 – a special birthday when a girl turns 16 years old; a term used for the remaining best 16 teams in a sports tournament
* For Lupe's sweet 16, her parents surprised her with a party for her and all of her friends at their favorite restaurant.
opponent – a person whom one is playing against; a member of the other team * Taka and his opponent are equally good at playing tennis, so this should be an interesting game.
semifinals – the third- and second-to-last games in a tournament where team A
plays B and team C plays D and the winners go to the finals * If your team wins these semifinals, it will play in the finals and it might even win
the championship!
Cinderella story – when an ordinary team suddenly and unexpectedly becomes the winner of a game or championship
* The Cardinals hadn't won a game in three years, so it was a Cinderella story when they won the championship last year.
to solve – to find the answer to a problem or question; to successfully deal with a problem or a difficult situation
* Were you able to solve problem #23 in last night's math homework?
to resolve – to find a solution to a difficult situation or to make an argument end between two or more people of groups
* Have Mr. and Mrs. Salah resolved their argument yet, or are they still fighting?
dispute – an argument; a fight with words; to argue about what the truth is
* Vladimir and his father are in a dispute about whether Vladimir should be allowed to drive his father's car again.
to smell good – to have a pleasant smell, odor, or aroma * Thank you for the flowers. They smell good!
WHAT INSIDERS KNOW
Classic American Sports Movies
Both sports and movies are very popular in the United States. So it should be no surprise that there are many American "classics" (famous old movies) about many different sports. Some classic American sports movies include "Field of Dreams," "Caddyshack," "A League of Their Own," and "Rocky," but there are many others.
"Field of Dreams" was made in 1989. It is about a corn farmer in Iowa (in the middle of the US) who hears voices telling him to build a "baseball field" (a place to play baseball) on his farm. He builds the baseball field and then he begins to see many "ghosts" (the spirits of those who are dead) of people who used to play for the Chicago White Sox, a baseball team that played in the 1919 "Word Series" championship.
Another classic American sports movie is "Caddyshack," which was made in 1980. This is a "comedy" (funny movie) about golf. A "caddy" is a man who carries "golf clubs" (the sticks that are used to hit golf balls) for golf players at expensive golf courses. This movie is about a poor caddy who is working at a golf course as a way to earn money for college and he gets involved in many funny situations.
"A League of Their Own," filmed in 1992, is about two sisters who become players in the first professional baseball "league" (teams that play against each other) for women. The movie is about baseball and about the sisters' relationship with each other while they are playing on the team.
Another very popular sports classic is "Rocky." Filmed in 1976, this move is about a boxer who is training to fight the boxing champion, even though nobody thinks that he can win the fight. This movie had many "sequels" (several related movies with the same characters) with Rocky II, III, IV, V, VI, VII, and VIII!
COMPLETE TRANSCRIPT
You're listening to ESL Podcast's English Café number 78.
This is English as a Second Language Podcast's English Cafe episode 78. I'm your host, Dr. Jeff McQuillan, coming to you from the Center for Educational Development in beautiful Los Angeles, California.
Remember to visit our website at eslpod.com; we have lots of interesting things for you there. You can visit our ESL Podcast Store, which has additional English courses for you. You can also download the Learning Guide for this episode, which is a eight to ten page PDF file that contains vocabulary, cultural notes and the complete transcript of this episode. And, we have some other interesting things on the website; take a look at that, you may find them of interest.
In this Café, we're going to talk first about Daylight Saving Time in the United States. We're also going to talk about something called March Madness and what that means, and, as always, we'll answer a few of your questions. Let's get started.
Our first topic today is Daylight Saving Time, sometimes called Daylight Savings Time but the technical name is Daylight Saving Time. Daylight Saving Time is popular in some countries. In the United States, most states have Daylight Saving Time. It's also popular in Europe, but not so popular in many countries in Asia.
Daylight Saving Time is when we move our clocks - the time - forward or backward depending on the time of year in order to take advantage of, or to be able to use, the amount of sunlight in the day. In northern countries, in the northern hemisphere for example, the day is very long during the summertime, and it's shorter in the wintertime. When we say the day is long or short, we mean the number of hours that the sun is shining - that there is light outside.
One of the things that happened in the early 20th century was that some governments, including many in the United States - many states, decided to change the clock in the spring by moving it forward an hour so that you would not be sleeping through the time when the sun was out in the summertime.
We have the expression "spring ahead." Spring is the season, but the verb, to spring, means to move forward. So, to remind people to change their clocks, we have this expression, "Spring ahead, fall back," because in the fall, which is
4
autumn - September, October, November - we change our clocks back an hour in most states in the US. And, there is a verb to fall back, which means to move back - to go back. So, Daylight Saving Time is a way that some people say helps us time energy - it helps us spend less money because you are up when the sun is out, and when the sun is not out, you are sleeping.
There are many people who dislike Daylight Saving Time. First of all, it's very confusing; some people forget to change their clocks. Normally, the change takes place in the United States in the spring - we move forward. This year, for the first year, we're moving forward, or springing forward, on the second Sunday of March. This is two weeks earlier than we used to do it, and we are falling back on the first Sunday in November. This is a little later than we used to fall back.
The US Congress changed the law in terms of when the Daylight Saving Time begins and ends. There have been some problems created by this, however, because the computer software was programmed to have Daylight Saving Time in the United States on the old days, so this year Microsoft and Macintosh, the two big computer operating systems, had to make some changes in their software to adjust to the new timing.
Now, I've said that most states in the United States have this Daylight Saving Time, but there are some states that do not follow the Daylight Saving Time schedule. As I've talked about before on the Café, although the United States has a federal government - a national government - the individual state governments - the 50 state governments - have a lot of power, more power than individual states or provinces in other countries, typically. And, one of the things that the states can decide is whether they want Daylight Saving Time in their state.
Some states, such as Arizona and Hawaii don't have Daylight Saving Time. This causes even more confusion because on some months - during some months of the year, California and Arizona have the same time - when it's seven o'clock in Los Angeles, it's seven o'clock in Arizona - and other months, there's an hour difference. So, depending on the time of year, you have to know what time it is in different states, in this case, the state of Arizona.
It gets even more confusing. When I lived in Arizona, I heard the story about one of the Native American groups - we would call them tribes, "tribes" - one of the Native American tribes, on their land decided to have Daylight Saving Time unlike the rest of the state. This is confusing, but Native American - what we call reservations - their areas of land that they own have their own government that is
sometimes separate from or has separate powers from the state government. They can decide, apparently, whether they have Daylight Saving Time, and this is a problem because you could be traveling in the same state, and depending on the part of the state you are in, you could be in Daylight Saving Time or not Daylight Saving Time. So, be careful when you are driving through Arizona, you never know what time it is!
Our second topic today is called March Madness - March, as in the month of March, madness as in craziness. March Madness is the name, informally, that we give to the national basketball tournament - the national college basketball tournament. So, these are universities that are playing against each other for the national championship in college basketball.
This is an extremely popular event every year, and millions of people go and watch these games and watch them on television. These are all amateur players. When we say a sports player is an amateur, "amateur," we mean that they are not getting paid for it. You have professional athletes - people who play in the professional sport leagues - and you have the college leagues, and these are students at different universities.
The organization that runs, or organizes, the tournaments is called the NCAA, which stands for the National Collegiate Athletic Association. The word collegiate, "collegiate," means relating to college or university. We use the words college and university often to mean the same thing in US English.
The March Madness is the tournament that begins in March. It begins with 65 different basketball teams from 65 different universities that play in a tournament that lasts approximately three weeks, and they play in all sorts of different cities, depending on where the team is located. The entire country is broken up into four regions. When I say it's broken up, I mean it's divided into four regions. Each region has part of the tournament.
This is what we call a single elimination tournament. When we use the term single elimination, we mean that if you lose one game, that's it, you're out of the tournament. In some tournaments you get to play twice; even if you lose once, you can try and continue by playing a different team. That would be called a double elimination tournament.
One of the reasons this basketball tournament is popular even with people who don't like basketball, or don't like to watch basketball, is because many people like to bet on the games. Usually this happens at your workplace - at your office.
If you work for a company that has ten, twenty, or a thousand people, someone will organize what's called an office pool, "pool," and an office pool is where everyone tries to figure out who's going to be the champion. So, you fill out a piece of paper that has all of the games on it, and you try to guess who is going to be the champion, and if you are correct, then you win the prize. Usually the prize is the total amount of money that people bet. So, let's say it cost five dollars to be part of the office pool. You pay five dollars, ten other pay five dollars, and the one who is the most correct - gets the most games correct - wins the 50 dollars.
Of course, if you know more about the teams - if you like to watch the teams you may know which teams are, we would say, favored to win. When we say a team is favored, "favored," we mean that people think they're going to win because they have a very good team. They may have won many games already, and if that is true, we would say they have a good record or a winning record, "record." A record is the number of games that a team wins and loses.
The games, like most tournaments, have different steps - different stages. When there are only 16 teams left - remember, we start with 65 and eventually each team plays the other teams and one of the teams gets eliminated, and we get down to where there are just 16 teams. That's usually called the Sweet 16 part of the tournament because there are only 16 teams. The term Sweet, "Sweet," 16 refers to a party that girls used to have when they turned 16 years old. It's not as common anymore, and it usually is something that only very rich families do for their daughters. But the name refers here to when there are just 16 teams left in the tournament.
A tournament has quarterfinals, semi finals and finals. The finals are when there are just two teams left. The two teams that have beaten all of their - what we would call their opponents, "opponents." Your opponent is the team that you are playing.
Before the finals, you have the semi finals, "semi" finals, and those games are when you have four teams left. Team "A" plays team "B," team "C" plays team "D," and the winner of those two games goes into the finals. Before the semi finals, you have the quarterfinals. So, you have different parts of, or different stages of, the tournament.
When there's a team that no one expected to win, a team that is doing much better in the tournament than they may have done before the tournament, we sometimes call that a Cinderella team. A Cinderella, "Cinderella." Cinderella is a
character from children's literature. Cinderella - the traditional story was the girl who was poor, and she goes to a - a dance, and she meets the rich prince of the - of the country. The prince falls in love with her and marries her. It's the Cinderella story. There are many movies that are made with this story - romantic movies. The Cinderella team is the team that no one expects to win, but is very successful in the tournament.
There are some schools that have been very successful for many years. The most successful team in the NC double-A, or NCAA, basketball tournament is right here in Los Angeles, the University of California at Los Angeles, or what most people just call UCLA. UCLA has won more championships than any other university in the United States. That is something that people often look at when they are trying to determine who's going to win. Other teams that have been very successful are Kentucky - the University of Kentucky, Indiana - Indiana University, University of North Carolina, and a private university called Duke, "Duke."
So, if you enjoy basketball, this is an exciting time in American basketball to watch the March Madness that is going on.
Now let's answer a few of your questions.
Our first question comes from Sabine, or Sabine, "Sabine," in Germany, who wants to know the difference between the words solve, "solve," and resolve, "resolve."
To solve something means to find the answer to something, or to find or figure out the explanation for something. We often use the expression, "to solve a puzzle," or "to solve a mystery," it means to find the answer. We also use this verb in mathematics, when we get the answer for a math problem you solve the problem. For example, if you have a party for your children, you may have some games, and one of the games may be a puzzle. The puzzle is something you ask the children to solve, and whoever solves the puzzle wins a prize.
Or, you may have a problem, for example, in your kitchen, and you don't know what the problem is. So, you call a person who can help you. If it's a problem with your sink, for example, you would call a plumber, "plumber." That's the person that fixes sinks and toilets. And the plumber, you hope, will solve the problem - figure out what is wrong.
To resolve, "resolve," usually means to find a solution to a problem, often an argument between two people - between two people who don't agree. To resolve means to come to an agreement. You decide to come to an agreement to make an agreement - with these two people. It could be more people involved as well.
Usually it's for things that are negative - negative matters, when people disagree about things. For example, your neighbor has a dog, and the dog makes noise all night - we would say he barks, "barks." To bark is when a dog makes a noise - woof-woof - like that. And you can't sleep, so you ask your neighbor to get rid of his dog and he doesn't want to. Now you have this disagreement, we might call it a dispute, "dispute," that you need to resolve.
Resolution is the noun from the verb to resolve. The noun from the verb to solve is solution. So, you find a solution or you solve; you can find a resolution or you can resolve. They mean the same thing.
Our next question comes from Simkin, "Simkin," from Russia. Simkin wants to know the difference between two different expressions: "she smells good" and "she smells well."
When you say someone smells good, you mean that the person has a nice, what we would call, scent, "scent," which means that her body or the clothes or the hair that she has has a nice smell to it. It is something that is pleasant to smell. When your girlfriend puts on perfume - puts on things to make her smell better you would say she smells good.
If you have a baby and you have to change the baby's diaper, "diaper," a diaper is the thing that the baby uses to go to the bathroom in - well, that doesn't smell good, at least I don't think it smells very good!
The expression, "to smell well," means that the woman is doing the smelling, and she can smell things very easily, and she knows what she's smelling. However, you don't - or won't hear that expression very often. It sounds a bit strange to say that a person, for example, smells well or touches well or tastes well. You can use it, however, for seeing and hearing - "He sees well," or "He hears well," but you will not hear it very often with the other, what we would call, senses. There are five senses: smell, taste, touch, sight and hearing. You won't hear it with smell, taste or touch, at least not very often.
You will hear the word "smell" with other verbs, for example, "She cooks well," or "He throws well. Well here means that the person does that action in a very good way, or a very satisfactory way.
If you have a question or comment for us, you can email us. Our email address is email@example.com.
From Los Angeles, California, I'm Jeff McQuillan. Thanks for listening. We'll see you next time on the English Café.
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TOPICS
Ask an American: Losing weight in America "99 Bottles of Beer on the Wall," to be someone's man through and through, doggone, to see one's share of something, to say something 10 times fast
_____________
GLOSSARY
to pass (something) around – to share a bottle, plate, or something else with many other people, so that everyone drinks, eats, or uses something from the same dish or container
* They sat in a circle around the fire, telling stories and passing around snacks.
scale – a balance; a plastic and metal thing that one stands on to see how much one weighs; a device that tells one how heavy a person or thing is
* Trey was surprised when he stepped on the scale and saw that he weighed more than 200 pounds.
to last –
to endure; to continue for a period of time; to continue in time
* The party lasted until 4:00 a.m.
recipe –
written instructions for cooking or baking something
* This recipe for chocolate cake calls for four eggs.
a little bit – some; not very much; a few
* Dan said he wanted only a little bit of the dessert, but then he ate three pieces!
calorie – a unit that measures the energy in food; a measurement of the amount of energy in food
* A large apple has about 130 calories.
let's say – for example; for instance; a phrase used to show that whatever follows is an example of what one is talking about
* Let's say that you get a job that pays $45,000 per year. In that case, you can easily save $500 per month for the house you want to buy.
shortening – a fat that is used in baking, especially for cakes and cookies * How much shortening did you use to make these cookies?
applesauce – a type of food made by cooking apples without the skin or seeds until the pieces become very small, usually mixed with cinnamon and/or sugar * Many Americans like to eat applesauce with pork chops.
to check in with (someone) – to speak with someone to let him or her know where one is or how one is doing
* Whenever we travel for business, we're supposed to check in with our boss when we arrive in the other city.
to keep track of (something or someone) – to monitor something or someone; to know the status of something or someone; to know where and how something or someone is
* Kenzie makes lists to keep track of all the things she needs to do each day.
to be (someone's) man – to be someone's very good friend; to be someone whom another person can trust and rely on; to be someone who always supports and helps another person
* When Randy spent all day helping Michael move to his new house, Michael said, "Thanks, Randy. You're my man!"
through and through – completely; entirely; without any exception; 100% * Melinda is a hard worker, through and through. She never complains when she has to stay late at the office.
doggone – darn; damn; a word used to show that one is frustrated with something or angry at something
* I've been trying for almost 10 minutes, but I can't get this doggone lock to open!
to see one's share of (something) – to have a lot of experience with something in one's own life
* Grandpa always says that he saw his share of death during the war, and he feels bad for today's soldiers.
to hit rock bottom – to be in the worst situation possible; to be at the lowest point in one's life
* Christopher realized that he had hit rock bottom when he found himself stealing money from his mother's purse to buy liquor.
WHAT INSIDERS KNOW
Drinking Songs
A "drinking song" is a song that people sing when they are drinking alcohol or are already "drunk" (have had too much alcohol to drink and can't think clearly). Drinking songs are usually sung very loudly, and the "lyrics" (the words to a song) are usually "crude" and "vulgar" (rude and impolite). Many people don't like drinking songs because the lyrics are sexual and sometimes "demeaning to women," meaning that they say bad things about women. Nevertheless, here are some of the lyrics to some American drinking songs.
"Drunk Last Night" is often sung by sports teams and "fraternity brothers" (groups of young men who live together during college). The lyrics begin like this:
Drunk last night. Drunk the night before, "Gonna" (going to) get drunk tonight like I never been drunk before, For when I'm drunk I'm as happy as can be, For I am a member of the Souse family. ["Souse" refers to "Dr. Seuss," the writer of children's books, which are full of poems that rhyme, like this drinking song.]
Another famous drinking song is "Seven Drunken Nights", which is based on an old Irish song. There is one "verse" (group of lines in the lyrics) for each of seven nights. The lyrics for the first night begin like this:
As I went home on Monday night as drunk as drunk could be, I saw a horse outside the door where my old horse should be. Well, I called me (my) wife and I said to her: "Will you kindly tell to me, Who owns that horse outside the door where my old horse should be?"
In the drinking song, on each of the seven nights, the man comes home drunk and sees something in front of the house, so he asks his wife whose it is.
English as a Second Language Podcast www.eslpod.com
ENGLISH CAFÉ – 99
COMPLETE TRANSCRIPT
You're listening to ESL Podcast's English Café number 99.
This is the English Café episode 99. I'm your host, Dr. Jeff McQuillan, coming to you from the Center for Educational Development in beautiful Los Angeles, California.
Welcome to our 99 th episode. The number 99 reminds me of a famous song that many Americans know, called "99 Bottles of Beer on the Wall." We'll talk about that today. We're also going to do our "Ask an American" section, where we will listen to a native speaker talking about a topic. Today's topic is losing weight; something that many Americans need to do. Me, too! And finally, we'll answer some of your questions. Let's get started.
When I was child growing up, sometimes in school we would take trips on a bus. Sometimes these were long trips – an hour, two hours – going to some event or visiting some place. One of the things that we used to do as children – and many American children do – is to sing a song so that the time goes by more quickly. To entertain yourself, you can sing a song. There's one song – it's a kind of counting song, I guess – that's called "99 Bottles of Beer," like what you would drink.
Now, this is a strange song for children to sing, but we sang it, and many children do, on trips like this, or on long trips in a car with their parents. It's a very simple song; you start at 99 and you count down (you go backwards: 99, 98, 97). And, the words to the song are very simple: "99 bottles of beer on the wall (meaning on a shelf on a wall), 99 bottles of beer. Take one down and pass it around." To "pass something around" means to give it to other people, in this case, to share it with other people. So, you take one down and you pass it around, now you have 98 bottles of beer, so the next part of the song is "98 bottles of beer on the wall," and so forth.
The song, when sung, sounds like this – only better, since I can't sing very well (Jeff sings): "99 bottles of beer on the wall, 99 bottles of beer. Take one down and pass it around, 98 bottles of beer on the wall. 98 bottles of beer on the wall, 98 bottles of beer. Take one down and pass it around, 97 bottles of beer on the wall..." and so on, and so on. I won't sing down to number one!
Now, when you get to number one, the last line is kind of interesting (Jeff sings): "No more bottles of beer on the wall, no more bottles of beer. Go to the store
English as a Second Language Podcast
www.eslpod.com
ENGLISH CAFÉ – 99
and buy some more, 99 bottles of beer on the wall." You notice that the last line is "No more bottles of beer on the wall," so you "Go to the store and buy some more, 99 bottles of beer on the wall," because you bought 99 new bottles.
It's really kind of a drinking song, I guess, but it is something that children often sing; I know I did when I was a child. Maybe I was just a little different – I don't know!
Today we're going to do another one of our "Ask an American" segments, where we listen to a native speaker talking at normal speed, and then I will go back and explain what they're saying.
Today's topic is on being overweight; being, what we may say, too fat, though that's not a very nice way to talk about it. You don't want to say someone is "fat," you want to say they're "overweight" (too much weight).
It turns out that 66% of Americans – two-thirds of Americans are overweight, and many of those are what we would call "obese" (obese). To be "obese" means that you are really overweight; you are so overweight that you will start to have problems with your health. That is to be "obese."
We're going to listen to part of an interview on the Voice of America with a woman – a 59-year-old woman – who is trying to lose weight. And the story begins with this woman saying that she was 59 years old, and she stepped on the scale one morning and she discovered how overweight she was.
Let's listen to her. Again, she's going to speak fast, but we'll go back after and talk about what she said.
[recording]
I was 59, and I was approaching my 60th birthday, and I stepped on the scale one morning and the numbers went up to 179 and then the scale broke. And, I'm only 5'1", I'm a very short woman, and I said, "That's it! You're going to make changes, and those changes are going to last you for the rest of your life."
[recording stops]
Pretty fast, right? She talks very fast. Well, let's talk about what she said. She starts by saying, "I was 59, and I was approaching my 60th birthday." To be "approaching" means to be coming close to. She says, "I stepped on the scale"
(scale). The "scale" is the little machine that tells you how much you weigh, how many pounds or how many kilos you weigh.
So, she says, "I stepped on the scale one morning and the numbers went up to 179 (179 pounds) and then the scale broke." It stopped working because she was so overweight. She then says, "I'm only 5'1" (five feet, one inch), I'm a very short woman, and I said, 'That's it (meaning that's enough, this is gone too far)! You're going to make changes,'" she says, "'and those changes are going to last you for the rest of your life.'" When we say something is "going to last you," as a verb, we mean it is going to continue, it is going to still be with you. So, you're going to make changes that will continue for the rest of your life.
Let's listen again now:
[recording]
I was 59, and I was approaching my 60th birthday, and I stepped on the scale one morning and the numbers went up to 179 and then the scale broke. And, I'm only 5'1", I'm a very short woman, and I said, "That's it! You're going to make changes, and those changes are going to last you for the rest of your life."
[recording stops]
If you have tried to lose weight, you know how difficult it can be sometimes. Let's listen to this woman talk about how she lost weight. She's going to talk about how she cooks and how she started doing different things with her old recipes (the instructions about how to make a certain kind of dish – certain kind of food).
Once again, listen, then we'll go back and explain:
[recording]
I started experimenting, 'cause I do like to cook. And, I took some of my old recipes that I really liked a lot and just changed them a little bit and took out the calories. Let's say I make a cake, I just don't want all the calories so I replace the shortening with applesauce, and then I kept it not as sweet as before. But, I also added a lot more fruits and vegetables to my diet.
[recording stops]
Here's what she said. She said that she "started experimenting, "'cause I do like to cook." "'Cause" is a short form of because, and in normal conversation, especially if you are talking as fast as this woman, sometimes we use the shorter form.
She says that "I took some of my old recipes (recipes – instructions about how to make and prepare certain kinds of food) that I really like a lot and just changed them a little bit." A "little bit" means a small amount: "I made a small change." She says she "took out the calories." To "take out" here means to remove (to get rid of; to eliminate). "Calories" (calories) is a unit of measurement, we would call it, a way of measuring something. Food that has more calories will usually make you fatter than those that have less calories. So, a pizza – a pepperoni pizza, for example, like the one I had for lunch – has more calories than a salad with just vegetables, assuming they're about the same size, of course. So, "calories" is a way that we measure how much a food will affect you, in some ways. Technically, it has a definition that is related to heat and burning energy, but we won't talk about that here. The way it's usually used has to do with how it will cause you to gain weight, in this case.
The woman continues, "Let's say I make a cake." That expression, "let's say," means for example. "Let's say I make a cake, I just don't want all of the calories so I replace the shortening with applesauce." "Shortening" is a kind of fat that you use to make certain kinds of baked goods like cakes and cookies. "Applesauce" is the liquid that comes from an apple that's chopped up (that's cut up), and it's a thick sauce. The woman says that she replaces the shortening with applesauce, "and then I kept it not as sweet as before." "I kept it" means I made it – I made sure, in this case – that it was not as sweet as before. "But," she says at the end, "I also added a lot more fruits and vegetables to my diet."
Let's listen one more time:
[recording]
I started experimenting, 'cause I do like to cook. And, I took some of my old recipes that I really liked a lot and just changed them a little bit and took out the calories. Let's say I make a cake, I just don't want all the calories so I replace the shortening with applesauce, and then I kept it not as sweet as before. But, I also added a lot more fruits and vegetables to my diet.
[recording stops]
The woman later starts a group of people to help them lose weight, mostly senior citizens – what we usually call nowadays just "seniors," who are people, depending on who you ask, over the age of 55 or 60 or 65. Not 40, that's not a senior citizen. I'm not a senior citizen yet!
She started a group of people to help them lose weight. In this last segment, she talks about how they used to communicate with each other so that it would help them lose weight. The name of the program that she mentions (the name of this group) was called the "Meltdown" program. "Meltdown" is usually an accident at a nuclear power plant, but here, I think it is being used to mean to become smaller. Let's listen:
[recording]
So, we checked in with each other nearly every day. I kept track of our weight and submitted that to the Meltdown once a week, so they all had to report their weight losses to me once a week.
[recording stops]
She says that "we checked in with each other nearly every day." To "check in" with someone means to communicate with them, to call them usually. She says, "I kept track (track) of our weight." To "keep track" means write it down or to somehow make sure that you know. She "submitted that (she gave that to the Meltdown group), so they all had to report their weight losses to me once a week." Their "weight losses" is how many pounds they lost each week. This is a common way that some weight loss groups operate, where you write down everything you eat, and then you have to give a report once a week. The idea is that this will motivate you to continue because other people are watching you as well.
Let's listen one more time:
[recording]
We checked in with each other nearly every day. I kept track of our weight and submitted that to the Meltdown once a week, so they all had to report their weight losses to me once a week.
[recording stops]
English as a Second Language Podcast
www.eslpod.com
ENGLISH CAFÉ – 99
If you have been listening to the ESL Podcast and English Café for a long time, I hope that these "Ask an American" sections are becoming easier for you to understand as we listen to native speakers.
Now let's answer a few of your questions.
Our first question comes from Oliver in France. Oliver has been reading the Harry Potter books in English, and he came across (or saw an expression) that Harry uses in the sixth book. Harry says, "I am Dumbledore's man, through and through." Dumbledore is the leader (or the headmaster, we would call him) of Harry Potter's school; Hogwarts is its name – in case you are not a Harry Potter fan.
Well, there are two expressions here. One is to be "someone's man." When you say you are "someone's man," you mean that you are loyal to that person. You will protect that person; you will be a good friend to that person. It is someone, perhaps, that is older than you or someone that you have a lot of respect for. It could also be your boss, in some cases.
You often hear this word in politics, when someone is trying to get elected and you are someone who supports that person. For example, if I were to run for governor of California against Arnold Schwarzenegger, you could say, "Well, I'm Jeff McQuillan's man" – I am supporting Jeff McQuillan. I'm not actually going to try to become governor. It might be fun!
The other expression we have here is "through and through." When someone says something "through and through," we use this usually as a kind of adverb to mean completely or entirely. You could say, "I'm a baseball fan through and through" – I love baseball, I am a complete fan; I watch every game of the Dodgers. I do, too!
The usage of "through and through" in the Harry Potter book then, "I'm Dumbledore's man, through and through," means that I am completely (or entirely) committed and loyal to Dumbledore. Say that word ten times fast: Dumbledore, Dumbledore! That's an expression we use when you have a word that is difficult to pronounce that you mispronounce, we sometimes say, "Say that ten times fast," mean try to say that quickly and you will have problems.
"Through and through," then, means completely or entirely. You could say, "I was walking home and it began to rain, and now I'm wet through and through" – completely, entirely.
Fatima (or Fa-tee-ma – Fatima), from I'm not sure where, asks the meaning of the word "doggone" (doggone).
This is an informal word – an old word – that usually means that the person is angry or upset, but they don't want to use a bad word. They don't want to use a swear word or a vulgar word, so they say, "doggone." You could also say, "darn" (darn). We use "darn" and "doggone" instead of saying the word "damn" (damn), which is considered not a polite word to use in public. If you are waiting for a bus and it is late, or a subway train, you could say, "Where is that darn train?" or, "Where is that doggone train?" "Doggone," however, is very old-fashioned; it's not used very much anymore at all.
Finally, Eric (Eric), from France also, says he was listening to a song by a country singer, Wynonna Judd, called "Rock Bottom." And in the song, she uses the sentence: "I have seen my share of hard times." What is the meaning of this expression, to "see your share of" something?
To "see your share of hard times," or to "see your share of" anything, means that I have experienced it many times. I have experienced it, perhaps, too many times. It's often a negative thing. For example, "I have seen my share of students who don't do their homework" – I have seen many of them – I have seen too many of them. "I have seen," then, means I have experienced. "My share" means my part or my portion of something. So, "I have seen my share of hard times." "Hard times" would be difficult times; times that give you problems, situations that have caused you problems.
The name of the song is called "Rock Bottom," and there's another idiom: to "hit (hit) rock bottom." To "hit rock bottom" means to come to the worst possible situation. We sometimes use this word when we are talking about alcoholics (people who drink too much), and they have problems and more problems and more problems, until finally, they "hit rock bottom." They're at the worst possible situation, and then, they change and become better. Well, we hope! That's to "hit rock bottom."
If you are an ESL Podcast fan through and through, you can email us and ask a question. We'll try to answer it on our Café. Our email address is firstname.lastname@example.org.
From Los Angeles, California, I'm Jeff McQuillan. Thanks for listening. We'll see you next time on the English Café.
ESL Podcast's English Café is written and produced by Dr. Jeff McQuillan and Dr. Lucy Tse. This podcast is copyright 2007 by the Center for Educational Development. | <urn:uuid:e0e0e117-2f2d-49b7-9fbb-99d1106f5213> | CC-MAIN-2021-49 | http://kalin.digicom.bg/EnglishCafe/English_Cafe_99_Guide.pdf | 2021-12-09T02:26:04+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363641.20/warc/CC-MAIN-20211209000407-20211209030407-00512.warc.gz | 44,084,023 | 5,133 | eng_Latn | eng_Latn | 0.998608 | eng_Latn | 0.999743 | [
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JOTA-JOTI intermediate activities
Game: triangulation
Game: triangulation
Scouts and Guides have just been teleported in an unknown world! All they have is a map, a compass… and a transceiver! Will they be able to meet again?
Learning targets: Get familiar with the use of transceivers - get familiar with the SSTV technique for exchanging images via radio - Learn the triangulation technique to identify your own position in a map.
Material:
Hardware:
* PMR/CB and Android phone for each Scout/Guide couple
* PC/mobile phone and Internet connection for video conferencing (if meeting altogether is not allowed)
* Map with rigid support
* Compass
* Optionally, a goniometer.
* pencil, rubber.
Software:
*
Robot36 (https://play.google.com/store/apps/details?id=xdsopl.robot36&hl=it&gl=US)
* SSTV encoder (https://play.google.com/store/apps/details?id=om.sstvencoder&hl=it&gl=US)
Time and preferred place: 2-3 hours. This is an outdoor activity (city/village), possibly in places where a wide sight of the landscape is available (no cities with high buildings and narrow streets).
Description: Scouts/Guides are divided into couples. Each person in the couple goes (or is taken, blindfolded to make things more difficult) in a place where it is possible to spot relevant elements of the landscape that may be identifiable on a map. The person measures the azimuth (the angle in clockwise sense between the north and that object, as seen from his/her point of view) of these objects (not less than 2) and transmits them to the other person of the couple. Each person in the couple must identify the position of the other one using the triangulation technique: if the other person sees a hill at 20° N, then that hill must be identified on the map and a line at 180°+20°=200°N must be drawn departing from the
JOTA-JOTI intermediate activities Game: triangulation
hill; that's indeed the azimuth with which the hill would see that person. If azimuth angles greater than 180°N are reported, then calculate 180°-azimuth. After this operation was done for at least 2 objects, the lines should intersect in one point: that's the position of the other person! Using this technique, the two people must meet together, take a photo of themselves and send it via radio to the base. The exchange of images is performed in SSTV. The radio and the mobile phone are put close together in a sufficiently silent place; with the app Robot 36 it is possible to decode sound messages into images, while the SSTV encoder transforms an image into a sound, to be transmitted by radio. It's forbidden to call each other by phone, or use geolocalization apps such as Google Maps.
Possible alternative: scout/guide leaders transmit the position of some places that must be identified and reached by Scouts/Guides. Once in the place, a photo must be taken and sent via radio. | <urn:uuid:8c27ad56-6bd2-43a5-bfd5-923521a641b2> | CC-MAIN-2021-49 | https://www.jotajoti.info/sites/default/files/uploads/JOTA-JOTI2021assets/Radio%20activities/Game%20-%20Triangulation%20-%20SSTV%20-%20IG4.pdf | 2021-12-09T01:41:17+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363641.20/warc/CC-MAIN-20211209000407-20211209030407-00512.warc.gz | 911,756,473 | 644 | eng_Latn | eng_Latn | 0.996344 | eng_Latn | 0.996571 | [
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Follifoot Farm Series 2 Green Book Band
Aim
- to let children practise reading a single story told in 6 separate parts.
The Cats Who Fell Out of the Car
soon look
Vocabulary in each book
Part 1 Out of the Car
Part 2 Into the Barn
Vowels ay/ai:
away hay again
ee/ea:
see feel meet sheep sleep squeal
o:
open
oo:
moo
oo:
look
ou/ow:
out loud down
ar:
car part farmyard barn charge part
er:
another
oor:
door
all:
wall all
are:
scared
soft g:
charge
y ending: empty friendly
Phase 2 of up at is it and can big pig hut run top but not sit its
cats lets bull fell on a
Phase 3 them push sitting
Phase 4 across last jump stand
Tricky
the to go into she they are one little comes some here four who
Part 3 Out of the Barn
Vowels ay:
stay hay
ee/ea:
see feel creep sheep eat
y:
by try
o:
open
oo:
cock-a-doodle-doo
ou/ow:
out down cow now
ar:
car part farmyard yard far farmer barn
er:
farmer clatter
or/oor:
for horse door
are:
scared
y ending: angry
Phase 2
on in a of up at is can get hut big has and cats back fell then with rush shuts bang
Phase 3
Phase 4 clip clop flap grass fresh past ramp end jump
Tricky
the to go into onto he they are comes some little want who where goes
Other:
animals hidden gives
Part 4 Two Angry Dogs
Vowels ay/a: away table
ee/ea:
see feel meat eats
y:
by fly
oo:
cock-a-doodle-doo soon
ou/ow:
out house down now
ar:
car bark garden farmhouse part
er:
another after under other
oor:
floor door
all:
wall all
are:
scared
Soft 'g'
hedge
y ending: madly angry
Phase 2 on in a of at it hut run and dogs cats hens back fell
Phase 3 Kevin then them with path dishes along
Phase 4
stop from cluck cat-flap jump end milk drinks flapping kitchen
Tricky
the to go into are comes one out two who
Other:
kennel sudden Wellington
Part 5 Another Angry Dog
Vowels ee:
see green
o:
open
oo:
soon
oo:
looks woof
ou/ow:
out round bow-wow brown
ar:
car barking garden farmyard far part
er:
another after corner over other
or/oor:
door corner
all:
all wall
y ending: Lotty empty angry
Phase 2
on in a of up at as is run hut can dog and cats back fell Kevin box yap then them with shed shut dishes bang whizz running
Phase 3
Phase 4
from grass across left past jump cat-flap end kitchen the to go into she they are come out two who Wellington sudden watching front
Tricky
Other:
Part 6 The House Next Door
Vowels ay/a: stay day again lady
ee/ea:
meet feel sheep Bean means
oo:
too
oo:
Follifoot
ou/ow:
out house cow bow-wow brown
ar:
car bark farm farmyard farmer part
er:
farmer
or/oor:
horse door
are:
scared
y ending: Jelly Lotty happy angry lucky madly friendly
Phase 2 in a of at is it not but had bad big and cats dogs hens
puts back bull fell
Phase 3 Kevin box this that them with shed
Phase 4 next end fetch kitchen
Tricky
the to go into he she they her was all are so do when
comes like have want who goes
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AT A GLANCE
Before Drafting
* Review the goal of the lesson.
* Review strategies for writing good leads.
* Use mentor text to model how to write a lead.
* Engage class in a discussion about features of leads.
During Drafting
* Review prewriting information previously saved on class website.
* Draft one or more leads.
* Have students peer edit the leads.
* Have students record new information for possible leads.
After Drafting
* Demonstrate how to create multimedia for leads.
* Give students opportunities to explore using a variety of technology tools.
* Provide opportunities for feedback.
Lesson in Action
Drafting: Possible Leads
Context
Students in Mr. Bradford's Grade 5 class are creating a digital report about key women in the American Revolution. He is aware that the reading and writing skills of his 25 students vary considerably. To prepare for drafting, students have watched videos, listened to audio recordings, read books, gathered information and taken notes, and completed a range of prewriting activities. Mr. Bradford has provided a research report template on Google Docs. With their basic drafts in place, he is ready to teach students how to draft a lead.
Common Core State Standards
CCSS.ELA-Literacy.W.5.4 (http://www.corestandards.org/ELA-Literacy/W/5/4) Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.W.5.7 (http://www.corestandards.org/ELA-Literacy/W/5/7) Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
Lesson Objective
Students will practice drafting possible leads to use in their report on women in the American Revolution.
Technology
Interactive whiteboard and document camera to demonstrate and model leads
Multimedia resources to create leads that allow students multiple means of expression
Tablets so that students can view online resources, create leads, and conference
Digital portfolio for ongoing formative evaluation and self-reflection
Assessment
Teacher giving students immediate feedback on draft leads
Peer editing using multimedia tools
Self-reflection using online checklists and portfolio
Mr. Bradford's Class in Action
Before Drafting
Mr. Bradford explains that the class will focus on writing leads for their reports. He explains, "Professional writers think about how they could grab the reader's interest, how to frame a lead, and what kind of strategy to use. You have lots of choices!"
On the interactive whiteboard, Mr. Bradford shows a chart identifying strategies that writers use to create a good lead:
Using a document camera, Mr. Bradford shows students a brief passage with the lead highlighted. He asks students to identify the type of lead the author has used. Bob responds, "The author is using a fact!" "Yes, that's right," Mr. Bradford replies. "The author is using a fact to set the context for the reader."
Mr. Bradford repeats the process, sharing passages with examples of other kinds of leads. Another student mentions, "Flashback, snapshot, and action leads really get people's attention!"
Mr. Bradford displays excerpts from the class website on the interactive whiteboard. Representatives from each group come up to the whiteboard to share the results of their detective work. One by one, students open the link to their website, highlight the lead, and discuss the type of lead.
During Drafting
Mr. Bradford asks students to open their digital writing portfolios so that they can access the information they have collected thus far, including any tidbits that could be worked into a possible lead.
He wants students to draft one or more leads using online note cards. As they work, he circulates around the room to give advice, make suggestions, and provide additional support. When needed, students do not hesitate to ask him for feedback on emerging ideas.
Students work in groups, sharing and discussing possible leads for about 20 minutes. Each group chooses one lead to discuss with the class by using a document camera.
As students take turns reading aloud their draft leads, Mr. Bradford asks other students to comment on the type of lead and what they like about it. One student says, "This lead is a question and it makes me want to learn more."
Lesson in Action
| Drafting: Possible Leads
2
Mr. Bradford assigns one of three American Revolution websites to each student to explore and underline content that could be used for a lead. Next, working again in their small groups, they create leads by using their online note cards.
The class comes together and shares a few leads. One student shows her lead on the document camera: "Let's go back in time to when the first American flag was designed and created." Mr. Bradford comments to the class, "I really like the way you tried to hook the reader's interest with those leads. They are all different, but they still grab our attention."
After Drafting
The next day, Mr. Bradford introduces the class to ways they can use audio, video, and graphics to make their leads more interesting. He demonstrates several multimedia websites and encourages the class to think about how they could use images, music, and video.
Over the next two days, students work in pairs to create their leads in a format of their choice. Some use the classroom laptop digital camera options; others use the graphic text options on the interactive whiteboard or laptop digital recording.
Mr. Bradford meets individually with students to provide informal feedback and make suggestions for improvement. When they meet, each student brings a completed selfreflection form. Expanding on the student's own reflection, Mr. Bradford provides additional feedback. For example, when meeting with Sal, he says, "Your voice is strong and clear. Perhaps you can make a bigger impression by looking directly at your classmates instead of at the floor while reading that exciting lead."
Reflection
Mr. Bradford is pleased with the multiple ways he engaged students with different technology tools to help them understand how to write a lead. He recognized that it was important to spend time introducing the skill and to give his students time to practice, which seemed to take the pressure off struggling students. He decides to use mentor texts suggested by a colleague. She shared a PowerPoint that included examples of leads that several of her students wrote last year.
Lesson in Action
| Drafting: Possible Leads
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LEAD TESTING
at Environmental Health Laboratories
ABOUT LEAD
Lead is a naturally-occurring metal found in the earth's crust. A wide variety of historic and some current industrial uses have redistributed the metal to soil, air, water and materials that people may ingest. Because of their increased susceptibility to toxic effects of lead, children's lead poisoning is the greatest concern.
People most often encounter lead from paint, household dust and soil. Other sources include contaminated water, tobacco smoke, fossil fuels, plumbing and some cosmetics, ceramics, food—especially spices—and industrial facilities. 1 Regulatory standards, such as eliminating lead from gasoline and interior paint, have greatly reduced the general population's exposure risk. Yet exposure still occurs and can greatly affect human health.
When lead enters the body, it is stored in bones and teeth and is distributed to tissues. From there, it interferes with red blood cells' ability to carry oxygen throughout the body and can cause a number of negative health effects. 2
Protect Yourself From Lead 3
* Have your house inspected for lead if it was built before 1978 and children or women of child-bearing age live there.
Health Effects of Lead 3
Children
* Behavioral/learning problems
* Decreased IQ
* Hyperactivity
* Slowed growth
* Hearing problems
* Anemia
Pregnancy/Childbirth
* Miscarriage
* Premature/small birth
* Brain, kidney or nervous system issues in developing child
Adults
* Cardiovascular effects (increased blood pressure, hypertension)
* Inspect and maintain all painted surfaces. Have the paint tested to determine if it contains lead.
* Decreased kidney function
* Reproductive problems
* Keep your home clean to decrease dust, especially on window wells (windows are often painted with outdoor paint that may have contained lead). Clean leaded surfaces with trisodium phosphate (TSP), available at hardware stores.
* Always use cold water for drinking, cooking and brushing teeth. Prior to consuming tap water, flush standing water from pipes by running the water until you feel a temperature change.
* Replace brass and bronze plumbing fixtures, as these may contain lead.
* For more information, visit the CDC's Lead Poisoning Prevention website.
HOW DO ENVIRONMENTAL HEALTH LABORATORIES PROTECT YOU?
Environmental health laboratories are governmental laboratories that conduct testing to identify and monitor for environmental contaminants in water, air, soil, food and manufactured products. Some laboratories also conduct biomonitoring, testing blood and urine for contaminants. Without this testing, many environmental threats to people's health would go unidentified.
Environmental Testing
When a child has been found to have high lead levels in their blood, public health department inspectors and nurses are assigned to determine the exposure source by investigating the child's school and home environment, and to manage their care. Environmental health laboratories collaborate with these professionals to test paint, dust wipes, drinking water, soil and/or items that may contain lead such as glazed potteries, cultural/traditional medicines, toys and jewelry. Once the source is determined, a plan will be developed by the health department to decrease or eliminate lead exposure. This varied testing can be challenging and expensive to obtain reliable results. Without the environmental health laboratory's expertise and mission to protect public health, it would be unlikely this testing would be done.
Success Story: Massachusetts Lead Law
Prior to the 1970s, hundreds of Massachusetts children were affected by lead poisoning. Because of this, the Massachusetts legislature passed the Lead Law in 1971, which requires all children to be screened for lead poisoning three times before the age of three. Lead screening must take place before any child can enter daycare, kindergarten or preschool. The Lead Law also established the Massachusetts Childhood Lead Poisoning Prevention Program in collaboration with the Massachu setts Department of Public Health (MA DPH), which helps families prevent exposure, diagnose illness and remediate for lead to protect public health. Thanks to the work done by MA DPH, Massachusetts was one of the first states in the US to enact a lead law, and its success lead to the creation of similar laws in other states. 2, 5
Other environmental health laboratory lead testing includes measuring levels in drinking water from different sources such as private wells or schools and child care facilities with old fixtures. While water utilities commonly test drinking water to determine if lead levels comply with EPA standards, the state laboratory plays the reference laboratory role and is the final authority on results if there are any measurement issues. The environmental health laboratories are also generally the first to conduct emergency testing needed for public health purposes. Many laboratories also test drinking water from homes on a fee-for-service basis. This testing measures contamination in the water coming from the tap, an important consideration as lead may be introduced by the pipes and plumbing in the distribution system.
Biomonitoring
Biomonitoring measures the total amount of specific chemicals in a person's body at a given time. It can be used to determine the type of chemical exposure a person has experienced but often not the exact source of contamination. For example, biomonitoring can measure the total level of lead in a child's blood, but the test will not indicate if the lead came from paint, drinking water, food, soil, air or a combination of sources. CDC's Childhood Lead Poisoning Prevention Program expanded public health laboratory capacity to analyze blood and environmental samples for lead, but that funding decreased over time. A 2019 national survey found that 69% of public health laboratories (PHLs, see map right) currently perform blood lead testing, and 92% of laboratories showed interest in expanding their blood lead testing programs. 4
Respondents to a 2019 APHL survey: 69% currently perform blood lead testing, 92% were interested in expanding blood lead testing programs. 4
When samples are collected broadly and systematically, biomonitoring data can help identify and track trends, such as geographic regions with higher than normal exposure levels, or exposures to emerging contaminants. It can also let us know when exposure is no longer a concern, perhaps as the result of a public health intervention. Pediatric lead testing is also done for diagnostic purposes, to identify children in need of specialized medical and environmental services.
1. US Environmental Protection Agency (US EPA). Basic information on PFAS [Webpage; updated December 6, 2018; cited September 9, 2020]. Available from: https://www.epa.gov/pfas/basic-information-pfas
2. Commonwealth of Massachusetts. Learn about lead screening and reporting requirements. [Webpage; cited September 9, 2020], Available from: https://www.mass.gov/service-details/learn-about-lead-screening-and-reporting-requirements
3. US EPA. Learn about lead [Webpage; updated August 12, 2019; cited September 9, 2020]. Available from: https://www.epa.gov/lead/learn-aboutlead
4. APHL. Blood lead testing in public health laboratories: An APHL survey report. [Document, Survey Report]. October 2019. Available from: https://www. aphl.org/aboutAPHL/publications/Documents/EH-2019Oct-Blood-Lead-Testing-Survey.pdf
5. LeMoult, Craig. Massachusetts schools not required to test water for lead. WGBH News [Internet, radio news transcript]. November 26, 2019 [cited September 9, 2020]. Available from: https://www.wgbh.org/news/local-news/2019/11/26/mass-schools-not-required-to-test-water-for-lead | <urn:uuid:459c6a90-cd58-4b7c-963e-0cfdcecc7150> | CC-MAIN-2021-49 | https://www.aphl.org/aboutAPHL/publications/Documents/EH-Lab-Toolkit-Factsheet-Lead.pdf | 2021-12-09T01:31:11+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363641.20/warc/CC-MAIN-20211209000407-20211209030407-00514.warc.gz | 690,845,001 | 1,566 | eng_Latn | eng_Latn | 0.995968 | eng_Latn | 0.9961 | [
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University Technology Services University of South Carolina
Cyber-Shopping Safely
E-commerce presents it's own unique challenges.
Firstly, you should be the one doing the searching. You should never respond to spam, even if it offers the product of your dreams at a price that fits your budget. Most reputable companies will refrain from sending unsolicited messages. If the offer came to your inbox as spam, it could be fraudulent. These messages may be phishing attempts that try to trick you into providing your personal or financial information. Do not become a victim of ID theft.
Kyle is an alumnus of the University of South Carolina and is currently the university's information security awareness specialist. He is part of the University Information Security Office where he works to help people understand the dangers of modern computing.
Online shopping has become a popular way to purchase items without the hassles of traffic and crowds. But, the Internet can be risky. It is important to take steps to protect yourself when shopping online.
Secure your machine
Shopping safely on the Web begins with a safe workplace. In the context of this class, your workplace is your computer. If your machine is not safe, nothing you do on it will be either.
At a bare minimum, the following needs to be done to have confidence in your computer:
* Install, maintain, and use trusted anti-virus software.
* Turn on your system's firewall.
* Keep all software updated with the newest available version.
If you need help securing your computer, contact the UISO. Our office also teaches classes on how to get the most security out of Mac and PC platforms.
What do you want, and where do you get it?
Now that you feel safe beginning a transaction on your machine, it's time to do some cyber-shopping! But, it is not time to get careless. There are some great deals to be found on the Web. There's also no shortage of bad ones.
The University of South Carolina is an equal opportunity institution.
Due diligence
Now you've found the product you want, and likely several sellers who offer it at a resaonable price. Before beginning a transaction with anyone on the web, it's important to know who (and what) you're dealing with. Almost anyone can set up shop on the Internet, under any name. It's up to you to research vendors, sellers, and websites. This additional step will only provide you more protection.
You should always look for:
*Company information and contact info
*Feedback from other customers
*Merchant reviews
*Professional organizations - Are they a member of the BBB or similar club?
It is also important to research the product. Make sure the product description matches what you're buying.
Making the Purchase
You've made it this far, now you're ready to close the deal. There are a few more things to look for before pulling the trigger.
Where are you?
If you're sitting in your favorite coffee shop using the free Wi-Fi, you should probably wait. Unprotected networks can be easily scanned, allowing savvy eavesdroppers to intercept your information. No one wants a criminal knowing their name, address, phone number, or financial information!
It is best to make your purchase on a secured network. At a minimum, the network should require a username and password.
What are you being asked?
Few things are more important than protecting your personal information. In today's world, data mining companies already know more about you than your closest relatives. There's no need to give them another advantage.
Cyber-criminals could also ask you questions to make it a bit easier to steal your identity, especially if you've been duped by a phisher. It is always important to remain alert to the kinds of information that is being collected to complete the transaction.
Always ask, "Do they need this information about me?" You should expect sellers to need payment information, names, and shipping addresses. If they start asking for your birthdate, SSN, or other private details, red flags should be flying high.
You should read the privacy policy. It can help you understand why sellers want your data, and how they'll protect it.
Check Site Security.
You should never enter your personal or financial information on an unsecured site. Unsecured sites do not have an SSL certificate and most likely lack encryption. This means your information could be easily intercepted by a crook and could be used without your authorization. It always pays to look for signs that a site is secure.
There are a couple of easily recognizable signs that a site is secured. Firstly, somewhere in your browser's address bar, your should see the image of a small closed padlock. The lock is typically yellow, grey, or green and signifies to the user that the site is protecting your information.
Secondly, you should always check the URL itself. An unsecured site's URL will begin with "http://". If the URL begins with "https://", you are on a secure site. For our purposes, that "S" simply means secure. It really only indicates that the traffic is encrypted.
http://amazon.com - unsecured https://amazon.com - secured
How to pay.
Like in all transactions, eventually it comes time to pay the piper. You should remain vigilant during this part of the transaction. The methods of payment you choose could have an impact on your financial health beyond your purchase.
If a seller asks for payment via wire transfer or cash only, that is a good sign that it is time to walk away. Wire transfer and cash only scams are some of the most popular on the Net. These methods of payment can be difficult, often impossible to track during an investigation. You'll have no course of action if the transaction doesn't go as planned.
It is also wise to use a true credit card (with a low spending limit) for online purchases, rather than a bank-issued debit card. Credit cards allow buyers to seek a credit from the issuer if the product isn't delivered, or in some cases, if you're unsatisfied with the purchase. Credit cards generally have a limit on the monetary amount you'll be held responsible for if your information is stolen and used by someone else. If your debit card information is stolen and used, a crook could simply drain your accounts overnight. Banks are getting better at handling these situations, but it is a slow refund process.
After the Purchase
Now that the purchase has been made, you need to maintain a paper trail (or an electronic trail). It's helpful to print or save records of your online transactions. Make sure you have the product description, price, receipt, terms of sale, and all communication with the seller. That way, if the product doesn't arrive as promised, you'll have plenty of records to fall back on.
We recommend you check your credit card (or bank) statement as soon as it arrives. You should verify that the item was charged appropriately. Further, examine the statement from the date of purchase to make sure you do not notice unauthorized charges. These may not look the same as the original transaction. If you see bizarre charges, like donations you don't recall, you should immediately notify your bank or card servicer immediately.
If you're having trouble with a seller, it's always best to try to work it out with them directly. If that does not garner the desired results, most legitimate sales sites offer support and mediation. If all else fails, report online shopping fraud to the Federal Trade commission, South Carolina Attorney General, and South Carolina Consumer Protection Agency. | <urn:uuid:d7255e7e-f514-4f54-98e6-a8d13e535d24> | CC-MAIN-2021-49 | https://web.qa.sc.edu/about/offices_and_divisions/division_of_information_technology/security/docs/cybershoppinghandout.pdf | 2021-12-09T01:35:07+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363641.20/warc/CC-MAIN-20211209000407-20211209030407-00515.warc.gz | 659,636,384 | 1,578 | eng_Latn | eng_Latn | 0.999362 | eng_Latn | 0.999363 | [
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BBC LEARNING ENGLISH
Take Away English 随身英语
The rise of retro fashion
复古二手时尚的兴起
词汇： fashion 时尚
Do you take care about what you wear? Some people are very fashion-conscious, carefully selecting the clothes they buy and how they dress. Fashionistas always want to be seen in the latest designer gear. But that trend is changing as retro or vintage clothing is becoming a popular and often cheaper alternative.
Of course, 'vintage' clothing is really second-hand clothing, worn before but given a new lease of life. The fashion industry has rebranded this stuff to make it look trendy and possibly give it a higher price tag. Whereas we may have seen an old faded pair of jeans or a gingham-patterned dress sold at a jumble sale, now there are boutique and pop-up shops dedicated to the stuff. And in the UK, one supermarket chain has started selling second-hand clothes in some of its stores under the brand, Preloved Vintage Wholesale. Its managing director Steve Lynam told the BBC: "The more people that buy into the circular economy and shop vintage and retro, the bigger impact we will have on climate change."
Certainly, buying vintage does prolong the life of clothing. It cuts down on waste and helps to reduce the environmental damage caused by manufacturing new clothes. It's also led to the rise of retro-fashion – items that your mum or dad wore decades ago that now look 'cool' again! It's a big thing with younger people and has been helped by the rise of platforms like Depop and Vinted, which sell 'worn' clothes online. Ianina Lucca from Depop told the BBC: "The new generation is… looking to make choices that reduce their impact on the environment, with 77% of Gen Z saying that their biggest environmental concern being that they want their choices to reduce waste."
Another popular way of buying old clothes is in a vintage kilo sale. People pick what they want and then pay according to weight rather than per item. Some items are upcycled – re-modelled or re-worked by adding embroidery, patches and other additions. But however these second-hand clothes are worn or re-designed, the sustainability of vintage fashion means it's here to stay for some time to come.
fashion-conscious
讲究时髦的，有时尚意识的
1. 阅读课文并回答问题。
1. What is possibly a cheaper option than buying brand new clothes?
2. Who has rebranded second-hand clothes to make them look fashionable again?
3. How can buying pre-worn clothes help reduce climate change?
4. True or false? Your mum or dad may have worn the same style of clothing that is being sold as vintage clothing now.
5. How is the cost of clothing bought at a vintage kilo sale calculated?
2. 选择意思恰当的单词或词组来完成下列句子。
©British Broadcasting Corporation 2021
1. On holiday, I left my expensive ________ sunglasses on the beach!
rebranded designer
boutique
embroidery
2. I've repaired and cleaned my old bike and given it a ________.
new lease of life new leased of life new life of lease new lease and life
3. It's my birthday, so I'm going for dinner at that ________ restaurant in the town centre.
fashionista upcycled
trendy
second-hand
4. The ________ industry has done a lot to cut down on its environmental impact.
manufacturers
manufacturing manufactures manufactured
5. I heard there is a new ________ clothing store in the city centre. Do you want to go and check out if they sell any nice second-hand dresses?
price tag
gear
rebranding vintage
答案
1. 阅读课文并回答问题。
1. What is possibly a cheaper option than buying brand new clothes?
Buying retro or vintage clothing is an often cheaper alternative.
2. Who has rebranded second-hand clothes to make them look fashionable again?
The fashion industry has rebranded second-hand clothing to make it look trendy and possibly give it a higher price tag.
3. How can buying pre-worn clothes help reduce climate change?
Buying vintage prolongs the life of clothing. It cuts down on waste and helps to reduce the environmental damage caused by manufacturing new clothes.
4. True or false? Your mum or dad may have worn the same style of clothing that is being sold as vintage clothing now.
True. Items that your mum or dad wore decades ago now look 'cool' again!
5. How is the cost of clothing bought at a vintage kilo sale calculated?
People pick what they want and then pay according to weight rather than per item.
2. 选择意思恰当的单词或词组来完成下列句子。
1. On holiday, I left my expensive designer sunglasses on the beach!
2. I've repaired and cleaned my old bike and given it a new lease of life.
3. It's my birthday, so I'm going for dinner at that trendy restaurant in the town centre.
4. The manufacturing industry has done a lot to cut down on its environmental impact.
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Table of Contents
WELCOME!
This complementary ebook is brought to you by the Treasury of Great Children's Books.
Visit us online
https://www.treasuryofgreatchildrensbooks.com
1
TO JOHN BLAND
My Lamb, you are so very small, You have not learned to read at all.
Yet never a printed book withstands The urgence of your dimpled hands. So, though this book is for yourself, Let mother keep it on the shelf Till you can read. O days that Pass, That day will come too soon, alas!
2
CHAPTER 1. BEAUTIFUL AS THE DAY
The house was three miles from the station, but before the dusty hired fly had rattled along for five minutes the children began to put their heads out of the carriage window and to say, 'Aren't we nearly there?' And every time they passed a house, which was not very often, they all said, 'Oh, is THIS it?' But it never was, till they reached the very top of the hill, just past the chalk-quarry and before you come to the gravel-pit. And then there was a white house with a green garden and an orchard beyond, and mother said, 'Here we are!'
'How white the house is,' said Robert.
'And look at the roses,' said Anthea.
'And the plums,' said Jane.
'It is rather decent,' Cyril admitted.
The Baby said, 'Wanty go walky'; and the fly stopped with a last rattle and jolt.
Everyone got its legs kicked or its feet trodden on in the scramble to get out of the carriage that very minute, but no one seemed to mind. Mother, curiously enough, was in no hurry to get out; and even when she had come down slowly and by the step, and with no jump at all, she seemed to wish to see the boxes carried in, and even to pay the driver, instead of joining in that first glorious rush round the garden and the orchard and the thorny, thistly, briery, brambly wilderness beyond the broken gate and the dry fountain at the side of the house. But the children were wiser, for once. It was not really a pretty house at all; it was quite ordinary, and mother thought it was rather inconvenient, and was quite annoyed at there being no shelves, to speak of, and hardly a cupboard in the place. Father used to say that the ironwork on the roof and coping was like an architect's nightmare. But the house was deep in the country, with no other house in sight, and the children had been in London for two years, without so much as once going to the seaside even for a day by an excursion train, and so the White House seemed to them a sort of Fairy Palace set down in an Earthly Paradise. For London is like prison for children, especially if their relations are not rich.
Of course there are the shops and the theatres, and Maskelyne and Cook's, and things, but if your people are rather poor you don't get taken to the theatres, and you can't buy things out of the shops; and London has none of those nice things that children may play with without hurting the things or themselves - such as trees and sand and woods and waters. And nearly everything in London is the wrong sort of shape all straight lines and flat streets, instead of being all sorts of odd shapes, like things are in the country. Trees are all different, as you know, and I am sure some tiresome person must have told you that there are no two blades of grass exactly alike. But in streets, where the blades of grass don't grow, everything is like everything else. This is why so many children who live in towns are so extremely naughty. They do not know what is the matter with them, and no more do their fathers and mothers, aunts, uncles, cousins, tutors, governesses, and nurses; but I know. And so do you now. Children in the country are naughty sometimes, too, but that is for quite different reasons.
3
The children had explored the gardens and the outhouses thoroughly before they were caught and cleaned for tea, and they saw quite well that they were certain to be happy at the White House. They thought so from the first moment, but when they found the back of the house covered with jasmine, an in white flower, and smelling like a bottle of the most expensive scent that is ever given for a birthday present; and when they had seen the lawn, all green and smooth, and quite different from the brown grass in the gardens at Camden Town; and when they had found the stable with a loft over it and some old hay still left, they were almost certain; and when Robert had found the broken swing and tumbled out of it and got a lump on his head the size of an egg, and Cyril had nipped his finger in the door of a hutch that seemed made to keep rabbits in, if you ever had any, they had no longer any doubts whatever.
The best part of it all was that there were no rules about not going to places and not doing things. In London almost everything is labelled 'You mustn't touch,' and though the label is invisible, it's just as bad, because you know it's there, or if you don't you jolly soon get told.
The White House was on the edge of a hill, with a wood behind it - and the chalkquarry on one side and the gravel-pit on the other. Down at the bottom of the hill was a level plain, with queer-shaped white buildings where people burnt lime, and a big red brewery and other houses; and when the big chimneys were smoking and the sun was setting, the valley looked as if it was filled with golden mist, and the limekilns and oast-houses glimmered and glittered till they were like an enchanted city out of the Arabian Nights.
Now that I have begun to tell you about the place, I feel that I could go on and make this into a most interesting story about all the ordinary things that the children did - just the kind of things you do yourself, you know - and you would believe every word of it; and when I told about the children's being tiresome, as you are sometimes, your aunts would perhaps write in the margin of the story with a pencil, 'How true!' or 'How like life!'and you would see it and very likely be annoyed. So I will only tell you the really astonishing things that happened, and you may leave the book about quite safely, for no aunts and uncles either are likely to write 'How true!' on the edge of the story. Grown-up people find it very difficult to believe really wonderful things, unless they have what they call proof. But children will believe almost anything, and grown-ups know this. That is why they tell you that the earth is round like an orange, when you can see perfectly well that it is flat and lumpy; and why they say that the earth goes round the sun, when you can see for yourself any day that the sun gets up in the morning and goes to bed at night like a good sun as it is, and the earth knows its place, and lies as still as a mouse. Yet I daresay you believe all that about the earth and the sun, and if so you will find it quite easy to believe that before Anthea and Cyril and the others had been a week in the country they had found a fairy. At least they called it that, because that was what it called itself; and of course it knew best, but it was not at all like any fairy you ever saw or heard of or read about.
It was at the gravel-pits. Father had to go away suddenly on business, and mother had gone away to stay with Granny, who was not very well. They both went in a great hurry, and when they were gone the house seemed dreadfully quiet and empty, and
4
the children wandered from one room to another and looked at the bits of paper and string on the floors left over from the packing, and not yet cleared up, and wished they had something to do. It was Cyril who said:
'I say, let's take our Margate spades and go and dig in the gravel-pits. We can pretend it's seaside.'
'Father said it was once,' Anthea said; 'he says there are shells there thousands of years old.'
So they went. Of course they had been to the edge of the gravel-pit and looked over, but they had not gone down into it for fear father should say they mustn't play there, and the same with the chalk-quarry. The gravel-pit is not really dangerous if you don't try to climb down the edges, but go the slow safe way round by the road, as if you were a cart.
Each of the children carried its own spade, and took it in turns to carry the Lamb. He was the baby, and they called him that because 'Baa' was the first thing he ever said. They called Anthea 'Panther', which seems silly when you read it, but when you say it it sounds a little like her name.
The gravel-pit is very large and wide, with grass growing round the edges at the top, and dry stringy wildflowers, purple and yellow. It is like a giant's wash-hand basin. And there are mounds of gravel, and holes in the sides of the basin where gravel has been taken out, and high up in the steep sides there are the little holes that are the little front doors of the little sand-martins' little houses.
The children built a castle, of course, but castle-building is rather poor fun when you have no hope of the swishing tide ever coming in to fill up the moat and wash away the drawbridge, and, at the happy last, to wet everybody up to the waist at least.
Cyril wanted to dig out a cave to play smugglers in, but the others thought it might bury them alive, so it ended in all spades going to work to dig a hole through the castle to Australia. These children, you see, believed that the world was round, and that on the other side the little Australian boys and girls were really walking wrong way up, like flies on the ceiling, with their heads hanging down into the air.
The children dug and they dug and they dug, and their hands got sandy and hot and red, and their faces got damp and shiny. The Lamb had tried to eat the sand, and had cried so hard when he found that it was not, as he had supposed, brown sugar, that he was now tired out, and was lying asleep in a warm fat bunch in the middle of the half-finished castle. This left his brothers and sisters free to work really hard, and the hole that was to come out in Australia soon grew so deep that Jane, who was called Pussy for short, begged the others to Stop.
'Suppose the bottom of the hole gave way suddenly,' she said, 'and you tumbled out among the little Australians, all the sand would get in their eyes.'
'Yes,' said Robert; 'and they would hate us, and throw stones at us, and not let us see the kangaroos, or opossums, or blue-gums, or Emu Brand birds, or anything.'
Cyril and Anthea knew that Australia was not quite so near as all that, but they agreed to stop using the spades and go on with their hands. This was quite easy, be-
5
cause the sand at the bottom of the hole was very soft and fine and dry, like sea-sand. And there were little shells in it.
'Fancy it having been wet sea here once, all sloppy and shiny,' said Jane, 'with fishes and conger-eels and coral and mermaids.'
'And masts of ships and wrecked Spanish treasure. I wish we could find a gold doubloon, or something,' Cyril said.
'How did the sea get carried away?' Robert asked.
'Not in a pail, silly,' said his brother. 'Father says the earth got too hot underneath, like you do in bed sometimes, so it just hunched up its shoulders, and the sea had to slip off, like the blankets do off us, and the shoulder was left sticking out, and turned into dry land. Let's go and look for shells; I think that little cave looks likely, and I see something sticking out there like a bit of wrecked ship's anchor, and it's beastly hot in the Australian hole.'
The others agreed, but Anthea went on digging. She always liked to finish a thing when she had once begun it. She felt it would be a disgrace to leave that hole without getting through to Australia.
The cave was disappointing, because there were no shells, and the wrecked ship's anchor turned out to be only the broken end of a pickaxe handle, and the cave party were just making up their minds that the sand makes you thirstier when it is not by the seaside, and someone had suggested going home for lemonade, when Anthea suddenly screamed:
'Cyril! Come here! Oh, come quick! It's alive! It'll get away! Quick!'
They all hurried back.
'It's a rat, I shouldn't wonder,' said Robert. 'Father says they infest old places - and this must be pretty old if the sea was here thousands of years ago.'
'Perhaps it is a snake,' said Jane, shuddering.
'Let's look,' said Cyril, jumping into the hole. 'I'm not afraid of snakes. I like them. If it is a snake I'll tame it, and it will follow me everywhere, and I'll let it sleep round my neck at night.'
'No, you won't,' said Robert firmly. He shared Cyril's bedroom.
'But you may if it's a rat.'
'Oh, don't be silly!' said Anthea; 'it's not a rat, it's MUCH bigger. And it's not a snake. It's got feet; I saw them; and fur! No - not the spade. You'll hurt it! Dig with your hands.'
'And let IT hurt ME instead! That's so likely, isn't it?' said Cyril, seizing a spade.
'Oh, don't!' said Anthea. 'Squirrel, DON'T. I - it sounds silly, but it said something. It really and truly did.'
'What?'
6
'It said, "You let me alone".'
But Cyril merely observed that his sister must have gone off her nut, and he and Robert dug with spades while Anthea sat on the edge of the hole, jumping up and down with hotness and anxiety. They dug carefully, and presently everyone could see that there really was something moving in the bottom of the Australian hole.
Then Anthea cried out, 'I'M not afraid. Let me dig,' and fell on her knees and began to scratch like a dog does when he has suddenly remembered where it was that he buried his bone.
'Oh, I felt fur,' she cried, half laughing and half crying. 'I did indeed! I did!' when suddenly a dry husky voice in the sand made them all jump back, and their hearts jumped nearly as fast as they did.
'Let me alone,' it said. And now everyone heard the voice and looked at the others to see if they had too.
'But we want to see you,' said Robert bravely.
'I wish you'd come out,' said Anthea, also taking courage.
'Oh, well - if that's your wish,' the voice said, and the sand stirred and spun and scattered, and something brown and furry and fat came rolling out into the hole and the sand fell off it, and it sat there yawning and rubbing the ends of its eyes with its hands.
'I believe I must have dropped asleep,' it said, stretching itself.
The children stood round the hole in a ring, looking at the creature they had found. It was worth looking at. Its eyes were on long horns like a snail's eyes, and it could move them in and out like telescopes; it had ears like a bat's ears, and its tubby body was shaped like a spider's and covered with thick soft fur; its legs and arms were furry too, and it had hands and feet like a monkey's.
'What on earth is it?' Jane said. 'Shall we take it home?'
The thing turned its long eyes to look at her, and said: 'Does she always talk nonsense, or is it only the rubbish on her head that makes her silly?'
It looked scornfully at Jane's hat as it spoke.
'She doesn't mean to be silly,' Anthea said gently; we none of us do, whatever you may think! Don't be frightened; we don't want to hurt you, you know.'
'Hurt ME!' it said. 'ME frightened? Upon my word! Why, you talk as if I were nobody in particular.' All its fur stood out like a cat's when it is going to fight.
'Well,' said Anthea, still kindly, 'perhaps if we knew who you are in particular we could think of something to say that wouldn't make you cross. Everything we've said so far seems to have. Who are you? And don't get angry! Because really we don't know.'
'You don't know?' it said. 'Well, I knew the world had changed - but - well, really do you mean to tell me seriously you don't know a Psammead when you see one?'
'A Sammyadd? That's Greek to me.'
7
'So it is to everyone,' said the creature sharply. 'Well, in plain English, then, a SAND-FAIRY. Don't you know a Sand-fairy when you see one?'
It looked so grieved and hurt that Jane hastened to say, 'Of course I see you are, now. It's quite plain now one comes to look at you.'
'You came to look at me, several sentences ago,' it said crossly, beginning to curl up again in the sand.
'Oh - don't go away again! Do talk some more,' Robert cried. 'I didn't know you were a Sand-fairy, but I knew directly I saw you that you were much the wonderfullest thing I'd ever seen.'
The Sand-fairy seemed a shade less disagreeable after this.
'It isn't talking I mind,' it said, 'as long as you're reasonably civil. But I'm not going to make polite conversation for you. If you talk nicely to me, perhaps I'll answer you, and perhaps I won't. Now say something.'
Of course no one could think of anything to say, but at last Robert thought of 'How long have you lived here?' and he said it at once.
'Oh, ages - several thousand years,' replied the Psammead.
'Tell us all about it. Do.'
'It's all in books.'
'You aren't!' Jane said. 'Oh, tell us everything you can about yourself! We don't know anything about you, and you are so nice.'
The Sand-fairy smoothed his long rat-like whiskers and smiled between them.
'Do please tell!' said the children all together.
It is wonderful how quickly you get used to things, even the most astonishing. Five minutes before, the children had had no more idea than you that there was such a thing as a sand-fairy in the world, and now they were talking to it as though they had known it all their lives. It drew its eyes in and said:
'How very sunny it is - quite like old times. Where do you get your Megatheriums from now?'
'What?' said the children all at once. It is very difficult always to remember that 'what' is not polite, especially in moments of surprise or agitation.
'Are Pterodactyls plentiful now?' the Sand-fairy went on.
The children were unable to reply.
'What do you have for breakfast?' the Fairy said impatiently, 'and who gives it you?'
'Eggs and bacon, and bread-and-milk, and porridge and things.
Mother gives it us. What are Mega-what's-its-names and
Ptero-what-do-you-call-thems? And does anyone have them for breakfast?'
'Why, almost everyone had Pterodactyl for breakfast in my time! Pterodactyls
8
were something like crocodiles and something like birds - I believe they were very good grilled. You see it was like this: of course there were heaps of sand-fairies then, and in the morning early you went out and hunted for them, and when you'd found one it gave you your wish. People used to send their little boys down to the seashore early in the morning before breakfast to get the day's wishes, and very often the eldest boy in the family would be told to wish for a Megatherium, ready jointed for cooking. It was as big as an elephant, you see, so there was a good deal of meat on it. And if they wanted fish, the Ichthyosaurus was asked for - he was twenty to forty feet long, so there was plenty of him. And for poultry there was the Plesiosaurus; there were nice pickings on that too. Then the other children could wish for other things. But when people had dinner-parties it was nearly always Megatheriums; and Ichthyosaurus, because his fins were a great delicacy and his tail made soup.'
'There must have been heaps and heaps of cold meat left over,' said Anthea, who meant to be a good housekeeper some day.
'Oh no,' said the Psammead, 'that would never have done. Why, of course at sunset what was left over turned into stone. You find the stone bones of the Megatherium and things all over the place even now, they tell me.'
'Who tell you?' asked Cyril; but the Sand-fairy frowned and began to dig very fast with its furry hands.
'Oh, don't go!' they all cried; 'tell us more about it when it was Megatheriums for breakfast! Was the world like this then?'
It stopped digging.
'Not a bit,' it said; 'it was nearly all sand where I lived, and coal grew on trees, and the periwinkles were as big as tea-trays - you find them now; they're turned into stone. We sand-fairies used to live on the seashore, and the children used to come with their little flint-spades and flint-pails and make castles for us to live in. That's thousands of years ago, but I hear that children still build castles on the sand. It's difficult to break yourself of a habit.'
'But why did you stop living in the castles?' asked Robert.
'It's a sad story,' said the Psammead gloomily. 'It was because they WOULD build moats to the castles, and the nasty wet bubbling sea used to come in, and of course as soon as a sand-fairy got wet it caught cold, and generally died. And so there got to be fewer and fewer, and, whenever you found a fairy and had a wish, you used to wish for a Megatherium, and eat twice as much as you wanted, because it might be weeks before you got another wish.'
'And did YOU get wet?' Robert inquired.
The Sand-fairy shuddered. 'Only once,' it said; 'the end of the twelfth hair of my top left whisker - I feel the place still in damp weather. It was only once, but it was quite enough for me. I went away as soon as the sun had dried my poor dear whisker. I scurried away to the back of the beach, and dug myself a house deep in warm dry sand, and there I've been ever since. And the sea changed its lodgings afterwards. And now I'm not going to tell you another thing.'
9
'Just one more, please,' said the children. 'Can you give wishes now?'
'Of course,' said it; 'didn't I give you yours a few minutes ago?
You said, "I wish you'd come out," and I did.'
'Oh, please, mayn't we have another?'
'Yes, but be quick about it. I'm tired of you.'
I daresay you have often thought what you would do if you had three wishes given you, and have despised the old man and his wife in the black-pudding story, and felt certain that if you had the chance you could think of three really useful wishes without a moment's hesitation. These children had often talked this matter over, but, now the chance had suddenly come to them, they could not make up their minds.
'Quick,' said the Sand-fairy crossly. No one could think of anything, only Anthea did manage to remember a private wish of her own and jane's which they had never told the boys. She knew the boys would not care about it - but still it was better than nothing.
'I wish we were all as beautiful as the day,' she said in a great hurry.
The children looked at each other, but each could see that the others were not any better-looking than usual. The Psammead pushed out its long eyes, and seemed to be holding its breath and swelling itself out till it was twice as fat and furry as before. Suddenly it let its breath go in a long sigh.
'I'm really afraid I can't manage it,' it said apologetically; 'I must be out of prac- tice.'
The children were horribly disappointed.
'Oh, DO try again!' they said.
'Well,' said the Sand-fairy, 'the fact is, I was keeping back a little strength to give the rest of you your wishes with. If you'll be contented with one wish a day amongst the lot of you I daresay I can screw myself up to it. Do you agree to that?'
'Yes, oh yes!' said Jane and Anthea. The boys nodded. They did not believe the Sand-fairy could do it. You can always make girls believe things much easier than you can boys.
It stretched out its eyes farther than ever, and swelled and swelled and swelled.
'I do hope it won't hurt itself,' said Anthea.
'Or crack its skin,' Robert said anxiously.
Everyone was very much relieved when the Sand-fairy, after getting so big that it almost filled up the hole in the sand, suddenly let out its breath and went back to its proper size.
'That's all right,' it said, panting heavily. 'It'll come easier to-morrow.'
'Did it hurt much?' asked Anthea.
'Only my poor whisker, thank you,' said he, 'but you're a kind and thoughtful child. Good day.'
It scratched suddenly and fiercely with its hands and feet, and disappeared in the sand. Then the children looked at each other, and each child suddenly found itself alone with three perfect strangers, all radiantly beautiful.
They stood for some moments in perfect silence. Each thought that its brothers and sisters had wandered off, and that these strange children had stolen up unnoticed while it was watching the swelling form of the Sand-fairy. Anthea spoke first -
'Excuse me,' she said very politely to Jane, who now had enormous blue eyes and a cloud of russet hair, 'but have you seen two little boys and a little girl anywhere about?'
'I was just going to ask you that,' said Jane. And then Cyril cried:
'Why, it's YOU! I know the hole in your pinafore! You ARE Jane, aren't you? And you're the Panther; I can see your dirty handkerchief that you forgot to change after you'd cut your thumb! Crikey! The wish has come off, after all. I say, am I as handsome as you are?'
'If you're Cyril, I liked you much better as you were before,' said Anthea decidedly. 'You look like the picture of the young chorister, with your golden hair; you'll die young, I shouldn't wonder. And if that's Robert, he's like an Italian organ-grinder. His hair's all black.'
'You two girls are like Christmas cards, then - that's all - silly Christmas cards,' said Robert angrily. 'And jane's hair is simply carrots.'
It was indeed of that Venetian tint so much admired by artists.
'Well, it's no use finding fault with each other,' said Anthea; 'let's get the Lamb and lug it home to dinner. The servants will admire us most awfully, you'll see.'
Baby was just waking when they got to him, and not one of the children but was relieved to find that he at least was not as beautiful as the day, but just the same as usual.
'I suppose he's too young to have wishes naturally,' said Jane.
'We shall have to mention him specially next time.'
Anthea ran forward and held out her arms.
'Come to own Panther, ducky,' she said.
The Baby looked at her disapprovingly, and put a sandy pink thumb in his mouth, Anthea was his favourite sister.
'Come then,' she said.
'G'way long!' said the Baby.
'Come to own Pussy,' said Jane.
'Wants my Panty,' said the Lamb dismally, and his lip trembled.
'Here, come on, Veteran,' said Robert, 'come and have a yidey on Yobby's back.'
'Yah, narky narky boy,' howled the Baby, giving way altogether.
Then the children knew the worst. THE BABY DID NOT KNOW THEM!
They looked at each other in despair, and it was terrible to each, in this dire emergency, to meet only the beautiful eyes of perfect strangers, instead of the merry, friendly, commonplace, twinkling, jolly little eyes of its own brothers and sisters.
'This is most truly awful,' said Cyril when he had tried to lift up the Lamb, and the Lamb had scratched like a cat and bellowed like a bull. 'We've got to MAKE FRIENDS with him! I can't carry him home screaming like that. Fancy having to make friends with our own baby! - it's too silly.'
That, however, was exactly what they had to do. It took over an hour, and the task was not rendered any easier by the fact that the Lamb was by this time as hungry as a lion and as thirsty as a desert.
At last he consented to allow these strangers to carry him home by turns, but as he refused to hold on to such new acquaintances he was a dead weight and most exhausting.
'Thank goodness, we're home!' said Jane, staggering through the iron gate to where Martha, the nursemaid, stood at the front door shading her eyes with her hand and looking out anxiously. 'Here! Do take Baby!'
Martha snatched the Baby from her arms.
'Thanks be, HE'S safe back,' she said. 'Where are the others, and whoever to goodness gracious are all of you?'
'We're US, of course,' said Robert.
'And who's US, when you're at home?' asked Martha scornfully.
'I tell you it's US, only we're beautiful as the day,' said Cyril. 'I'm Cyril, and these are the others, and we're jolly hungry. Let us in, and don't be a silly idiot.'
Martha merely dratted Cyril's impudence and tried to shut the door in his face.
'I know we LOOK different, but I'm Anthea, and we're so tired, and it's long past dinner-time.'
'Then go home to your dinners, whoever you are; and if our children put you up to this playacting you can tell them from me they'll catch it, so they know what to expect!' With that she did bang the door. Cyril rang the bell violently. No answer. Presently cook put her head out of a bedroom window and said:
'If you don't take yourselves off, and that precious sharp, I'll go and fetch the police.' And she slammed down the window.
'It's no good,' said Anthea. 'Oh, do, do come away before we get sent to prison!'
The boys said it was nonsense, and the law of England couldn't put you in prison for just being as beautiful as the day, but all the same they followed the others out into the lane.
'We shall be our proper selves after sunset, I suppose,' said Jane.
'I don't know,' Cyril said sadly; 'it mayn't be like that now - things have changed a
good deal since Megatherium times.'
'Oh,' cried Anthea suddenly, 'perhaps we shall turn into stone at sunset, like the Megatheriums did, so that there mayn't be any of us left over for the next day.'
She began to cry, so did Jane. Even the boys turned pale. No one had the heart to say anything.
It was a horrible afternoon. There was no house near where the children could beg a crust of bread or even a glass of water. They were afraid to go to the village, because they had seen Martha go down there with a basket, and there was a local constable. True, they were all as beautiful as the day, but that is a poor comfort when you are as hungry as a hunter and as thirsty as a sponge.
Three times they tried in vain to get the servants in the White House to let them in and listen to their tale. And then Robert went alone, hoping to be able to climb in at one of the back windows and so open the door to the others. But all the windows were out of reach, and Martha emptied a toilet-jug of cold water over him from a top window, and said:
'Go along with you, you nasty little Eyetalian monkey."
It came at last to their sitting down in a row under the hedge, with their feet in a dry ditch, waiting for sunset, and wondering whether, when the sun did set, they would turn into stone, or only into their own old natural selves; and each of them still felt lonely and among strangers, and tried not to look at the others, for, though their voices were their own, their faces were so radiantly beautiful as to be quite irritating to look at.
'I don't believe we SHALL turn to stone,' said Robert, breaking a long miserable silence, 'because the Sand-fairy said he'd give us another wish to-morrow, and he couldn't if we were stone, could he?'
The others said 'No,' but they weren't at all comforted.
Another silence, longer and more miserable, was broken by Cyril's suddenly saying, 'I don't want to frighten you girls, but I believe it's beginning with me already. My foot's quite dead. I'm turning to stone, I know I am, and so will you in a minute.'
'Never mind,' said Robert kindly, 'perhaps you'll be the only stone one, and the rest of us will be all right, and we'll cherish your statue and hang garlands on it.'
But when it turned out that Cyril's foot had only gone to sleep through his sitting too long with it under him, and when it came to life in an agony of pins and needles, the others were quite cross.
'Giving us such a fright for nothing!' said Anthea.
The third and miserablest silence of all was broken by Jane. She said: 'If we DO come out of this all right, we'll ask the Sammyadd to make it so that the servants don't notice anything different, no matter what wishes we have.'
The others only grunted. They were too wretched even to make good resolutions.
At last hunger and fright and crossness and tiredness - four very nasty things - all
joined together to bring one nice thing, and that was sleep. The children lay asleep in a row, with their beautiful eyes shut and their beautiful mouths open. Anthea woke first. The sun had set, and the twilight was coming on.
Anthea pinched herself very hard, to make sure, and when she found she could still feel pinching she decided that she was not stone, and then she pinched the others. They, also, were soft.
'Wake up,' she said, almost in tears of joy; 'it's all right, we're not stone. And oh, Cyril, how nice and ugly you do look, with your old freckles and your brown hair and your little eyes. And so do you all!' she added, so that they might not feel jealous.
When they got home they were very much scolded by Martha, who told them about the strange children.
'A good-looking lot, I must say, but that impudent.'
'I know,' said Robert, who knew by experience how hopeless it would be to try to explain things to Martha.
'And where on earth have you been all this time, you naughty little things, you?' 'In the lane.'
'Why didn't you come home hours ago?'
'We couldn't because of THEM,' said Anthea.
'Who?'
'The children who were as beautiful as the day. They kept us there till after sunset. We couldn't come back till they'd gone. You don't know how we hated them! Oh, do, do give us some supper - we are so hungry.'
'Hungry! I should think so,' said Martha angrily; 'out all day like this. Well, I hope it'll be a lesson to you not to go picking up with strange children - down here after measles, as likely as not! Now mind, if you see them again, don't you speak to them not one word nor so much as a look - but come straight away and tell me. I'll spoil their beauty for them!'
'If ever we DO see them again we'll tell you,' Anthea said; and Robert, fixing his eyes fondly on the cold beef that was being brought in on a tray by cook, added in heartfelt undertones -
'And we'll take jolly good care we never DO see them again.'
And they never have.
CHAPTER 2. GOLDEN GUINEAS
Anthea woke in the morning from a very real sort of dream, in which she was walking in the Zoological Gardens on a pouring wet day without any umbrella. The animals seemed desperately unhappy because of the rain, and were all growling gloomily. When she awoke, both the growling and the rain went on just the same. The growling was the heavy regular breathing of her sister Jane, who had a slight cold and was still asleep. The rain fell in slow drops on to Anthea's face from the wet corner of a bath-towel which her brother Robert was gently squeezing the water out of, to wake her up, as he now explained.
'Oh, drop it!' she said rather crossly; so he did, for he was not a brutal brother, though very ingenious in apple-pie beds, booby-traps, original methods of awakening sleeping relatives, and the other little accomplishments which make home happy.
'I had such a funny dream,' Anthea began.
'So did I,' said Jane, wakening suddenly and without warning. 'I dreamed we found a Sand-fairy in the gravel-pits, and it said it was a Sammyadd, and we might have a new wish every day, and -'
'But that's what I dreamed,' said Robert. 'I was just going to tell you - and we had the first wish directly it said so. And I dreamed you girls were donkeys enough to ask for us all to be beautiful as the day, and we jolly well were, and it was perfectly beastly.'
'But CAN different people all dream the same thing?' said Anthea, sitting up in bed, 'because I dreamed all that as well as about the Zoo and the rain; and Baby didn't know us in my dream, and the servants shut us out of the house because the radiantness of our beauty was such a complete disguise, and -'
The voice of the eldest brother sounded from across the landing.
'Come on, Robert,' it said, 'you'll be late for breakfast again - unless you mean to shirk your bath like you did on Tuesday.'
'I say, come here a sec,' Robert replied. 'I didn't shirk it; I had it after brekker in father's dressing-room, because ours was emptied away.'
Cyril appeared in the doorway, partially clothed.
'Look here,' said Anthea, 'we've all had such an odd dream. We've all dreamed we found a Sand-fairy.'
Her voice died away before Cyril's contemptuous glance. 'Dream?' he said, 'you little sillies, it's TRUE. I tell you it all happened. That's why I'm so keen on being down early. We'll go up there directly after brekker, and have another wish. Only we'll make up our minds, solid, before we go, what it is we do want, and no one must ask for anything unless the others agree first. No more peerless beauties for this child, thank you. Not if I know it!'
The other three dressed, with their mouths open. If all that dream about the Sandfairy was real, this real dressing seemed very like a dream, the girls thought. Jane felt
that Cyril was right, but Anthea was not sure, till after they had seen Martha and heard her full and plain reminders about their naughty conduct the day before. Then Anthea was sure. 'Because,' said she, 'servants never dream anything but the things in the Dream-book, like snakes and oysters and going to a wedding - that means a funeral, and snakes are a false female friend, and oysters are babies.'
'Talking of babies,' said Cyril, 'where's the Lamb?' 'Martha's going to take him to Rochester to see her cousins. Mother said she might. She's dressing him now,' said Jane, 'in his very best coat and hat. Bread-and-butter, please.'
'She seems to like taking him too,' said Robert in a tone of wonder.
'Servants do like taking babies to see their relations,' Cyril said. 'I've noticed it before - especially in their best things.'
'I expect they pretend they're their own babies, and that they're not servants at all, but married to noble dukes of high degree, and they say the babies are the little dukes and duchesses,' Jane suggested dreamily, taking more marmalade. 'I expect that's what Martha'll say to her cousin. She'll enjoy herself most frightfully-'
'She won't enjoy herself most frightfully carrying our infant duke to Rochester,' said Robert, 'not if she's anything like me - she won't.'
'Fancy walking to Rochester with the Lamb on your back! Oh, crikey!' said Cyril in full agreement.
'She's going by carrier,' said Jane. 'Let's see them off, then we shall have done a polite and kindly act, and we shall be quite sure we've got rid of them for the day.'
So they did.
Martha wore her Sunday dress of two shades of purple, so tight in the chest that it made her stoop, and her blue hat with the pink cornflowers and white ribbon. She had a yellow-lace collar with a green bow. And the Lamb had indeed his very best creamcoloured silk coat and hat. It was a smart party that the carrier's cart picked up at the Cross Roads. When its white tilt and red wheels had slowly vanished in a swirl of chalk-dust -
'And now for the Sammyadd!' said Cyril, and off they went.
As they went they decided on the wish they would ask for. Although they were all in a great hurry they did not try to climb down the sides of the gravel-pit, but went round by the safe lower road, as if they had been carts. They had made a ring of stones round the place where the Sand-fairy had disappeared, so they easily found the spot. The sun was burning and bright, and the sky was deep blue - without a cloud. The sand was very hot to touch.
'Oh - suppose it was only a dream, after all,' Robert said as the boys uncovered their spades from the sand-heap where they had buried them and began to dig.
'Suppose you were a sensible chap,' said Cyril; 'one's quite as likely as the other!' 'Suppose you kept a civil tongue in your head,' Robert snapped.
'Suppose we girls take a turn,' said Jane, laughing. 'You boys seem to be getting very warm.'
'Suppose you don't come shoving your silly oar in,' said Robert, who was now warm indeed.
'We won't,' said Anthea quickly. 'Robert dear, don't be so grumpy - we won't say a word, you shall be the one to speak to the Fairy and tell him what we've decided to wish for. You'll say it much better than we shall.'
'Suppose you drop being a little humbug,' said Robert, but not crossly. 'Look out dig with your hands, now!'
So they did, and presently uncovered the spider-shaped brown hairy body, long arms and legs, bat's ears and snail's eyes of the Sand-fairy himself. Everyone drew a deep breath of satisfaction, for now of course it couldn't have been a dream.
The Psammead sat up and shook the sand out of its fur.
'How's your left whisker this morning?' said Anthea politely.
'Nothing to boast of,' said it, 'it had rather a restless night. But thank you for asking.'
'I say,' said Robert, 'do you feel up to giving wishes to-day, because we very much want an extra besides the regular one? The extra's a very little one,' he added reassuringly.
'Humph!' said the Sand-fairy. (If you read this story aloud, please pronounce 'humph' exactly as it is spelt, for that is how he said it.) 'Humph! Do you know, until I heard you being disagreeable to each other just over my head, and so loud too, I really quite thought I had dreamed you all. I do have very odd dreams sometimes.'
'Do you?'Jane hurried to say, so as to get away from the subject of disagreeableness. 'I wish,' she added politely, 'you'd tell us about your dreams - they must be awfully interesting.'
'Is that the day's wish?' said the Sand-fairy, yawning.
Cyril muttered something about 'just like a girl,' and the rest stood silent. If they said 'Yes,' then good-bye to the other wishes they had decided to ask for. If they said 'No,' it would be very rude, and they had all been taught manners, and had learned a little too, which is not at all the same thing. A sigh of relief broke from all lips when the Sand-fairy said:
'If I do I shan't have strength to give you a second wish; not even good tempers, or common sense, or manners, or little things like that.'
'We don't want you to put yourself out at all about these things, we can manage them quite well ourselves,' said Cyril eagerly; while the others looked guiltily at each other, and wished the Fairy would not keep all on about good tempers, but give them one good rowing if it wanted to, and then have done with it.
'Well,' said the Psammead, putting out his long snail's eyes so suddenly that one of them nearly went into the round boy's eyes of Robert, 'let's have the little wish first.'
'We don't want the servants to notice the gifts you give us.'
'Are kind enough to give us,' said Anthea in a whisper.
'Are kind enough to give us, I mean,' said Robert.
The Fairy swelled himself out a bit, let his breath go, and said -
'I've done THAT for you - it was quite easy. People don't notice things much, anyway. What's the next wish?'
'We want,' said Robert slowly, 'to be rich beyond the dreams of something or other.'
'Avarice,' said Jane.
'So it is,' said the Fairy unexpectedly. 'But it won't do you much good, that's one comfort,' it muttered to itself. 'Come - I can't go beyond dreams, you know! How much do you want, and will you have it in gold or notes?'
'Gold, please - and millions of it.'
'This gravel-pit full be enough?' said the Fairy in an off-hand manner.
'Oh YES!'
'Then get out before I begin, or you'll be buried alive in it.'
It made its skinny arms so long, and waved them so frighteningly, that the children ran as hard as they could towards the road by which carts used to come to the gravelpits. Only Anthea had presence of mind enough to shout a timid 'Good-morning, I hope your whisker will be better to-morrow,' as she ran.
On the road they turned and looked back, and they had to shut their eyes, and open them very slowly, a little bit at a time, because the sight was too dazzling for their eyes to be able to bear it. It was something like trying to look at the sun at high noon on Midsummer Day. For the whole of the sand-pit was full, right up to the very top, with new shining gold pieces, and all the little sand-martins' little front doors were covered out of sight. Where the road for the carts wound into the gravel-pit the gold lay in heaps like stones lie by the roadside, and a great bank of shining gold shelved down from where it lay flat and smooth between the tall sides of the gravel-pit. And all the gleaming heap was minted gold. And on the sides and edges of these countless coins the midday sun shone and sparkled, and glowed and gleamed till the quarry looked like the mouth of a smelting furnace, or one of the fairy halls that you see sometimes in the sky at sunset.
The children stood with their mouths open, and no one said a word.
At last Robert stopped and picked up one of the loose coins from the edge of the heap by the cart-road, and looked at it. He looked on both sides. Then he said in a low voice, quite different to his own, 'It's not sovereigns.'
'It's gold, anyway,' said Cyril. And now they all began to talk at once. They all picked up the golden treasure by handfuls, and let it run through their fingers like water, and the chink it made as it fell was wonderful music. At first they quite forgot to think of spending the money, it was so nice to play with. Jane sat down between two heaps of gold and Robert began to bury her, as you bury your father in sand when you are at the seaside and he has gone to sleep on the beach with his newspaper over his face. But Jane was not half buried before she cried out, 'Oh, stop, it's too heavy! It
hurts!
Robert said 'Bosh!' and went on.
'Let me out, I tell you,' cried Jane, and was taken out, very white, and trembling a little.
'You've no idea what it's like,' said she; 'it's like stones on you - or like chains.'
'Look here,' Cyril said, 'if this is to do us any good, it's no good our staying gasping at it like this. Let's fill our pockets and go and buy things. Don't you forget, it won't last after sunset. I wish we'd asked the Sammyadd why things don't turn to stone. Perhaps this will. I'll tell you what, there's a pony and cart in the village.'
'Do you want to buy that?' asked Jane.
'No, silly - we'll HIRE it. And then we'll go to Rochester and buy heaps and heaps of things. Look here, let's each take as much as we can carry. But it's not sovereigns. They've got a man's head on one side and a thing like the ace of spades on the other. Fill your pockets with it, I tell you, and come along. You can jaw as we go - if you must jaw.'
Cyril sat down and began to fill his pockets. 'You made fun of me for getting father to have nine pockets in my Norfolks,' said he, 'but now you see!'
They did. For when Cyril had filled his nine pockets and his handkerchief and the space between himself and his shirt front with the gold coins, he had to stand up. But he staggered, and had to sit down again in a hurry-
'Throw out some of the cargo,' said Robert. 'You'll sink the ship, old chap. That comes of nine pockets.'
And Cyril had to.
Then they set off to walk to the village. It was more than a mile, and the road was very dusty indeed, and the sun seemed to get hotter and hotter, and the gold in their pockets got heavier and heavier.
It was Jane who said, 'I don't see how we're to spend it all. There must be thousands of pounds among the lot of us. I'm going to leave some of mine behind this stump in the hedge. And directly we get to the village we'll buy some biscuits; I know it's long past dinner-time.' She took out a handful or two of gold and hid it in the hollows of an old hornbeam. 'How round and yellow they are,' she said. 'Don't you wish they were gingerbread nuts and we were going to eat them?'
'Well, they're not, and we're not,' said Cyril. 'Come on!'
But they came on heavily and wearily. Before they reached the village, more than one stump in the hedge concealed its little hoard of hidden treasure. Yet they reached the village with about twelve hundred guineas in their pockets. But in spite of this inside wealth they looked quite ordinary outside, and no one would have thought they could have more than a half-crown each at the outside. The haze of heat, the blue of the wood smoke, made a sort of dim misty cloud over the red roofs of the village. The four sat down heavily on the first bench they came to- It happened to be outside the Blue Boar Inn.
It was decided that Cyril should go into the Blue Boar and ask for ginger-beer, because, as Anthea said, 'It is not wrong for men to go into public houses, only for children. And Cyril is nearer to being a man than us, because he is the eldest.' So he went. The others sat in the sun and waited.
'Oh, hats, how hot it is!' said Robert. 'Dogs put their tongues out when they're hot; I wonder if it would cool us at all to put out ours?'
'We might try,'Jane said; and they all put their tongues out as far as ever they could go, so that it quite stretched their throats, but it only seemed to make them thirstier than ever, besides annoying everyone who went by. So they took their tongues in again, just as Cyril came back with the ginger-beer.
'I had to pay for it out of my own two-and-sevenpence, though, that I was going to buy rabbits with,' he said. 'They wouldn't change the gold. And when I pulled out a handful the man just laughed and said it was card-counters. And I got some spongecakes too, out of a glass jar on the bar-counter. And some biscuits with caraways in.'
The sponge-cakes were both soft and dry and the biscuits were dry too, and yet soft, which biscuits ought not to be. But the ginger-beer made up for everything.
'It's my turn now to try to buy something with the money,' Anthea said, 'I'm next eldest. Where is the pony-cart kept?'
It was at The Chequers, and Anthea went in the back way to the yard, because they all knew that little girls ought not to go into the bars of public-houses. She came out, as she herself said, 'pleased but not proud'.
'He'll be ready in a brace of shakes, he says,' she remarked, 'and he's to have one sovereign - or whatever it is - to drive us in to Rochester and back, besides waiting there till we've got everything we want. I think I managed very well.'
'You think yourself jolly clever, I daresay,' said Cyril moodily. 'How did you do it?'
'I wasn't jolly clever enough to go taking handfuls of money out of my pocket, to make it seem cheap, anyway,' she retorted. 'I just found a young man doing something to a horse's leg with a sponge and a pail. And I held out one sovereign, and I said, "Do you know what this is?" He said, "No," and he'd call his father. And the old man came, and he said it was a spade guinea; and he said was it my own to do as I liked with, and I said "Yes"; and I asked about the pony-cart, and I said he could have the guinea if he'd drive us in to Rochester. And his name is S. Crispin. And he said, "Right oh".'
It was a new sensation to be driven in a smart pony-trap along pretty country roads, it was very pleasant too (which is not always the case with new sensations), quite apart from the beautiful plans of spending the money which each child made as they went along, silently of course and quite to itself, for they felt it would never have done to let the old innkeeper hear them talk in the affluent sort of way they were thinking. The old man put them down by the bridge at their request.
'If you were going to buy a carriage and horses, where would you go?' asked Cyril, as if he were only asking for the sake of something to say.
'Billy Peasemarsh, at the Saracen's Head,' said the old man promptly. 'Though all forbid I should recommend any man where it's a question of horses, no more than I'd take anybody else's recommending if I was a-buying one. But if your pa's thinking of a turnout of any sort, there ain't a straighter man in Rochester, nor a civiller spoken, than Billy, though I says it.'
'Thank you,' said Cyril. 'The Saracen's Head.'
And now the children began to see one of the laws of nature turn upside down and stand on its head like an acrobat. Any grown-up persons would tell you that money is hard to get and easy to spend. But the fairy money had been easy to get, and spending it was not only hard, it was almost impossible. The tradespeople of Rochester seemed to shrink, to a trades-person, from the glittering fairy gold ('furrin money' they called it, for the most part). To begin with, Anthea, who had had the misfortune to sit on her hat earlier in the day, wished to buy another. She chose a very beautiful one, trimmed with pink roses and the blue breasts of peacocks. It was marked in the window, 'Paris Model, three guineas'.
'I'm glad,' she said, 'because, if it says guineas, it means guineas, and not sovereigns, which we haven't got.'
But when she took three of the spade guineas in her hand, which was by this time rather dirty owing to her not having put on gloves before going to the gravel-pit, the black-silk young lady in the shop looked very hard at her, and went and whispered something to an older and uglier lady, also in black silk, and then they gave her back the money and said it was not current coin.
'It's good money,' said Anthea, 'and it's my own.'
'I daresay,' said the lady, 'but it's not the kind of money that's fashionable now, and we don't care about taking it.'
'I believe they think we've stolen it,' said Anthea, rejoining the others in the street; 'if we had gloves they wouldn't think we were so dishonest. It's my hands being so dirty fills their minds with doubts.'
So they chose a humble shop, and the girls bought cotton gloves, the kind at sixpence three-farthings, but when they offered a guinea the woman looked at it through her spectacles and said she had no change; so the gloves had to be paid for out of Cyril's two-and-sevenpence that he meant to buy rabbits with, and so had the green imitation crocodile-skin purse at ninepence-halfpenny which had been bought at the same time. They tried several more shops, the kinds where you buy toys and scent, and silk handkerchiefs and books, and fancy boxes of stationery, and photographs of objects of interest in the vicinity. But nobody cared to change a guinea that day in Rochester, and as they went from shop to shop they got dirtier and dirtier, and their hair got more and more untidy, and Jane slipped and fell down on a part of the road where a water-cart had just gone by. Also they got very hungry, but they found no one would give them anything to eat for their guineas. After trying two pastrycooks in vain, they became so hungry, perhaps from the smell of the cake in the shops, as Cyril suggested, that they formed a plan of campaign in whispers and carried it out in desperation. They marched into a third pastrycook's - Beale his name was - and before
the people behind the counter could interfere each child had seized three new penny buns, clapped the three together between its dirty hands, and taken a big bite out of the triple sandwich. Then they stood at bay, with the twelve buns in their hands and their mouths very full indeed. The shocked pastrycook bounded round the corner.
'Here,' said Cyril, speaking as distinctly as he could, and holding out the guinea he got ready before entering the shop, 'pay yourself out of that.'
Mr Beale snatched the coin, bit it, and put it in his pocket.
'Off you go,' he said, brief and stern like the man in the song.
'But the change?' said Anthea, who had a saving mind.
'Change!' said the man. 'I'll change you! Hout you goes; and you may think yourselves lucky I don't send for the police to find out where you got it!'
In the Castle Gardens the millionaires finished the buns, and though the curranty softness of these were delicious, and acted like a charm in raising the spirits of the party, yet even the stoutest heart quailed at the thought of venturing to sound Mr Billy Peasemarsh at the Saracen's Head on the subject of a horse and carriage. The boys would have given up the idea, but Jane was always a hopeful child, and Anthea generally an obstinate one, and their earnestness prevailed.
The whole party, by this time indescribably dirty, therefore betook itself to the Saracen's Head. The yard-method of attack having been successful at The Chequers was tried again here. Mr Peasemarsh was in the yard, and Robert opened the business in these terms -
'They tell me you have a lot of horses and carriages to sell.' It had been agreed that Robert should be spokesman, because in books it is always the gentlemen who buy horses, and not ladies, and Cyril had had his go at the Blue Boar.
'They tell you true, young man,' said Mr Peasemarsh. He was a long lean man, with very blue eyes and a tight mouth and narrow lips.
'We should like to buy some, please,' said Robert politely.
'I daresay you would.'
'Will you show us a few, please? To choose from.' 'Who are you a-kiddin of?' inquired Mr Billy Peasemarsh. 'Was you sent here of a message?'
'I tell you,' said Robert, 'we want to buy some horses and carriages, and a man told us you were straight and civil spoken, but I shouldn't wonder if he was mistaken.'
'Upon my sacred!' said Mr Peasemarsh. 'Shall I trot the whole stable out for your Honour's worship to see? Or shall I send round to the Bishop's to see if he's a nag or two to dispose of?'
'Please do,' said Robert, 'if it's not too much trouble. It would be very kind of you.'
Mr Peasemarsh put his hands in his pockets and laughed, and they did not like the way he did it. Then he shouted 'Willum!'
A stooping ostler appeared in a stable door.
'Here, Willum, come and look at this 'ere young dook! Wants to buy the whole stud, lock, stock, and bar'l. And ain't got tuppence in his pocket to bless hisself with, I'll go bail!'
Willum's eyes followed his master's pointing thumb with contemptuous interest.
'Do 'e, for sure?' he said.
But Robert spoke, though both the girls were now pulling at his jacket and begging him to 'come along'. He spoke, and he was very angry; he said:
'I'm not a young duke, and I never pretended to be. And as for tuppence - what do you call this?' And before the others could stop him he had pulled out two fat handfuls of shining guineas, and held them out for Mr Peasemarsh to look at. He did look. He snatched one up in his finger and thumb. He bit it, and Jane expected him to say, 'The best horse in my stables is at your service.' But the others knew better. Still it was a blow, even to the most desponding, when he said shortly:
'Willum, shut the yard doors,' and Willum grinned and went to shut them.
'Good-afternoon,' said Robert hastily; 'we shan't buy any of your horses now, whatever you say, and I hope it'll be a lesson to you.' He had seen a little side gate open, and was moving towards it as he spoke. But Billy Peasemarsh put himself in the way.
'Not so fast, you young off-scouring!' he said. 'Willum, fetch the pleece.'
Willum went. The children stood huddled together like frightened sheep, and Mr Peasemarsh spoke to them till the pleece arrived. He said many things. Among other things he said:
'Nice lot you are, aren't you, coming tempting honest men with your guineas!'
'They ARE our guineas,' said Cyril boldly.
'Oh, of course we don't know all about that, no more we don't - oh no - course not! And dragging little gells into it, too. 'Ere - I'll let the gells go if you'll come along to the pleece quiet.'
'We won't be let go,' said Jane heroically; 'not without the boys. It's our money just as much as theirs, you wicked old man.'
'Where'd you get it, then?' said the man, softening slightly, which was not at all what the boys expected when Jane began to call names.
Jane cast a silent glance of agony at the others.
'Lost your tongue, eh? Got it fast enough when it's for calling names with. Come, speak up! Where'd you get it?'
'Out of the gravel-pit,' said truthful Jane.
'Next article,' said the man.
'I tell you we did,' Jane said. 'There's a fairy there - all over brown fur - with ears like a bat's and eyes like a snail's, and he gives you a wish a day, and they all come true.'
'Touched in the head, eh?' said the man in a low voice, 'all the more shame to you boys dragging the poor afflicted child into your sinful burglaries.'
'She's not mad; it's true,' said Anthea; 'there is a fairy. If I ever see him again I'll wish for something for you; at least I would if vengeance wasn't wicked - so there!'
'Lor' lumme,' said Billy Peasemarsh, 'if there ain't another on 'em!'
And now Willum came -back with a spiteful grin on his face, and at his back a policeman, with whom Mr Peasemarsh spoke long in a hoarse earnest whisper.
'I daresay you're right,' said the policeman at last. 'Anyway, I'll take 'em up on a charge of unlawful possession, pending inquiries. And the magistrate will deal with the case. Send the afflicted ones to a home, as likely as not, and the boys to a reformatory. Now then, come along, youngsters! No use making a fuss. You bring the gells along, Mr Peasemarsh, sir, and I'll shepherd the boys.'
Speechless with rage and horror, the four children were driven along the streets of Rochester. Tears of anger and shame blinded them, so that when Robert ran right into a passer-by he did not recognize her till a well—known voice said, 'Well, if ever I did! Oh, Master Robert, whatever have you been a doing of now?' And another voice, quite as well known, said, 'Panty; want go own Panty!'
They had run into Martha and the baby!
Martha behaved admirably. She refused to believe a word of the policeman's story, or of Mr Peasemarsh's either, even when they made Robert turn out his pockets in an archway and show the guineas.
'I don't see nothing,' she said. 'You've gone out of your senses, you two! There ain't any gold there - only the poor child's hands, all over crock and dirt, and like the very chimbley. Oh, that I should ever see the day!'
And the children thought this very noble of Martha, even if rather wicked, till they remembered how the Fairy had promised that the servants should never notice any of the fairy gifts. So of course Martha couldn't see the gold, and so was only speaking the truth, and that was quite right, of course, but not extra noble.
It was getting dusk when they reached the police-station. The policeman told his tale to an inspector, who sat in a large bare room with a thing like a clumsy nurseryfender at one end to put prisoners in. Robert wondered whether it was a cell or a dock.
'Produce the coins, officer,' said the inspector.
'Turn out your pockets,' said the constable.
Cyril desperately plunged his hands in his pockets, stood still a moment, and then began to laugh - an odd sort of laugh that hurt, and that felt much more like crying. His pockets were empty. So were the pockets of the others. For of course at sunset all the fairy gold had vanished away.
'Turn out your pockets, and stop that noise,' said the inspector.
Cyril turned out his pockets, every one of the nine which enriched his Norfolk
suit. And every pocket was empty.
'Well!' said the inspector.
'I don't know how they done it - artful little beggars! They walked in front of me the 'ole way, so as for me to keep my eye on them and not to attract a crowd and obstruct the traffic.'
'It's very remarkable,' said the inspector, frowning.
'If you've quite done a-browbeating of the innocent children,' said Martha, 'I'll hire a private carriage and we'll drive home to their papa's mansion. You'll hear about this again, young man! - I told you they hadn't got any gold, when you were pretending to see it in their poor helpless hands. It's early in the day for a constable on duty not to be able to trust his own eyes. As to the other one, the less said the better; he keeps the Saracen's Head, and he knows best what his liquor's like.'
'Take them away, for goodness' sake,' said the inspector crossly. But as they left the police-station he said, 'Now then!' to the policeman and Mr Pease- marsh, and he said it twenty times as crossly as he had spoken to Martha.
Martha was as good as her word. She took them home in a very grand carriage, because the carrier's cart was gone, and, though she had stood by them so nobly with the police, she was so angry with them as soon as they were alone for 'trapseing into Rochester by themselves', that none of them dared to mention the old man with the pony-cart from the village who was waiting for them in Rochester. And so, after one day of boundless wealth, the children found themselves sent to bed in deep disgrace, and only enriched by two pairs of cotton gloves, dirty inside because of the state of the hands they had been put on to cover, an imitation crocodile-skin purse, and twelve penny buns long since digested.
The thing that troubled them most was the fear that the old gentleman's guinea might have disappeared at sunset with all the rest, so they went down to the village next day to apologize for not meeting him in Rochester, and to see. They found him very friendly. The guinea had NOT disappeared, and he had bored a hole in it and hung it on his watch-chain. As for the guinea the baker took, the children felt they could not care whether it had vanished or not, which was not perhaps very honest, but on the other hand was not wholly unnatural. But afterwards this preyed on Anthea's mind, and at last she secretly sent twelve stamps by post to 'Mr Beale, Baker, Rochester'. Inside she wrote, 'To pay for the buns.' I hope the guinea did disappear, for that pastrycook was really not at all a nice man, and, besides, penny buns are seven for sixpence in all really respectable shops.
CHAPTER 3. BEING WANTED
The morning after the children had been the possessors of boundless wealth, and had been unable to buy anything really useful or enjoyable with it, except two pairs of cotton gloves, twelve penny buns, an imitation crocodile-skin purse, and a ride in a pony-cart, they awoke without any of the enthusiastic happiness which they had felt on the previous day when they remembered how they had had the luck to find a Psammead, or Sand-fairy; and to receive its promise to grant them a new wish every day. For now they had had two wishes, Beauty and Wealth, and neither had exactly made them happy. But the happening of strange things, even if they are not completely pleasant things, is more amusing than those times when nothing happens but meals, and they are not always completely pleasant, especially on the days when it is cold mutton or hash.
There was no chance of talking things over before breakfast, because everyone overslept itself, as it happened, and it needed a vigorous and determined struggle to get dressed so as to be only ten minutes late for breakfast. During this meal some efforts were made to deal with the question of the Psammead in an impartial spirit, but it is very difficult to discuss anything thoroughly and at the same time to attend faithfully to your baby brother's breakfast needs. The Baby was particularly lively that morning. He not only wriggled his body through the bar of his high chair, and hung by his head, choking and purple, but he collared a tablespoon with desperate suddenness, hit Cyril heavily on the head with it, and then cried because it was taken away from him. He put his fat fist in his bread-and-milk, and demanded 'nam', which was only allowed for tea. He sang, he put his feet on the table - he clamoured to 'go walky'. The conversation was something like this:
'Look here - about that Sand-fairy - Look out! - he'll have the milk over.'
Milk removed to a safe distance.
'Yes - about that Fairy - No, Lamb dear, give Panther the narky poon.'
Then Cyril tried. 'Nothing we've had yet has turned out - He nearly had the mustard that time!'
'I wonder whether we'd better wish - Hullo! you've done it now, my boy!' And, in a flash of glass and pink baby-paws, the bowl of golden carp in the middle of the table rolled on its side, and poured a flood of mixed water and goldfish into the Baby's lap and into the laps of the others.
Everyone was almost as much upset as the goldfish: the Lamb only remaining calm. When the pool on the floor had been mopped up, and the leaping, gasping goldfish had been collected and put back in the water, the Baby was taken away to be entirely redressed by Martha, and most of the others had to change completely. The pinafores and jackets that had been bathed in goldfish-and-water were hung out to dry, and then it turned out that Jane must either mend the dress she had torn the day before or appear all day in her best petticoat. It was white and soft and frilly, and trimmed with lace, and very, very pretty, quite as pretty as a frock, if not more so. Only it was NOT a frock, and Martha's word was law. She wouldn't let Jane wear her
best frock, and she refused to listen for a moment to Robert's suggestion that Jane should wear her best petticoat and call it a dress.
'It's not respectable,' she said. And when people say that, it's no use anyone's saying anything. You will find this out for yourselves some day.
So there was nothing for it but for Jane to mend her frock. The hole had been torn the day before when she happened to tumble down in the High Street of Rochester, just where a water-cart had passed on its silvery way. She had grazed her knee, and her stocking was much more than grazed, and her dress was cut by the same stone which had attended to the knee and the stocking. Of course the others were not such sneaks as to abandon a comrade in misfortune, so they all sat on the grass-plot round the sundial, and Jane darned away for dear life. The Lamb was still in the hands of Martha having its clothes changed, so conversation was possible.
Anthea and Robert timidly tried to conceal their inmost thought, which was that the Psammead was not to be trusted; but Cyril said:
'Speak out - say what you've got to say - I hate hinting, and "don't know", and sneakish ways like that.'
So then Robert said, as in honour bound: 'Sneak yourself - Anthea and me weren't so goldfishy as you two were, so we got changed quicker, and we've had time to think it over, and if you ask me -'
'I didn't ask you,' said Jane, biting off a needleful of thread as she had always been strictly forbidden to do.
'I don't care who asks or who doesn't,' said Robert, but Anthea and I think the Sammyadd is a spiteful brute. If it can give us our wishes I suppose it can give itself its own, and I feel almost sure it wishes every time that our wishes shan't do us any good. Let's let the tiresome beast alone, and just go and have a jolly good game of forts, on our own, in the chalk-pit.'
(You will remember that the happily situated house where these children were spending their holidays lay between a chalk-quarry and a gravel-pit.)
Cyril and Jane were more hopeful - they generally were.
'I don't think the Sammyadd does it on purpose,' Cyril said; 'and, after all, it WAS silly to wish for boundless wealth. Fifty pounds in two-shilling pieces would have been much more sensible. And wishing to be beautiful as the day was simply donkeyish. I don't want to be disagreeable, but it was. We must try to find a really useful wish, and wish it.'
Jane dropped her work and said:
'I think so too, it's too silly to have a chance like this and not use it. I never heard of anyone else outside a book who had such a chance; there must be simply heaps of things we could wish for that wouldn't turn out Dead Sea fish, like these two things have. Do let's think hard, and wish something nice, so that we can have a real jolly day - what there is left of it.'
Jane darned away again like mad, for time was indeed getting on, and everyone
began to talk at once. If you had been there you could not possibly have made head or tail of the talk, but these children were used to talking 'by fours', as soldiers march, and each of them could say what it had to say quite comfortably, and listen to the agreeable sound of its own voice, and at the same time have three-quarters of two sharp ears to spare for listening to what the others said. That is an easy example in multiplication of vulgar fractions, but, as I daresay you can't do even that, I won't ask you to tell me whether 3/4 X 2 = 1 1/2, but I will ask you to believe me that this was the amount of ear each child was able to lend to the others. Lending ears was common in Roman times, as we learn from Shakespeare; but I fear I am getting too instructive.
When the frock was darned, the start for the gravel-pit was delayed by Martha's insisting on everybody's washing its hands - which was nonsense, because nobody had been doing anything at all, except Jane, and how can you get dirty doing nothing? That is a difficult question, and I cannot answer it on paper. In real life I could very soon show you - or you me, which is much more likely.
During the conversation in which the six ears were lent (there were four children, so THAT sum comes right), it had been decided that fifty pounds in two-shilling pieces was the right wish to have. And the lucky children, who could have anything in the wide world by just wishing for it, hurriedly started for the gravel-pit to express their wishes to the Psammead. Martha caught them at the gate, and insisted on their taking the Baby with them.
'Not want him indeed! Why, everybody 'ud want him, a duck! with all their hearts they would; and you know you promised your ma to take him out every blessed day,' said Martha.
'I know we did,' said Robert in gloom, 'but I wish the Lamb wasn't quite so young and small. It would be much better fun taking him out.'
'He'll mend of his youngness with time,' said Martha; 'and as for his smallness, I don't think you'd fancy carrying of him any more, however big he was. Besides he can walk a bit, bless his precious fat legs, a ducky! He feels the benefit of the newlaid air, so he does, a pet!' With this and a kiss, she plumped the Lamb into Anthea's arms, and went back to make new pinafores on the sewing-machine. She was a rapid performer on this instrument.
The Lamb laughed with pleasure, and said, 'Walky wif Panty,' and rode on Robert's back with yells of joy, and tried to feed Jane with stones, and altogether made himself so agreeable that nobody could long be sorry that he was of the party.
The enthusiastic Jane even suggested that they should devote a week's wishes to assuring the Baby's future, by asking such gifts for him as the good fairies give to Infant Princes in proper fairy-tales, but Anthea soberly reminded her that as the Sandfairy's wishes only lasted till sunset they could not ensure any benefit to the Baby's later years; and Jane owned that it would be better to wish for fifty pounds in twoshilling pieces, and buy the Lamb a three-pound-fifteen rocking-horse, like those in the Army and Navy Stores list, with part of the money.
It was settled that, as soon as they had wished for the money and got it, they
would get Mr Crispin to drive them into Rochester again, taking Martha with them, if they could not get out of taking her. And they would make a list of the things they really wanted before they started. Full of high hopes and excellent resolutions, they went round the safe slow cart-road to the gravel-pits, and as they went in between the mounds of gravel a sudden thought came to them, and would have turned their ruddy cheeks pale if they had been children in a book. Being real live children, it only made them stop and look at each other with rather blank and silly expressions. For now they remembered that yesterday, when they had asked the Psammead for boundless wealth, and it was getting ready to fill the quarry with the minted gold of bright guineas - millions of them - it had told the children to run along outside the quarry for fear they should be buried alive in the heavy splendid treasure. And they had run. And so it happened that they had not had time to mark the spot where the Psammead was, with a ring of stones, as before. And it was this thought that put such silly expressions on their faces.
'Never mind,' said the hopeful Jane, 'we'll soon find him.'
But this, though easily said, was hard in the doing. They looked and they looked, and though they found their seaside spades, nowhere could they find the Sand-fairy.
At last they had to sit down and rest - not at all because they were weary or disheartened, of course, but because the Lamb insisted on being put down, and you cannot look very carefully after anything you may have happened to lose in the sand if you have an active baby to look after at the same time. Get someone to drop your best knife in the sand next time you go to the seaside, and then take your baby brother with you when you go to look for it, and you will see that I am right.
The Lamb, as Martha had said, was feeling the benefit of the country air, and he was as frisky as a sandhopper. The elder ones longed to go on talking about the new wishes they would have when (or if) they found the Psammead again. But the Lamb wished to enjoy himself.
He watched his opportunity and threw a handful of sand into Anthea's face, and then suddenly burrowed his own head in the sand and waved his fat legs in the air. Then of course the sand got into his eyes, as it had into Anthea's, and he howled.
The thoughtful Robert had brought one solid brown bottle of ginger-beer with him, relying on a thirst that had never yet failed him. This had to be uncorked hurriedly - it was the only wet thing within reach, and it was necessary to wash the sand out of the Lamb's eyes somehow. Of course the ginger hurt horribly, and he howled more than ever. And, amid his anguish of kicking, the bottle was upset and the beautiful ginger-beer frothed out into the sand and was lost for ever.
It was then that Robert, usually a very patient brother, so far forgot himself as to say:
'Anybody would want him, indeed! Only they don't; Martha doesn't, not really, or she'd jolly well keep him with her. He's a little nuisance, that's what he is. It's too bad. I only wish everybody DID want him with all their hearts; we might get some peace in our lives.'
The Lamb stopped howling now, because Jane had suddenly remembered that there is only one safe way of taking things out of little children's eyes, and that is with your own soft wet tongue. It is quite easy if you love the Baby as much as you ought to.
Then there was a little silence. Robert was not proud of himself for having been so cross, and the others were not proud of him either. You often notice that sort of silence when someone has said something it ought not to - and everyone else holds its tongue and waits for the one who oughtn't to have said it is sorry.
The silence was broken by a sigh - a breath suddenly let out. The children's heads turned as if there had been a string tied to each nose, and someone had pulled all the strings at once.
And everyone saw the Sand-fairy sitting quite close to them, with the expression which it used as a smile on its hairy face.
'Good-morning,' it said; 'I did that quite easily! Everyone wants him now.'
'It doesn't matter,' said Robert sulkily, because he knew he had been behaving rather like a pig. 'No matter who wants him - there's no one here to - anyhow.'
'Ingratitude,' said the Psammead, 'is a dreadful vice.'
'We're not ungrateful,'Jane made haste to say, 'but we didn't REALLY want that wish. Robert only just said it. Can't you take it back and give us a new one?'
'No - I can't,' the Sand-fairy said shortly; 'chopping and changing - it's not business. You ought to be careful what you do wish. There was a little boy once, he'd wished for a Plesiosaurus instead of an Ichthyosaurus, because he was too lazy to remember the easy names of everyday things, and his father had been very vexed with him, and had made him go to bed before tea-time, and wouldn't let him go out in the nice flint boat along with the other children - it was the annual school-treat next day and he came and flung himself down near me on the morning of the treat, and he kicked his little prehistoric legs about and said he wished he was dead. And of course then he was.'
'How awful!' said the children all together.
'Only till sunset, of course,' the Psammead said; 'still it was quite enough for his father and mother. And he caught it when he woke up - I can tell you. He didn't turn to stone - I forget why - but there must have been some reason. They didn't know being dead is only being asleep, and you're bound to wake up somewhere or other, either where you go to sleep or in some better place. You may be sure he caught it, giving them such a turn. Why, he wasn't allowed to taste Megatherium for a month after that. Nothing but oysters and periwinkles, and common things like that.'
All the children were quite crushed by this terrible tale. They looked at the Psammead in horror. Suddenly the Lamb perceived that something brown and furry was near him.
'Poof, poof, poofy,' he said, and made a grab.
'It's not a pussy,' Anthea was beginning, when the Sand-fairy leaped back.
'Oh, my left whisker!' it said; 'don't let him touch me. He's wet.'
Its fur stood on end with horror - and indeed a good deal of the ginger-beer had been spilt on the blue smock of the Lamb.
The Psammead dug with its hands and feet, and vanished in an instant and a whirl of sand.
The children marked the spot with a ring of stones.
'We may as well get along home,' said Robert. 'I'll say I'm sorry; but anyway if it's no good it's no harm, and we know where the sandy thing is for to-morrow.'
The others were noble. No one reproached Robert at all. Cyril picked up the Lamb, who was now quite himself again, and off they went by the safe cart-road.
The cart-road from the gravel-pits joins the road almost directly.
At the gate into the road the party stopped to shift the Lamb from Cyril's back to Robert's. And as they paused a very smart open carriage came in sight, with a coachman and a groom on the box, and inside the carriage a lady - very grand indeed, with a dress all white lace and red ribbons and a parasol all red and white - and a white fluffy dog on her lap with a red ribbon round its neck. She looked at the children, and particularly at the Baby, and she smiled at him. The children were used to this, for the Lamb was, as all the servants said, a 'very taking child'. So they waved their hands politely to the lady and expected her to drive on. But she did not. Instead she made the coachman stop. And she beckoned to Cyril, and when he went up to the carriage she said:
'What a dear darling duck of a baby! Oh, I SHOULD so like to adopt it! Do you think its mother would mind?'
'She'd mind very much indeed,' said Anthea shortly.
'Oh, but I should bring it up in luxury, you know. I am Lady Chittenden. You must have seen my photograph in the illustrated papers. They call me a beauty, you know, but of course that's all nonsense. Anyway -'
She opened the carriage door and jumped out. She had the wonderfullest red highheeled shoes with silver buckles. 'Let me hold him a minute,' she said. And she took the Lamb and held him very awkwardly, as if she was not used to babies.
Then suddenly she jumped into the carriage with the Lamb in her arms and slammed the door and said, 'Drive on!'
The Lamb roared, the little white dog barked, and the coachman hesitated.
'Drive on, I tell you!' cried the lady; and the coachman did, for, as he said afterwards, it was as much as his place was worth not to.
The four children looked at each other, and then with one accord they rushed after the carriage and held on behind. Down the dusty road went the smart carriage, and after it, at double-quick time, ran the twinkling legs of the Lamb's brothers and sisters.
The Lamb howled louder and louder, but presently his howls changed by slow degree to hiccupy gurgles, and then all was still and they knew he had gone to sleep.
The carriage went on, and the eight feet that twinkled through the dust were growing quite stiff and tired before the carriage stopped at the lodge of a grand park. The children crouched down behind the carriage, and the lady got out. She looked at the Baby as it lay on the carriage seat, and hesitated.
'The darling - I won't disturb it,' she said, and went into the lodge to talk to the woman there about a setting of Buff Orpington eggs that had not turned out well.
The coachman and footman sprang from the box and bent over the sleeping Lamb.
'Fine boy - wish he was mine,' said the coachman.
'He wouldn't favour YOU much,' said the groom sourly; 'too 'andsome.'
The coachman pretended not to hear. He said:
'Wonder at her now - I do really! Hates kids. Got none of her own, and can't abide other folkses'.'
The children, crouching in the white dust under the carriage, exchanged uncomfortable glances.
'Tell you what,' the coachman went on firmly, 'blowed if I don't hide the little nipper in the hedge and tell her his brothers took 'im! Then I'll come back for him afterwards.'
'No, you don't,' said the footman. 'I've took to that kid so as never was. If anyone's to have him, it's me - so there!'
'Stow your gab!' the coachman rejoined. 'You don't want no kids, and, if you did, one kid's the same as another to you. But I'm a married man and a judge of breed. I knows a first-rate yearling when I sees him. I'm a-goin' to 'ave him, an' least said soonest mended.'
'I should 'a' thought,' said the footman sneeringly, you'd a'most enough. What with Alfred, an' Albert, an' Louise, an' Victor Stanley, and Helena Beatrice, and another -'
The coachman hit the footman in the chin - the foot- man hit the coachman in the waistcoat - the next minute the two were fighting here and there, in and out, up and down, and all over everywhere, and the little dog jumped on the box of the carriage and began barking like mad.
Cyril, still crouching in the dust, waddled on bent legs to the side of the carriage farthest from the battlefield. He unfastened the door of the carriage - the two men were far too much occupied with their quarrel to notice anything - took the Lamb in his arms, and, still stooping, carried the sleeping baby a dozen yards along the road to where a stile led into a wood. The others followed, and there among the hazels and young oaks and sweet chestnuts, covered by high strong-scented bracken, they all lay hidden till the angry voices of the men were hushed at the angry voice of the red-andwhite lady, and, after a long and anxious search, the carriage at last drove away.
'My only hat!' said Cyril, drawing a deep breath as the sound of wheels at last died away. 'Everyone DOES want him now - and no mistake! That Sammyadd has done us
again! Tricky brute! For any sake, let's get the kid safe home.'
So they peeped out, and finding on the right hand only lonely white road, and nothing but lonely white road on the left, they took courage, and the road, Anthea carrying the sleeping Lamb.
Adventures dogged their footsteps. A boy with a bundle of faggots on his back dropped his bundle by the roadside and asked to look at the Baby, and then offered to carry him; but Anthea was not to be caught that way twice. They all walked on, but the boy followed, and Cyril and Robert couldn't make him go away till they had more than once invited him to smell their fists. Afterwards a little girl in a blue-and-white checked pinafore actually followed them for a quarter of a mile crying for 'the precious Baby', and then she was only got rid of by threats of tying her to a tree in the wood with all their pocket-handkerchiefs. 'So that the bears can come and eat you as soon as it gets dark,' said Cyril severely. Then she went off crying. It presently seemed wise, to the brothers and sisters of the Baby, who was wanted by everyone, to hide in the hedge whenever they saw anyone coming, and thus they managed to prevent the Lamb from arousing the inconvenient affection of a milkman, a stone-breaker, and a man who drove a cart with a paraffin barrel at the back of it. They were nearly home when the worst thing of all happened. Turning a corner suddenly they came upon two vans, a tent, and a company of gipsies encamped by the side of the road. The vans were hung all round with wicker chairs and cradles, and flower-stands and feather brushes. A lot of ragged children were industriously making dust-pies in the road, two men lay on the grass smoking, and three women were doing the family washing in an old red watering-can with the top broken off.
In a moment all the gipsies, men, women, and children, surrounded Anthea and the Baby.
'Let me hold him, little lady,' said one of the gipsy women, who had a mahoganycoloured face and dust-coloured hair; 'I won't hurt a hair of his head, the little picture!'
'I'd rather not,' said Anthea.
'Let me have him,' said the other woman, whose face was also of the hue of mahogany, and her hair jet-black, in greasy curls. 'I've nineteen of my own, so I have.'
'No,' said Anthea bravely, but her heart beat so that it nearly choked her.
Then one of the men pushed forward.
'Swelp me if it ain't!' he cried, 'my own long-lost cheild! Have he a strawberry mark on his left ear? No? Then he's my own babby, stolen from me in hinnocent hinfancy. 'And 'im over - and we'll not 'ave the law on yer this time.'
He snatched the Baby from Anthea, who turned scarlet and burst into tears of pure rage.
The others were standing quite still; this was much the most terrible thing that had ever happened to them. Even being taken up by the police in Rochester was nothing to this. Cyril was quite white, and his hands trembled a little, but he made a sign to the others to shut up. He was silent a minute, thinking hard. Then he said:
'We don't want to keep him if he's yours. But you see he's used to us. You shall have him if you want him.'
'No, no!' cried Anthea - and Cyril glared at her.
'Of course we want him,' said the women, trying to get the Baby out of the man's arms. The Lamb howled loudly.
'Oh, he's hurt!' shrieked Anthea; and Cyril, in a savage undertone, bade her 'Stow it!'
'You trust to me,' he whispered. 'Look here,' he went on, 'he's awfully tiresome with people he doesn't know very well. Suppose we stay here a bit till he gets used to you, and then when it's bedtime I give you my word of honour we'll go away and let you keep him if you want to. And then when we're gone you can decide which of you is to have him, as you all want him so much.'
'That's fair enough,' said the man who was holding the Baby, trying to loosen the red neckerchief which the Lamb had caught hold of and drawn round his mahogany throat so tight that he could hardly breathe. The gipsies whispered together, and Cyril took the chance to whisper too. He said, 'Sunset! we'll get away then.'
And then his brothers and sisters were filled with wonder and admiration at his having been so clever as to remember this.
'Oh, do let him come to us!' said Jane. 'See we'll sit down here and take care of him for you till he gets used to you.'
'What about dinner?' said Robert suddenly. The others looked at him with scorn. 'Fancy bothering about your beastly dinner when your br - I mean when the Baby' Jane whispered hotly. Robert carefully winked at her and went on:
'You won't mind my just running home to get our dinner?' he said to the gipsy; 'I can bring it out here in a basket.'
His brother and sisters felt themselves very noble, and despised him. They did not know his thoughtful secret intention. But the gipsies did in a minute. 'Oh yes!' they said; 'and then fetch the police with a pack of lies about it being your baby instead of ours! D'jever catch a weasel asleep?' they asked.
'If you're hungry you can pick a bit along of us,' said the light-haired gipsy woman, not unkindly. 'Here, Levi, that blessed kid'll howl all his buttons off. Give him to the little lady, and let's see if they can't get him used to us a bit.'
So the Lamb was handed back; but the gipsies crowded so closely that he could not possibly stop howling. Then the man with the red handkerchief said:
'Here, Pharaoh, make up the fire; and you girls see to the pot. Give the kid a chanst.' So the gipsies, very much against their will, went off to their work, and the children and the Lamb were left sitting on the grass.
'He'll be all right at sunset,'Jane whispered. 'But, oh, it is awful! Suppose they are frightfully angry when they come to their senses! They might beat us, or leave us tied to trees, or something.'
'No, they won't,' Anthea said. ('Oh, my Lamb, don't cry any more, it's all right, Panty's got oo, duckie!) They aren't unkind people, or they wouldn't be going to give us any dinner.'
'Dinner?' said Robert. 'I won't touch their nasty dinner. It would choke me!'
The others thought so too then. But when the dinner was ready - it turned out to be supper, and happened between four and five - they were all glad enough to take what they could get. It was boiled rabbit, with onions, and some bird rather like a chicken, but stringier about its legs and with a stronger taste. The Lamb had bread soaked in hot water and brown sugar sprinkled on the top. He liked this very much, and consented to let the two gipsy women feed him with it, as he sat on Anthea's lap. All that long hot afternoon Robert and Cyril and Anthea and Jane had to keep the Lamb amused and happy, while the gipsies looked eagerly on. By the time the shadows grew long and black across the meadows he had really 'taken to' the woman with the light hair, and even consented to kiss his hand to the children, and to stand up and bow, with his hand on his chest - 'like a gentleman' - to the two men. The whole gipsy camp was in raptures with him, and his brothers and sisters could not help taking some pleasure in showing off his accomplishments to an audience so interested and enthusiastic. But they longed for sunset.
'We're getting into the habit of longing for sunset,' Cyril whispered. 'How I do wish we could wish something really sensible, that would be of some use, so that we should be quite sorry when sunset came.'
The shadows got longer and longer, and at last there were no separate shadows any more, but one soft glowing shadow over everything; for the sun was out of sight behind the hill - but he had not really set yet. The people who make the laws about lighting bicycle lamps are the people who decide when the sun sets; he has to do it, too, to the minute, or they would know the reason why!
But the gipsies were getting impatient.
'Now, young uns,' the red-handkerchief man said,'it's time you were laying of your heads on your pillowses - so it is! The kid's all right and friendly with us now - so you just hand him over and sling that hook o' yours like you said.'
The women and children came crowding round the Lamb, arms were held out, fingers snapped invitingly, friendly faces beaming with admiring smiles; but all failed to tempt the loyal Lamb. He clung with arms and legs to Jane, who happened to be holding him, and uttered the gloomiest roar of the whole day.
'It's no good,' the woman said, 'hand the little poppet over, miss. We'll soon quiet him.'
And still the sun would not set.
'Tell her about how to put him to bed,' whispered Cyril; 'anything to gain time and be ready to bolt when the sun really does make up its silly old mind to set.'
'Yes, I'll hand him over in just one minute,' Anthea began, talking very fast - 'but do let me just tell you he has a warm bath every night and cold in the morning, and he has a crockery rabbit to go into the warm bath with him, and little Samuel saying his
prayers in white china on a red cushion for the cold bath; and if you let the soap get into his eyes, the Lamb -'
'Lamb kyes,' said he - he had stopped roaring to listen.
The woman laughed. 'As if I hadn't never bath'd a babby!' she said. 'Come - give us a hold of him. Come to 'Melia, my precious.'
'G'way, ugsie!' replied the Lamb at once.
'Yes, but,' Anthea went on, 'about his meals; you really MUST let me tell you he has an apple or a banana every morning, and bread-and-milk for breakfast, and an egg for his tea sometimes, and -'
'I've brought up ten,' said the black-ringleted woman, 'besides the others. Come, miss, 'and 'im over - I can't bear it no longer. I just must give him a hug.'
'We ain't settled yet whose he's to be, Esther,' said one of the men.
'It won't be you, Esther, with seven of 'em at your tail a'ready.'
'I ain't so sure of that,' said Esther's husband.
'And ain't I nobody, to have a say neither?' said the husband of 'Melia.
Zillah, the girl, said, 'An' me? I'm a single girl - and no one but 'im to look after - I ought to have him.'
'Hold yer tongue!'
'Shut your mouth!'
'Don't you show me no more of your imperence!'
Everyone was getting very angry. The dark gipsy faces were frowning and anxious-looking. Suddenly a change swept over them, as if some invisible sponge had wiped away these cross and anxious expressions, and left only a blank.
The children saw that the sun really HAD set. But they were afraid to move. And the gipsies were feeling so muddled, because of the invisible sponge that had washed all the feelings of the last few hours out of their hearts, that they could not say a word.
The children hardly dared to breathe. Suppose the gipsies, when they recovered speech, should be furious to think how silly they had been all day.
It was an awkward moment. Suddenly Anthea, greatly daring, held out the Lamb to the red-handkerchief man.
'Here he is!' she said.
The man drew back. 'I shouldn't like to deprive you, miss,' he said hoarsely.
'Anyone who likes can have my share of him,' said the other man.
'After all, I've got enough of my own,' said Esther.
'He's a nice little chap, though,' said Amelia. She was the only one who now looked affectionately at the whimpering Lamb.
Zillah said, 'If I don't think I must have had a touch of the sun. I don't want him.'
Then shall we take him away?' said Anthea.
'Well, suppose you do,' said Pharaoh heartily, 'and we'll say no more about it!'
And with great haste all the gipsies began to be busy about their tents for the night. All but Amelia. She went with the children as far as the bend in the road - and there she said:
'Let me give him a kiss, miss - I don't know what made us go for to behave so silly. Us gipsies don't steal babies, whatever they may tell you when you're naughty. We've enough of our own, mostly. But I've lost all mine.'
She leaned towards the Lamb; and he, looking in her eyes, unexpectedly put up a grubby soft paw and stroked her face.
'Poor, poor!' said the Lamb. And he let the gipsy woman kiss him, and, what is more, he kissed her brown cheek in return - a very nice kiss, as all his kisses are, and not a wet one like some babies give. The gipsy woman moved her finger about on his forehead, as if she had been writing something there, and the same with his chest and his hands and his feet; then she said:
'May he be brave, and have the strong head to think with, and the strong heart to love with, and the strong hands to work with, and the strong feet to travel with, and always come safe home to his own.' Then she said something in a strange language no one could understand, and suddenly added:
'Well, I must be saying "so long" - and glad to have made your acquaintance.' And she turned and went back to her home - the tent by the grassy roadside.
The children looked after her till she was out of sight. Then Robert said, 'How silly of her! Even sunset didn't put her right. What rot she talked!'
'Well,' said Cyril, 'if you ask me, I think it was rather decent of her -'
'Decent?' said Anthea; 'it was very nice indeed of her. I think she's a dear.'
'She's just too frightfully nice for anything,' said Jane.
And they went home - very late for tea and unspeakably late for dinner. Martha scolded, of course. But the Lamb was safe.
'I say - it turned out we wanted the Lamb as much as anyone,' said Robert, later.
'Of course.'
'But do you feel different about it now the sun's set?'
'No,' said all the others together. Then it's lasted over sunset with us.'
'No, it hasn't,' Cyril explained. 'The wish didn't do anything to US. We always wanted him with all our hearts when we were our proper selves, only we were all pigs this morning; especially you, Robert.' Robert bore this much with a strange calm.
'I certainly THOUGHT I didn't want him this morning,' said he. 'Perhaps I was a pig. But everything looked so different when we thought we were going to lose him.'
CHAPTER 4. WINGS
The next day was very wet - too wet to go out, and far too wet to think of disturbing a Sand-fairy so sensitive to water that he still, after thousands of years, felt the pain of once having had his left whisker wetted. It was a long day, and it was not till the afternoon that all the children suddenly decided to write letters to their mother. It was Robert who had the misfortune to upset the ink-pot - an unusually deep and full one - straight into that part of Anthea's desk where she had long pretended that an arrangement of gum and cardboard painted with Indian ink was a secret drawer. It was not exactly Robert's fault; it was only his misfortune that he chanced to be lifting the ink across the desk just at the moment when Anthea had got it open, and that that same moment should have been the one chosen by the Lamb to get under the table and break his squeaking bird. There was a sharp convenient wire inside the bird, and of course the Lamb ran the wire into Robert's leg at once; and so, without anyone's meaning to, the secret drawer was flooded with ink. At the same time a stream was poured over Anthea's half-finished letter. So that her letter was something like this:
DARLING MOTHER, I hope you are quite well, and I hope Granny is better. The other day we …
Then came a flood of ink, and at the bottom these words in pencil -
It was not me upset the ink, but it took such a time clearing up, so no more as it is post-time. - From your loving daughter, ANTHEA.
Robert's letter had not even been begun. He had been drawing a ship on the blotting-paper while he was trying to think of what to say. And of course after the ink was upset he had to help Anthea to clean out her desk, and he promised to make her another secret drawer, better than the other. And she said, 'Well, make it now.' So it was post-time and his letter wasn't done. And the secret drawer wasn't done either.
Cyril wrote a long letter, very fast, and then went to set a trap for slugs that he had read about in the Home-made Gardener, and when it was post-time the letter could not be found, and it never was found. Perhaps the slugs ate it.
jane's letter was the only one that went. She meant to tell her mother all about the Psammead - in fact -they had all meant to do this - but she spent so long thinking how to spell the word that there was no time to tell the story properly, and it is useless to tell a story unless you do tell it properly, so she had to be contented with this -
MY DEAR MOTHER DEAR,
We are all as as good as we can, like you told us to, and the Lamb has a little cold, but Martha says it is nothing, only he upset the goldfish into himself yesterday morning. When we were up at the sand-pit the other day we went round by the safe way where carts go, and we found a —
Half an hour went by before Jane felt quite sure that they could none of them spell Psammead. And they could not find it in the dictionary either, though they looked. Then Jane hastily finished her letter.
We found a strange thing, but it is nearly post-time, so no more at present from
your little girl, JANE.
Ps. - If you could have a wish come true, what would you have?
Then the postman was heard blowing his horn, and Robert rushed out in the rain to stop his cart and give him the letter. And that was how it happened that, though all the children meant to tell their mother about the Sand-fairy, somehow or other she never got to know. There were other reasons why she never got to know, but these come later.
The next day Uncle Richard came and took them all to Maidstone in a wagonette all except the Lamb. Uncle Richard was the very best kind of uncle. He bought them toys at Maidstone. He took them into a shop and let them choose exactly what they wanted, without any restrictions about price, and no nonsense about things being instructive. It is very wise to let children choose exactly what they like, because they are very foolish and inexperienced, and sometimes they will choose a really instructive thing without meaning to. This happened to Robert, who chose, at the last moment, and in a great hurry, a box with pictures on it of winged bulls with men's heads and winged men with eagles' heads. He thought there would be animals inside, the same as on the box. When he got it home it was a Sunday puzzle about ancient Nineveh! The others chose in haste, and were happy at leisure. Cyril had a model engine, and the girls had two dolls, as well as a china tea-set with forget-me-nots on it, to be 'between them'. The boys' 'between them' was bow and arrows.
Then Uncle Richard took them on the beautiful Medway in a boat, and then they all had tea at a beautiful pastrycook's, and when they reached home it was far too late to have any wishes that day.
They did not tell Uncle Richard anything about the Psammead. I do not know why. And they do not know why. But I daresay you can guess.
The day after Uncle Richard had behaved so handsomely was a very hot day indeed. The people who decide what the weather is to be, and put its orders down for it in the newspapers every morning, said afterwards that it was the hottest day there had been for years. They had ordered it to be 'warmer - some showers', and warmer it certainly was. In fact it was so busy being warmer that it had no time to attend to the order about showers, so there weren't any.
Have you ever been up at five o'clock on a fine summer morning? It is very beautiful. The sunlight is pinky and yellowy, and all the grass and trees are covered with dew-diamonds. And all the shadows go the opposite way to the way they do in the evening, which is very interesting and makes you feel as though you were in a new other world.
Anthea awoke at five. She had made herself wake, and I must tell you how it is done, even if it keeps you waiting for the story to go on.
You get into bed at night, and lie down quite flat on your little back with your hands straight down by your sides. Then you say 'I must wake up at five' (or six, or seven, or eight, or nine, or whatever the time is that you want), and as you say it you push your chin down on to your chest and then bang your head back on the pillow.
And you do this as many times as there are ones in the time you want to wake up at. (It is quite an easy sum.) Of course everything depends on your really wanting to get up at five (or six, or seven, or eight, or nine); if you don't really want to, it's all of no use. But if you do - well, try it and see. Of course in this, as in doing Latin proses or getting into mischief, practice makes perfect. Anthea was quite perfect.
At the very moment when she opened her eyes she heard the black-and-gold clock down in the dining-room strike eleven. So she knew it was three minutes to five. The black-and-gold clock always struck wrong, but it was all right when you knew what it meant. It was like a person talking a foreign language. If you know the language it is just as easy to understand as English. And Anthea knew the clock language. She was very sleepy, but she jumped out of bed and put her face and hands into a basin of cold water. This is a fairy charm that prevents your wanting to get back into bed again. Then she dressed, and folded up her nightgown. She did not tumble it together by the sleeves, but folded it by the seams from the hem, and that will show you the kind of well-brought-up little girl she was.
Then she took her shoes in her hand and crept softly down the stairs. She opened the dining-room window and climbed out. It would have been just as easy to go out by the door, but the window was more romantic, and less likely to be noticed by Martha.
'I will always get up at five,' she said to herself. 'It was quite too awfully pretty for anything.'
Her heart was beating very fast, for she was carrying out a plan quite her own. She could not be sure that it was a good plan, but she was quite sure that it would not be any better if she were to tell the others about it. And she had a feeling that, right or wrong, she would rather go through with it alone. She put on her shoes under the iron veranda, on the red-and-yellow shining tiles, and then she ran straight to the sand-pit, and found the Psammead's place, and dug it out; it was very cross indeed.
'It's too bad,' it said, fluffing up its fur like pigeons do their feathers at Christmas time. 'The weather's arctic, and it's the middle of the night.'
'I'm so sorry,' said Anthea gently, and she took off her white pinafore and covered the Sand-fairy up with it, all but its head, its bat's ears, and its eyes that were like a snail's eyes.
'Thank you,' it said, 'that's better. What's the wish this morning?'
'I don't know,' said she; 'that's just it. You see we've been very unlucky, so far. I wanted to talk to you about it. But - would you mind not giving me any wishes till after breakfast? It's so hard to talk to anyone if they jump out at you with wishes you don't really want!'
'You shouldn't say you wish for things if you don't wish for them. In the old days people almost always knew whether it was Megatherium or Ichthyosaurus they really wanted for dinner.'
'I'll try not,' said Anthea, 'but I do wish -'
'Look out!' said the Psammead in a warning voice, and it began to blow itself out.
'Oh, this isn't a magic wish - it's just - I should be so glad if you'd not swell yourself out and nearly burst to give me anything just now. Wait till the others are here.'
'Well, well,' it said indulgently, but it shivered.
'Would you,' asked Anthea kindly - 'would you like to come and sit on my lap? You'd be warmer, and I could turn the skirt of my frock up round you. I'd be very careful.'
Anthea had never expected that it would, but it did.
'Thank you,' it said; 'you really are rather thoughtful.' It crept on to her lap and snuggled down, and she put her arms round it with a rather frightened gentleness. 'Now then!' it said.
'Well then,' said Anthea, 'everything we have wished has turned out rather horrid. I wish you would advise us. You are so old, you must be very wise.'
'I was always generous from a child,' said the Sand-fairy. 'I've spent the whole of my waking hours in giving. But one thing I won't give - that's advice.'
'You see,' Anthea went on, it's such a wonderful thing - such a splendid, glorious chance. It's so good and kind and dear of you to give us our wishes, and it seems such a pity it should all be wasted just because we are too silly to know what to wish for.'
Anthea had meant to say that - and she had not wanted to say it before the others. It's one thing to say you're silly, and quite another to say that other people are.
'Child,' said the Sand-fairy sleepily, 'I can only advise you to think before you speak -'
'But I thought you never gave advice.'
'That piece doesn't count,' it said. 'You'll never take it! Besides, it's not original. It's in all the copy-books.'
'But won't you just say if you think wings would be a silly wish?'
'Wings?' it said. 'I should think you might do worse. Only, take care you aren't flying high at sunset. There was a little Ninevite boy I heard of once. He was one of King Sennacherib's sons, and a traveller brought him a Psammead. He used to keep it in a box of sand on the palace terrace. It was a dreadful degradation for one of us, of course; still the boy was the Assyrian King's son. And one day he wished for wings and got them. But he forgot that they would turn into stone at sunset, and when they did he fell slap on to one of the winged lions at the top of his father's great staircase; and what with HIS stone wings and the lions' stone wings - well, it's not a pretty story! But I believe the boy enjoyed himself very much till then.'
'Tell me,' said Anthea, 'why don't our wishes turn into stone now? Why do they just vanish?'
'Autres temps, autres moeurs,' said the creature.
'Is that the Ninevite language?' asked Anthea, who had learned no foreign language at school except French.
'What I mean is,' the Psammead went on, 'that in the old days people wished for
good solid everyday gifts - Mammoths and Pterodactyls and things - and those could be turned into stone as easy as not. But people wish such high-flying fanciful things nowadays. How are you going to turn being beautiful as the day, or being wanted by everybody, into stone? You see it can't be done. And it would never do to have two rules, so they simply vanish. If being beautiful as the day COULD be turned into stone it would last an awfully long time, you know - much longer than you would. just look at the Greek statues. It's just as well as it is. Good-bye. I AM so sleepy.'
It jumped off her lap - dug frantically, and vanished.
Anthea was late for breakfast. It was Robert who quietly poured a spoonful of treacle down the Lamb's frock, so that he had to be taken away and washed thoroughly directly after breakfast. And it was of course a very naughty thing to do; yet it served two purposes - it delighted the Lamb, who loved above all things to be completely sticky, and it engaged Martha's attention so that the others could slip away to the sand-pit without the Lamb.
They did it, and in the lane Anthea, breathless from the scurry of that slipping, panted out -
'I want to propose we take turns to wish. Only, nobody's to have a wish if the others don't think it's a nice wish. Do you agree?'
'Who's to have first wish?' asked Robert cautiously.
'Me, if you don't mind,' said Anthea apologetically. 'And I've thought about it - and it's wings.'
There was a silence. The others rather wanted to find fault, but it was hard, because the word 'wings' raised a flutter of joyous excitement in every breast.
'Not so dusty,' said Cyril generously; and Robert added, 'Really Panther, you're not quite such a fool as you look.'
Jane said, 'I think it would be perfectly lovely. It's like a bright dream of delirium.' They found the Sand-fairy easily. Anthea said:
'I wish we all had beautiful wings to fly with.'
The Sand-fairy blew himself out, and next moment each child felt a funny feeling, half heaviness and half lightness, on its shoulders. The Psammead put its head on one side and turned its snail's eyes from one to the other.
'Not so dusty,' it said dreamily. 'But really, Robert, you're not quite such an angel as you look.' Robert almost blushed.
The wings were very big, and more beautiful than you can possibly imagine - for they were soft and smooth, and every feather lay neatly in its place. And the feathers were of the most lovely mixed changing colours, like the rainbow, or iridescent glass, or the beautiful scum that sometimes floats on water that is not at all nice to drink.
'Oh - but can we fly?'Jane said, standing anxiously first on one foot and then on the other.
'Look out!' said Cyril; 'you're treading on my wing.'
'Does it hurt?' asked Anthea with interest; but no one answered, for Robert had spread his wings and jumped up, and now he was slowly rising in the air. He looked very awkward in his knickerbocker suit - his boots in particular hung helplessly, and seemed much larger than when he was standing in them. But the others cared but little how he looked - or how they looked, for that matter. For now they all spread out their wings and rose in the air. Of course you all know what flying feels like, because everyone has dreamed about flying, and it seems so beautifully easy - only, you can never remember how you did it; and as a rule you have to do it without wings, in your dreams, which is more clever and uncommon, but not so easy to remember the rule for. Now the four children rose flapping from the ground, and you can't think how good the air felt running against their faces. Their wings were tremendously wide when they were spread out, and they had to fly quite a long way apart so as not to get in each other's way. But little things like this are easily learned.
All the words in the English Dictionary, and in the Greek Lexicon as well, are, I find, of no use at all to tell you exactly what it feels like to be flying, so I Will not try. But I will say that to look DOWN on the fields and woods, instead of along at them, is something like looking at a beautiful live map, where, instead of silly colours on paper, you have real moving sunny woods and green fields laid out one after the other. As Cyril said, and I can't think where he got hold of such a strange expression, 'It does you a fair treat!' It was most wonderful and more like real magic than any wish the children had had yet. They flapped and flew and sailed on their great rainbow wings, between green earth and blue sky; and they flew right over Rochester and then swerved round towards Maidstone, and presently they all began to feel extremely hungry. Curiously enough, this happened when they were flying rather low, and just as they were crossing an orchard where some early plums shone red and ripe.
They paused on their wings. I cannot explain to you how this is done, but it is something like treading water when you are swimming, and hawks do it extremely well.
'Yes, I daresay,' said Cyril, though no one had spoken. 'But stealing is stealing even if you've got wings.'
'Do you really think so?' said Jane briskly. 'If you've got wings you're a bird, and no one minds birds breaking the commandments. At least, they MAY mind, but the birds always do it, and no one scolds them or sends them to prison.'
It was not so easy to perch on a plum-tree as you might think, because the rainbow wings were so very large; but somehow they all managed to do it, and the plums were certainly very sweet and juicy.
Fortunately, it was not till they had all had quite as many plums as were good for them that they saw a stout man, who looked exactly as though he owned the plumtrees, come hurrying through the orchard gate with a thick stick, and with one accord they disentangled their wings from the plum-laden branches and began to fly.
The man stopped short, with his mouth open. For he had seen the boughs of his trees moving and twitching, and he had said to himself, 'The young varmints - at it again!' And he had come out at once, for the lads of the village had taught him in past
seasons that plums want looking after. But when he saw the rainbow wings flutter up out of the plum-tree he felt that he must have gone quite mad, and he did not like the feeling at all. And when Anthea looked down and saw his mouth go slowly open, and stay so, and his face become green and mauve in patches, she called out:
'Don't be frightened,' and felt hastily in her pocket for a threepenny-bit with a hole in it, which she had meant to hang on a ribbon round her neck, for luck. She hovered round the unfortunate plum-owner, and said, 'We have had some of your plums; we thought it wasn't stealing, but now I am not so sure. So here's some money to pay for them.'
She swooped down towards the terror-stricken grower of plums, and slipped the coin into the pocket of his jacket, and in a few flaps she had rejoined the others.
The farmer sat down on the grass, suddenly and heavily.
'Well - I'm blessed!' he said. 'This here is what they call delusions, I suppose. But this here threepenny' - he had pulled it out and bitten it - 'THAT'S real enough. Well, from this day forth I'll be a better man. It's the kind of thing to sober a chap for life, this is. I'm glad it was only wings, though. I'd rather see birds as aren't there, and couldn't be, even if they pretend to talk, than some things as I could name.'
He got up slowly and heavily, and went indoors, and he was so nice to his wife that day that she felt quite happy, and said to herself, 'Law, whatever have a-come to the man!' and smartened herself up and put a blue ribbon bow at the place where her collar fastened on, and looked so pretty that he was kinder than ever. So perhaps the winged children really did do one good thing that day. If so, it was the only one; for really there is nothing like wings for getting you into trouble. But, on the other hand, if you arc in trouble, there is nothing like wings for getting you out of it.
This was the case in the matter of the fierce dog who sprang out at them when they had folded up their wings as small as possible and were going up to a farm door to ask for a crust of bread and cheese, for in spite of the plums they were soon just as hungry as ever again.
Now there is no doubt whatever that, if the four had been ordinary wingless children, that black and fierce dog would have had a good bite out of the brownstockinged leg of Robert, who was the nearest. But at first growl there was a flutter of wings, and the dog was left to strain at his chain and stand on his hind-legs as if he were trying to fly too.
They tried several other farms, but at those where there were no dogs the people were far too frightened to do anything but scream; and at last when it was nearly four o'clock, and their wings were getting miserably stiff and tired, they alighted on a church-tower and held a council of war.
'We can't possibly fly all the way home without dinner or tea,' said Robert with desperate decision.
'And nobody will give us any dinner, or even lunch, let alone tea,' said Cyril.
'Perhaps the clergyman here might,' suggested Anthea. 'He must know all about angels -'
'Anybody could see we're not that,' said Jane. 'Look at Robert's boots and Squirrel's plaid necktie.'
'Well,' said Cyril firmly, 'if the country you're in won't SELL provisions, you TAKE them. In wars I mean. I'm quite certain you do. And even in other stories no good brother would allow his little sisters to starve in the midst of plenty.'
'Plenty?' repeated Robert hungrily; and the others looked vaguely round the bare leads of the church- tower, and murmured, 'In the midst of?'
'Yes,' said Cyril impressively. 'There is a larder window at the side of the clergyman's house, and I saw things to eat inside - custard pudding and cold chicken and tongue - and pies - and jam. It's rather a high window - but with wings -'
'How clever of you!' said Jane.
'Not at all,' said Cyril modestly; 'any born general - Napoleon or the Duke of Marlborough - would have seen it just the same as I did.'
'It seems very wrong,' said Anthea.
'Nonsense,' said Cyril. 'What was it Sir Philip Sidney said when the soldier wouldn't stand him a drink? - "My necessity is greater than his".'
'We'll club our money, though, and leave it to pay for the things, won't we?' Anthea was persuasive, and very nearly in tears, because it is most trying to feel enormously hungry and unspeakably sinful at one and the same time.
'Some of it,' was the cautious reply.
Everyone now turned out its pockets on the lead roof of the tower, where visitors for the last hundred and fifty years had cut their own and their sweethearts' initials with penknives in the soft lead. There was five-and-sevenpence-halfpenny altogether, and even the upright Anthea admitted that that was too much to pay for four peoples dinners. Robert said he thought eighteen pence.
And half-a-crown was finally agreed to be 'hand- some'.
So Anthea wrote on the back of her last term's report, which happened to be in her pocket, and from which she first tore her own name and that of the school, the following letter:
DEAR REVEREND CLERGYMAN, -- We are very hungry indeed because of having to fly all day, and we think it is not stealing when you are starving to death. We are afraid to ask you for fear you should say 'No', because of course you know about angels, but you would not think we were angels. We will only take the nessessities of life, and no pudding or pie, to show you it is not grediness but true starvation that makes us make your larder stand and deliver. But we are not highwaymen by trade.
'Cut it short,' said the others with one accord. And Anthea hastily added:
Our intentions are quite honourable if you only knew. And here is half-a-crown to show we are sinseer and grateful. Thank you for your kind hospitality.
The half-crown was wrapped in this letter, and all the children felt that when the clergyman had read it he would understand everything, as well as anyone could who had not seen the wings.
'Now,' said Cyril,"of course there's some risk; we'd better fly straight down the other side of the tower and then flutter low across the churchyard and in through the shrubbery. There doesn't seem to be anyone about. But you never know. The window looks out into the shrubbery. It is embowered in foliage, like a window in a story. I'll go in and get the things. Robert and Anthea can take them as I hand them out through the window; and Jane can keep watch - her eyes are sharp - and whistle if she sees anyone about. Shut up, Robert! she can whistle quite well enough for that, anyway. It ought not to be a very good whistle - it'll sound more natural and birdlike. Now then off we go!'
I cannot pretend that stealing is right. I can only say that on this occasion it did not look like stealing to the hungry four, but appeared in the light of a fair and reasonable business transaction. They had never happened to learn that a tongue - hardly cut into - a chicken and a half, a loaf of bread, and a syphon of soda-water cannot be bought in shops for half-a-crown. These were the necessaries of life, which Cyril handed out of the larder window when, quite unobserved and without hindrance or adventure, he had led the others to that happy spot. He felt that to refrain from jam, apple turnovers, cake, and mixed candied peel was a really heroic act - and I agree with him. He was also proud of not taking the custard pudding - and there I think he was wrong - because if he had taken it there would have been a difficulty about returning the dish; no one, however starving, has a right to steal china pie-dishes with little pink flowers on them. The soda-water syphon was different. They could not do without something to drink, and as the maker's name was on it they felt sure it would be returned to him wherever they might leave it. If they had time they would take it back themselves. The man appeared to live in Rochester, which would not be much out of their way home.
Everything was carried up to the top of the tower, and laid down on a sheet of kitchen paper which Cyril had found on the top shelf of the larder. As he unfolded it, Anthea said, 'I don't think THAT'S a necessity of life.'
'Yes, it is,' said he. 'We must put the things down somewhere to cut them up; and I heard father say the other day people got diseases from germans in rain-water. Now there must be lots of rain-water here - and when it dries up the germans are left, and they'd get into the things, and we should all die of scarlet fever.'
'What are germans?'
'Little waggly things you see with microscopes,' said Cyril, with a scientific air. 'They give you every illness you can think of! I'm sure the paper was a necessary, just as much as the bread and meat and water. Now then! Oh, my eyes, I am hungry!'
I do not wish to describe the picnic party on the top of the tower. You can imagine
well enough what it is like to carve a chicken and a tongue with a knife that has only one blade - and that snapped off short about half-way down. But it was done. Eating with your fingers is greasy and difficult - and paper dishes soon get to look very spotty and horrid. But one thing you CAN'T imagine, and that is how soda-water behaves when you try to drink it straight out of a syphon - especially a quite full one. But if imagination will not help you, experience will, and you can easily try it for yourself if you can get a grown-up to give you the syphon. If you want to have a really thorough experience, put the tube in your mouth and press the handle very suddenly and very hard. You had better do it when you are alone - and out of doors is best for this experiment.
However you eat them, tongue and chicken and new bread are very good things, and no one minds being sprinkled a little with soda-water on a really fine hot day. So that everyone enjoyed the dinner very much indeed, and everyone ate as much as it possibly could: first, because it was extremely hungry; and secondly, because, as I said, tongue and chicken and new bread are very nice.
Now, I daresay you will have noticed that if you have to wait for your dinner till long after the proper time, and then eat a great deal more dinner than usual, and sit in the hot sun on the top of a church-tower - or even anywhere else - you become soon and strangely sleepy. Now Anthea and Jane and Cyril and Robert were very like you in many ways, and when they had eaten all they could, and drunk all there was, they became sleepy, strangely and soon - especially Anthea, because she had got up so early.
One by one they left off talking and leaned back, and before it was a quarter of an hour after dinner they had all curled round and tucked themselves up under their large soft warm wings and were fast asleep. And the sun was sinking slowly in the west. (I must say it was in the west, because it is usual in books to say so, for fear careless people should think it was setting in the east. In point of fact, it was not exactly in the west either - but that's near enough.) The sun, I repeat, was sinking slowly in the west, and the children slept warmly and happily on - for wings are cosier than eiderdown quilts to sleep under. The shadow of the church-tower fell across the churchyard, and across the Vicarage, and across the field beyond; and presently there were no more shadows, and the sun had set, and the wings were gone. And still the children slept. But not for long. Twilight is very beautiful, but it is chilly; and you know, however sleepy you are, you wake up soon enough if your brother or sister happens to be up first and pulls your blankets off you. The four wingless children shivered and woke. And there they were - on the top of a church-tower in the dusky twilight, with blue stars coming out by ones and twos and tens and twenties over their heads - miles away from home, with three-and-three-halfpence in their pockets, and a doubtful act about the necessities of life to be accounted for if anyone found them with the sodawater syphon.
They looked at each other. Cyril spoke first, picking up the syphon:
'We'd better get along down and get rid of this beastly thing. It's dark enough to leave it on the clergyman's doorstep, I should think. Come on.'
There was a little turret at the corner of the tower, and the little turret had a door in it. They had noticed this when they were eating, but had not explored it, as you would have done in their place. Because, of course, when you have wings, and can explore the whole sky, doors seem hardly worth exploring.
Now they turned towards it.
'Of course,' said Cyril, 'this is the way down.'
It was. But the door was locked on the inside!
And the world was growing darker and darker. And they were miles from home. And there was the soda-water syphon.
I shall not tell you whether anyone cried, nor if so, how many cried, nor who cried. You will be better employed in making up your minds what you would have done if you had been in their place.
CHAPTER 5. NO WINGS
Whether anyone cried or not, there was certainly an interval during which none of the party was quite itself. When they grew calmer, Anthea put her handkerchief in her pocket and her arm round Jane, and said:
'It can't be for more than one night. We can signal with our handkerchiefs in the morning. They'll be dry then. And someone will come up and let us out -'
'And find the syphon,' said Cyril gloomily; 'and we shall be sent to prison for stealing -'
'You said it wasn't stealing. You said you were sure it wasn't.'
'I'm not sure NOW,' said Cyril shortly.
'Let's throw the beastly thing slap away among the trees,' said Robert, 'then no one can do anything to us.'
'Oh yes' - Cyril's laugh was not a lighthearted one - 'and hit some chap on the head, and be murderers as well as - as the other thing.'
'But we can't stay up here all night,' said Jane; 'and I want my tea.'
'You CAN'T want your tea,' said Robert; 'you've only just had your dinner.'
'But I do want it,' she said; 'especially when you begin talking about stopping up here all night. Oh, Panther - I want to go home! I want to go home!'
'Hush, hush,' Anthea said. 'Don't, dear. It'll be all right, somehow. Don't, don't -'
'Let her cry,' said Robert desperately; 'if she howls loud enough, someone may hear and come and let us out.'
'And see the soda-water thing,' said Anthea swiftly. 'Robert, don't be a brute. Oh, Jane, do try to be a man! It's just the same for all of us.'
Jane did try to 'be a man' - and reduced her howls to sniffs.
There was a pause. Then Cyril said slowly, 'Look here. We must risk that syphon. I'll button it up inside my jacket - perhaps no one will notice it. You others keep well in front of me. There are lights in the clergyman's house. They've not gone to bed yet. We must just yell as loud as ever we can. Now all scream when I say three. Robert, you do the yell like the railway engine, and I'll do the coo-ee like father's. The girls can do as they please. One, two, three!'
A fourfold yell rent the silent peace of the evening, and a maid at one of the Vicarage windows paused with her hand on the blind-cord.
'One, two, three!' Another yell, piercing and complex, startled the owls and starlings to a flutter of feathers in the belfry below. The maid fled from the Vicarage window and ran down the Vicarage stairs and into the Vicarage kitchen, and fainted as soon as she had explained to the man-servant and the cook and the cook's cousin that she had seen a ghost. It was quite untrue, of course, but I suppose the girl's nerves were a little upset by the yelling.
'One, two, three!' The Vicar was on his doorstep by this time, and there was no
mistaking the yell that greeted him.
'Goodness me,' he said to his wife, 'my dear, someone's being murdered in the church! Give me my hat and a thick stick, and tell Andrew to come after me. I expect it's the lunatic who stole the tongue.'
The children had seen the flash of light when the Vicar opened his front door. They had seen his dark form on the doorstep, and they had paused for breath, and also to see what he would do.
When he turned back for his hat, Cyril said hastily:
'He thinks he only fancied he heard something. You don't half yell! Now! One, two, three!'
It was certainly a whole yell this time, and the Vicar's wife flung her arms round her husband and screamed a feeble echo of it.
'You shan't go!' she said, 'not alone. Jessie!' - the maid unfainted and came out of the kitchen - 'send Andrew at once. There's a dangerous lunatic in the church, and he must go immediately and catch it.'
'I expect he WILL catch it too,' said Jessie to herself as she went through the kitchen door. 'Here, Andrew,' she said, there's someone screaming like mad in the church, and the missus says you're to go along and catch it.'
'Not alone, I don't,' said Andrew in low firm tones. To his master he merely said, 'Yes, sir.'
'You heard those screams?'
'I did think I noticed a sort of something,' said Andrew.
'Well, come on, then,' said the Vicar. 'My dear, I MUST go!' He pushed her gently into the sitting-room, banged the door, and rushed out, dragging Andrew by the arm.
A volley of yells greeted them. As it died into silence Andrew shouted, 'Hullo, you there! Did you call?'
'Yes,' shouted four far-away voices.
'They seem to be in the air,' said the Vicar. 'Very remarkable.'
'Where are you?' shouted Andrew: and Cyril replied in his deepest voice, very slow and loud:
'CHURCH! TOWER! TOP!'
'Come down, then!' said Andrew; and the same voice replied:
'CAN'T! DOOR LOCKED!'
'My goodness!' said the Vicar. 'Andrew, fetch the stable lantern. Perhaps it would be as well to fetch another man from the village.'
'With the rest of the gang about, very likely. No, sir; if this 'ere ain't a trap - well, may I never! There's cook's cousin at the back door now. He's a keeper, sir, and used to dealing with vicious characters. And he's got his gun, sir.'
'Hullo there!' shouted Cyril from the church-tower; 'come up and let us out.'
'We're a-coming,' said Andrew. 'I'm a-going to get a policeman and a gun.'
'Andrew, Andrew,' said the Vicar, 'that's not the truth.'
'It's near enough, sir, for the likes of them.'
So Andrew fetched the lantern and the cook's cousin; and the Vicar's wife begged them all to be very careful.
They went across the churchyard - it was quite dark now - and as they went they talked. The Vicar was certain a lunatic was on the church-tower - the one who had written the mad letter, and taken the cold tongue and things. Andrew thought it was a 'trap'; the cook's cousin alone was calm. 'Great cry, little wool,' said he; 'dangerous chaps is quieter.' He was not at all afraid. But then he had a gun. That was why he was asked to lead the way up the worn steep dark steps of the church-tower. He did lead the way, with the lantern in one hand and the gun in the other. Andrew went next. He pretended afterwards that this was because he was braver than his master, but really it was because he thought of traps, and he did not like the idea of being behind the others for fear someone should come soffly up behind him and catch hold of his legs in the dark. They went on and on, and round and round the little corkscrew staircase - then through the bell-ringers' loft, where the bell-ropes hung with soft furry ends like giant caterpillars - then up another stair into the belfry, where the big quiet bells are - and then on, up a ladder with broad steps - and then up a little stone stair. And at the top of that there was a little door. And the door was bolted on the stair side.
The cook's cousin, who was a gamekeeper, kicked at the door, and said:
'Hullo, you there!'
The children were holding on to each other on the other side of the door, and trembling with anxiousness - and very hoarse with their howls. They could hardly speak, but Cyril managed to reply huskily:
'Hullo, you there!'
'How did you get up there?'
It was no use saying 'We flew up', so Cyril said:
'We got up - and then we found the door was locked and we couldn't get down. Let us out - do.'
'How many of you are there?' asked the keeper.
'Only four,' said Cyril.
'Are you armed?'
'Are we what?'
'I've got my gun handy - so you'd best not try any tricks,' said the keeper. 'If we open the door, will you promise to come quietly down, and no nonsense?'
'Yes - oh YES!' said all the children together.
'Bless me,' said the Vicar, 'surely that was a female voice?'
'Shall I open the door, Sir?' said the keeper. Andrew went down a few steps, 'to leave room for the others' he said afterwards.
'Yes,' said the Vicar, 'open the door. Remember,' he said through the keyhole, 'we have come to release you. You will keep your promise to refrain from violence?'
'How this bolt do stick,' said the keeper; 'anyone 'ud think it hadn't been drawed for half a year.' As a matter of fact it hadn't.
When all the bolts were drawn, the keeper spoke deep-chested words through the keyhole.
'I don't open,' said he, 'till you've gone over to the other side of the tower. And if one of you comes at me I fire. Now!'
'We're all over on the other side,' said the voices.
The keeper felt pleased with himself, and owned himself a bold man when he threw open that door, and, stepping out into the leads, flashed the full light of the stable lantern on to the group of desperadoes standing against the parapet on the other side of the tower.
He lowered his gun, and he nearly dropped the lantern.
'So help me,' he cried, 'if they ain't a pack of kiddies!'
The Vicar now advanced.
'How did you come here?' he asked severely. 'Tell me at once. '
'Oh, take us down,' said Jane, catching at his coat, 'and we'll tell you anything you like. You won't believe us, but it doesn't matter. Oh, take us down!'
The others crowded round him, with the same entreaty. All but Cyril. He had enough to do with the soda-water syphon, which would keep slipping down under his jacket. It needed both hands to keep it steady in its place.
But he said, standing as far out of the lantern light as possible:
'Please do take us down.'
So they were taken down. It is no joke to go down a strange church-tower in the dark, but the keeper helped them - only, Cyril had to be independent because of the soda-water syphon. It would keep trying to get away. Half-way down the ladder it all but escaped. Cyril just caught it by its spout, and as nearly as possible lost his footing. He was trembling and pale when at last they reached the bottom of the winding stair and stepped out on to the flags of the church-porch.
Then suddenly the keeper caught Cyril and Robert each by an arm.
'You bring along the gells, sir,' said he; 'you and Andrew can manage them.'
'Let go!' said Cyril; 'we aren't running away. We haven't hurt your old church. Leave go!'
'You just come along,' said the keeper; and Cyril dared not oppose him with violence, because just then the syphon began to slip again.
So they were all marched into the Vicarage study, and the Vicar's wife came rushing in.
'Oh, William, are you safe?' she cried.
Robert hastened to allay her anxiety.
'Yes,' he said, 'he's quite safe. We haven't hurt him at all. And please, we're very late, and they'll be anxious at home. Could you send us home in your carriage?'
'Or perhaps there's a hotel near where we could get a carriage from,' said Anthea. 'Martha will be very anxious as it is.'
The Vicar had sunk into a chair, overcome by emotion and amazement.
Cyril had also sat down, and was leaning forward with his elbows on his knees because of that soda-water syphon.
'But how did you come to be locked up in the church-tower?' asked the Vicar.
'We went up,' said Robert slowly, 'and we were tired, and we all went to sleep, and when we woke up we found the door was locked, so we yelled.'
'I should think you did!' said the Vicar's wife. 'Frightening everybody out of their wits like this! You ought to be ashamed of yourselves.'
'We are,' said Jane gently.
'But who locked the door?' asked the Vicar.
'I don't know at all,' said Robert, with perfect truth. 'Do please send us home.'
'Well, really,' said the Vicar, 'I suppose we'd better. Andrew, put the horse to, and you can take them home.'
'Not alone, I don't,' said Andrew to himself.
'And,' the Vicar went on, 'let this be a lesson to you …' He went on talking, and the children listened miserably. But the keeper was not listening. He was looking at the unfortunate Cyril. He knew all about poachers of course, so he knew how people look when they're hiding something. The Vicar had just got to the part about trying to grow up to be a blessing to your parents, and not a trouble and a disgrace, when the keeper suddenly said:
'Arst him what he's got there under his jacket'; and Cyril knew that concealment was at an end. So he stood up, and squared his shoulders and tried to look noble, like the boys in books that no one can look in the face of and doubt that they come of brave and noble families and will be faithful to the death, and he pulled out the sodawater syphon and said:
'Well, there you are, then.'
There was a silence. Cyril went on - there was nothing else for it:
'Yes, we took this out of your larder, and some chicken and tongue and bread. We were very hungry, and we didn't take the custard or jam. We only took bread and meat and water - and we couldn't help its being the soda kind -just the necessaries of life; and we left half-a-crown to pay for it, and we left a letter. And we're very sorry. And my father will pay a fine or anything you like, but don't send us to prison. Mother
would be so vexed. You know what you said about not being a disgrace. Well, don't you go and do it to us - that's all! We're as sorry as we can be. There!'
'However did you get up to the larder window?' said Mrs Vicar.
'I can't tell you that,' said Cyril firmly.
'Is this the whole truth you've been telling me?' asked the clergyman.
'No,' answered Jane suddenly; 'it's all true, but it's not the whole truth. We can't tell you that. It's no good asking. Oh, do forgive us and take us home!' She ran to the Vicar's wife and threw her arms round her. The Vicar's wife put her arms round Jane, and the keeper whispered behind his hand to the Vicar:
'They're all right, sir - I expect it's a pal they're standing by. Someone put 'em up to it, and they won't peach. Game little kids.'
'Tell me,' said the Vicar kindly, 'are you screening someone else? Had anyone else anything to do with this?'
'Yes,' said Anthea, thinking of the Psammead; 'but it wasn't their fault.'
'Very well, my dears,' said the Vicar, 'then let's say no more about it. Only just tell us why you wrote such an odd letter.'
'I don't know,' said Cyril. 'You see, Anthea wrote it in such a hurry, and it really didn't seem like stealing then. But afterwards, when we found we couldn't get down off the church-tower, it seemed just exactly like it. We are all very sorry -'
'Say no more about it,' said the Vicar's wife; 'but another time just think before you take other people's tongues. Now - some cake and milk before you go home?'
When Andrew came to say that the horse was put to, and was he expected to be led alone into the trap that he had plainly seen from the first, he found the children eating cake and drinking milk and laughing at the Vicar's jokes. Jane was sitting on the Vicar's wife's lap.
So you see they got off better than they deserved.
The gamekeeper, who was the cook's cousin, asked leave to drive home with them, and Andrew was only too glad to have someone to protect him from the trap he was so certain of.
When the wagonette reached their own house, between the chalk-quarry and the gravel-pit, the children were very sleepy, but they felt that they and the keeper were friends for life.
Andrew dumped the children down at the iron gate without a word. 'You get along home,' said the Vicarage cook's cousin, who was a gamekeeper. 'I'll get me home on Shanks' mare.'
So Andrew had to drive off alone, which he did not like at all, and it was the keeper that was cousin to the Vicarage cook who went with the children to the door, and, when they had been swept to bed in a whirlwind of reproaches, remained to explain to Martha and the cook and the housemaid exactly what had happened. He explained so well that Martha was quite amiable the next morning.
After that he often used to come over and see Martha; and in the end - but that is another story, as dear Mr Kipling says.
Martha was obliged to stick to what she had said the night before about keeping the children indoors the next day for a punishment. But she wasn't at all snarky about it, and agreed to let Robert go out for half an hour to get something he particularly wanted. This, of course, was the day's wish.
Robert rushed to the gravel-pit, found the Psammead, and presently wished for But that, too, is another story.
CHAPTER 6. A CASTLE AND NO DINNER
The others were to be kept in as a punishment for the misfortunes of the day before. Of course Martha thought it was naughtiness, and not misfortune - so you must not blame her. She only thought she was doing her duty. You know grown-up people often say they do not like to punish you, and that they only do it for your own good, and that it hurts them as much as it hurts you - and this is really very often the truth.
Martha certainly hated having to punish the children quite as much as they hated to be punished. For one thing, she knew what a noise there would be in the house all day. And she had other reasons.
'I declare,' she said to the cook, 'it seems almost a shame keeping of them indoors this lovely day; but they are that audacious, they'll be walking in with their heads knocked off some of these days, if I don't put my foot down. You make them a cake for tea to-morrow, dear. And we'll have Baby along of us soon as we've got a bit forrard with our work. Then they can have a good romp with him out of the way. Now, Eliza, come, get on with them beds. Here's ten o'clock nearly, and no rabbits caught!'
People say that in Kent when they mean 'and no work done'.
So all the others were kept in, but Robert, as I have said, was allowed to go out for half an hour to get something they all wanted. And that, of course, was the day's wish. He had no difficulty in finding the Sand-fairy, for the day was already so hot that it had actually, for the first time, come out of its own accord, and it was sitting in a sort of pool of soft sand, stretching itself, and trimming its whiskers, and turning its snail's eyes round and round.
'Ha!' it said when its left eye saw Robert; 'I've been looking out for you. Where are the rest of you? Not smashed themselves up with those wings, I hope?'
'No,' said Robert; 'but the wings got us into a row, just like all the wishes always do. So the others are kept indoors, and I was only let out for half-an-hour - to get the wish. So please let me wish as quickly as I can.'
'Wish away,' said the Psammead, twisting itself round in the sand. But Robert couldn't wish away. He forgot all the things he had been thinking about, and nothing would come into his head but little things for himself, like toffee, a foreign stamp album, or a clasp- knife with three blades and a corkscrew. He sat down to think better, but it was no use. He could only think of things the others would not have cared for such as a football, or a pair of leg-guards, or to be able to lick Simpkins minor thoroughly when he went back to school.
'Well,' said the Psammead at last, 'you'd better hurry up with that wish of yours. Time flies.'
'I know it does,' said Robert. 'I can't think what to wish for. I wish you could give one of the others their wish without their having to come here to ask for it. Oh, DON'T!'
But it was too late. The Psammead had blown itself out to about three times its proper size, and now it collapsed like a pricked bubble, and with a deep sigh leaned
back against the edge of its sand-pool, quite faint with the effort.
'There!' it said in a weak voice; 'it was tremendously hard - but I did it. Run along home, or they're sure to wish for something silly before you get there.'
They were - quite sure; Robert felt this, and as he ran home his mind was deeply occupied with the sort of wishes he might find they had wished in his absence. They might wish for rabbits, or white mice, or chocolate, or a fine day to-morrow, or even and that was most likely - someone might have said, 'I do wish to goodness Robert would hurry up.' Well, he WAS hurrying up, and so they would have their wish, and the day would be wasted. Then he tried to think what they could wish for - something that would be amusing indoors. That had been his own difficulty from the beginning. So few things are amusing indoors when the sun is shining outside and you mayn't go out, however much you want to. Robert was running as fast as he could, but when he turned the corner that ought to have brought him within sight of the architect's nightmare - the ornamental iron-work on the top of the house - he opened his eyes so wide that he had to drop into a walk; for you cannot run with your eyes wide open. Then suddenly he stopped short, for there was no house to be seen. The front-garden railings were gone too, and where the house had stood - Robert rubbed his eyes and looked again. Yes, the others HAD wished - there was no doubt about that - and they must have wished that they lived in a castle; for there the castle stood black and stately, and very tall and broad, with battlements and lancet windows, and eight great towers; and, where the garden and the orchard had been, there were white things dotted like mushrooms. Robert walked slowly on, and as he got nearer he saw that these were tents) and men in armour were walking about among the tents - crowds and crowds of them.
'Oh, crikey!' said Robert fervently. 'They HAVE! They've wished for a castle, and it's being besieged! It's just like that Sand-fairy! I wish we'd never seen the beastly thing!'
At the little window above the great gateway, across the moat that now lay where the garden had been but half an hour ago, someone was waving something pale dustcoloured. Robert thought it was one of Cyril's handkerchiefs. They had never been white since the day when he had upset the bottle of 'Combined Toning and Fixing Solution' into the drawer where they were. Robert waved back, and immediately felt that he had been unwise. For his signal had been seen by the besieging force, and two men in steel-caps were coming towards him. They had high brown boots on their long legs, and they came towards him with such great strides that Robert remembered the shortness of his own legs and did not run away. He knew it would be useless to himself, and he feared it might be irritating to the foe. So he stood still, and the two men seemed quite pleased with him.
'By my halidom,' said one, 'a brave varlet this!'
Robert felt pleased at being CALLED brave, and somehow it made him FEEL brave. He passed over the 'varlet'. It was the way people talked in historical romances for the young, he knew, and it was evidently not meant for rudeness. He only hoped he would be able to understand what they said to him. He had not always been able
quite to follow the conversations in the historical romances for the young.
'His garb is strange,' said the other. 'Some outlandish treachery, belike.'
'Say, lad, what brings thee hither?'
Robert knew this meant, 'Now then, youngster, what are you up to here, eh?' - so he said:
'If you please, I want to go home.'
'Go, then!' said the man in the longest boots; 'none hindereth, and nought lets us to follow. Zooks!' he added in a cautious undertone, 'I misdoubt me but he beareth tidings to the besieged.'
'Where dwellest thou, young knave?' inquired the man with the largest steel-cap.
'Over there,' said Robert; and directly he had said it he knew he ought to have said 'Yonder!'
'Ha - sayest so?' rejoined the longest boots. 'Come hither, boy. This is a matter for our leader.'
And to the leader Robert was dragged forthwith - by the reluctant ear.
The leader was the most glorious creature Robert had ever seen. He was exactly like the pictures Robert had so often admired in the historical romances. He had armour, and a helmet, and a horse, and a crest, and feathers, and a shield, and a lance, and a sword. His armour and his weapons were all, I am almost sure, of quite different periods. The shield was thirteenth-century, while the sword was of the pattern used in the Peninsular War. The cuirass was of the time of Charles I, and the helmet dated from the Second Crusade. The arms on the shield were very grand - three red running lions on a blue ground. The tents were of the latest brand and the whole appearance of camp, army, and leader might have been a shock to some. But Robert was dumb with admiration, and it all seemed to him perfectly correct, because he knew no more of heraldry or archaeology than the gifted artists who usually drew the pictures for the historical romances. The scene was indeed 'exactly like a picture'. He admired it all so much that he felt braver than ever.
'Come hither, lad,' said the glorious leader, when the men in Cromwellian steelcaps had said a few low eager words. And he took off his helmet, because he could not see properly with it on. He had a kind face, and long fair hair. 'Have no fear; thou shalt take no scathe,' he said.
Robert was glad of that. He wondered what 'scathe' was, and if it was nastier than the senna tea which he had to take sometimes.
'Unfold thy tale without alarm,' said the leader kindly. 'Whence comest thou, and what is thine intent?'
'My what?' said Robert.
'What seekest thou to accomplish? What is thine errand, that thou wanderest here alone among these rough men-at-arms? Poor child, thy mother's heart aches for thee e'en now, I'll warrant me.'
'I don't think so,' said Robert; 'you see, she doesn't know I'm out.'
The leader wiped away a manly tear, exactly as a leader in a historical romance would have done, and said:
'Fear not to speak the truth, my child; thou hast nought to fear from Wulfric de Talbot.'
Robert had a wild feeling that this glorious leader of the besieging party - being himself part of a wish - would be able to understand better than Martha, or the gipsies, or the policeman in Rochester, or the clergyman of yesterday, the true tale of the wishes and the Psammead. The only difficulty was that he knew he could never remember enough 'quothas' and 'beshrew me's', and things like that, to make his talk sound like the talk of a boy in a historical romance. However, he began boldly enough, with a sentence straight out of Ralph de Courcy; or, The Boy Crusader. He said:
'Grammercy for thy courtesy, fair sir knight. The fact is, it's like this - and I hope you're not in a hurry, because the story's rather a breather. Father and mother are away, and when we were down playing in the sand-pits we found a Psammead.'
'I cry thee mercy! A Sammyadd?' said the knight.
'Yes, a sort of - of fairy, or enchanter - yes, that's it, an enchanter; and he said we could have a wish every day, and we wished first to be beautiful.'
'Thy wish was scarce granted,' muttered one of the men-at-arms, looking at Robert, who went on as if he had not heard, though he thought the remark very rude indeed.
'And then we wished for money - treasure, you know; but we couldn't spend it. And yesterday we wished for wings, and we got them, and we had a ripping time to begin with -'
'Thy speech is strange and uncouth,' said Sir Wulfric de Talbot. 'Repeat thy words - what hadst thou?'
'A ripping - I mean a jolly - no - we were contented with our lot - that's what I mean; only, after that we got into an awful fix.'
'What is a fix? A fray, mayhap?'
'No - not a fray. A - a - a tight place.'
'A dungeon? Alas for thy youthful fettered limbs!' said the knight, with polite sympathy.
'It wasn't a dungeon. We just - just encountered undeserved misfortunes,' Robert explained, 'and to-day we are punished by not being allowed to go out. That's where I live,' - he pointed to the castle. 'The others are in there, and they're not allowed to go out. It's all the Psammead's - I mean the enchanter's fault. I wish we'd never seen him.'
'He is an enchanter of might?'
'Oh yes - of might and main. Rather!'
'And thou deemest that it is the spells of the enchanter whom thou hast angered that have lent strength to the besieging party,' said the gallant leader; 'but know thou that Wulfric de Talbot needs no enchanter's aid to lead his followers to victory.'
'No, I'm sure you don't,' said Robert, with hasty courtesy; 'of course not - you wouldn't, you know. But, all the same, it's partly his fault, but we're most to blame. You couldn't have done anything if it hadn't been for us.'
'How now, bold boy?' asked Sir Wulfric haughtily. 'Thy speech is dark, and eke scarce courteous. Unravel me this riddle!'
'Oh,' said Robert desperately, 'of course you don't know it, but you're not REAL at all. You're only here because the others must have been idiots enough to wish for a castle - and when the sun sets you'll just vanish away, and it'll be all right.'
The captain and the men-at-arms exchanged glances, at first pitying, and then sterner, as the longest-booted man said, 'Beware, noble my lord; the urchin doth but feign madness to escape from our clutches. Shall we not bind him?'
'I'm no more mad than you are,' said Robert angrily, 'perhaps not so much - only, I was an idiot to think you'd understand anything. Let me go - I haven't done anything to you.'
'Whither?' asked the knight, who seemed to have believed all the enchanter story till it came to his own share in it. 'Whither wouldst thou wend?'
'Home, of course.' Robert pointed to the castle.
'To carry news of succour? Nay!'
'All right then,' said Robert, struck by a sudden idea; 'then let me go somewhere else.' His mind sought eagerly among his memories of the historical romance.
'Sir Wulfric de Talbot,' he said slowly, 'should think foul scorn to - to keep a chap I mean one who has done him no hurt - when he wants to cut off quietly - I mean to depart without violence.'
'This to my face! Beshrew thee for a knave!' replied Sir Wulfric. But the appeal seemed to have gone home. 'Yet thou sayest sooth,' he added thoughtfully. 'Go where thou wilt,' he added nobly, 'thou art free. Wulfric de Talbot warreth not with babes, and Jakin here shall bear thee company.' 'All right,' said Robert wildly. 'Jakin will enjoy himself, I think. Come on, Jakin. Sir Wulfric, I salute thee.'
He saluted after the modern military manner, and set off running to the sand-pit, Jakin's long boots keeping up easily.
He found the Fairy. He dug it up, he woke it up, he implored it to give him one more wish.
'I've done two to-day already,' it grumbled, 'and one was as stiff a bit of work as ever I did.'
'Oh, do, do, do, do, DO!' said Robert, while Jakin looked on with an expression of open-mouthed horror at the strange beast that talked, and gazed with its snail's eyes at him.
'Well, what is it?' snapped the Psammead, with cross sleepiness.
'I wish I was with the others,' said Robert. And the Psammead began to swell. Robert never thought of wishing the castle and the siege away. Of course he knew they had all come out of a wish, but swords and daggers and pikes and lances seemed much too real to be wished away. Robert lost consciousness for an instant. When he opened his eyes the others were crowding round him.
'We never heard you come in,' they said. 'How awfully jolly of you to wish it to give us our wish!'
'Of course we understood that was what you'd done.'
'But you ought to have told us. Suppose we'd wished something silly.'
'Silly?' said Robert, very crossly indeed. 'How much sillier could you have been, I'd like to know? You nearly settled ME - I can tell you.'
Then he told his story, and the others admitted that it certainly had been rough on him. But they praised his courage and cleverness so much that he presently got back his lost temper, and felt braver than ever, and consented to be captain of the besieged force.
'We haven't done anything yet,' said Anthea comfortably; 'we waited for you. We're going to shoot at them through these little loopholes with the bow and arrows uncle gave you, and you shall have first shot.'
'I don't think I would,' said Robert cautiously; 'you don't know what they're like near to. They've got REAL bows and arrows - an awful length - and swords and pikes and daggers, and all sorts of sharp things. They're all quite, quite real. It's not just a a picture, or a vision, or anything; they can hurt us - or kill us even, I shouldn't wonder. I can feel my ear all sore still. Look here - have you explored the castle? Because I think we'd better let them alone as long as they let us alone. I heard that Jakin man say they weren't going to attack till just before sundown. We can be getting ready for the attack. Are there any soldiers in the castle to defend it?'
'We don't know,' said Cyril. 'You see, directly I'd wished we were in a besieged castle, everything seemed to go upside down, and,when it came straight we looked out of the window, and saw the camp and things and you - and of course we kept on looking at everything. Isn't this room jolly? It's as real as real!'
It was. It was square, with stone walls four feet thick, and great beams for ceiling. A low door at the corner led to a flight of steps, up and down. The children went down; they found themselves in a great arched gatehouse - the enormous doors were shut and barred. There was a window in a little room at the bottom of the round turret up which the stair wound, rather larger than the other windows, and looking through it they saw that the drawbridge was up and the portcullis down; the moat looked very wide and deep. Opposite the great door that led to the moat was another great door, with a little door in it. The children went through this, and found themselves in a big paved courtyard, with the great grey walls of the castle rising dark and heavy on all four sides.
Near the middle of the courtyard stood Martha, moving her right hand backwards
and forwards in the air. The cook was stooping down and moving her hands, also in a very curious way. But. the oddest and at the same time most terrible thing was the Lamb, who was sitting on nothing, about three feet from the ground, laughing happily.
The children ran towards him. Just as Anthea was reaching out her arms to take him, Martha said crossly, 'Let him alone - do, miss, when he is good.'
'But what's he DOING?' said Anthea.
'Doing? Why, a-setting in his high chair as good as gold, a precious, watching me doing of the ironing. Get along with you, do - my iron's cold again.'
She went towards the cook, and seemed to poke an invisible fire with an unseen poker - the cook seemed to be putting an unseen dish into an invisible oven.
'Run along with you, do,' she said; 'I'm behindhand as it is. You won't get no dinner if you come a-hindering of me like this. Come, off you goes, or I'll pin a dishcloth to some of your tails.'
'You're sure the Lamb's all right?' asked Jane anxiously.
'Right as ninepence, if you don't come unsettling of him. I thought you'd like to be rid of him for to-day; but take him, if you want him, for gracious' sake.'
'No, no,' they said, and hastened away. They would have to defend the castle presently, and the Lamb was safer even suspended in mid-air in an invisible kitchen than in the guardroom of a besieged castle. They went through the first doorway they came to, and sat down helplessly on a wooden bench that ran along the room inside.
'How awful!' said Anthea and Jane together; and Jane added, 'I feel as if I was in a mad asylum.'
'What does it mean?' Anthea said. 'It's creepy; I don't like it. I wish we'd wished for something plain - a rocking-horse, or a donkey, or something.'
'It's no use wishing NOW,' said Robert bitterly; and Cyril said:
'Do dry up a sec; I want to think.'
He buried his face in his hands, and the others looked about them. They were in a long room with an arched roof. There were wooden tables along it, and one across at the end of the room, on a sort of raised platform. The room was very dim and dark. The floor was strewn with dry things like sticks, and they did not smell nice.
Cyril sat up suddenly and said:
'Look here - it's all right. I think it's like this. You know, we wished that the servants shouldn't notice any difference when we got wishes. And nothing happens to the Lamb unless we specially wish it to. So of course they don't notice the castle or anything. But then the castle is on the same place where our house was - is, I mean and the servants have to go on being in the house, or else they would notice. But you can't have a castle mixed up with our house - and so we can't see the house, because we see the castle; and they can't see the castle, because they go on seeing the house; and so -'
'Oh, DON'T!' said Jane; 'you make my head go all swimmy, like being on a roundabout. It doesn't matter! Only, I hope we shall be able to see our dinner, that's all - because if it's invisible it'll be unfeelable as well, and then we can't eat it! I KNOW it will, because I tried to feel if I could feel the Lamb's chair, and there was nothing under him at all but air. And we can't eat air, and I feel just as if I hadn't had any breakfast for years and years.'
'It's no use thinking about it,' said Anthea. 'Let's go on exploring. Perhaps we might find something to eat.'
This lighted hope in every breast, and they went on exploring the castle. But though it was the most perfect and delightful castle you can possibly imagine, and furnished in the most complete and beautiful manner, neither food nor men-at-arms were to be found in it. 'If only you'd thought of wishing to be besieged in a castle thoroughly garrisoned and provisioned!' said Jane reproachfully.
'You can't think of everything, you know,' said Anthea. 'I should think it must be nearly dinner-time by now.'
It wasn't; but they hung about watching the strange movements of the servants in the middle of the courtyard, because, of course, they couldn't be sure where the dining-room of the invisible house was. Presently they saw Martha carrying an invisible tray across the courtyard, for it seemed that, by the most fortunate accident, the dining-room of the house and the banqueting-hall of the castle were in the same place. But oh, how their hearts sank when they perceived that the tray was invisible!
They waited in wretched silence while Martha went through the form of carving an unseen leg of mutton and serving invisible greens and potatoes with a spoon that no one could see. When she had left the room, the children looked at the empty table, and then at each other.
'This is worse than anything,' said Robert, who had not till now been particularly keen on his dinner.
'I'm not so very hungry,' said Anthea, trying to make the best of things, as usual.
Cyril tightened his belt ostentatiously. Jane burst into tears.
CHAPTER 7. A SIEGE AND BED
The children were sitting in the gloomy banqueting-hall, at the end of one of the long bare wooden tables. There was now no hope. Martha had brought in the dinner, and the dinner was invisible, and unfeelable too; for, when they rubbed their hands along the table, they knew but too well that for them there was nothing there BUT table.
Suddenly Cyril felt in his pocket.
'Right, oh!' he cried. 'Look here! Biscuits.'
Rather broken and crumbled, certainly, but still biscuits. Three whole ones, and a generous handful of crumbs and fragments.
'I got them this morning - cook - and I'd quite forgotten,' he explained as he divided them with scrupulous fairness into four heaps.
They were eaten in a happy silence, though they tasted a little oddly, because they had been in Cyril's pocket all the morning with a hank of tarred twine, some green fircones, and a ball of cobbler's wax.
'Yes, but look here, Squirrel,' said Robert; 'you're so clever at explaining about invisibleness and all that. How is it the biscuits are here, and all the bread and meat and things have disappeared?'
'I don't know,' said Cyril after a pause, 'unless it's because WE had them. Nothing about us has changed. Everything's in my pocket all right.'
'Then if we HAD the mutton it would be real,' said Robert. 'Oh, don't I wish we could find it!'
'But we can't find it. I suppose it isn't ours till we've got it in our mouths.'
'Or in our pockets,' said Jane, thinking of the biscuits.
'Who puts mutton in their pockets, goose-girl?' said Cyril. 'But I know - at any rate, I'll try it!'
He leaned over the table with his face about an inch from it, and kept opening and shutting his mouth as if he were taking bites out of air.
'It's no good,' said Robert in deep dejection. 'You'll only - Hullo!'
Cyril stood up with a grin of triumph, holding a square piece of bread in his mouth. It was quite real. Everyone saw it. It is true that, directly he bit a piece off, the rest vanished; but it was all right, because he knew he had it in his hand though he could neither see nor feel it. He took another bite from the air between his fingers, and it turned into bread as he bit. The next moment all the others were following his example, and opening and shutting their mouths an inch or so from the bare-looking table. Robert captured a slice of mutton, and - but I think I will draw a veil over the rest of this painful scene. It is enough to say that they all had enough mutton, and that when Martha came to change the plates she said she had never seen such a mess in all her born days.
The pudding was, fortunately, a plain suet roly-poly, and in answer to Martha's questions the children all with one accord said that they would NOT have treacle on it - nor jam, nor sugar - 'Just plain, please,' they said. Martha said, 'Well, I never - what next, I wonder!' and went away.
Then ensued another scene on which I will not dwell, for nobody looks nice picking up slices of suet pudding from the table in its mouth, like a dog. The great thing, after all, was that they had had dinner; and now everyone felt more courage to prepare for the attack that was to be delivered before sunset. Robert, as captain, insisted on climbing to the top of one of the towers to reconnoitre, so up they all went. And now they could see all round the castle, and could see, too, that beyond the moat, on every side, the tents of the besieging party were pitched. Rather uncomfortable shivers ran down the children's backs as they saw that all the men were very busy cleaning or sharpening their arms, re-stringing their bows, and polishing their shields. A large party came along the road, with horses dragging along the great trunk of a tree; and Cyril felt quite pale, because he knew this was for a battering-ram.
'What a good thing we've got a moat,' he said; 'and what a good thing the drawbridge is up - I should never have known how to work it.'
'Of course it would be up in a besieged castle.'
'You'd think there ought to have been soldiers in it, wouldn't you?' said Robert.
'You see you don't know how long it's been besieged,' said Cyril darkly; 'perhaps most of the brave defenders were killed quite early in the siege and all the provisions eaten, and now there are only a few intrepid survivors - that's us, and we are going to defend it to the death.'
'How do you begin - defending to the death, I mean?' asked Anthea.
'We ought to be heavily armed - and then shoot at them when they advance to the attack.'
'They used to pour boiling lead down on besiegers when they got too close,' said Anthea. 'Father showed me the holes on purpose for pouring it down through at Bodiam Castle. And there are holes like it in the gate-tower here.'
'I think I'm glad it's only a game; it IS only a game, isn't it?' said Jane.
But no one answered.
The children found plenty of strange weapons in the castle, and if they were armed at all it was soon plain that they would be, as Cyril said, 'armed heavily' - for these swords and lances and crossbows were far too weighty even for Cyril's manly strength; and as for the longbows, none of the children could even begin to bend them. The daggers were better; but Jane hoped that the besiegers would not come close enough for daggers to be of any use.
'Never mind, we can hurl them like javelins,' said Cyril, 'or drop them on people's heads. I say - there are lots of stones on the other side of the courtyard. If we took some of those up, just to drop on their heads if they were to try swimming the moat.'
So a heap of stones grew apace, up in the room above the gate; and another heap,
a shiny spiky dangerous-looking heap, of daggers and knives.
As Anthea was crossing the courtyard for more stones, a sudden and valuable idea came to her. She went to Martha and said, 'May we have just biscuits for tea? We're going to play at besieged castles, and we'd like the biscuits to provision the garrison. Put mine in my pocket, please, my hands are so dirty. And I'll tell the others to fetch theirs.'
This was indeed a happy thought, for now with four generous handfuls of air, which turned to biscuit as Martha crammed it into their pockets, the garrison was well provisioned till sundown.
They brought up some iron pots of cold water to pour on the besiegers instead of hot lead, with which the castle did not seem to be provided.
The afternoon passed with wonderful quickness. It was very exciting; but none of them, except Robert, could feel all the time that this was real deadly dangerous work. To the others, who had only seen the camp and the besiegers from a distance, the whole thing seemed half a game of make-believe, and half a splendidly distinct and perfectly safe dream. But it was only now and then that Robert could feel this.
When it seemed to be tea-time the biscuits were eaten with water from the deep well in the courtyard, drunk out of horns. Cyril insisted on putting by eight of the biscuits, in case anyone should feel faint in stress of battle.
just as he was putting away the reserve biscuits in a sort of little stone cupboard without a door, a sudden sound made him drop three. It was the loud fierce cry of a trumpet.
'You see it IS real,' said Robert, 'and they are going to attack.'
All rushed to the narrow windows.
'Yes,' said Robert, 'they're all coming out of their tents and moving about like ants. There's that Jakin dancing about where the bridge joins on. I wish he could see me put my tongue out at him! Yah!'
The others were far too pale to wish to put their tongues out at anybody. They looked at Robert with surprised respect. Anthea said:
'You really ARE brave, Robert.'
'Rot!' Cyril's pallor turned to redness now, all in a minute. 'He's been getting ready to be brave all the afternoon. And I wasn't ready, that's all. I shall be braver than he is in half a jiffy.'
'Oh dear!' said Jane, 'what does it matter which of you is the bravest? I think Cyril was a perfect silly to wish for a castle, and I don't want to play.'
'It ISN'T' - Robert was beginning sternly, but Anthea interrupted -
'Oh yes, you do,' she said coaxingly; 'it's a very nice game, really, because they can't possibly get in, and if they do the women and children are always spared by civilized armies.'
'But are you quite, quite sure they ARE civilized?' asked Jane, panting. 'They seem
to be such a long time ago.'
'Of course they are.' Anthea pointed cheerfully through the narrow window. 'Why, look at the little flags on their lances, how bright they are - and how fine the leader is! Look, that's him - isn't it, Robert? - on the grey horse.'
Jane consented to look, and the scene was almost too pretty to be alarming. The green turf, the white tents, the flash of pennoned lances, the gleam of armour, and the bright colours of scarf and tunic - it was just like a splendid coloured picture. The trumpets were sounding, and when the trumpets stopped for breath the children could hear the cling-clang of armour and the murmur of voices.
A trumpeter came forward to the edge of the moat, which now seemed very much narrower than at first, and blew the longest and loudest blast they had yet heard. When the blaring noise had died away, a man who was with the trumpeter shouted:
'What ho, within there!' and his voice came plainly to the garrison in the gatehouse.
'Hullo there!' Robert bellowed back at once.
'In the name of our Lord the King, and of our good lord and trusty leader Sir Wulfric de Talbot, we summon this castle to surrender - on pain of fire and sword and no quarter. Do ye surrender?'
'No,' bawled Robert, 'of course we don't! Never,
Never, NEVER!'
The man answered back:
'Then your fate be on your own heads.'
'Cheer,' said Robert in a fierce whisper. 'Cheer to show them we aren't afraid, and rattle the daggers to make more noise. One, two, three! Hip, hip, hooray! Again - Hip, hip, hooray! One more - Hip, hip, hooray!' The cheers were rather high and weak, but the rattle of the daggers lent them strength and depth.
There was another shout from the camp across the moat - and then the beleaguered fortress felt that the attack had indeed begun.
It was getting rather dark in the room above the great gate, and Jane took a very little courage as she remembered that sunset couldn't be far off now.
'The moat is dreadfully thin,' said Anthea.
'But they can't get into the castle even if they do swim over,' said Robert. And as he spoke he heard feet on the stair outside - heavy feet and the clank of steel. No one breathed for a moment. The steel and the feet went on up the turret stairs. Then Robert sprang softly to the door. He pulled off his shoes.
'Wait here,' he whispered, and stole quickly and softly after the boots and the spurclank. He peeped into the upper room. The man was there - and it was Jakin, all dripping with moat-water, and he was fiddling about with the machinery which Robert felt sure worked the drawbridge. Robert banged the door suddenly, and turned the great key in the lock, just as Jakin sprang to the inside of the door. Then he tore
downstairs and into the little turret at the foot of the tower where the biggest window was.
'We ought to have defended THIS!' he cried to the others as they followed him. He was just in time. Another man had swum over, and his fingers were on the windowledge. Robert never knew how the man had managed to climb up out of the water. But he saw the clinging fingers, and hit them as hard as he could with an iron bar that he caught up from the floor. The man fell with a plop-plash into the moat-water. In another moment Robert was outside the little room, had banged its door and was shooting home the enormous bolts, and calling to Cyril to lend a hand.
Then they stood in the arched gate-house, breathing hard and looking at each other. jane's mouth was open.
'Cheer up, jenny,' said Robert - 'it won't last much longer.'
There was a creaking above, and something rattled and shook. The pavement they stood on seemed to tremble. Then a crash told them that the drawbridge had been lowered to its place.
'That's that beast Jakin,' said Robert. 'There's still the portcullis; I'm almost certain that's worked from lower down.'
And now the drawbridge rang and echoed hollowly to the hoofs of horses and the tramp of armed men. 'Up - quick!' cried Robert. 'Let's drop things on them.'
Even the girls were feeling almost brave now. They followed Robert quickly, and under his directions began to drop stones out through the long narrow windows. There was a confused noise below, and some groans.
'Oh dear!' said Anthea, putting down the stone she was just going to drop out. 'I'm afraid we've hurt somebody!'
Robert caught up the stone in a fury.
'I should just hope we HAD!' he said; 'I'd give something for a jolly good boiling kettle of lead. Surrender, indeed!'
And now came more tramping, and a pause, and then the thundering thump of the battering-ram. And the little room was almost quite dark.
'We've held it,' cried Robert, 'we won't surrender! The sun MUST set in a minute. Here - they're all jawing underneath again. Pity there's no time to get more stones! Here, pour that water down on them. It's no good, of course, but they'll hate it.'
'Oh dear!' said Jane; 'don't you think we'd better surrender?'
'Never!' said Robert; 'we'll have a parley if you like, but we'll never surrender. Oh, I'll be a soldier when I grow up - you just see if I don't. I won't go into the Civil Service, whatever anyone says.'
'Let's wave a handkerchief and ask for a parley,' Jane pleaded. 'I don't believe the sun's going to set to-night at all.'
'Give them the water first - the brutes!' said the bloodthirsty Robert. So Anthea tilted the pot over the nearest lead-hole, and poured. They heard a splash below, but
no one below seemed to have felt it. And again the ram battered the great door. Anthea paused.
'How idiotic,' said Robert, lying flat on the floor and putting one eye to the lead hole. 'Of course the holes go straight down into the gate-house - that's for when the enemy has got past the door and the portcullis, and almost all is lost. Here, hand me the pot.' He crawled on to the three-cornered window-ledge in the middle of the wall, and, taking the pot from Anthea, poured the water out through the arrow-slit.
And as he began to pour, the noise of the battering-ram and the trampling of the foe and the shouts of 'Surrender!' and 'De Talbot for ever!' all suddenly stopped and went out like the snuff of a candle; the little dark room seemed to whirl round and turn topsy-turvy, and when the children came to themselves there they were safe and sound, in the big front bedroom of their own house - the house with the ornamental nightmare iron-top to the roof.
They all crowded to the window and looked out. The moat and the tents and the besieging force were all gone - and there was the garden with its tangle of dahlias and marigolds and asters and late roses, and the spiky iron railings and the quiet white road.
Everyone drew a deep breath.
'And that's all right!' said Robert. 'I told you so! And, I say, we didn't surrender, did we?'
'Aren't you glad now I wished for a castle?' asked Cyril.
'I think I am NOW,' said Anthea slowly. 'But I wouldn't wish for it again, I think, Squirrel dear!'
'Oh, it was simply splendid!' said Jane unexpectedly. 'I wasn't frightened a bit.'
'Oh, I say!' Cyril was beginning, but Anthea stopped him.
'Look here,' she said, 'it's just come into my head. This is the very first thing we've wished for that hasn't got us into a row. And there hasn't been the least little scrap of a row about this. Nobody's raging downstairs, we're safe and sound, we've had an awfully jolly day - at least, not jolly exactly, but you know what I mean. And we know now how brave Robert is - and Cyril too, of course,' she added hastily, 'and Jane as well. And we haven't got into a row with a single grown-up.'
The door was opened suddenly and fiercely.
'You ought to be ashamed of yourselves,' said the voice of Martha, and they could tell by her voice that she was very angry indeed. 'I thought you couldn't last through the day without getting up to some doggery! A person can't take a breath of air on the front doorstep but you must be emptying the wash-hand jug on to their heads! Off you go to bed, the lot of you, and try to get up better children in the morning. Now then - don't let me have to tell you twice. If I find any of you not in bed in ten minutes I'll let you know it, that's all! A new cap, and everything!'
She flounced out amid a disregarded chorus of regrets and apologies. The children were very sorry, but really it was not their faults. You can't help it if you are pouring
water on a besieging foe, and your castle suddenly changes into your house - and everything changes with it except the water, and that happens to fall on somebody else's clean cap.
'I don't know why the water didn't change into nothing, though,' said Cyril.
'Why should it?' asked Robert. 'Water's water all the world over.' 'I expect the castle well was the same as ours in the stable-yard,' said Jane. And that was really the case.
'I thought we couldn't get through a wish-day without a row,' said Cyril; 'it was much too good to be true. Come on, Bobs, my military hero. If we lick into bed sharp she won't be so frumious, and perhaps she'll bong us up some supper. I'm jolly hungry! Good-night, kids.'
'Good-night. I hope the castle won't come creeping back in the night,' said Jane.
'Of course it won't,' said Anthea briskly, 'but Martha will - not in the night, but in a minute. Here, turn round, I'll get that knot out of your pinafore strings.'
'Wouldn't it have been degrading for Sir Wulfric de Talbot,' said Jane dreamily, 'if he could have known that half the besieged garrison wore pinafores?'
'And the other half knickerbockers. Yes - frightfully. Do stand still - you're only tightening the knot,' said Anthea.
CHAPTER 8. BIGGER THAN THE BAKER'S BOY
'Look here,' said Cyril. 'I've got an idea.'
'Does it hurt much?' said Robert sympathetically.
'Don't be a jackape! I'm not humbugging.'
'Shut up, Bobs!' said Anthea.
'Silence for the Squirrel's oration,' said Robert.
Cyril balanced himself on the edge of the water-butt in the backyard, where they all happened to be, and spoke.
'Friends, Romans, countrymen - and women - we found a Sammyadd. We have had wishes. We've had wings, and being beautiful as the day - ugh! - that was pretty jolly beastly if you like - and wealth and castles, and that rotten gipsy business with the Lamb. But we're no forrader. We haven't really got anything worth having for our wishes.'
'We've had things happening,' said Robert; 'that's always something.'
'It's not enough, unless they're the right things,' said Cyril firmly. 'Now I've been thinking -' 'Not really?' whispered Robert.
'In the silent what's-its-names of the night. It's like suddenly being asked something out of history - the date of the Conquest or something; you know it all right all the time, but when you're asked it all goes out of your head. Ladies and gentlemen, you know jolly well that when we're all rotting about in the usual way heaps of things keep cropping up, and then real earnest wishes come into the heads of the beholder -'
'Hear, hear!' said Robert.
'- of the beholder, however stupid he is,' Cyril went on. 'Why, even Robert might happen to think of a really useful wish if he didn't injure his poor little brains trying so hard to think. - Shut up, Bobs, I tell you! - You'll have the whole show over.'
A struggle on the edge of a water-butt is exciting, but damp. When it was over, and the boys were partially dried, Anthea said:
'It really was you began it, Bobs. Now honour is satisfied) do let Squirrel go on. We're wasting the whole morning.'
'Well then,' said Cyril, still wringing the water out of the tails of his jacket, 'I'll call it pax if Bobs will.'
'Pax then,' said Robert sulkily. 'But I've got a lump as big as a cricket ball over my eye.'
Anthea patiently offered a dust-coloured handkerchief, and Robert bathed his wounds in silence. 'Now, Squirrel,' she said.
'Well then - let's just play bandits, or forts, or soldiers, or any of the old games. We're dead sure to think of something if we try not to. You always do.'
The others consented. Bandits was hastily chosen for the game. 'It's as good as
anything else,' said Jane gloomily. It must be owned that Robert was at first but a half-hearted bandit, but when Anthea had borrowed from Martha the red-spotted handkerchief in which the keeper had brought her mushrooms that morning, and had tied up Robert's head with it so that he could be the wounded hero who had saved the bandit captain's life the day before, he cheered up wonderfully. All were soon armed. Bows and arrows slung on the back look well; and umbrellas and cricket stumps stuck through the belt give a fine impression of the wearer's being armed to the teeth. The white cotton hats that men wear in the country nowadays have a very brigandish effect when a few turkey's feathers are stuck in them. The Lamb's mail-cart was covered with a red-and-blue checked tablecloth, and made an admirable baggage-wagon. The Lamb asleep inside it was not at all in the way. So the banditti set out along the road that led to the sand-pit.
'We ought to be near the Sammyadd,' said Cyril, 'in case we think of anything suddenly.'
It is all very well to make up your minds to play bandits - or chess, or ping-pong, or any other agreeable game - but it is not easy to do it with spirit when all the wonderful wishes you can think of, or can't think of, are waiting for you round the corner. The game was dragging a little, and some of the bandits were beginning to feel that the others were disagreeable things, and were saying so candidly, when the baker's boy came along the road with loaves in a basket. The opportunity was not one to be lost.
'Stand and deliver!' cried Cyril.
'Your money or your life!' said Robert.
And they stood on each side of the baker's boy. Unfortunately, he did not seem to enter into the spirit of the thing at all. He was a baker's boy of an unusually large size. He merely said:
'Chuck it now, d'ye hear!' and pushed the bandits aside most disrespectfully.
Then Robert lassoed him with jane's skipping-rope, and instead of going round his shoulders, as Robert intended, it went round his feet and tripped him up. The basket was upset, the beautiful new loaves went bumping and bouncing all over the dusty chalky road. The girls ran to pick them up, and all in a moment Robert and the baker's boy were fighting it out, man to man, with Cyril to see fair play, and the skippingrope twisting round their legs like an interested snake that wished to be a peacemaker. It did not succeed; indeed the way the boxwood handles sprang up and hit the fighters on the shins and ankles was not at all peace-making. I know this is the second fight or contest - in this chapter, but I can't help it. It was that sort of day. You know yourself there are days when rows seem to keep on happening, quite without your meaning them to. If I were a writer of tales of adventure such as those which used to appear in The Boys of England when I was young, of course I should be able to describe the fight, but I cannot do it. I never can see what happens during a fight, even when it is only dogs. Also, if I had been one of these Boys of England writers, Robert would have got the best of it. But I am like George Washington - I cannot tell a lie, even about a cherry-tree, much less about a fight, and I cannot conceal from you that
Robert was badly beaten, for the second time that day. The baker's boy blacked his other eye, and, being ignorant of the first rules of fair play and gentlemanly behaviour, he also pulled Robert's hair, and kicked him on the knee. Robert always used to say he could have licked the butcher if it hadn't been for the girls. But I am not sure. Anyway, what happened was this, and very painful it was to self-respecting boys.
Cyril was just tearing off his coat so as to help his brother in proper style, when Jane threw her arms round his legs and began to cry and ask him not to go and be beaten too. That 'too' was very nice for Robert, as you can imagine - but it was nothing to what he felt when Anthea rushed in between him and the baker's boy, and caught that unfair and degraded fighter round the waist, imploring him not to fight any more.
'Oh, don't hurt my brother any more!' she said in floods of tears. 'He didn't mean it - it's only play. And I'm sure he's very sorry.'
You see how unfair this was to Robert. Because, if the baker's boy had had any right and chivalrous instincts, and had yielded to Anthea's pleading and accepted her despicable apology, Robert could not, in honour, have done anything to him at a future time. But Robert's fears, if he had any, were soon dispelled. Chivalry was a stranger to the breast of the baker's boy. He pushed Anthea away very roughly, and he chased Robert with kicks and unpleasant conversation right down the road to the sand-pit, and there, with one last kick, he landed him in a heap of sand.
'I'D larn you, you young varmint!' he said, and went off to pick up his loaves and go about his business. Cyril, impeded by Jane, could do nothing without hurting her, for she clung round his legs with the strength of despair. The baker's boy went off red and damp about the face; abusive to the last, he called them a pack of silly idiots, and disappeared round the corner. Then jane's grasp loosened. Cyril turned away in silent dignity to follow Robert, and the girls followed him, weeping without restraint.
It was not a happy party that flung itself down in the sand beside the sobbing Robert. For Robert was sobbing - mostly with rage. Though of course I know that a really heroic boy is always dry-eyed after a fight. But then he always wins, which had not been the case with Robert.
Cyril was angry with Jane; Robert was furious with Anthea; the girls were miserable; and not one of the four was pleased with the baker's boy. There was, as French writers say, 'a silence full of emotion'.
Then Robert dug his toes and his hands into the sand and wriggled in his rage. 'He'd better wait till I'm grown up - the cowardly brute! Beast! - I hate him! But I'll pay him out. just because he's bigger than me.'
'You began,' said Jane incautiously.
'I know I did, silly - but I was only rotting - and he kicked me - look here -'
Robert tore down a stocking and showed a purple bruise touched up with red. 'I only wish I was bigger than him, that's all.'
He dug his fingers in the sand, and sprang up, for his hand had touched something
furry. It was the Psammead, of course - 'On the look-out to make sillies of them as usual,' as Cyril remarked later. And of course the next moment Robert's wish was granted, and he was bigger than the baker's boy. Oh, but much, much bigger. He was bigger than the big policeman who used to be at the crossing at the Mansion House years ago - the one who was so kind in helping old ladies over the crossing - and he was the biggest man I have ever seen, as well as the kindest. No one had a foot-rule in its pocket, so Robert could not be measured - but he was taller than your father would be if he stood on your mother's head, which I am sure he would never be unkind enough to do. He must have been ten or eleven feet high, and as broad as a boy of that height ought to be. his Norfolk suit had fortunately grown too, and now he stood up in it - with one of his enormous stockings turned down to show the gigantic bruise on his vast leg. Immense tears of fury still stood on his flushed giant face. He looked so surprised, and he was so large to be wearing an Eton collar, that the others could not help laughing.
'The Sammyadd's done us again,' said Cyril.
'Not us - ME,' said Robert. 'If you'd got any decent feeling you'd try to make it make you the same size. You've no idea how silly it feels,' he added thoughtlessly.
'And I don't want to; I can jolly well see how silly it looks,' Cyril was beginning; but Anthea said:
'Oh, DON'T! I don't know what's the matter with you boys to-day. Look here, Squirrel, let's play fair. It is hateful for poor old Bobs, all alone up there. Let's ask the Sammyadd for another wish, and, if it will, I do really think we ought to be made the same size.'
The others agreed, but not gaily; but when they found the Psammead, it wouldn't.
'Not I,' it said crossly, rubbing its face with its feet. He's a rude violent boy, and it'll do him good to be the wrong size for a bit. What did he want to come digging me out with his nasty wet hands for? He nearly touched me! He's a perfect savage. A boy of the Stone Age would have had more sense.'
Robert's hands had indeed been wet - with tears.
'Go away and leave me in peace, do,' the Psammead went on. 'I can't think why you don't wish for something sensible - something to eat or drink, or good manners, or good tempers. Go along with you, do!'
It almost snarled as it shook its whiskers, and turned a sulky brown back on them. The most hopeful felt that further parley was vain. They turned again to the colossal Robert.
'Whatever shall we do?' they said; and they all said it.
'First,' said Robert grimly, 'I'm going to reason with that baker's boy. I shall catch him at the end of the road.'
'Don't hit a chap littler than yourself, old man,' said Cyril.
'Do I look like hitting him?' said Robert scornfully. 'Why, I should KILL him. But I'll give him something to remember. Wait till I pull up my stocking.' He pulled up his
stocking, which was as large as a small bolster-case, and strode off. His strides were six or seven feet long, so that it was quite easy for him to be at the bottom of the hill, ready to meet the baker's boy when he came down swinging the empty basket to meet his master's cart, which had been leaving bread at the cottages along the road.
Robert crouched behind a haystack in the farmyard, that is at the corner, and when he heard the boy come whistling along, he jumped out at him and caught him by the collar.
'Now,' he said, and his voice was about four times its usual size, just as his body was four times its, 'I'm going to teach you to kick boys smaller than you.'
He lifted up the baker's boy and set him on the top of the haystack, which was about sixteen feet from the ground, and then he sat down on the roof of the cowshed and told the baker's boy exactly what he thought of him. I don't think the boy heard it all - he was in a sort of trance of terror. When Robert had said everything he could think of, and some things twice over, he shook the boy and said:
'And now get down the best way you can,' and left him.
I don't know how the baker's boy got down, but I do know that he missed the cart, and got into the very hottest of hot water when he turned up at last at the bakehouse. I am sorry for him, but, after all, it was quite right that he should be taught that English boys mustn't use their feet when they fight, but their fists. Of course the water he got into only became hotter when he tried to tell his master about the boy he had licked and the giant as high as a church, because no one could possibly believe such a tale as that. Next day the tale was believed - but that was too late to be of any use to the baker's boy.
When Robert rejoined the others he found them in the garden. Anthea had thoughtfully asked Martha to let them have dinner out there - because the diningroom was rather small, and it would have been so awkward to have a brother the size of Robert in there. The Lamb, who had slept peacefully during the whole stormy morning, was now found to be sneezing, and Martha said he had a cold and would be better indoors.
'And really it's just as well,' said Cyril, 'for I don't believe he'd ever have stopped screaming if he'd once seen you the awful size you are!'
Robert was indeed what a draper would call an 'out-size' in boys. He found himself able to step right over the iron gate in the front garden.
Martha brought out the dinner - it was cold veal and baked potatoes, with sago pudding and stewed plums to follow.
She of course did not notice that Robert was anything but the usual size, and she gave him as much meat and potatoes as usual and no more. You have no idea how small your usual helping of dinner looks when you are many times your proper size. Robert groaned, and asked for more bread. But Martha would not go on giving more bread for ever. She was in a hurry, because the keeper intended to call on his way to Benenhurst Fair, and she wished to be dressed smartly before he came.
'I wish WE were going to the Fair,' said Robert.
'You can't go anywhere that size,' said Cyril.
'Why not?' said Robert. 'They have giants at fairs, much bigger ones than me.'
'Not much, they don't,' Cyril was beginning, when Jane screamed 'Oh!' with such loud suddenness that they all thumped her on the back and asked whether she had swallowed a plum-stone.
'No,' she said, breathless from being thumped, 'it's - it's not a plum-stone. it's an idea. Let's take Robert to the Fair, and get them to give us money for showing him! Then we really shall get something out of the old Sammyadd at last!'
'Take me, indeed!' said Robert indignantly. 'Much more likely me take you!'
And so it turned out. The idea appealed irresistibly to everyone but Robert, and even he was brought round by Anthea's suggestion that he should have a double share of any money they might make. There was a little old pony-trap in the coach-house the kind that is called a governess-cart. It seemed desirable to get to the Fair as quickly as possible, so Robert - who could now take enormous steps and so go very fast indeed - consented to wheel the others in this. It was as easy to him now as wheeling the Lamb in the mail-cart had been in the morning. The Lamb's cold prevented his being of the party.
It was a strange sensation being wheeled in a pony-carriage by a giant. Everyone enjoyed the journey except Robert and the few people they passed on the way. These mostly went into what looked like some kind of standing-up fits by the roadside, as Anthea said. just outside Benenhurst, Robert hid in a barn, and the others went on to the Fair.
There were some swings, and a hooting tooting blaring merry-go-round, and a shooting-gallery and coconut shies. Resisting an impulse to win a coconut - or at least to attempt the enterprise - Cyril went up to the woman who was loading little guns before the array of glass bottles on strings against a sheet of canvas.
'Here you are, little gentleman!' she said. 'Penny a shot!'
'No, thank you,' said Cyril, 'we are here on business, not on pleasure. Who's the master?'
'The what?'
'The master - the head - the boss of the show.'
'Over there,' she said, pointing to a stout man in a dirty linen jacket who was sleeping in the sun; 'but I don't advise you to wake him sudden. His temper's contrary, especially these hot days. Better have a shot while you're waiting.'
'It's rather important,' said Cyril. 'It'll be very profitable to him. I think he'll be sorry if we take it away.'
'Oh, if it's money in his pocket,' said the woman. 'No kid now? What is it?'
'It's a GIANT.'
'You ARE kidding?'
'Come along and see,' said Anthea.
The woman looked doubtfully at them, then she called to a ragged little girl in striped stockings and a dingy white petticoat that came below her brown frock, and leaving her in charge of the 'shooting-gallery' she turned to Anthea and said, 'Well, hurry up! But if you ARE kidding, you'd best say so. I'm as mild as milk myself, but my Bill he's a fair terror and -'
Anthea led the way to the barn. 'It really IS a giant,' she said. 'He's a giant little boy - in Norfolks like my brother's there. And we didn't bring him up to the Fair because people do stare so, and they seem to go into kind of standing-up fits when they see him. And we thought perhaps you'd like to show him and get pennies; and if you like to pay us something, you can - only, it'll have to be rather a lot, because we promised him he should have a double share of whatever we made.'
The woman murmured something indistinct, of which the children could only hear the words, 'Swelp me!' 'balmy,' and 'crumpet,' which conveyed no definite idea to their minds. She had taken Anthea's hand, and was holding it very firmly; and Anthea could not help wondering what would happen if Robert should have wandered off or turned his proper size during the interval. But she knew that the Psammead's gifts really did last till sunset, however inconvenient their lasting might be; and she did not think, somehow, that Robert would care to go out alone while he was that size.
When they reached the barn and Cyril called 'Robert!' there was a stir among the loose hay, and Robert began to come out. His hand and arm came first - then a foot and leg. When the woman saw the hand she said 'My!' but when she saw the foot she said 'Upon my civvy!' and when, by slow and heavy degrees, the whole of Robert's enormous bulk was at last completely disclosed, she drew a long breath and began to say many things, compared with which 'balmy' and 'crumpet' seemed quite ordinary. She dropped into understandable English at last.
'What'll you take for him?' she said excitedly. 'Anything in reason. We'd have a special van built - leastways, I know where there's a second-hand one would do up handsome - what a baby elephant had, as died. What'll you take? He's soft, ain't he? Them giants mostly is - but I never see - no, never! What'll you take? Down on the nail. We'll treat him like a king, and give him first-rate grub and a doss fit for a bloomin' dook. He must be dotty or he wouldn't need you kids to cart him about. What'll you take for him?'
'They won't take anything,' said Robert sternly. 'I'm no more soft than you are - not so much, I shouldn't wonder. I'll come and be a show for to-day if you'll give me' - he hesitated at the enormous price he was about to ask - 'if you'll give me fifteen shillings.'
'Done,' said the woman, so quickly that Robert felt he had been unfair to himself, and wished he had asked thirty. 'Come on now - and see my Bill - and we'll fix a price for the season. I dessay you might get as much as two quid a week reg'lar. Come on and make yourself as small as you can, for gracious' sake!'
This was not very small, and a crowd gathered quickly, so that it was at the head of an enthusiastic procession that Robert entered the trampled meadow where the Fair was held, and passed over the stubbly yellow dusty grass to the door of the biggest
tent. He crept in, and the woman went to call her Bill. He was the big sleeping man, and he did not seem at all pleased at being awakened. Cyril, watching through a slit in the tent, saw him scowl and shake a heavy fist and a sleepy head. Then the woman went on speaking very fast. Cyril heard 'Strewth,' and 'biggest draw you ever, so help me!' and he began to share Robert's feeling that fifteen shillings was indeed far too little. Bill slouched up to the tent and entered. When he beheld the magnificent proportions of Robert he said but little - 'Strike me pink!' were the only words the children could afterwards remember - but he produced fifteen shillings, mainly in sixpences and coppers, and handed it to Robert.
'We'll fix up about what you're to draw when the show's over to-night,' he said with hoarse heartiness. 'Lor' love a duck! you'll be that happy with us you'll never want to leave us. Can you do a song now - or a bit of a breakdown?'
'Not to-day,' said Robert, rejecting the idea of trying to sing 'As once in May', a favourite of his mother's, and the only song he could think of at the moment.
'Get Levi and clear them bloomin' photos out. Clear the tent. Stick up a curtain or suthink,' the man went on. 'Lor', what a pity we ain't got no tights his size! But we'll have 'em before the week's out. Young man, your fortune's made. It's a good thing you came to me, and not to some chaps as I could tell you on. I've known blokes as beat their giants, and starved 'em too; so I'll tell you straight, you're in luck this day if you never was afore. 'Cos I'm a lamb, I am - and I don't deceive you.'
'I'm not afraid of anyone's beating ME,' said Robert, looking down on the 'lamb'. Robert was crouched on his knees, because the tent was not big enough for him to stand upright in, but even in that position he could still look down on most people. 'But I'm awfully hungry I wish you'd get me something to eat.'
'Here, 'Becca,' said the hoarse Bill. 'Get him some grub - the best you've got, mind!' Another whisper followed, of which the children only heard, 'Down in black and white - first thing to-morrow.'
Then the woman went to get the food - it was only bread and cheese when it came, but it was delightful to the large and empty Robert; and the man went to post sentinels round the tent, to give the alarm if Robert should attempt to escape with his fifteen shillings.
'As if we weren't honest,' said Anthea indignantly when the meaning of the sentinels dawned on her.
Then began a very strange and wonderful afternoon.
Bill was a man who knew his business. In a very little while, the photographic views, the spyglasses you look at them through, so that they really seem rather real, and the lights you see them by, were all packed away. A curtain - it was an old redand-black carpet really - was run across the tent. Robert was concealed behind, and Bill was standing on a trestle-table outside the tent making a speech. It was rather a good speech. It began by saying that the giant it was his privilege to introduce to the public that day was the eldest son of the Emperor of San Francisco, compelled through an unfortunate love affair with the Duchess of the Fiji Islands to leave his
own country and take refuge in England - the land of liberty - where freedom was the right of every man, no matter how big he was. It ended by the announcement that the first twenty who came to the tent door should see the giant for threepence apiece. 'After that,' said Bill, 'the price is riz, and I don't undertake to say what it won't be riz to. So now's yer time.'
A young man squiring his sweetheart on her afternoon out was the first to come forward. For that occasion his was the princely attitude - no expense spared - money no object. His girl wished to see the giant? Well, she should see the giant, even though seeing the giant cost threepence each and the other entertainments were all penny ones.
The flap of the tent was raised - the couple entered. Next moment a wild shriek from the girl thrilled through all present. Bill slapped his leg. 'That's done the trick!' he whispered to 'Becca. It was indeed a splendid advertisement of the charms of Robert. When the girl came out she was pale and trembling, and a crowd was round the tent.
'What was it like?' asked a bailiff.
'Oh! - horrid! - you wouldn't believe,' she said. 'It's as big as a barn, and that fierce. It froze the blood in my bones. I wouldn't ha' missed seeing it for anything.'
The fierceness was only caused by Robert's trying not to laugh. But the desire to do that soon left him, and before sunset he was more inclined to cry than to laugh, and more inclined to sleep than either. For, by ones and twos and threes, people kept coming in all the afternoon, and Robert had to shake hands with those who wished it, and allow himself to be punched and pulled and patted and thumped, so that people might make sure he was really real.
The other children sat on a bench and watched and waited, and were very bored indeed. It seemed to them that this was the hardest way of earning money that could have been invented. And only fifteen shillings! Bill had taken four times that already, for the news of the giant had spread, and tradespeople in carts, and gentlepeople in carriages, came from far and near. One gentleman with an eyeglass, and a very large yellow rose in his buttonhole, offered Robert, in an obliging whisper, ten pounds a week to appear at the Crystal Palace. Robert had to say 'No'.
'I can't,' he said regretfully. 'It's no use promising what you can't do.'
'Ah, poor fellow, bound for a term of years, I suppose! Well, here's my card; when your time's up come to me.'
'I will - if I'm the same size then,' said Robert truthfully.
'If you grow a bit, so much the better,' said the gentleman. When he had gone, Robert beckoned Cyril and said:
'Tell them I must and will have an easy. And I want my tea.'
Tea was provided, and a paper hastily pinned on the tent. It said:
CLOSED FOR HALF AN HOUR WHILE THE GIANT GETS HIS TEA
Then there was a hurried council.
'How am I to get away?' said Robert. 'I've been thinking about it all the afternoon.'
'Why, walk out when the sun sets and you're your right size. They can't do anything to us.'
Robert opened his eyes. 'Why, they'd nearly kill us,' he said, 'when they saw me get my right size. No, we must think of some other way. We MUST be alone when the sun sets.'
'I know,' said Cyril briskly, and he went to the door, outside which Bill was smoking a clay pipe and talking in a low voice to 'Becca. Cyril heard him say - 'Good as havin' a fortune left you.'
'Look here,' said Cyril, 'you can let people come in again in a minute. He's nearly finished his tea. But he must be left alone when the sun sets. He's very queer at that time of day, and if he's worried I won't answer for the consequences.'
'Why - what comes over him?' asked Bill.
'I don't know; it's - it's a sort of a change,' said Cyril candidly. 'He isn't at all like himself - you'd hardly know him. He's very queer indeed. Someone'll get hurt if he's not alone about sunset.' This was true.
'He'll pull round for the evening, I s'pose?'
'Oh yes - half an hour after sunset he'll be quite himself again.'
'Best humour him,' said the woman.
And so, at what Cyril judged was about half an hour before sunset, the tent was again closed 'whilst the giant gets his supper'.
The crowd was very merry about the giant's meals and their coming so close together.
'Well, he can pick a bit,' Bill owned. 'You see he has to eat hearty, being the size he is.'
Inside the tent the four children breathlessly arranged a plan of retreat.
'You go NOW,' said Cyril to the girls, 'and get along home as fast as you can. Oh, never mind the beastly pony-cart; we'll get that to-morrow. Robert and I are dressed the same. We'll manage somehow, like Sydney Carton did. Only, you girls MUST get out, or it's all no go. We can run, but you can't - whatever you may think. No, Jane, it's no good Robert going out and knocking people down. The police would follow him till he turned his proper size, and then arrest him like a shot. Go you must! If you don't, I'll never speak to you again. It was you got us into this mess really, hanging round people's legs the way you did this morning. Go, I tell you!'
And Jane and Anthea went.
'We're going home,' they said to Bill. 'We're leaving the giant with you. Be kind to
him.' And that, as Anthea said afterwards, was very deceitful, but what were they to do?
When they had gone, Cyril went to Bill.
'Look here,' he said, 'he wants some ears of corn - there's some in the next field but one. I'll just run and get it. Oh, and he says can't you loop up the tent at the back a bit? He says he's stifling for a breath of air. I'll see no one peeps in at him. I'll cover him up, and he can take a nap while I go for the corn. He WILL have it - there's no holding him when he gets like this.'
The giant was made comfortable with a heap of sacks and an old tarpaulin. The curtain was looped up, and the brothers were left alone. They matured their plan in whispers. Outside, the merry-go-round blared out its comic tunes, screaming now and then to attract public notice.
Half a minute after the sun had set, a boy in a Norfolk suit came out past Bill.
'I'm off for the corn,' he said, and mingled quickly with the crowd.
At the same instant a boy came out of the back of the tent past 'Becca, posted there as sentinel.
'I'm off after the corn,' said this boy also. And he, too, moved away quietly and was lost in the crowd. The front-door boy was Cyril; the back-door was Robert - now, since sunset, once more his proper size. They walked quickly through the field, and along the road, where Robert caught Cyril up. Then they ran. They were home as soon as the girls were, for it was a long way, and they ran most of it. It was indeed a very long way, as they found when they had to go and drag the pony-trap home next morning, with no enormous Robert to wheel them in it as if it were a mail-cart, and they were babies and he was their gigantic nursemaid.
I cannot possibly tell you what Bill and 'Becca said when they found that the giant had gone. For one thing, I do not know.
CHAPTER 9. GROWN UP
Cyril had once pointed out that ordinary life is full of occasions on which a wish would be most useful. And this thought filled his mind when he happened to wake early on the morning after the morning after Robert had wished to be bigger than the baker's boy, and had been it. The day that lay between these two days had been occupied entirely by getting the governess-cart home from Benenhurst.
Cyril dressed hastily; he did not take a bath, because tin baths are so noisy, and he had no wish to rouse Robert, and he slipped off alone, as Anthea had once done, and ran through the dewy morning to the sand-pit. He dug up the Psammead very carefully and kindly, and began the conversation by asking it whether it still felt any ill effects from the contact with the tears of Robert the day before yesterday. The Psammead was in a good temper. It replied politely.
'And now, what can I do for you?' it said. 'I suppose you've come here so early to ask for something for yourself, something your brothers and sisters aren't to know about eh? Now, do be persuaded for your own good! Ask for a good fat Megatherium and have done with it.'
'Thank you - not to-day, I think,' said Cyril cautiously. 'What I really wanted to say was - you know how you're always wishing for things when you're playing at anything?'
'I seldom play,' said the Psammead coldly.
'Well, you know what I mean,' Cyril went on impatiently. 'What I want to say is: won't you let us have our wish just when we think of it, and just where we happen to be? So that we don't have to come and disturb you again,' added the crafty Cyril.
'It'll only end in your wishing for something you don't really want, like you did about the castle,' said the Psammead, stretching its brown arms and yawning. 'It's always the same since people left off eating really wholesome things. However, have it your own way. Good-bye.'
'Good-bye,' said Cyril politely.
'I'll tell you what,' said the Psammead suddenly, shooting out its long snail's eyes 'I'm getting tired of you - all of you. You have no more sense than so many oysters. Go along with you!' And Cyril went.
'What an awful long time babies STAY babies,' said Cyril after the Lamb had taken his watch out of his pocket while he wasn't noticing, and with coos and clucks of naughty rapture had opened the case and used the whole thing as a garden spade, and when even immersion in a wash-hand basin had failed to wash the mould from the works and make the watch go again. Cyril had said several things in the heat of the moment; but now he was calmer, and had even consented to carry the Lamb part of the way to the woods. Cyril had persuaded the others to agree to his plan, and not to wish for anything more till they really did wish it. Meantime it seemed good to go to the woods for nuts, and on the mossy grass under a sweet chestnut-tree the five were sitting. The Lamb was pulling up the moss by fat handfuls, and Cyril was gloomily
contemplating the ruins of his watch.
'He does grow,' said Anthea. 'Doesn't oo, precious?'
'Me grow,' said the Lamb cheerfully - 'me grow big boy, have guns an' mouses an' - an' …' Imagination or vocabulary gave out here. But anyway it was the longest speech the Lamb had ever made, and it charmed everyone, even Cyril, who tumbled the Lamb over and rolled him in the moss to the music of delighted squeals.
'I suppose he'll be grown up some day,' Anthea was saying, dreamily looking up at the blue of the sky that showed between the long straight chestnut-leaves. But at that moment the Lamb, struggling gaily with Cyril, thrust a stoutly-shod little foot against his brother's chest; there was a crack! - the innocent Lamb had broken the glass of father's second-best Waterbury watch, which Cyril had borrowed without leave.
'Grow up some day!' said Cyril bitterly, plumping the Lamb down on the grass. 'I daresay he will when nobody wants him to. I wish to goodness he would -'
'OH, take care!' cried Anthea in an agony of apprehension. But it was too late like music to a song her words and Cyril's came out together - Anthea - 'Oh, take care!' Cyril - 'Grow up now!'
The faithful Psammead was true to its promise, and there, before the horrified eyes of its brothers and sisters, the Lamb suddenly and violently grew up. It was the most terrible moment. The change was not so sudden as the wish-changes usually were. The Baby's face changed first. It grew thinner and larger, lines came in the forehead, the eyes grew more deep-set and darker in colour, the mouth grew longer and thinner; most terrible of all, a little dark moustache appeared on the lip of one who was still - except as to the face - a two-year-old baby in a linen smock and white open-work socks.
'Oh, I wish it wouldn't! Oh, I wish it wouldn't! You boys might wish as well!' They all wished hard, for the sight was enough to dismay the most heartless. They all wished so hard, indeed, that they felt quite giddy and almost lost consciousness; but the wishing was quite vain, for, when the wood ceased to whirl round, their dazzled eyes were riveted at once by the spectacle of a very proper-looking young man in flannels and a straw hat - a young man who wore the same little black moustache which just before they had actually seen growing upon the Baby's lip. This, then, was the Lamb - grown up! Their own Lamb! It was a terrible moment. The grown-up Lamb moved gracefully across the moss and settled himself against the trunk of the sweet chestnut. He tilted the straw hat over his eyes. He was evidently weary. He was going to sleep. The Lamb - the original little tiresome beloved Lamb often went to sleep at odd times and in unexpected places. Was this new Lamb in the grey flannel suit and the pale green necktie like the other Lamb? or had his mind grown up together with his body?
That was the question which the others, in a hurried council held among the yellowing bracken a few yards from the sleeper, debated eagerly.
'Whichever it is, it'll be just as awful,' said Anthea. 'If his inside senses are grown up too, he won't stand our looking after him; and if he's still a baby inside of him how
on earth are we to get him to do anything? And it'll be getting on for dinner-time in a minute 'And we haven't got any nuts,' said Jane.
'Oh, bother nuts!' said Robert; 'but dinner's different - I didn't have half enough dinner yesterday. Couldn't we tie him to the tree and go home to our dinners and come back afterwards?'
'A fat lot of dinner we should get if we went back without the Lamb!' said Cyril in scornful misery. 'And it'll be just the same if we go back with him in the state he is now. Yes, I know it's my doing; don't rub it in! I know I'm a beast, and not fit to live; you can take that for settled, and say no more about it. The question is, what are we going to do?'
'Let's wake him up, and take him into Rochester or Maidstone and get some grub at a pastrycook's,' said Robert hopefully.
'Take him?' repeated Cyril. 'Yes - do! It's all MY fault - I don't deny that - but you'll find you've got your work cut out for you if you try to take that young man anywhere. The Lamb always was spoilt, but now he's grown up he's a demon - simply. I can see it. Look at his mouth.'
'Well then,' said Robert, 'let's wake him up and see what HE'LL do. Perhaps HE'LL take us to Maidstone and stand Sam. He ought to have a lot of money in the pockets of those extra-special bags. We MUST have dinner, anyway.'
They drew lots with little bits of bracken. It fell to jane's lot to waken the grownup Lamb.
She did it gently by tickling his nose with a twig of wild honeysuckle. He said 'Bother the flies!' twice, and then opened his eyes.
'Hullo, kiddies!' he said in a languid tone, 'still here? What's the giddy hour? You'll be late for your grub!'
'I know we shall,' said Robert bitterly.
'Then cut along home,' said the grown-up Lamb.
'What about your grub, though?' asked Jane.
'Oh, how far is it to the station, do you think? I've a sort of notion that I'll run up to town and have some lunch at the club.'
Blank misery fell like a pall on the four others. The Lamb - alone - unattended would go to town and have lunch at a club! Perhaps he would also have tea there. Perhaps sunset would come upon him amid the dazzling luxury of club-land, and a helpless cross sleepy baby would find itself alone amid unsympathetic waiters, and would wail miserably for 'Panty' from the depths of a club arm-chair! The picture moved Anthea almost to tears.
'Oh no, Lamb ducky, you mustn't do that!' she cried incautiously.
The grown-up Lamb frowned. 'My dear Anthea,' he said, 'how often am I to tell you that my name is Hilary or St Maur or Devereux? - any of my baptismal names are free to my little brothers and sisters, but NOT "Lamb" - a relic of foolish and faroff childhood.'
This was awful. He was their elder brother now, was he? Well, of course he was, if he was grown up - since they weren't. Thus, in whispers, Anthea and Robert.
But the almost daily adventures resulting from the Psammead wishes were making the children wise beyond their years.
'Dear Hilary,' said Anthea, and the others choked at the name, 'you know father didn't wish you to go to London. He wouldn't like us to be left alone without you to take care of us. Oh, deceitful beast that I am!' she added to herself.
'Look here,' said Cyril, 'if you're our elder brother, why not behave as such and take us over to Maidstone and give us a jolly good blow-out, and we'll go on the river afterwards?'
'I'm infinitely obliged to you,' said the Lamb courteously, 'but I should prefer solitude. Go home to your lunch - I mean your dinner. Perhaps I may look in about teatime - or I may not be home till after you are in your beds.'
Their beds! Speaking glances flashed between the wretched four. Much bed there would be for them if they went home without the Lamb.
'We promised mother not to lose sight of you if we took you out,'Jane said before the others could stop her.
'Look here, Jane,' said the grown-up Lamb, putting his hands in his pockets and looking down at her, 'little girls should be seen and not heard. You kids must learn not to make yourselves a nuisance. Run along home now - and perhaps, if you're good, I'll give you each a penny to-morrow.'
'Look here,' said Cyril, in the best 'man to man' tone at his command, 'where are you going, old man? You might let Bobs and me come with you - even if you don't want the girls.'
This was really rather noble of Cyril, for he never did care much about being seen in public with the Lamb, who of course after sunset would be a baby again.
The 'man to man' tone succeeded.
'I shall just run over to Maidstone on my bike,' said the new Lamb airily, fingering the little black moustache. 'I can lunch at The Crown - and perhaps I'll have a pull on the river; but I can't take you all on the machine - now, can I? Run along home, like good children.'
The position was desperate. Robert exchanged a despairing look with Cyril. Anthea detached a pin from her waistband, a pin whose withdrawal left a gaping chasm between skirt and bodice, and handed it furtively to Robert - with a grimace of the darkest and deepest meaning. Robert slipped away to the road. There, sure enough, stood a bicycle - a beautiful new free-wheel. Of course Robert understood at once that if the Lamb was grown up he MUST have a bicycle. This had always been one of Robert's own reasons for wishing to be grown up. He hastily began to use the pin - eleven punctures in the back tyre, seven in the front. He would have made the total twenty-two but for the rustling of the yellow hazel-leaves, which warned him of
the approach of the others. He hastily leaned a hand on each wheel, and was rewarded by the 'whish' of what was left of the air escaping from eighteen neat pin-holes.
'Your bike's run down,' said Robert, wondering how he could so soon have learned to deceive.
'So it is,' said Cyril.
'It's a puncture,' said Anthea, stooping down, and standing up again with a thorn which she had got ready for the purpose. 'Look here.'
The grown-up Lamb (or Hilary, as I suppose one must now call him) fixed his pump and blew up the tyre. The punctured state of it was soon evident.
'I suppose there's a cottage somewhere near - where one could get a pail of water?' said the Lamb.
There was; and when the number of punctures had been made manifest, it was felt to be a special blessing that the cottage provided 'teas for cyclists'. It provided an odd sort of tea-and-hammy meal for the Lamb and his brothers. This was paid for out of the fifteen shillings which had been earned by Robert when he was a giant - for the Lamb, it appeared, had unfortunately no money about him. This was a great disappointment for the others; but it is a thing that will happen, even to the most grown-up of us. However, Robert had enough to eat, and that was something. Quietly but persistently the miserable four took it in turns to try to persuade the Lamb (or St Maur) to spend the rest of the day in the woods. There was not very much of the day left by the time he had mended the eighteenth puncture. He looked up from the completed work with a sigh of relief, and suddenly put his tie straight.
'There's a lady coming,' he said briskly - 'for goodness' sake, get out of the way. Go home - hide - vanish somehow! I can't be seen with a pack of dirty kids.' His brothers and sisters were indeed rather dirty, because, earlier in the day, the Lamb, in his infant state, had sprinkled a good deal of garden soil over them. The grown-up Lamb's voice was so tyrant-like, as Jane said afterwards, that they actually retreated to the back garden, and left him with his little moustache and his flannel suit to meet alone the young lady, who now came up the front garden wheeling a bicycle.
The woman of the house came out, and the young lady spoke to her - the Lamb raised his hat as she passed him - and the children could not hear what she said, though they were craning round the corner by the pig-pail and listening with all their ears. They felt it to be 'perfectly fair,' as Robert said, 'with that wretched Lamb in that condition.'
When the Lamb spoke in a languid voice heavy with politeness, they heard well enough.
'A puncture?' he was saying. 'Can I not be of any assistance? If you could allow me -?'
There was a stifled explosion of laughter behind the pig-pail - the grown-up Lamb (otherwise Devereux) turned the tail of an angry eye in its direction.
'You're very kind,' said the lady, looking at the Lamb. She looked rather shy, but,
as the boys put it, there didn't seem to be any nonsense about her.
'But oh,' whispered Cyril behind the pig-pail, 'I should have thought he'd had enough bicycle-mending for one day - and if she only knew that really and truly he's only a whiny-piny, silly little baby!'
'He's not,' Anthea murmured angrily. 'He's a dear - if people only let him alone. It's our own precious Lamb still, whatever silly idiots may turn him into - isn't he, Pussy?'
Jane doubtfully supposed so.
Now, the Lamb - whom I must try to remember to call St Maur - was examining the lady's bicycle and talking to her with a very grown-up manner indeed. No one could possibly have supposed, to see and hear him, that only that very morning he had been a chubby child of two years breaking other people's Waterbury watches. Devereux (as he ought to be called for the future) took out a gold watch when he had mended the lady's bicycle, and all the onlookers behind the pig-pail said 'Oh!' - because it seemed so unfair that the Baby, who had only that morning destroyed two cheap but honest watches, should now, in the grown-upness Cyril's folly had raised him to, have a real gold watch - with a chain and seals!
Hilary (as I will now term him) withered his brothers and sisters with a glance, and then said to the lady - with whom he seemed to be quite friendly:
'If you will allow me, I will ride with you as far as the Cross Roads; it is getting late, and there are tramps about.'
No one will ever know what answer the young lady intended to give to this gallant offer, for, directly Anthea heard it made, she rushed out, knocking against the pigpail, which overflowed in a turbid stream, and caught the Lamb (I suppose I ought to say Hilary) by the arm. The others followed, and in an instant the four dirty children were visible, beyond disguise.
'Don't let him,' said Anthea to the lady, and she spoke with intense earnestness; 'he's not fit to go with anyone!'
'Go away, little girl!' said St Maur (as we will now call him) in a terrible voice. 'Go home at once!'
'You'd much better not have anything to do with him,' the now reckless Anthea went on. 'He doesn't know who he is. He's something very different from what you think he is.'
'What do you mean?' asked the lady not unnaturally, while Devereux (as I must term the grown-up Lamb) tried vainly to push Anthea away. The others backed her up, and she stood solid as a rock.
'You just let him go with you,' said Anthea, 'you'll soon see what I mean! How would you like to suddenly see a poor little helpless baby spinning along downhill beside you with its feet up on a bicycle it had lost control Of?'
The lady had turned rather pale.
'Who are these very dirty children?' she asked the grown-up Lamb (sometimes
called St Maur in these pages).
'I don't know,' he lied miserably.
'Oh, Lamb! how can you?' cried Jane - 'when you know perfectly well you're our own little baby brother that we're so fond of. We're his big brothers and sisters,' she explained, turning to the lady, who with trembling hands was now turning her bicycle towards the gate, 'and we've got to take care of him. And we must get him home before sunset, or I don't know whatever will become of us. You see, he's sort of under a spell - enchanted - you know what I mean!'
Again and again the Lamb (Devereux, I mean) had tried to stop Jane's eloquence, but Robert and Cyril held him, one by each leg, and no proper explanation was possible. The lady rode hastily away, and electrified her relatives at dinner by telling them of her escape from a family of dangerous lunatics. 'The little girl's eyes were simply those of a maniac. I can't think how she came to be at large,' she said.
When her bicycle had whizzed away down the road, Cyril spoke gravely.
'Hilary, old chap,' he said, 'you must have had a sunstroke or something. And the things you've been saying to that lady! Why, if we were to tell you the things you've said when you are yourself again, say to- morrow morning, you wouldn't even understand them - let alone believe them! You trust to me, old chap, and come home now, and if you're not yourself in the morning we'll ask the milkman to ask the doctor to come.'
The poor grown-up Lamb (St Maur was really one of his Christian names) seemed now too bewildered to resist.
'Since you seem all to be as mad as the whole worshipful company of hatters,' he said bitterly, 'I suppose I HAD better take you home. But you're not to suppose I shall pass this over. I shall have something to say to you all to-morrow morning.'
'Yes, you will, my Lamb,' said Anthea under her breath, 'but it won't be at all the sort of thing you think it's going to be.'
In her heart she could hear the pretty, soft little loving voice of the baby Lamb - so different from the affected tones of the dreadful grown-up Lamb (one of whose names was Devereux) - saying, 'Me love Panty - wants to come to own Panty.'
'Oh, let's get home, for goodness' sake,' she said. 'You shall say whatever you like in the morning - if you can,' she added in a whisper. It was a gloomy party that went home through the soft evening. During Anthea's remarks Robert had again made play with the pin and the bicycle tyre and the Lamb (whom they had to call St Maur or Devereux or Hilary) seemed really at last to have had his fill of bicycle-mending. So the machine was wheeled.
The sun was just on the point of setting when they arrived at the White House. The four elder children would have liked to linger in the lane till the complete sunsetting turned the grown-up Lamb (whose Christian names I will not further weary you by repeating) into their own dear tiresome baby brother. But he, in his grown-upness, insisted on going on, and thus he was met in the front garden by Martha.
Now you remember that, as a special favour, the Psammead had arranged that the servants in the house should never notice any change brought about by the wishes of the children. Therefore Martha merely saw the usual party, with the baby Lamb, about whom she had been desperately anxious all the afternoon, trotting beside Anthea on fat baby legs, while the children, of course, still saw the grown-up Lamb (never mind what names he was christened by), and Martha rushed at him and caught him in her arms, exclaiming:
'Come to his own Martha, then - a precious poppet!'
The grown-up Lamb (whose names shall now be buried in oblivion) struggled furiously. An expression of intense horror and annoyance was seen on his face. But Martha was stronger than he. She lifted him up and carried him into the house. None of the children will ever forget that picture. The neat grey-flannel-suited grown-up young man with the green tie and the little black moustache - fortunately, he was slightly built, and not tall - struggling in the sturdy arms of Martha, who bore him away helpless, imploring him, as she went, to be a good boy now, and come and have his nice bremmilk! Fortunately, the sun set as they reached the doorstep, the bicycle disappeared, and Martha was seen to carry into the house the real live darling sleepy two-year-old Lamb. The grown-up Lamb (nameless hence- forth) was gone for ever.
'For ever,' said Cyril, 'because, as soon as ever the Lamb's old enough to be bullied, we must jolly well begin to bully him, for his own sake - so that he mayn't grow up like that.'
'You shan't bully him,' said Anthea stoutly; 'not if I can stop it.'
'We must tame him by kindness,' said Jane.
'You see,' said Robert, 'if he grows up in the usual way, there'll be plenty of time to correct him as he goes along. The awful thing to-day was his growing up so suddenly. There was no time to improve him at all.'
'He doesn't want any improving,' said Anthea as the voice of the Lamb came cooing through the open door, just as she had heard it in her heart that afternoon:
'Me loves Panty - wants to come to own Panty!'
CHAPTER 10. SCALPS
Probably the day would have been a greater success if Cyril had not been reading The Last of the Mohicans. The story was running in his head at breakfast, and as he took his third cup of tea he said dreamily, 'I wish there were Red Indians in England not big ones, you know, but little ones, just about the right size for us to fight.'
Everyone disagreed with him at the time, and no one attached any importance to the incident. But when they went down to the sand-pit to ask for a hundred pounds in two-shilling pieces with Queen Victoria's head on, to prevent mistakes - which they had always felt to be a really reasonable wish that must turn out well - they found out that they had done it again! For the Psammead, which was very cross and sleepy, said:
'Oh, don't bother me. You've had your wish.'
'I didn't know it,' said Cyril.
'Don't you remember yesterday?' said the Sand-fairy, still more disagreeably. 'You asked me to let you have your wishes wherever you happened to be, and you wished this morning, and you've got it.'
'Oh, have we?' said Robert. 'What is it?'
'So you've forgotten?' said the Psammead, beginning to burrow. 'Never mind; you'll know soon enough. And I wish you joy of it! A nice thing you've let yourselves in for!'
'We always do, somehow,' said Jane sadly.
And now the odd thing was that no one could remember anyone's having wished for anything that morning. The wish about the Red Indians had not stuck in anyone's head. It was a most anxious morning. Everyone was trying to remember what had been wished for, and no one could, and everyone kept expecting something awful to happen every minute. It was most agitating; they knew, from what the Psammead had said, that they must have wished for something more than usually undesirable, and they spent several hours in most agonizing uncertainty. It was not till nearly dinnertime that Jane tumbled over The Last of the Mohicans - which had, of course, been left face downwards on the floor - and when Anthea had picked her and the book up she suddenly said, 'I know!' and sat down flat on the carpet.
'Oh, Pussy, how awful! It was Indians he wished for - Cyril - at breakfast, don't you remember? He said, "I wish there were Red Indians in England," - and now there are, and they're going about scalping people all over the country, like as not.'
'Perhaps they're only in Northumberland and Durham,' said Jane soothingly. It was almost impossible to believe that it could really hurt people much to be scalped so far away as that.
'Don't you believe it!' said Anthea. 'The Sammyadd said we'd let ourselves in for a nice thing. That means they'll come HERE. And suppose they scalped the Lamb!'
'Perhaps the scalping would come right again at sunset,' said Jane; but she did not
speak so hopefully as usual.
'Not it!' said Anthea. 'The things that grow out of the wishes don't go. Look at the fifteen shillings! Pussy, I'm going to break something, and you must let me have every penny of money you've got. The Indians will come HERE, don't you see? That spiteful Psammead as good as said so. You see what my plan is? Come on!'
Jane did not see at all. But she followed her sister meekly into their mother's bedroom.
Anthea lifted down the heavy water-jug - it had a pattern of storks and long grasses on it, which Anthea never forgot. She carried it into the dressing-room, and carefully emptied the water out of it into the bath. Then she took the jug back into the bedroom and dropped it on the floor. You know how a jug always breaks if you happen to drop it by accident. If you happen to drop it on purpose, it is quite different. Anthea dropped that jug three times, and it was as unbroken as ever. So at last she had to take her father's boot-tree and break the jug with that in cold blood. It was heartless work.
Next she broke open the missionary-box with the poker. Jane told her that it was wrong, of course, but Anthea shut her lips very tight and then said:
'Don't be silly - it's a matter of life and death.'
There was not very much in the missionary-box - only seven-and-fourpence - but the girls between them had nearly four shillings. This made over eleven shillings, as you will easily see.
Anthea tied up the money in a corner of her pocket-handkerchief. 'Come on, Jane!' she said, and ran down to the farm. She knew that the farmer was going into Rochester that afternoon. In fact it had been arranged that he was to take the four children with him. They had planned this in the happy hour when they believed that they were going to get that hundred pounds, in two-shilling pieces, out of the Psammead. They had arranged to pay the farmer two shillings each for the ride. Now Anthea hastily explained to him that they could not go, but would he take Martha and the Baby instead? He agreed, but he was not pleased to get only half-a-crown instead of eight shillings.
Then the girls ran home again. Anthea was agitated, but not flurried. When she came to think it over afterwards, she could not help seeing that she had acted with the most far-seeing promptitude, just like a born general. She fetched a little box from her corner drawer, and went to find Martha, who was laying the cloth and not in the best of tempers.
'Look here,' said Anthea. 'I've broken the toilet-jug in mother's room.'
'Just like you - always up to some mischief,' said Martha, dumping down a saltcellar with a bang.
'Don't be cross, Martha dear,' said Anthea. 'I've got enough money to pay for a new one - if only you'll be a dear and go and buy it for us. Your cousins keep a chinashop, don't they? And I would like you to get it to-day, in case mother comes home to-morrow. You know she said she might, perhaps.'
'But you're all going into town yourselves,' said Martha.
'We can't afford to, if we get the new jug,' said Anthea; 'but we'll pay for you to go, if you'll take the Lamb. And I say, Martha, look here - I'll give you my Liberty box, if you'll go. Look, it's most awfully pretty - all inlaid with real silver and ivory and ebony like King Solomon's temple.'
'I see,' said Martha; 'no, I don't want your box, miss. What you want is to get the precious Lamb off your hands for the afternoon. Don't you go for to think I don't see through you!'
This was so true that Anthea longed to deny it at once - Martha had no business to know so much. But she held her tongue.
Martha set down the bread with a bang that made it jump off its trencher.
'I DO want the jug got,' said Anthea softly. 'You WILL go, won't you?'
'Well, just for this once, I don't mind; but mind you don't get into none of your outrageous mischief while I'm gone - that's all!'
'He's going earlier than he thought,' said Anthea eagerly. 'You'd better hurry and get dressed. Do put on that lovely purple frock, Martha, and the hat with the pink cornflowers, and the yellow-lace collar. Jane'll finish laying the cloth, and I'll wash the Lamb and get him ready.'
As she washed the unwilling Lamb, and hurried him into his best clothes, Anthea peeped out of the window from time to time; so far all was well - she could see no Red Indians. When with a rush and a scurry and some deepening of the damask of Martha's complexion she and the Lamb had been got off, Anthea drew a deep breath.
'HE'S safe!' she said, and, to jane's horror, flung herself down on the floor and burst into floods of tears. Jane did not understand at all how a person could be so brave and like a general, and then suddenly give way and go flat like an air-balloon when you prick it. It is better not to go flat, of course, but you will observe that Anthea did not give way till her aim was accomplished. She had got the dear Lamb out of danger - she felt certain the Red Indians would be round the White House or nowhere - the farmer's cart would not come back till after sunset, so she could afford to cry a little. It was partly with joy that she cried, because she had done what she meant to do. She cried for about three minutes, while Jane hugged her miserably and said at five-second intervals, 'Don't cry, Panther dear!'
Then she jumped up, rubbed her eyes hard with the corner of her pinafore, so that they kept red for the rest of the day, and started to tell the boys. But just at that moment cook rang the dinner-bell, and nothing could be said till they had all been helped to minced beef. Then cook left the room, and Anthea told her tale. But it is a mistake to tell a thrilling tale when people are eating minced beef and boiled potatoes. There seemed somehow to be something about the food that made the idea of Red Indians seem flat and unbelievable. The boys actually laughed, and called Anthea a little silly.
'Why,' said Cyril, 'I'm almost sure it was before I said that, that Jane said she wished it would be a fine day.'
'It wasn't,' said Jane briefly.
'Why, if it was Indians,' Cyril went on - 'salt, please, and mustard - I must have something to make this mush go down - if it was Indians, they'd have been infesting the place long before this - you know they would. I believe it's the fine day.'
'Then why did the Sammyadd say we'd let ourselves in for a nice thing?' asked Anthea. She was feeling very cross. She knew she had acted with nobility and discretion, and after that it was very hard to be called a little silly, especially when she had the weight of a burglared missionary-box and about seven-and-fourpence, mostly in coppers, lying like lead upon her conscience.
There was a silence, during which cook took away the mincy plates and brought in the treacle-pudding. As soon as she had retired, Cyril began again.
'Of course I don't mean to say,' he admitted, 'that it wasn't a good thing to get Martha and the Lamb out of the light for the afternoon; but as for Red Indians - why, you know jolly well the wishes always come that very minute. If there was going to be Red Indians, they'd be here now.'
'I expect they are,' said Anthea; 'they're lurking amid the undergrowth, for anything you know. I do think you're most beastly unkind.'
'Indians almost always DO lurk, really, though, don't they?' put in Jane, anxious for peace.
No, they don't,' said Cyril tartly. 'And I'm not unkind, I'm only truthful. And I say it was utter rot breaking the water-jug; and as for the missionary-box, I believe it's a treason-crime, and I shouldn't wonder if you could be hanged for it, if any of us was to split -'
'Shut up, can't you?' said Robert; but Cyril couldn't. You see, he felt in his heart that if there SHOULD be Indians they would be entirely his own fault, so he did not wish to believe in them. And trying not to believe things when in your heart you are almost sure they are true, is as bad for the temper as anything I know.
'It's simply idiotic,' he said, 'talking about Indians, when you can see for yourselves that it's Jane who's got her wish. Look what a fine day it is - OH - '
He had turned towards the window to point out the fineness of the day - the others turned too - and a frozen silence caught at Cyril, and none of the others felt at all like breaking it. For there, peering round the corner of the window, among the red leaves of the Virginia creeper, was a face - a brown face, with a long nose and a tight mouth and very bright eyes. And the face was painted in coloured patches. It had long black hair, and in the hair were feathers!
Every child's mouth in the room opened, and stayed open. The treacle-pudding was growing white and cold on their plates. No one could move.
Suddenly the feathered head was cautiously withdrawn, and the spell was broken. I am sorry to say that Anthea's first words were very like a girl.
'There, now!' she said. 'I told you so!'
Treacle-pudding had now definitely ceased to charm. Hastily wrapping their portions in a Spectator of the week before the week before last, they hid them behind the crinkled-paper stove-ornament, and fled upstairs to reconnoitre and to hold a hurried council.
'Pax,' said Cyril handsomely when they reached their mother's bedroom. 'Panther, I'm sorry if I was a brute.'
'All right,' said Anthea, 'but you see now!'
No further trace of Indians, however, could be discerned from the windows.
'Well,' said Robert, 'what are we to do?'
'The only thing I can think of,' said Anthea, who was now generally admitted to be the heroine of the day, 'is - if we dressed up as like Indians as we can, and looked out of the windows, or even went out. They might think we were the powerful leaders of a large neighbouring tribe, and - and not do anything to us, you know, for fear of awful vengeance.'
'But Eliza, and the cook?' said Jane.
'You forget - they can't notice anything,' said Robert. 'They wouldn't notice anything out of the way, even if they were scalped or roasted at a slow fire.'
'But would they come right at sunset?'
'Of course. You can't be really scalped or burned to death without noticing it, and you'd be sure to notice it next day, even if it escaped your attention at the time,' said Cyril. 'I think Anthea's right, but we shall want a most awful lot of feathers.'
'I'll go down to the hen-house,' said Robert. 'There's one of the turkeys in there it's not very well. I could cut its feathers without it minding much. It's very bad doesn't seem to care what happens to it. Get me the cutting-out scissors.'
Earnest reconnoitring convinced them all that no Indians were in the poultry-yard. Robert went. In five minutes he came back - pale, but with many feathers.
'Look here,' he said, 'this is jolly serious. I cut off the feathers, and when I turned to come out there was an Indian squinting at me from under the old hen-coop. I just brandished the feathers and yelled, and got away before he could get the coop off the top of himself. Panther, get the coloured blankets off our beds, and look slippy, can't you?'
It is wonderful how like an Indian you can make yourselves with blankets and feathers and coloured scarves. Of course none of the children happened to have long black hair, but there was a lot of black calico that had been got to cover school-books with. They cut strips of this into a sort of fine fringe, and fastened it round their heads with the amber-coloured ribbons off the girls' Sunday dresses. Then they stuck turkeys' feathers in the ribbons. The calico looked very like long black hair, especially when the strips began to curl up a bit.
'But our faces,' said Anthea, 'they're not at all the right colour. We're all rather pale, and I'm sure I don't know why, but Cyril is the colour of putty.'
'I'm not,' said Cyril.
'The real Indians outside seem to be brownish,' said Robert hastily. 'I think we ought to be really RED - it's sort of superior to have a red skin, if you are one.'
The red ochre cook used for the kitchen bricks seemed to be about the reddest thing in the house. The children mixed some in a saucer with milk, as they had seen cook do for the kitchen floor. Then they carefully painted each other's faces and hands with it, till they were quite as red as any Red Indian need be - if not redder.
They knew at once that they must look very terrible when they met Eliza in the passage, and she screamed aloud. This unsolicited testimonial pleased them very much. Hastily telling her not to be a goose, and that it was only a game, the four blanketed, feathered, really and truly Redskins went boldly out to meet the foe. I say boldly. That is because I wish to be polite. At any rate, they went.
Along the hedge dividing the wilderness from the garden was a row of dark heads, all highly feathered.
'It's our only chance,' whispered Anthea. 'Much better than to wait for their bloodfreezing attack. We must pretend like mad. Like that game of cards where you pretend you've got aces when you haven't. Fluffing they call it, I think. Now then. Whoop!'
With four wild war-whoops - or as near them as English children could be expected to go without any previous practice - they rushed through the gate and struck four warlike attitudes in face of the line of Red Indians. These were all about the same height, and that height was Cyril's.
'I hope to goodness they can talk English,' said Cyril through his attitude.
Anthea knew they could, though she never knew how she came to know it. She had a white towel tied to a walking-stick. This was a flag of truce, and she waved it, in the hope that the Indians would know what it was. Apparently they did - for one who was browner than the others stepped forward.
'Ye seek a pow-wow?' he said in excellent English. 'I am Golden Eagle, of the mighty tribe of Rock-dwellers.' 'And I,' said Anthea, with a sudden inspiration, 'am the Black Panther - chief of the - the - the - Mazawattee tribe. My brothers - I don't mean - yes, I do - the tribe - I mean the Mazawattees - are in ambush below the brow of yonder hill.'
'And what mighty warriors be these?' asked Golden Eagle, turning to the others.
Cyril said he was the great chief Squirrel, of the Moning Congo tribe, and, seeing that Jane was sucking her thumb and could evidently think of no name for herself, he added, 'This great warrior is Wild Cat - Pussy Ferox we call it in this land - leader of the vast Phiteezi tribe.'
And thou, valorous Redskin?' Golden Eagle inquired suddenly of Robert, who, taken unawares, could only reply that he was Bobs, leader of the Cape Mounted Police.
'And now,' said Black Panther, 'our tribes, if we just whistle them up, will far outnumber your puny forces; so resistance is useless. Return, therefore, to your own
land, O brother, and smoke pipes of peace in your wampums with your squaws and your medicine-men, and dress yourselves in the gayest wigwams, and eat happily of the juicy fresh-caught moccasins.'
'You've got it all wrong,' murmured Cyril angrily. But Golden Eagle only looked inquiringly at her.
'Thy customs are other than ours, O Black Panther,' he said. 'Bring up thy tribe, that we may hold pow-wow in state before them, as becomes great chiefs.'
'We'll bring them up right enough,' said Anthea, 'with their bows and arrows, and tomahawks, and scalping-knives, and everything you can think of, if you don't look sharp and go.'
She spoke bravely enough, but the hearts of all the children were beating furiously, and their breath came in shorter and shorter gasps. For the little real Red Indians were closing up round them - coming nearer and nearer with angry murmurs - so that they were the centre of a crowd of dark, cruel faces.
'It's no go,' whispered Robert. 'I knew it wouldn't be. We must make a bolt for the Psammead. It might help us. If it doesn't - well, I suppose we shall come alive again at sunset. I wonder if scalping hurts as much as they say.'
'I'll wave the flag again,' said Anthea. 'If they stand back, we'll run for it.'
She waved the towel, and the chief commanded his followers to stand back. Then, charging wildly at the place where the line of Indians was thinnest, the four children started to run. Their first rush knocked down some half-dozen Indians, over whose blanketed bodies the children leaped, and made straight for the sand-Pit. This was no time for the safe easy way by which carts go down - right over the edge of the sandpit they went, among the yellow and pale purple flowers and dried grasses, past the little sand-martins' little front doors, skipping, clinging, bounding, stumbling, sprawling, and finally rolling.
Yellow Eagle and his followers came up with them just at the very spot where they had seen the Psammead that morning.
Breathless and beaten, the wretched children now awaited their fate. Sharp knives and axes gleamed round them, but worse than these was the cruel light in the eyes of Golden Eagle and his followers.
'Ye have lied to us, O Black Panther of the Mazawattees - and thou, too, Squirrel of the Moning Congos. These also, Pussy Ferox of the Phiteezi, and Bobs of the Cape Mounted Police - these also have lied to us, if not with their tongue, yet by their silence. Ye have lied under the cover of the Truce-flag of the Pale-face. Ye have no followers. Your tribes are far away - following the hunting trail. What shall be their doom?' he concluded, turning with a bitter smile to the other Red Indians.
'Build we the fire!' shouted his followers; and at once a dozen ready volunteers started to look for fuel. The four children, each held between two strong little Indians, cast despairing glances round them. Oh, if they could only see the Psammead!
'Do you mean to scalp us first and then roast us?' asked Anthea desperately.
'Of course!' Redskin opened his eyes at her. 'It's always done.'
The Indians had formed a ring round the children, and now sat on the ground gazing at their captives. There was a threatening silence.
Then slowly, by twos and threes, the Indians who had gone to look for firewood came back, and they came back empty-handed. They had not been able to find a single stick of wood, for a fire! No one ever can, as a matter of fact, in that part of Kent.
The children drew a deep breath of relief, but it ended in a moan of terror. For bright knives were being brandished all about them. Next moment each child was seized by an Indian; each closed its eyes and tried not to scream. They waited for the sharp agony of the knife. It did not come. Next moment they were released, and fell in a trembling heap. Their heads did not hurt at all. They only felt strangely cool! Wild war-whoops rang in their ears. When they ventured to open their eyes they saw four of their foes dancing round them with wild leaps and screams, and each of the four brandished in his hand a scalp of long flowing black hair. They put their hands to their heads - their own scalps were safe! The poor untutored savages had indeed scalped the children. But they had only, so to speak, scalped them of the black calico ringlets!
The children fell into each other's arms, sobbing and laughing.
'Their scalps are ours,' chanted the chief; 'ill-rooted were their ill-fated hairs! They came off in the hands of the victors - without struggle, without resistance, they yielded their scalps to the conquering Rock-dwellers! Oh, how little a thing is a scalp so lightly won!'
'They'll take our real ones in a minute; you see if they don't,' said Robert, trying to rub some of the red ochre off his face and hands on to his hair.
'Cheated of our just and fiery revenge are we,' the chant went on - 'but there are other torments than the scalping-knife and the flames. Yet is the slow fire the correct thing. O strange unnatural country, wherein a man may find no wood to burn his enemy! - Ah, for the boundless forests of my native land, where the great trees for thousands of miles grow but to furnish firewood wherewithal to burn our foes. Ah, would we were but in our native forest once more!'
Suddenly, like a flash of lightning, the golden gravel shone all round the four children instead of the dusky figures. For every single Indian had vanished on the instant at their leader's word. The Psammead must have been there all the time. And it had given the Indian chief his wish.
Martha brought home a jug with a pattern of storks and long grasses on it. Also she brought back all Anthea's money.
'My cousin, she give me the jug for luck; she said it was an odd one what the basin of had got smashed.'
'Oh, Martha, you arc a dear!' sighed Anthea, throwing her arms round her.
'Yes,' giggled Martha, 'you'd better make the most of me while you've got me. I shall give your ma notice directly minute she comes back.'
'Oh, Martha, we haven't been so very horrid to you, have we?' asked Anthea, aghast.
'Oh, it ain't that, miss.' Martha giggled more than ever. 'I'm a-goin' to be married. It's Beale the gamekeeper. He's been a-proposin' to me off and on ever since you come home from the clergyman's where you got locked up on the church-tower. And to-day I said the word an' made him a happy man.'
Anthea put the seven-and-fourpence back in the missionary-box, and pasted paper over the place where the poker had broken it. She was very glad to be able to do this, and she does not know to this day whether breaking open a missionary-box is or is not a hanging matter.
CHAPTER 11. THE LAST WISH
Of course you, who see above that this is the eleventh (and last) chapter, know very well that the day of which this chapter tells must be the last on which Cyril, Anthea, Robert, and Jane will have a chance of getting anything out of the Psammead, or Sand-fairy.
But the children themselves did not know this. They were full of rosy visions, and, whereas on other days they had often found it extremely difficult to think of anything really nice to wish for, their brains were now full of the most beautiful and sensible ideas. 'This,' as Jane remarked afterwards, 'is always the way.' Everyone was up extra early that morning, and these plans were hopefully discussed in the garden before breakfast. The old idea of one hundred pounds in modern florins was still first favourite, but there were others that ran it close - the chief of these being the 'pony each' idea. This had a great advantage. You could wish for a pony each during the morning, ride it all day, have it vanish at sunset, and wish it back again next day. Which would be an economy of litter and stabling. But at breakfast two things happened. First, there was a letter from mother. Granny was better, and mother and father hoped to be home that very afternoon. A cheer arose. And of course this news at once scattered all the before-breakfast wish-ideas. For everyone saw quite plainly that the wish for the day must be something to please mother and not to please themselves.
'I wonder what she WOULD like,' pondered Cyril.
'She'd like us all to be good,' said Jane primly.
'Yes - but that's so dull for us,' Cyril rejoined; 'and, besides, I should hope we could be that without sand-fairies to help us. No; it must be something splendid, that we couldn't possibly get without wishing for.'
'Look out,' said Anthea in a warning voice; 'don't forget yesterday. Remember, we get our wishes now just wherever we happen to be when we say "I wish". Don't let's let ourselves in for anything silly - to-day of all days.'
'All right,' said Cyril. 'You needn't jaw.'
just then Martha came in with a jug full of hot water for the teapot - and a face full of importance for the children.
'A blessing we're all alive to eat our breakfasses!' she said darkly.
'Why, whatever's happened?' everybody asked.
'Oh, nothing,' said Martha, 'only it seems nobody's safe from being murdered in their beds nowadays.'
'Why,' said Jane as an agreeable thrill of horror ran down her back and legs and out at her toes, 'has anyone been murdered in their beds?'
'Well - not exactly,' said Martha; 'but they might just as well. There's been burglars over at Peasmarsh Place - Beale's just told me - and they've took every single one of Lady Chittenden's diamonds and jewels and things, and she's a-goin' out of one fainting fit into another, with hardly time to say "Oh, my diamonds!" in between. And
Lord Chittenden's away in London.'
'Lady Chittenden,' said Anthea; 'we've seen her. She wears a red-and-white dress, and she has no children of her own and can't abide other folkses'.'
'That's her,' said Martha. 'Well, she's put all her trust in riches, and you see how she's served. They say the diamonds and things was worth thousands of thousands of pounds. There was a necklace and a river - whatever that is - and no end of bracelets; and a tarrer and ever so many rings. But there, I mustn't stand talking and all the place to clean down afore your ma comes home.'
'I don't see why she should ever have had such lots of diamonds,' said Anthea when Martha had Bounced off. 'She was rather a nasty lady, I thought. And mother hasn't any diamonds, and hardly any jewels - the topaz necklace, and the sapphire ring daddy gave her when they were engaged, and the garnet star, and the little pearl brooch with great-grandpapa's hair in it - that's about all.'
'When I'm grown up I'll buy mother no end of diamonds,' said Robert, 'if she wants them. I shall make so much money exploring in Africa I shan't know what to do with it.'
'Wouldn't it be jolly,' said Jane dreamily, 'if mother could find all those lovely things, necklaces and rivers of diamonds and tarrers?'
'TI—ARAS,' said Cyril.
'Ti—aras, then - and rings and everything in her room when she came home? I wish she would.' The others gazed at her in horror.
'Well, she WILL,' said Robert; 'you've wished, my good Jane - and our only chance now is to find the Psammead, and if it's in a good temper it MAY take back the wish and give us another. If not - well - goodness knows what we're in for! - the police, of course, and - Don't cry, silly! We'll stand by you. Father says we need never be afraid if we don't do anything wrong and always speak the truth.'
But Cyril and Anthea exchanged gloomy glances. They remembered how convincing the truth about the Psammead had been once before when told to the police.
It was a day of misfortunes. Of course the Psammead could not be found. Nor the jewels, though every one Of the children searched their mother's room again and again.
'Of course,' Robert said, 'WE couldn't find them. It'll be mother who'll do that. Perhaps she'll think they've been in the house for years and years, and never know they are the stolen ones at all.'
'Oh yes!' Cyril was very scornful; 'then mother will be a receiver of stolen goods, and you know jolly well what THAT'S worse than.'
Another and exhaustive search of the sand-pit failed to reveal the Psammead, so the children went back to the house slowly and sadly.
'I don't care,' said Anthea stoutly, 'we'll tell mother the truth, and she'll give back the jewels - and make everything all right.'
100
'Do you think so?' said Cyril slowly. 'Do you think She'll believe us? Could anyone believe about a Sammyadd unless they'd seen it? She'll think we're pretending. Or else she'll think we're raving mad, and then we shall be sent to Bedlam. How would you like it?' - he turned suddenly on the miserable Jane - 'how would you like it, to be shut up in an iron cage with bars and padded walls, and nothing to do but stick straws in your hair all day, and listen to the howlings and ravings of the other maniacs? Make up your minds to it, all of you. It's no use telling mother.'
'But it's true,' said Jane.
'Of course it is, but it's not true enough for grown-up people to believe it,' said Anthea. 'Cyril's right. Let's put flowers in all the vases, and try not to think about diamonds. After all, everything has come right in the end all the other times.'
So they filled all the pots they could find with flowers - asters and zinnias, and loose-leaved late red roses from the wall of the stable-yard, till the house was a perfect bower.
And almost as soon as dinner was cleared away mother arrived, and was clasped in eight loving arms. It was very difficult indeed not to tell her all about the Psammead at once, because they had got into the habit of telling her everything. But they did succeed in not telling her.
Mother, on her side, had plenty to tell them - about Granny, and Granny's pigeons, and Auntie Emma's lame tame donkey. She was very delighted with the floweryboweryness of the house; and everything seemed so natural and pleasant, now that she was home again, that the children almost thought they must have dreamed the Psammead.
But, when mother moved towards the stairs to go UP to her bedroom and take off her bonnet, the eight arms clung round her just as if she only had two children, one the Lamb and the other an octopus.
'Don't go up, mummy darling,' said Anthea; 'let me take your things up for you.'
'Or I will,' said Cyril.
'We want you to come and look at the rose-tree,' said Robert.
'Oh, don't go up!' said Jane helplessly.
'Nonsense, dears,' said mother briskly, 'I'm not such an old woman yet that I can't take my bonnet off in the proper place. Besides, I must wash these black hands of mine.'
So up she went, and the children, following her, exchanged glances of gloomy foreboding.
Mother took off her bonnet - it was a very pretty hat, really, with white roses on it - and when she had taken it off she went to the dressing-table to do her pretty hair.
On the table between the ring-stand and the pincushion lay a green leather case. Mother opened it.
'Oh, how lovely!' she cried. It was a ring, a large pearl with shining many-lighted
101
diamonds set round it. 'Wherever did this come from?' mother asked, trying it on her wedding finger, which it fitted beautifully. 'However did it come here?'
'I don't know,' said each of the children truthfully.
'Father must have told Martha to put it here,' mother said. 'I'll run down and ask her.'
'Let me look at it,' said Anthea, who knew Martha would not be able to see the ring. But when Martha was asked, of course she denied putting the ring there, and so did Eliza and cook.
Mother came back to her bedroom, very much interested and pleased about the ring. But, when she opened the dressing-table drawer and found a long case containing an almost priceless diamond necklace, she was more interested still, though not so pleased. In the wardrobe, when she went to put away her 'bonnet', she found a tiara and several brooches, and the rest of the jewellery turned up in various parts of the room during the next half-hour. The children looked more and more uncomfortable, and now Jane began to sniff.
Mother looked at her gravely.
'Jane,' she said, 'I am sure you know something about this. Now think before you speak, and tell me the truth.'
'We found a Fairy,' said Jane obediently.
'No nonsense, please,' said her mother sharply.
'Don't be silly, Jane,' Cyril interrupted. Then he went on desperately. 'Look here, mother, we've never seen the things before, but Lady Chittenden at Peasmarsh Place lost all her jewellery by wicked burglars last night. Could this possibly be it?'
All drew a deep breath. They were saved.
'But how could they have put it here? And why should they?' asked mother, not unreasonably. 'Surely it would have been easier and safer to make off with it?'
'Suppose,' said Cyril, 'they thought it better to wait for - for sunset - nightfall, I mean, before they went off with it. No one but us knew that you were coming back to-day.'
'I must send for the police at once,' said mother distractedly. 'Oh, how I wish daddy were here!'
'Wouldn't it be better to wait till he DOES come?' asked Robert, knowing that his father would not be home before sunset.
'No, no; I can't wait a minute with all this on my mind,' cried mother. 'All this' was the heap of jewel-cases on the bed. They put them all in the wardrobe, and mother locked it. Then mother called Martha.
'Martha,' she said, 'has any stranger been into MY room since I've been away? Now, answer me truthfully.'
'No, mum,' answered Martha; 'leastways, what I mean to say -'
102
She stopped.
'Come,' said her mistress kindly; 'I see someone has. You must tell me at once. Don't be frightened. I'm sure you haven't done anything wrong.'
Martha burst into heavy sobs.
'I was a-goin' to give you warning this very day, mum, to leave at the end of my month, so I was - on account of me being going to make a respectable young man happy. A gamekeeper he is by trade, mum - and I wouldn't deceive you - of the name of Beale. And it's as true as I stand here, it Was your coming home in such a hurry, and no warning given, out of the kindness of his heart it was, as he says, "Martha, my beauty," he says - which I ain't and never was, but you know how them men will go on - "I can't see you a-toiling and a-moiling and not lend a 'elping 'and; which mine is a strong arm and it's yours, Martha, my dear," says he. And so he helped me acleanin' of the windows, but outside, mum, the whole time, and me in; if I never say another breathing word it's the gospel truth.'
'Were you with him the whole time?' asked her mistress.
'Him outside and me in, I was,' said Martha; 'except for fetching up a fresh pail and the leather that that slut of a Eliza 'd hidden away behind the mangle.'
'That will do,' said the children's mother. 'I am not pleased with you, Martha, but you have spoken the truth, and that counts for something.'
When Martha had gone, the children clung round their mother.
'Oh, mummy darling,' cried Anthea, 'it isn't Beale's fault, it isn't really! He's a great dear; he is, truly and honourably, and as honest as the day. Don't let the police take him, mummy! oh, don't, don't, don't!'
It was truly awful. Here was an innocent man accused of robbery through that silly wish of Jane's, and it was absolutely useless to tell the truth. All longed to, but they thought of the straws in the hair and the shrieks of the other frantic maniacs, and they could not do it.
'Is there a cart hereabouts?' asked mother feverishly. 'A trap of any sort? I must drive in to Rochester and tell the police at once.'
All the children sobbed, 'There's a cart at the farm, but, oh, don't go! - don't go! oh, don't go! - wait till daddy comes home!'
Mother took not the faintest notice. When she had set her mind on a thing she always went straight through with it; she was rather like Anthea in this respect.
'Look here, Cyril,' she said, sticking on her hat with long sharp violet-headed pins, 'I leave you in charge. Stay in the dressing-room. You can pretend to be swimming boats in the bath, or something. Say I gave you leave. But stay there, with the landing door open; I've locked the other. And don't let anyone go into my room. Remember, no one knows the jewels are there except me, and all of you, and the wicked thieves who put them there. Robert, you stay in the garden and watch the windows. If anyone tries to get in you must run and tell the two farm men that I'll send up to wait in the kitchen. I'll tell them there are dangerous characters about - that's true enough. Now,
103
remember, I trust you both. But I don't think they'll try it till after dark, so you're quite safe. Good-bye, darlings.'
And she locked her bedroom door and went off with the key in her pocket.
The children could not help admiring the dashing and decided way in which she had acted. They thought how useful she would have been in organizing escape from some of the tight places in which they had found themselves of late in consequence of their ill-timed wishes.
'She's a born general,' said Cyril - 'but I don't know what's going to happen to us. Even if the girls were to hunt for that beastly Sammyadd and find it, and get it to take the jewels away again, mother would only think we hadn't looked out properly and let the burglars sneak in and nick them - or else the police will think WE'VE got them or else that she's been fooling them. Oh, it's a pretty decent average ghastly mess this time, and no mistake!'
He savagely made a paper boat and began to float it in the bath, as he had been told to do.
Robert went into the garden and sat down on the worn yellow grass, with his miserable head between his helpless hands.
Anthea and Jane whispered together in the passage downstairs, where the coconut matting was - with the hole in it that you always caught your foot in if you were not careful. Martha's voice could be heard in the kitchen - grumbling loud and long.
'It's simply quite too dreadfully awful,' said Anthea. 'How do you know all the diamonds are there, too? If they aren't, the police will think mother and father have got them, and that they've only given up some of them for a kind of desperate blind. And they'll be put in prison, and we shall be branded outcasts, the children of felons. And it won't be at all nice for father and mother either,' she added, by a candid afterthought.
'But what can WE do?' asked Jane.
'Nothing - at least we might look for the Psammead again. It's a very, very hot day. He may have come out to warm that whisker of his.'
'He won't give us any more beastly wishes to-day,' said Jane flatly. 'He gets crosser and crosser every time we see him. I believe he hates having to give wishes.'
Anthea had been shaking her head gloomily - now she stopped shaking it so suddenly that it really looked as though she were pricking up her ears.
'What is it?' asked Jane. 'Oh, have you thought of something?'
'Our one chance,' cried Anthea dramatically; 'the last lone-lorn forlorn hope. Come on.'
At a brisk trot she led the way to the sand-pit. Oh, joy! - there was the Psammead, basking in a golden sandy hollow and preening its whiskers happily in the glowing afternoon sun. The moment it saw them it whisked round and began to burrow - it evidently preferred its own company to theirs. But Anthea was too quick for it. She caught it by its furry shoulders gently but firmly, and held it.
104
'Here - none of that!' said the Psammead. 'Leave go of me, will you?'
But Anthea held him fast.
'Dear kind darling Sammyadd,' she said breathlessly.
'Oh yes - it's all very well,' it said; 'you want another wish, I expect. But I can't keep on slaving from morning till night giving people their wishes. I must have SOME time to myself.'
'Do you hate giving wishes?' asked Anthea gently, and her voice trembled with excitement.
'Of course I do,' it said. 'Leave go of me or I'll bite! - I really will - I mean it. Oh, well, if you choose to risk it.'
Anthea risked it and held on.
'Look here,' she said, 'don't bite me - listen to reason. If you'll only do what we want to-day, we'll never ask you for another wish as long as we live.'
The Psammead was much moved.
'I'd do anything,' it said in a tearful voice. 'I'd almost burst myself to give you one wish after another, as long as I held out, if you'd only never, never ask me to do it after to-day. If you knew how I hate to blow myself out with other people's wishes, and how frightened I am always that I shall strain a muscle or something. And then to wake up every morning and know you've GOT to do it. You don't know what it is you don't know what it is, you don't!' Its voice cracked with emotion, and the last 'don't' was a squeak.
Anthea set it down gently on the sand.
'It's all over now,' she said soothingly. 'We promise faithfully never to ask for another wish after to-day.' 'Well, go ahead,' said the Psammead; 'let's get it over.'
'How many can you do?'
'I don't know - as long as I can hold out.'
'Well, first, I wish Lady Chittenden may find she's never lost her jewels.'
The Psammead blew itself out, collapsed, and said, 'Done.'
'I wish, said Anthea more slowly, 'mother mayn't get to the police.'
'Done,' said the creature after the proper interval.
'I wish,' said Jane suddenly, 'mother could forget all about the diamonds.'
'Done,' said the Psammead; but its voice was weaker.
'Wouldn't you like to rest a little?' asked Anthea considerately.
'Yes, please,' said the Psammead; 'and, before we go further, will you wish something for me?'
'Can't you do wishes for yourself?'
'Of course not,' it said; 'we were always expected to give each other our wishes not that we had any to speak of in the good old Megatherium days. just wish, will
105
you, that you may never be able, any of you, to tell anyone a word about ME.'
'Why?' asked Jane.
'Why, don't you see, if you told grown-ups I should have no peace of my life. They'd get hold of me, and they wouldn't wish silly things like you do, but real earnest things; and the scientific people would hit on some way of making things last after sunset, as likely as not; and they'd ask for a graduated income-tax, and old-age pensions and manhood suffrage, and free secondary education, and dull things like that; and get them, and keep them, and the whole world would be turned topsy-turvy. Do wish it! Quick!'
Anthea repeated the Psammead's wish, and it blew itself out to a larger size than they had yet seen it attain.
'And now,' it said as it collapsed, 'can I do anything more for you?'
'Just one thing; and I think that clears everything up, doesn't it, Jane? I wish Martha to forget about the diamond ring, and mother to forget about the keeper cleaning the windows.' 'It's like the "Brass Bottle",' said Jane.
'Yes, I'm glad we read that or I should never have thought of it.'
'Now,' said the Psammead faintly, 'I'm almost worn out. Is there anything else?'
'No; only thank you kindly for all you've done for us, and I hope you'll have a good long sleep, and I hope we shall see you again some day.'
'Is that a wish?' it said in a weak voice.
'Yes, please,' said the two girls together.
Then for the last time in this story they saw the Psammead blow itself out and collapse suddenly. It nodded to them, blinked its long snail's eyes, burrowed, and disappeared, scratching fiercely to the last, and the sand closed over it.
'I hope we've done right?' said Jane.
'I'm sure we have,' said Anthea. 'Come on home and tell the boys.'
Anthea found Cyril glooming over his paper boats, and told him. Jane told Robert. The two tales were only just ended when mother walked in, hot and dusty. She explained that as she was being driven into Rochester to buy the girls' autumn schooldresses the axle had broken, and but for the narrowness of the lane and the high soft hedges she would have been thrown out. As it was, she was not hurt, but she had had to walk home. 'And oh, my dearest dear chicks,' she said, 'I am simply dying for a cup of tea! Do run and see if the kettle boils!'
'So you see it's all right,'Jane whispered. 'She doesn't remember.'
'No more does Martha,' said Anthea, who had been to ask after the state of the kettle.
As the servants sat at their tea, Beale the gamekeeper dropped in. He brought the welcome news that Lady Chittenden's diamonds had not been lost at all. Lord Chittenden had taken them to be re-set and cleaned, and the maid who knew about it had gone for a holiday. So that was all right.
106
'I wonder if we ever shall see the Psammead again,' said Jane wistfully as they walked in the garden, while mother was putting the Lamb to bed.
'I'm sure we shall,' said Cyril, 'if you really wished it.'
'We've promised never to ask it for another wish,' said Anthea.
'I never want to,' said Robert earnestly.
They did see it again, of course, but not in this story. And it was not in a sand-pit either, but in a very, very, very different place. It was in a — But I must say no more.
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Anglesea Primary School
STATEMENT OF VALUES AND SCHOOL PHILOSPHY
POLICY
OUR VALUES
Respect, Responsibility, Kindness, Collaboration.
PURPOSE
The purpose of this policy is to outline the values of our school community and explain the vision, mission and objectives of our school.
POLICY
Anglesea Primary School is committed to providing a safe, supportive and inclusive environment for all students, staff and members of our community. Our school recognises the importance of the partnership between our school and parents and carers to support student learning, engagement and wellbeing. We share a commitment to, and a responsibility for, creating an inclusive and safe school environment for our students.
The programs and teaching at Anglesea Primary School support and promote the principles and practice of Australian democracy, including a commitment to:
- elected government
- the rule of law
- equal rights for all before the law
- freedom of religion
- freedom of speech and association
- the values of openness and tolerance.
This policy outlines our school's vision, mission, objective, values and expectations of our school community. This policy is available on our school website
To celebrate and embed our Statement of Values and Philosophy in our school community, we
- display posters that promote the values in our school
- celebrate our values in our school newsletter
- discuss our values with students in the classroom, meetings and assemblies.
- provide awards and recognition for students who actively demonstrate the values
- implement the whole-school Wellbeing Plan to explicitly teach the school values using strategies from the Resilience, Rights and Respectful Relationships (RRRR) and School Wide Positive Behaviour Support (SWPBS) initiatives.
- incorporate our school values into student reports, providing a benchmark for assessment.
- enhance school values through our Year 6 Values Leadership Program
VISION
Anglesea Primary School is a creative and fun learning environment, that is accepting of all and promotes the following values: Respect, Responsibility, Kindness and Collaboration.
Students will strive for personal best, becoming independent and resilient learners who make a positive contribution to the community and environment.
OBJECTIVE
Anglesea Primary School's objective is to meet the personalised learning needs of all students.
VALUES
Anglesea Primary School's values are Respect, Responsibility, Kindness and Collaboration.
We respect ourselves, our school and each another, and understand that our attitudes and behaviours have an impact on the people around us.
Respect:
- We speak nicely to each-other
- We listen to instructions
- We allow others to learn
- We respect ourselves, others and the environment
- We show good manners
Responsibility:
- We make good choices
- We try our best
- We get ready to learn
- We are on time and on task
- We get our work done and on time
- We are responsible for our learning, behaviour and impact
- We are proud of our school
- When we wear our uniform, we proudly represent our school
Kindness:
- We are friendly
- We listen to others
- We care about others
- We help others if they need help
- We behave in a safe manner
- We allow ourselves and others to feel safe
Collaboration:
- We learn together
- We work together
- We solve problems together
- We help others if they need help
- We have fun together
- We contribute to a positive community
BEHAVIOURAL EXPECTATIONS
Anglesea Primary School acknowledges that the behaviour of staff, parents, carers and students has an impact on our school community and culture. We acknowledge a shared responsibility to create a positive learning environment for the children and young people at our school. As principals and school leaders, we will:
- model positive behaviour and effective leadership
- work collaboratively to create a school environment where respectful and safe behaviour is expected of everyone
- communicate politely and respectfully with all members of the school community
- behave in a manner consistent with the standards of our profession and meet core responsibilities to provide safe and inclusive environments
- plan, implement and review our work to ensure the care, safety, security and general wellbeing of all students at school
- identify and support students who are or may be at risk
- work with parents to understand their child's needs and, where necessary, adapt the learning environment accordingly
- do our best to ensure every child achieves their personal and learning potential
- respond appropriately when safe and inclusive behaviour is not demonstrated and implement appropriate interventions and sanctions when required
- ask any person who is acting in an offensive, intimidating or otherwise inappropriate way to leave the school grounds.
- inform parents of the school's communication and complaints procedures
As teachers and non-teaching school staff, we will:
- communicate politely and respectfully with all members of the school community
- model positive behaviour to students consistent with the standards of our profession
- proactively engage with parents about student outcomes
- work collaboratively with parents to improve learning and wellbeing outcomes for students with additional needs
- work with parents to understand the needs of each student and, where necessary, adapt the learning environment accordingly
- communicate with the principal and school leaders in the event we anticipate or face any tension or challenging behaviours from parents
- treat all members of the school community with respect.
As parents and carers, we will:
- communicate politely and respectfully with all members of the school community
- model positive behaviour to our child
- ensure our child attends school on time, every day the school is open for instruction
- take an interest in our child's school and learning
- work with the school to achieve the best outcomes for our child
- support school staff to maintain a safe learning environment for all students
- communicate constructively with the school and use expected processes and protocols when raising concerns
- follow the school's processes for communication with staff and making complaints
- treat all school leaders, staff, students, and other members of the school community with respect.
As students, we will:
- communicate politely and respectfully with all members of the school community.
- model positive behaviour to other students
- comply with and model school values
- behave in a safe and responsible manner
- respect ourselves, other members of the school community and the school environment.
- not disrupt the learning of others and make the most of our educational opportunities.
- actively participate in school
As community members, we will:
- treat other members of the school community with respect
- model positive behaviour to the school community
- support school staff to maintain a safe and inclusive learning environment for all students
- utilise the school's processes for communication with staff and submitting complaints.
UNREASONABLE BEHAVIOURS
Schools are not public places, and the Principal has the right to permit or deny entry to school grounds (for more information, see our Visitors Policy).
Unreasonable behaviour that is demonstrated by school staff, parents, carers, students or members of our school community will not be tolerated at school, or during school activities.
Unreasonable behaviour includes:
- speaking or behaving in a rude, manipulative, aggressive or threatening way, either in person, via electronic communication or social media, or over the telephone
- sending demanding, rude, confronting or threatening letters, emails or text messages
- the use or threat of violence of any kind, including physically intimidating behaviour such as aggressive hand gestures or invading another person's personal space
- sexist, racist, homophobic, transphobic or derogatory comments
- the use of social media or public forums to make inappropriate or threatening remarks about the school, staff or students.
Harassment, bullying, violence, aggression, threatening behaviour and unlawful discrimination are unacceptable and will not be tolerated at our school.
Unreasonable behaviour and/or failure to uphold the principles of this Statement of Values and School Philosophy may lead to further investigation and the implementation of appropriate consequences by the school Principal.
At the Principal's discretion, unreasonable behaviour may be managed by:
- requesting that the parties attend a mediation or counselling sessions
- written warnings
- implementing specific communication protocols
- conditions of entry to school grounds or school activities
- exclusion from school grounds or attendance at school activities
- reports to Victoria Police
- legal action
Inappropriate student behaviour will be managed in according with our school's Student Wellbeing and Engagement Policy and Bullying Prevention Policy.
Our Statement of Values and School Philosophy ensures that everyone in our school community will be treated with fairness and respect. In turn, we will strive to create a school that is inclusive and safe, where everyone is empowered to participate and learn.
REVIEW CYCLE AND EVALUATION
This policy was last updated in June 2020 and is scheduled for review in 2022.
RELATED POLICIES AND RESOURCES
- Student Wellbeing and Engagement
- Communication with School Staff
- Bullying Prevention Policy | <urn:uuid:7d6d01ea-6425-48bb-9de2-40218d51a927> | CC-MAIN-2021-49 | https://www.angleseaps.vic.edu.au/source/Build/Statement-of-values-and-school-philospohy-June-2020.pdf | 2021-12-09T01:33:02+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363641.20/warc/CC-MAIN-20211209000407-20211209030407-00517.warc.gz | 701,166,026 | 1,794 | eng_Latn | eng_Latn | 0.954164 | eng_Latn | 0.99677 | [
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Eli Bailey, Oakton High School, Fairfax, Virginia
In the United States, citizens have a role to carry out both civic duties and responsibilities. While duties such as following the law, paying taxes, and serving on a jury (1) are important, civic responsibilities are what allow democracy to remain intact. Civic responsibilities include voting, staying politically informed, and being active in one's community. All actions that, while not legally required, are essential to an optimal political and democratic environment. One of the key aspects in upholding democracy is the rule of law, a principle stating the importance of accountability under the law for all individuals, no matter how their position or status (2). The civic responsibilities of U.S. citizens reinforce and support the rule of law by ensuring that elected officials are truly representative of the people and that citizens have the knowledge to call out people who are infringing upon the rule of law and its values.
The first way in which civic responsibilities bolsters the rule of law is through the election of officials, such that they represent and are held accountable by the people and uphold the rule of law. This is primarily ensured through voting, which is the most impactful of the civic responsibilities. Despite not being legally required, it is drastically important for all citizens to share their voice and vote, and to do so in every election. While certain elections such as the presidential one every 4 years often receive greater media coverage and popularity, it is just as important, if not more, to vote in other elections, such as those for local and state officials. These individuals create public policy that is likely more directly impactful to citizens than that made federally, but they still receive much lesser voter turnout. Even if someone believes they are in a non-competitive state and that a certain party will easily run away with an election, it is still important to cast a vote to ensure that the true will of the people is heard, rather than the will of the louder minority. Voting maintains the rule of law because it ensures that people in office are held accountable (2). If someone faces no potential repercussions for their actions, then they will act freely and solely attempt to further their agenda. However, by facing elections, they must ensure that they are doing what is best for the people, and in a manner that is within the law, or else they will be voted out from office and lose their power. Additionally, voting allows officials to be chosen for their merit in maintaining the rule of law, as actions such as legislation and appointees, both key facets of the rule of law, are directly impacted by elected officials. Overall, the civic responsibility of voting drastically affects the reinforcement of the rule of law by ensuring that officials are held accountable and do what they can to defend the rule of law as well.
The civic responsibilities of citizens also fortify the rule of law by guaranteeing that the people can call out those who are encroaching on it. Another of the key civic responsibilities is to stay informed, both in terms of community and national issues and information. By staying informed and up to date, citizens are able to act accordingly in a manner that best serves the democratic process. Additionally, informed people are likely to make a more nuanced and thoughtful decision when fulfilling other civic responsibilities like voting. One other aspect of staying informed is allowing others within one's community to stay informed as well. This means performing other civic responsibilities such as tolerance (1), where a fair and equal opportunity is presented for all, no matter their demographic status. By doing so, it means that more people have greater access to information, allowing them to stay informed as well, which improves democratic integrity for all involved. Adding on to this, just as important as ensuring information is available to all in a manner that is not discriminatory or exclusive, it is important to pass on this information and these values, such that future generations can uphold these principles as well. Clear and concise information combined with the responsibility to stay informed allows for the law to be public and applied evenly, another portion of the rule of law (2). The more people are informed, the more they can interpret and denounce violations of the rule of law, and open information allows these denouncements to be heard widely and not be suppressed. In general, the responsibilities of staying informed and passing on and maintaining open access to information for all allows the rule of law to be properly followed along with the ability to call out those who do not.
Overall, the civic responsibilities of citizens of the United States tie in directly with the rule of law, and both work in tandem to reinforce each other and the principles of democracy within the nation. However, it is lastly important to remember that civic responsibilities are not a one-time action, and require persistent effort to follow. For the rule of law to be truly supported, people must consistently vote, stay informed, share and ensure open access to information, and more, such that when attempts to infringe upon the concepts of accountability and just and impartial law occur, they can be thwarted and prevented.
Works Cited
"Responsibilities of U.S. Citizens." Cyber Civics, Kansas Secretary of State, www.civics.ks.gov/kansas/citizenship/responsibilities-of-citizens.html. Accessed 28 May 2021.
"What Is the Rule of Law?" World Justice Project, worldjusticeproject.org/about-us/overview/what-rule-law. Accessed 28 May 2021. | <urn:uuid:24ee6e2c-13be-4b70-a8fb-975584070f8d> | CC-MAIN-2021-49 | https://www.ca4.uscourts.gov/docs/pdfs/essay-contest/third-eli-bailey.pdf?sfvrsn=b616bb09_4 | 2021-12-09T00:31:19+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363641.20/warc/CC-MAIN-20211209000407-20211209030407-00517.warc.gz | 747,412,905 | 1,101 | eng_Latn | eng_Latn | 0.914214 | eng_Latn | 0.998326 | [
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DESIGN AND APPLIED TECHNOLOGY
INTRODUCTION
The public assessment of this subject is based on the Curriculum and Assessment Guide (Secondary 4 ─ 6) Design and Applied Technology (DAT), jointly prepared by the Curriculum Development Council and the Hong Kong Examinations and Assessment Authority. Candidates have to refer to the Guide for the knowledge, understanding and skills they are required to demonstrate in the assessment.
ASSESSMENT OBJECTIVES
The objectives of this assessment are to evaluate candidates' abilities in the following:
- Application of research, graphical communication and information processing skills to the design process.
- Response to identified needs, wants and opportunities of technological products and processes, while being aware of the impacts of technology and design on society.
- Use of the design process to develop design solutions to student-generated design problems in a range of contexts.
- Selection and use of appropriate technology and relevant resources for designing, manufacturing and marketing a product.
- Evidence of appropriate design decisions based on knowledge and understanding of design practices and relevant technological systems and processes.
MODE OF ASSESSMENT
The public assessment will consist of a public examination component and a school-based assessment component as outlined in the following table:
PUBLIC EXAMINATION
The overall aim of the public examination is to assess candidates' abilities to demonstrate their knowledge and understanding in different areas of technology and to apply them to their daily living.
Paper 1 (2 hours)
This paper is compulsory with Sections A and B. This paper will carry 30% of the subject mark.
Section A Compulsory (60 marks)
One major design question.
Section B Optional questions (40 marks)
Three questions will be set and candidates are required to answer two questions.
Paper 2 (2 hours)
This paper consists of the following 5 elective modules. Candidates are required to choose two modules when they registered for the examination. This paper will carry 30% of the subject mark.
2A: Automation
2B: Creative Digital Media
2C: Design Implementation and Material Processing
2D: Electronics
2E: Visualisation and CAD Modelling
Three questions will be set for each of the five modules. Candidates are required to answer two questions in each of the two registered modules.
SCHOOL-BASED ASSESSMENT (SBA)
SBA is compulsory for all school candidates. In the context of public assessment, SBA refers to assessments administered in schools and marked by the student's own teachers. The primary rationale for SBA in DAT is to enhance the validity of the overall assessment and extend it to include the assessment of students' skills in the following aspects:
Identifying and investigating design opportunities
Developing a design brief and specifications
Generating design ideas
Developing design ideas into a final solution
Making the final prototype
Testing and evaluating
Design Project (25-35 hours)
Candidates are required to complete a design project in the SBA, which carries 40% of the subject mark. Depending on the nature of the project, items to be submitted by candidates will be:
a working physical model/prototype, or a virtual 3D model plus a working partial physical model, and
an A4 or A3 size portfolio.
Candidates are required to keep good custody of their work for inspection and authentication purposes until the release of the HKDSE results.
The detailed requirements, regulations, assessment criteria and guidelines will be provided in the SBA Handbook for HKDSE Design and Applied Technology (DAT) published by the Hong Kong Examinations and Assessment Authority. | <urn:uuid:7b1b7607-483f-4b32-ad24-0bac171df397> | CC-MAIN-2021-49 | https://www.hkeaa.edu.hk/DocLibrary/HKDSE/Subject_Information/dat/2024hkdse-e-dat.pdf | 2021-12-09T00:48:37+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363641.20/warc/CC-MAIN-20211209000407-20211209030407-00516.warc.gz | 894,377,565 | 724 | eng_Latn | eng_Latn | 0.987197 | eng_Latn | 0.989243 | [
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Name:_______________________________
Date:___________
ENZYME WEB QUEST
This web quest was designed to help you understand the purpose, and function of enzymes. Use the following websites provided to answer the questions below.
Part 1: Introduction
http://www.phschool.com/science/biology_place/labbench/lab2/intro.html
1. ______________________ catalyze reactions by lowering the _____________________ ___________________ necessary for a reaction to occur.
Key Concepts
2. _________________ catalyze reactions by lowering the _______________ _________________ necessary for a reaction to occur. The molecule that an enzyme acts on is called the _________________. In an enzyme-mediated reaction, _________________ molecules are changed, and _________________ is formed. The _________________molecule is _________________ after the reaction, and it can continue _______________________________________________________________________________________________ ____________________________________.
3. Each _________________ is _________________for the _________________ it will catalyze. In this laboratory,
Enzyme = catalase, found in your liver Substrate = hydrogen peroxide (H2O2) Products = water and oxygen
4.DRAW THE REACTION THAT TOOK PLACE ON THE LEFT IN THE SPACE BELOW. LABEL THE SIDE OF REACTANTS, AND THE SIDE OF THE PRODUCTS THAT ARE PRODUCED. CIRCLE THE NAME OF THE ENZYME THAT IS FACILITATING THE REACTION.
Concept 1: Enzyme Structure
5. Enzymes are globular _____________________. Their folded conformation creates an area known as the _________________ _______________. The nature and arrangement of __________________ ____________________ in the __________________ __________________ make it specific__________________________________________________________.
6. DRAW A MODEL OF AN ENZYME, ACTIVE SITE, AND SUBSTRATE BELOW:
Concept: 2 Binding Specificity
7. Even when different _________________ molecules are present, only those that have the _________________ _______________ _____________________ to the _________________ _______________ are able to bind with the enzyme's _______________ ________________.
Concept 3: Induced Fit
8. When an enzyme binds to the appropriate _________________, subtle changes in the ___________ occur. This alteration of the ________________is known as an____________. Induced fit enhancs catalysis, as the enzyme converts _____________ to ____________.
9. Observe the INDUCED FIT ANIMATION and describe what happens below:
10. Release of the ___________________ restores the enzyme to its________________ form. The enzyme can _____________________________________________________, as long as___________________________________________.
Concept 4: Some Factors That Affect Enzyme Action
11. The conformation of an enzyme is maintained by interactions between the various ___________________ _______________ that compose it, and this conformation is sensitive to ________________________________________. Two important influences are _________________ and ________________. When an enzyme's ________________________ is significantly altered because of ____________ or ___________________ variation, the enzyme may no longer _____________________ ___________________. An enzyme is said to be _____________________ when it loses its functional shape.
Concept 5: pH and Enzyme Function
12. Each enzyme functions best within a _______________________________. For example, the enzyme__________________, which works in your stomach, functions best in a strongly ____________________environment. Lipase, an enzyme found in your _____________________________, works best in a __________________ environment.
13. When the pH changes, the active site ____________________________ and affects ____________________ ________________. What happens to catalysis when an enzyme is subjected to a pH far from its optimum range?
14. WATCH THE ANIMATION AND DESCRIBE WHAT YOU SEE BELOW:
15. In the presence of either excess __________ or excess __________, the _________________ is altered. The ____________________ is _______________ and the enzyme cannot ________________________.
Concept 6: Temperature and Enzyme Function
16. Chemical reactions speed up as ____________________ is increased, so, in general,_________________ will ___________________ at higher temperatures. However, each enzyme has a temperature __________________________, and beyond this point the enzyme's _____________________________ is lost. ___________________ temperatures will ______________________ most enzymes.
Part 2: Go the following website for this section http://glencoe.mcgraw-hill.com/sites/dl/free/0078695104/383930/BL_11.html
17. What are the two variables you will be experimenting with on this site?
18. If you click on the "Information" button, it is stated that "enzymes are organic catalysts." What does this mean?
19. What kind of mechanism is the enzyme-substrate complex often compared to?
20. First, add the same amount of substrate to every test tube and keep the pH constant. Click the computer monitor to see the data. What is your dependent variable? In other words, what is it that you are measuring?
21. What was the number of molecules of product formed per minutes when you added the same amount of substrate to each test tube?
22. Hit Reset. Now, add the amount of substrate laid out in front of each test tube. What happens to the number of molecules of product formed per minute when you increase the amount of substrate? What does this tell you about the reaction rate?
23. Hit Reset. First, change the levels of the pH too: 3, 5, 7, 9, and 11. Then Add the SAME amount of substrate to ALL the test tubes. What happens when you increase the pH? What happens when you decrease the pH? Does the enzyme suffer more from an acidic solution or a basic solution? | <urn:uuid:fd264f05-871a-48d0-ba47-cd4bfabf02f0> | CC-MAIN-2021-49 | https://fathersoninnovations.com/wp-content/uploads/2019/10/Enzymes-WebQuest.pdf | 2021-12-09T02:07:41+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363641.20/warc/CC-MAIN-20211209000407-20211209030407-00518.warc.gz | 310,330,325 | 1,162 | eng_Latn | eng_Latn | 0.973594 | eng_Latn | 0.994647 | [
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"Practical Restoration" at Buckridge Coastal Reserve
Protecting Rare Coastal Resources
The recent hydrologic restoration project at the Emily and Richardson Preyer Buckridge component of the North Carolina Coastal Reserve signals a step forward in protecting the water quality of the Alligator River and restoring rare Atlantic white cedar habitat. Historic timber management and canal construction have caused significant
Atlantic white cedar habitat
storing carbon, protecting estuarine water quality, and providing flood control.
hydrological changes to this unique ecosystem, as the canals drain freshwater away from wetlands and introduce saline water into the system. The altered hydrology has the potential to impair the filtering ability of the rich organic soils at the Buckridge Reserve, which could increase mercury, heavy metal, and nitrogen levels, and affect the adjacent Alligator River. The N.C. Coastal Reserve undertook a restoration project to re-establish the surface and groundwater flows of the Buckridge wetland systems to reduce the release of nutrients into surface waters, prevent saltwater intrusion into the sensitive organic peat soils, and to accommodate adjacent property owners' water rights during restoration. Eventually, the results of this project should ensure that the forested wetlands at the Buckridge Reserve are able to fulfill their natural functions, including providing habitat for endangered species,
Leveraging Partner Support
Hydrologic restoration efforts were funded through a Clean Water Management Trust Fund grant. Established by the N.C. General Assembly in 1996, the Clean Water Management Trust Fund is responsible for issuing grants to local communities, state agencies, and conservation non-profits to address water pollution issues. The impact of the Reserve's wetlands on the state-designated Outstanding Resource Waters of the Alligator River, and
Canal before tidegate installation restoration of the degraded surface and groundwater surrounding the canal system, aligned the Buckridge Reserve proposal with the Clean Water Management Trust Fund's conservation priorities.
Partner involvement in the restoration project included staff expertise and in-kind roadwork from the N.C. Wildlife Resources Commission. The N.C. Division of Coastal Management, which is the state agency involved in N.C. Coastal Reserve operations, contracted with East Carolina University (ECU) to provide system monitoring, which generated teaching opportunities, graduate theses, and conference presentations.
Water Control Structures- A Balancing Act
To restore traditional water levels and prevent drainage and subsequent saltwater intrusion, N.C. Coastal Reserve staff and members of the Buckridge Restoration Advisory Council chose to install a combination of tidegates and flashboard risers. Tidegates, or flap gates, allow water to flow in a single direction, and were used at sites where neighboring property owners have drainage rights. This type of water control structure ensured that adjacent property owners' water rights were not infringed upon, while also keeping saline water out of Buckridge Reserve wetlands. Flashboard risers, which are used to control water flow in two directions, were chosen for locations where the N.C. Division of Coastal Management held exclusive drainage rights.
Restoration with Results
N.C. Coastal Reserve staff have already observed changes in water levels, water quality, and ecosystem function following the installation of the water control devices. Water control structures have been successful at holding water in locations that were previously dry, preventing saltwater intrusion. Additionally, the natural seasonal variation in water levels has begun to return to the Buckridge Reserve, which will strengthen the established functions of the unique peatland Atlantic white cedar habitats. Staff also observed the return of low-lying vegetation in areas that were previously inhospitable due to high water levels.
Long-term results from this restoration project are expected to be dramatic. Relieving the saltwater intrusion and freshwater drainage caused by the canals will hopefully help vulnerable Atlantic white cedar populations rebound and grow more robust. Additionally, habitat shifts from forest to marsh will be limited to land adjacent to natural shorelines, which can restore natural forest habitat in areas once affected by canals.
Moving Forward
Tidegate structure
This restoration project provided several key "lessons learned" that can be applied to future water control efforts throughout coastal North Carolina. Although the tidegate structures were instrumental in preserving property owners' drainage rights, some of the new installations were not sensitive enough to adjust to the small water flow differentials that are common at the Buckridge Reserve due to the flat topography of the area. Water control alternatives that preserve property rights are currently being explored by the N.C. Wildlife Resources Commission, the ECU monitoring team and partners at The Nature Conservancy. N.C. Coastal Reserve staff also cited an increased understanding of how the permitting process for wetland construction interacts with project design as important knowledge gained during the restoration project. Expertise about the hyper-local conditions at water control sites was extremely valuable during the project, and
staff also recommended seeking out individuals with local knowledge to provide expertise on project design and implementation.
The N.C. Coastal Reserve plans to continue the restoration work at a landscape scale through a partnership with The Nature Conservancy. Best practices and lessons learned from the original Clean Water Management Trust Fund project will play a significant role in developing strategies for largerscale conservation.
Reflecting the N.C. Coastal Reserve Mission
After water control structure installation
The hydrologic restoration project at the Buckridge Reserve is a prime example of the N.C. Coastal Reserve mission at work. By gathering and engaging experts, undertaking long-term monitoring of habitat changes over time, and working to improve threatened natural wetland
resources, staff at the Buckridge Reserve are truly "promoting informed management and stewardship of North Carolina's coastal and estuarine resources through research, education, and example." As Buckridge Site Manager
Woody Webster states, "hopefully Buckridge's restoration project can act as an example of practical restoration, one that balances needs of the landowner and that of the resource." It is clear that the work done at the Buckridge Reserve can help guide future restoration efforts in the region, as more communities face declining wetland health and sustainability. | <urn:uuid:774e4c7b-ec32-4899-b188-71dd579d8a8b> | CC-MAIN-2021-49 | https://files.nc.gov/ncdeq/Coastal%20Management/coastal-reserve/sites/buckridge/Buckridge-CWMTF-grant-final.pdf | 2021-12-09T01:02:41+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363641.20/warc/CC-MAIN-20211209000407-20211209030407-00518.warc.gz | 314,331,132 | 1,207 | eng_Latn | eng_Latn | 0.994743 | eng_Latn | 0.994753 | [
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English as a Second Language Podcast
www.eslpod.com
ENGLISH CAFÉ – 38
TOPICS
Topics: Newsmagazines, AMBER Alert, reading a map, "Get out of here!," followed by, "excuse me" vs. "I'm sorry," to have something on someone, to teeter on the brink
_____________
GLOSSARY
in-depth – deep; complete
* This book takes an in-depth look at the problems in our world today.
worldwide
– throughout the world; in every country
* How many people to listen to ESL Podcast worldwide?
to kidnap
– to take someone away illegally and by force
* I saw on the news that the baby who was kidnapped last week has been returned to his parents.
ransom
– money that must be paid for the release of a prisoner
* The kidnappers asked for a ransom of $1 million.
foldout (map) – a piece of paper (map) that is folded and that must be unfolded to be used
* Foldout maps are convenient but I can never re-fold them properly.
legend (map)
– the part of a map that explains the symbols used on it
* I'm not sure what these lines on the map mean. Let's look at the legend.
town – a geographic area that is larger than a village, but smaller than a city * I would rather grow up in a small town than a big city.
city – a urban area, usually with many people and businesses
* It's convenient to live in the city if you work there, too.
stream – a small, narrow river
* We can step on these big stones in the stream to go across it.
pond – a small area with water that doesn't move
* My brother and sister and I go swimming in the pond everyday in the summer.
interstate – a long and wide road with no stoplights that begins in one state and that goes to one or more other states
* You can drive across the U.S. on Interstate 10 freeway.
toll road – a road where drivers are charged money to travel on it
* Do you have enough money to pay the toll on this road?
to have something on someone – to know a secret about someone; usually something bad or damaging to that person if the information is told to others * Could it be that Manny has something on Cathy and that's why she is willing to do all of his work?
to teeter on the brink – to be on the edge of something and to be unsteady or uncertain; to almost do something
* He teetered on the brink of making a decision for two weeks.
_____________
ENGLISH LEARNING TIPS
One good way to improve your English is to use a conversation or language partner. A language partner is someone who is trying to learn your native or first language, and who speaks the language that you want to learn or improve. When you have a language partner, you both speak one language for a certain amount of time (for example, 15 minutes), then the same amount of time in the other language. Each person "exchanges" or gives to the other person something that they want. (To exchange means to give something to someone and to receive something in return.)
Language partners work best for those who are intermediate or advanced speakers. You may find a language partner to talk to in your own city, or you may find them on the Internet (see the list of websites below to find language partners). Language partners give you a chance to speak the language, which will give you confidence. Here are some suggestions for using language partners:
* If possible, record your conversation so you can listen to it again later. (If you are speaking to someone over the Internet, you need first to ask their permission to record your conversation.)
* Ask the person you are speaking with to speak slowly and repeat things you don't understand. Remember that listening is still the best way to get better at understanding English, so ask the person who speaks English with you to talk about topics you are interested in while you listen.
* Have a list of topics you are both interested in talking about. Ask your partner to talk about what they did that day, what their favorite movies are, what they enjoy to read, what is happening in the news – anything that you find interesting.
* Don't worry too much about correcting your partner's mistakes when they speak your language. Correcting people's mistakes while they are speaking can actually make them speak worse, because it often causes the person to lose their confidence in speaking. The most important thing is to listen and to speak in a normal conversation, and not be too concerned about errors.
Some Places to Find Language Partners on the Internet:
http://www.babelpod.com http://www.xlingo.com
http://www.mylanguageexchange.com http://www.lingozone.com/
http://community.jyve.com/ (Part of Skype)
COMPLETE TRANSCRIPT
You're listening to English as a Second Language Podcast, English Café Number 38.
This is English as a Second Language, English Café Number 38. I'm your host Dr. Jeff McQuillan, coming to you from the Center for Educational Development, in the beautiful city of Los Angeles, California.
Remember to visit our website at eslpod.com and read the Learning Guide for this podcast. It contains a complete transcript of the podcast, every word that we say is in our transcript. You can also get additional vocabulary and tips on learning English in today's Learning Guide.
Today we're going to talk about on the Café a little bit about newsmagazines in the United States, what the popular magazines are that people read. We're also going to talk about "missing children" and something called an "AMBER Alert."
It's summertime, so lots of people are traveling. So, we'll take a look at map today and how to read a map in English, and as usual, we'll answer a few questions. Now let's get started.
One of the questions that I get about once a week is about the music for ESL Podcast's English Café and where that music comes from, that jazz music that we use. It actually is a free piece of music, a free selection of music that comes with the software that I use to record called GarageBand on a Macintosh computer. So, it's actually not a regular commercial song. It's just some music that came with the software and I really like it. I hope you like it, too.
Our first topic today is on newsmagazines, the popular magazines that people read in the United States. Now, there are many popular weekly and monthly magazines on different topics. There are entertainment magazines. Magazines like People, which talk about movie stars and famous people. There are also famous sports magazines, the most famous is called Sports Illustrated and that covers all different kinds of sports. And then, there are newsmagazines, and these are magazines, of course, about the news.
In the United States, there are three popular magazines. One is called Time, another is called Newsweek and the third is called US News and World Report. I want to talk about the first two, because those are the two most popular ones.
Time magazine is the most popular magazine, newsmagazine in the United States. Like Newsweek, it has a summary of the news from the week. It also has in-depth stories. In-depth, usually a hyphen - "in" hyphen "depth." In-depth means that it is a longer story, a story with more information, a story that gives you more information about the news, and these, this newsmagazine, Time, is also the oldest newsmagazine in the United States.
It's probably most famous for its annual award called the "Person of the Year." And, every year they select a person or persons who have had the greatest influence on the news in the world or the greatest influence in the world, you might say. And this person is put on the front cover of the magazine and called "Person of the Year." It's not always a good thing, however. Sometimes the "Person of the Year" is someone who is, has done a lot of wrong in the world. But, usually it's someone who has done something right, has done something important. We used to call, the magazine used to call, this person "The Man of the Year" because it was always a man. But they've changed that now to "Person of the Year." They have both men and women. Sometimes the person of the year isn't actually a person. One year, back in 1983, they named the "Machine of the Year," and the machine of the year was the personal computer which, of course, is now everywhere in the United States and most countries.
Well Time has a couple of European, or rather I should say, foreign editions. There's a Time Europe, a Time Asia, and Time Canada, and these are magazines that cover the news specifically in those different areas or regions of the world.
The other popular magazine is called Newsweek, all one word, and Newsweek is, like Time, a weekly publication that has summaries of the news, of the important news, as well as in-depth stories. It is sometimes considered the more liberal of the two newsmagazines, the more liberal one, liberal politically that is, and it is also one that has a worldwide circulation. "Worldwide," all one word, means across the world and the entire world. "Circulation" is how many people read the magazine. So you can ask, "What is the circulation of Time magazine?" means how many people buy it and read it. We usually use the term "circulation" from magazines and newspapers, not for television and radio. For television and
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ENGLISH CAFÉ – 38
radio, you would talk about the viewers - people watching, or the listeners people listening, like to ESL podcast, for example. So, Newsweek is a world, has a worldwide circulation, of about 4 million people. They also have foreign language additions. There's a Japanese, a Korean, a Polish, Russian, Spanish and Arabic version of Newsweek magazine. You can read it in those different languages. And some of you, perhaps, have read it in your native language.
There are a couple of other weekly or what we would call "bi-weekly," meaning every two weeks. Another word for that is fortnightly. A "fortnight," one word, means every two weeks or every fourteen days. Not a very common term anymore but you will sometimes see magazines referred to as fortnightlies; it means they're published twice a month or every two weeks.
There are several political magazines. Newsweek and Time are newsmagazines and the ideas that they're suppose to be not liberal, not conservative, somewhere in the middle. Of course, that usually doesn't actually happen. There are some magazines that are political, a very liberal magazine, would be Nation and Nation magazine is a, I believe that's a fortnightly, every other week. And one of the most conservative political magazines is called the National Review. So if you are politically conservative, you have a magazine, and if you are politically liberal, you have a magazine. Of course there are several magazines that are about political topics.
In Great Britain the most popular newsmagazine is probably is The Economist. The Economist is an excellent newsmagazine. It has international, U.S. and of course, news about Great Britain. So, those are some of the popular magazines. Magazines are good to read to help build your vocabulary. It's useful to try to read stories about the same topic every week because you have some information already about it and it makes it easier for you to understand.
One of the stories that has been in several of the newsmagazines in the last few years is cases of missing children. These are children who are usually abducted from their home or from their parents. "To abduct" means to take, to take a person without their permission. We also call this a kidnapping - "to kidnap," that's the verb; the noun would be "kidnapping." To kidnap is to take a child or an adult against their will and take them with you somewhere. Usually kidnappings are involved with people wanting money in order to return the person. We call that money "ransom." But many, probably most child abductions or kidnappings are not for money. Usually they are, well, they can be one parent who's divorced
or separated who wants to have the child back from the other parent. Sometimes they are strangers, that is, people that the family doesn't know, who may take the child. Of course, it's a very sad and unfortunate thing that happens.
In the United States and Canada in the last few years, they've started a new system called the AMBER Alert. "AMBER Alert." An AMBER Alert is when a child is taken, a child is abducted. The police, when they have some information about who might have taken them, usually it's, for example, the kind of car and perhaps the license plate of the car. This is a warning to everyone to be looking for that car. So, they have a news announcement and they tell every, all the police officers and the public, just the people who watch TV and listen to the radio, to be looking for this person, to try to catch them. This is called an AMBER Alert. It was named after a girl who was abducted back in Texas in 1996, and unfortunately, was killed. And, the AMBER Alert is something that you will see in different states. Sometimes you will see an announcement even on the signs on the freeway, on the highway.
Well, since we are talking about freeway and highways, this is a good time to talk about our next topic. It is the summertime and so people are traveling, more and more, and of course if you are going to travel in a car, it's always a good idea to have a map. So, I thought we will talk a little bit about the terms, the vocabulary, related to maps and reading a map. The verb is "to read a map." It's the same as to look at a map. Someone may say to you "Do you how to read a map?" means do you know how to look at a map and figure out, understand where things are. Well, maps go by different names. Most maps that you use to drive are what we would call "fold-out" maps. Fold-out, "fold" hyphen "out." Those are maps that are usually big pieces of paper but they're folded several times so that it's smaller. So, you take the piece of paper and you fold it in half, then you fold it in half again, and then you fold it in half again, that's called a fold-out map.
Another kind of map that you would use when you were driving would be, what you would sometimes call a "guide" and these are book maps, these are maps that are actually books and each page has a different section of the map. These are very popular, especially in big cities like Los Angeles and New York. Here in Los Angeles there's something called the Thomas Guide, and that's the name of the company that publishes or makes the map. And, it's a thick book, maybe, I don't know, two hundred, three hundred pages of maps for all the different parts of the city. So, sometimes you'll want to have one of those bigger maps.
Now, when you look on a map, there is always a legend on the map. The "legend" is a little box usually in the corner of a map that tells you what all the different symbols are, what all the different symbols on the map mean. This is also sometimes called the "key." The key or the legend is the part of the map that tells you what all the different signs and symbols mean.
Now, on a map you will usually have different signs or symbols or marks for towns and cities and metropolitan areas. A town is usually smaller than a city, and a city is smaller than a metropolitan area. Metropolitan area would be a place like Los Angeles where there's one city but then there are many other cities around it and they all look like one big city, and that's what we call metropolitan area. A city is smaller than that. A metropolitan area could have different cities inside of it. Here in southern California, we have the city of Los Angeles, that's the biggest city, but there are also smaller cities like Santa Monica and Beverly Hills and Malibu. Those are all smaller cities in the metropolitan area.
A town is usually much smaller in population, fewer people in a town. The word "village" is not used very much in American English, but you will see that in British English and that's also a small town.
Maps will often have indications of where rivers and streams are located. A "stream" is a small river, a stream. A stream. And then, you have a river which is bigger. Often you will also see indications of where lakes, ponds and oceans are. A "lake," you know is what we would call a "body of water." It's surrounded by land. A "pond" is a small lake. And, of course, an "ocean" is well, the Pacific Ocean, the Atlantic Ocean, the Indian Ocean, those are all large bodies of water.
The most important thing on a map, however, are the roads, are the streets and highways, where you're going to drive. We often use the term "highway" and "freeway" to mean the same thing. Someone says the highway, the freeway, usually…often they're the same thing. If there's a difference, the freeway is usually a little bigger. A highway could be a smaller road than a freeway. But most of the time we use them to mean the same thing.
There are a couple of words you will also hear or see on a map. One of them is "interstate." In the United States, we have interstate highways or interstate freeways. An interstate means that they go from one state to another, and these interstates are paid for by the national or federal government and there's a whole system of interstates that connect all the different parts of the United States.
Another term that you will hear is "expressway," especially the east part of the United States, in New York and Pennsylvania, Washington DC, Massachusetts. The states out in the eastern part of the United States will often call their highway or freeway an expressway, and an expressway is very similar to a freeway or a highway. Sometimes the expressways are toll roads. A toll, "toll road," two words, is a freeway or a highway that you have to pay money.
Most states do not have toll roads for most of their roads but sometimes, especially in the eastern part of the United States, there are many toll roads. We have toll roads here in California. A "toll" is money that you have to pay in order to use that freeway and usually you have to pay it when you are getting on the freeway. If you use the toll road a lot, you can get an electronic ticket that means you don't have to stop and pay. There is a computer that can read your electronic pass or ticket and are able to take the money from you or make sure that you have paid in order to use that road.
One of the things you'll see on a freeway or a highway is a rest stop, "rest stop." A rest stop is a place, you can guess, where you can stop and rest. Usually these are located on big freeways or highways outside of the city. So, there aren't any rest stops inside a city or a metropolitan area. But every thirty to sixty miles, most states have rest stops on both sides of the freeway where you can stop and use the bathroom and eat and get some water, that sort of thing. Now you're ready to read a map when you come to the United States or if you live in the United States, in English.
Now, it's time to answer a few questions. Our first question today comes from Nicholas in France and Nicholas wants to know what the expression "Get out of here!" means. Well, there are actually two meanings to this expression. The most common one is when you want someone to leave, when you are angry or mad at someone and you want them to leave the room or leave where you are. So, you may say to your, your friend, "Why did you go with my girlfriend to the bar? I don't want to be your friend anymore. Get out of here!" means, "Leave! I don't want you here."
In the last few years, however, there's another meaning to this expression, and it is when you are talking to someone and you don't believe what they are saying, or they are telling you something that's very surprising, that you find difficult to believe. So, your friend comes up to you and says, "I just got a date with Jennifer Aniston. She's going to go on a date with me," and you say "Get out of here!"
means you don't believe them. There's also a little difference in the way that you say it. You can say "Get out of here!" means leave. But if I say "Get out of here!" with that sort of intonation, that means that you don't believe the person. It's an informal expression that has become popular in the last few years. So, thank you Nicholas for that question.
Next question comes from Denis in Vladivostok in Russia. He wants to know what the expression "followed by" means. Well, "followed by," two words, means that something comes after something else. So if you are watching a television program, then the program ends and a new program starts, we say the new program, or the old program that you were watching, is followed by the new program, it comes after that. And you can also use this expression when you are following another person. Usually that's something that is not a good thing, when someone else is following you without your permission. Because, perhaps, they want to hurt you or do something bad to you. You can say "I'm being followed by this strange person." They are following you; they are going after you trying to find you or trying to get you.
Next question comes from Aram. Aram is originally from Armenia but is now living in New York City with his family. And Aram has a question. His father and he have a disagreement and they want me to tell them who is right, and the disagreement has to do with the two expressions "I'm sorry" and "Excuse me." When do you say "I'm sorry" and when do you say "Excuse me"?
Aram says that you only say "I'm sorry" when, for example, you accidentally hit someone or bump someone or do something wrong. So, if you are on the subway, for example, or a bus and you are walking on the bus or subway and you hit somebody as you are walking, you would say "I'm sorry," when you do something wrong. If, however, you are trying to, for example, get out of the bus and someone is standing in front of you and you want them to move, you would say "Excuse me," meaning "I want to go by you, please move."
So, "I'm sorry" is usually when you accidentally hit someone, we would say "bump," which is to hit very lightly. You use that when you accidentally bump into someone or bump someone. The expression "excuse me" is when you are trying to get by someone, you want them to move. We also use "excuse me" when you are trying to ask a question of someone. For example, I want to know what time it is and I don't have a watch. I would say, "Excuse me, can you tell me what time
it is?" We wouldn't say "I'm sorry" there, we would say, "Excuse me." So, "I'm sorry" is usually for when you do something wrong.
There is, however, a way of using the word "sorry" when you have not done something wrong, so Aram's father is also correct here. In British English, we (or they) sometimes say "Sorry?" when you didn't hear what someone said. So, someone says something to you and you didn't hear them; you didn't understand them. In British English, you would say "Sorry?" meaning, "I didn't hear you," "I didn't understand you." In American English, we would probably say, "Excuse me?" Someone says something to you, you don't understand, you might say "Excuse me? I didn't understand what you've said." In British English you would say, more likely, "Sorry?" as a question, of course. So, thank you Aram, for your question. I hope I didn't cause any problems in the family with my explanation.
Satsuki in Japan has a question about the expression "to have something on someone." What does that mean when someone says "he's got something on him" or "he has something on him." Usually that means that one person has some information about another person, some information about what this other person did wrong, something that they did wrong. Maybe they did something illegal, maybe they committed a crime. They did something bad. If you have information, you say, "Well, I have something on you" means I have some negative, bad information about you or information about something bad that you did. Often we use that expression when the person is trying to influence the other, saying, "Well, you better not do anything, because I have something on you" means you have to behave in a different way. You have to act in a different way because I have this information, so you are trying to influence them.
Our last question comes from Luis in Spain. Luis has a question about the expression "to teeter on the brink." "To teeter on the brink." That's an interesting expression. To teeter on the brink means to be very close to a dangerous situation. Usually we say "to teeter on the brink" of something. For example, "The country is teetering on the brink of war," means it's very close to being at, in a war. "To teeter" as verb means to move in a unsteady way; that is, you are not walking straight. You're leaning this way and then you're leaning that way; you're not…like you've had too much to drink, for example. You may teeter, means you're not walking or moving very well. The "brink" is similar to the edge and usually it means the point, or the…you're at a situation where something is very dangerous and if you move a little more, you're going to be in danger. To be on the brink means that you are very close to being…very, in a very dangerous or
bad situation. So to "teeter on the brink" means that you are close to this dangerous situation. You are moving closer to this dangerous situation. You do not want to teeter on the brink. It's not usually a good thing.
Well, that's all we have time for on today's Café. As always, if you have questions feel free to email us at email@example.com.
From Los Angeles, California, I'm Jeff McQuillan. Thanks for listening. We'll see you next time on the English Café.
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10 Steps to Better Clarinet Performance
by Robert Spring
I. Embouchure
A. Teach specifics - insist on "rightness"
2. "Finding" the tip of the tongue
A good embouchure allows a clarinetist to produce a good sound, with correct intonation, with any articula tion, in any register, without a noticeable embouchure change. (See Example 1).
1. Lower lip over lower teeth. Feel teeth 1/2 way be tween the "pink" line and "wet" line.
3. Upper teeth on mouthpiece. Patch on mouthpiece of ten eliminates this problem.
2. Mouthpiece between 1/4" and 1/2" in mouth at ap proximately 30 degrees with the body. Keep head up!
4. Drawstring in lips - pulls lips out and around the mouthpiece. Corners firm, but no smiling.
6. Upper lip stays firm.
5. Chin stays pointed as if blowing into a pop bottle.
7. Breathe through corners of mouth. Teeth do not come off top of mouthpiece!
9. Upward pressure into top teeth (see hand position).
8. Cheeks will not puff out if corners are firm.
10. NO MOVEABLE EMBOUCHURES!
12. Mouthpiece-barrel combination should produce a concert F#.
11. Keep head up and clarinet at 30 degree angle to the body (See Example 2).
B. Problems associated with the embouchure
a. bunched chin - insist on firm chin. Pressure to hold the reed must be transferred from the mus cles in the chin to those in the jaw.
1. Small stuffy sound - usually too much lower lip, (or flesh) touching the reed.
b. too much lower lip in the mouth. See above A. 1.
d. check reed strength (see reeds).
c. check horn angle to the body. Too close - too much lower lip on the reed
e. check amount of mouthpiece in mouth. Too little does not give enough reed in mouth to vibrate
3. Wild uncontrolled sound
2. Saliva in sound - check horn angle. Keep head up - horn down (30 degrees to the body). Bring music stand up higher to keep head up.
a. check reed placement (reed too low).
c. check horn angle (30 degrees to the body).
b. check amount of lower lip in mouth (too lit tle lower lip will cause uncontrolled sound and squeaks).
II. Tongue
1. Tongue pressure should be no more than that neces
Tip of Tongue only stops the reed from vibrating. A. Tip of tongue touches tip of reed.
sary to stop the reed from vibrating.
a. scratch tip of tongue with fingernail or rub against bottom of front teeth to locate exact tip.
c. bring mouthpiece into mouth keeping tongue in place on reed.
b. place tip of tongue on tip of reed outside mouth.
d. form embouchure.
f. touch tip of tongue to tip of reed many times, denting the sound.
e. build pressure behind tongue - release reed.
g. repeat above process but stop reed with tip of tongue.
3. Back of tongue should remain in "eee" position at all times. This will bring the tongue up and back such that the tip of the tongue can touch the tip of the reed. It is also fundamental to achieving characteris tic tone quality and upper (altissimo) register.
h. remove mouthpiece from mouth to check tongue placement.
4. Do not allow embouchure to move while tonguing.
B. How to recognize correct tongue and correct prob lem tongue.
2. There should be NO visible throat motion during ar ticulation (See Example 2).
1. No "TT" sound is present in articulation. Tongue re leases the reed, it does not attack the reed.
3. There should be no pitch change during articulation.
5. How to correct
4. During rapid articulation the tongue starts and stops the sound. Air pressure should not change.
a. Student must be made aware of "correct" method of articulation.
6. The tongue consists of a group of muscles that must be "exercised " to respond correctly. An exercise should be used daily to strengthen tongue and good habits (See Example 8 and complete article on www. bandworld.org/free)
b. above steps should be followed.
III. Hand position
1. Drop hand to side, bring fingers up to instrument. Keep fingers relaxed. Collapsed "C" position. No squeezing!
A Instrument must be played with pads of fingers, not tips.
2. Left hand index finger should roll back to play "A" key. This finger should not be lifted to contact the "A" key and should be very close or actually touch the G# key (See Example 3a).
3. Right hand index finger should not support the in strument. This finger should rest next to or slightly above Eb-Bb key in order that side trill keys can be
reached.
1. Left thumb should aim at the "2:00" position. Regis ter key should be played with the side of the thumb, next to the nail (See Example 3b).
B. Thumbs
2. Thumb rest should contact the right thumb between the nail and first joint. Pressure should be up into up per teeth (See Example 3b). Neck Strap can be used!
1. Fingers should always remain close to the keys. This will help technique and aid in "over the break" pas sages.
C. Finger motion
2. Mirror practice must be encouraged.
IV. Reed placement and Reeds
B. Reed must line up on the table of the mouth piece(watch butt as well as tip).
A. Tip of reed should "always" line up with the tip of the mouthpiece.
C. Pick right strength reed
2. Reed too thin sound buzzy, high notes flat or difficult if not impossible to produce.
1. Reed too thick - sound is airy, hard to blow. Can cause severe embouchure problems, especially the bunched chin.
3. Pick good nationally-known brand. Cheaper reeds are just that!
V. Tuning
B. Use tuning rings to close gap and maintain constant setting.
A. Tune open G by adjusting between the barrel and upper finger joint. C's should be tuned between the upper and lower joints. Basic tuning should be done between the barrel and upper finger joint. Right hand pitches can be further adjusted between upper and lower joints.
C. Venting, dampening and mouth-throat motion should be used to fine tune pitch (See Example 4).
10 Steps to Better Clarinet Performance continued at www.bandworld.org/free
1. Firm upper lip
3. Firm chin
2. Firm corners
4. Lower Lip placement
5. Mouthpiece in mouth 1/2" - 1/4"
Example 1
Clarinet placement approx. 30 degrees to the body.
No throat motion during articulation.
Example 3b
Robert Spring
Robert Spring was President of the International Clarinet Association from 1998-2000 and has per formed for twelve International Clarinet Association conventions. He hosted the 1995 International Clarinet Association ClarinetFest at Arizona State University where he is presently Professor of Clarinet. The Instrumentalist Magazine says of his recording, "Dragon's Tongue", a CD of virtuoso music for clarinet and wind band, "His musicality and technique make this recording a must for every CD collection." Robert will be a featured clarinet teacher and soloist at the American Band College in 2015.
V. Tuning
B. Use tuning rings to close gap and maintain constant setting.
A. Tune open G by adjusting between the barrel and upper finger joint. C's should be tuned between the upper and lower joints. Basic tuning should be done be tween the barrel and upper finger joint. Right hand pitches can be further adjusted between upper and lower joints.
C. Venting, dampening and mouth-throat motion should be used to fine tune pitch (See Example 4).
VI. Technique
B. Learn alternate fingerings! (See Examples 5 and 6).
A. SLOW PRACTICE!
VII. High note production
B. Keep tongue in "eee" position.
A. More mouthpiece can be taken in the mouth to help pro duce the notes in the initial stages.
C. No biting!
E. Articulation in the high register requires much less tongue motion and tongue contact than those in the low er registers.
D. Bugle calls (See Example 7).
VIII. Equipment
B. Clean instrument with swab, kleenex and handkerchief daily.
A. Keep hands and mouth clean.
C. Keep small paintbrush in case for weekly cleaning.
E. Clean corks - wipe off old cork grease weekly.
D. Use Q-tip for weekly tone hole cleaning.
F. Clean pads - cigarette paper.
H. Oil bore on wood instruments at least once a month.
G. Oil and clean keys use key oil or motor oil.
I. Assembly
2. watch for bridge key and side trill keys
1. teach specific method, one that will not bend keys or unseat pads.
3. grease corks!
IX. Warm-up
B. Measure the quality of warm-up by its effort at improve ment.
A. Importance of daily warm-up and practice routine can not be over emphasized (See Example 8).
1. Long tones
3. Scale studies
2. Tonguing
X. Air - The Basis of Tone
B. Soft sound is only less air, not less intense air.
A. Laser beam air.
C. "EEE" tongue position will focus air stream and help maintain rapid air speed.
Examples 5 & 6
Example 7 | <urn:uuid:8ee259d9-6732-44ec-9873-03c1b7dea91f> | CC-MAIN-2018-47 | http://www.bandworld.org/pdfs/BWmag10StepsClarinet.pdf?p=WIBC_Audition | 2018-11-14T15:09:36Z | crawl-data/CC-MAIN-2018-47/segments/1542039742117.38/warc/CC-MAIN-20181114150002-20181114172002-00227.warc.gz | 411,697,027 | 2,243 | eng_Latn | eng_Latn | 0.996199 | eng_Latn | 0.996402 | [
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Periodic Trends & the Periodic Table
Periodic Table
* Periodic Table – arrangement of elements in order of increasing __________with elements having similar properties in
__________
[x] __________– vertical columns
[x] __________– horizontal rows
Group Names
Group
1A
2A
3A
4A
5A
6A
7A
8A
Name
______________ ______________ ______________ ______________ ______________ ______________ ______________ ______________
Groups
* _____________elements – group A elements
* _____________ elements – group B elements
Groups
* The group tell you the number of _____________ that the element has
* Valence electrons are electrons in the outermost _____________ of the atom
* All group 1A elements have 1 valence electron. Likewise, all group 8A elements have 8 valence electrons.
Characteristics
* Elements in the same group exhibit similar chemical characteristics due to the fact that they all have the same number of
_____________.
* The most stable number of valence electrons is _____________
* This is called an _____________
Charges
* Every element wants 8 valence electrons to become stable. They will gain or lose valence electrons to form an octet
Physical States and Classes of the Elements
* The majority of the elements are _____________.
* They occupy the entire left side and center of the periodic table.
* _____________ occupy the upper-righthand corner.
* _____________ are located along the boundary between metals and nonmetals
Metals
* Metals are elements that have _____________, conduct heat and electricity, and usually bend without breaking.
Transition Metals
* The elements in the middle of the periodic table are called the transition elements.
* All transition elements are ____________.
* Many transition metals can have more than one _____________
Inner Transition Metals
* The first series of inner transition elements is called the _____________ .
* The second series of inner transition elements, the _____________.
Non Metals
* Most nonmetals don't conduct electricity, are much poorer conductors of heat than metals, and are _____________ when solid.
* Many are _____________ at room temperature; those that are solids lack the luster of metals.
Properties of Metals and Nonmetals
Electron Dot Structures
* An electron dot structure consists of the elemental symbol surrounded by dots which represent valence electrons
Metalloids
* Metalloids have some chemical and physical properties of metals and other properties of nonmetals.
* In the periodic table, the metalloids lie along the border between metals and nonmetals.
* B, Si, Ge, As, Sb, Te, Po, At
Examples
* Draw the electron dot structure for Na
* Draw the electron dot structure for Al
* Draw the electron dot structure for Br
Periodic Trends
* Periodic Trends are trends that occur
_____________ the periodic table and
_____________ the periodic table
Ionization Energy
* Ionization energy – the ability to pull off 1 electron
Atomic Radius
* Atomic Radius – size of the atom
Electro negativity
* Electro negativity – the ability of an atom to attract another atom
Metallic Character
* Metallic character – how much like a metal the element is
Ionic Radius
* When an atom has a _____________ charge, you have _____________ electrons
* Which makes it _____________
* For example, which will be larger:
* Na or Na +1
Ionic Radius
* When you talk about ionic radius, you are comparing an _____________ and its
_____________
* When an atom has a _____________ charge, you have _____________ electrons
* Which makes it _____________
* For example, which will be larger:
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NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS™
FIELD 162: EARTH SCIENCE TEST DESIGN AND FRAMEWORK
DRAFT October 2017
Authorized for Distribution by the New York State Education Department
This document is a working draft. The information in this document is subject to change, and any changes will fully supersede the information contained in this draft.
Copyright © 2017 New York State Education Department.
NYSTCE, New York State Teacher Certification Examinations, and the
NYSTCE logo are trademarks of the New York State Education Department.
Pearson and its logo are trademarks, in the U.S. and/or other countries, of Pearson Education, Inc. or its affiliate(s).
Permission is granted to make copies of this document for noncommercial use by educators.
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS™
FIELD 162: EARTH SCIENCE
TEST DESIGN
This test consists of selected-response items measuring content knowledge and one extended constructed-response item measuring pedagogical content knowledge. The constructed-response item is scenario-based and requires candidates to describe an instructional strategy to guide all students in achieving a specific learning goal, assess student understanding, and identify students' strengths and needs.
The selected-response items count for 80% of the total test score and the constructedresponse item counts for 20% of the total test score, as indicated in the table that follows. Each selected-response item counts the same toward the total test score. The percentage of the total test score derived from the constructed-response item is also indicated in the table that follows.
The total testing time is 195 minutes. Candidates are free to set their own pace during the test administration. The following estimates were used to determine the total test time:
- The constructed-response item is designed with the expectation of a response time up to 60 minutes.
- The selected-response items are designed with the expectation of a response time up to 135 minutes.
Further information regarding the content of each competency can be found in the test framework.
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS™
FIELD 162: EARTH SCIENCE TEST FRAMEWORK
Space Systems Earth Materials and the History of Earth Geologic Systems Water, Weather, and Climate Human Impacts and Sustainability Pedagogical Content Knowledge
The New York State Earth science teacher has the knowledge and skills necessary to teach effectively in New York State schools. The Earth science teacher understands and applies current education research on how students learn science. The Earth science teacher demonstrates mastery of the content and concepts of Earth science, is a skilled problem solver, and demonstrates strong mathematics and literacy skills. The Earth science teacher applies the three-dimensional approach (i.e., disciplinary core ideas, crosscutting concepts, science and engineering practices) to science instruction in order to explain phenomena, solve real-world problems, and make informed decisions. The Earth science teacher has a broad understanding of the disciplinary core ideas in Earth science and the crosscutting concepts between science disciplines. In addition, the Earth science teacher understands science and engineering practices and applies scientific concepts, principles, and theories to develop and use models; plan and carry out investigations; analyze and interpret data; engage in argument from evidence; and obtain, evaluate, and communicate scientific and technical information from a variety of source types. The Earth science teacher knows, demonstrates, and implements policies and procedures to ensure laboratory safety and ethical practices.
As used in this document, the term "research-based" refers to those practices that have been shown to be effective in improving learner outcomes through systematic observation or experiment, rigorous data analysis, ability to replicate results, and publication in a peer-reviewed journal.
FIELD 162: EARTH SCIENCE TEST FRAMEWORK
COMPETENCY 0001—SPACE SYSTEMS
Performance Expectations
The New York State Earth science teacher understands and applies the disciplinary core ideas of astronomy. The teacher applies knowledge of the universe, solar system, stars, and planets to analyze complex phenomena resulting from the interaction of the different components of the universe and solar system. The teacher connects the evidence for a particular phenomenon with the research and technology that were involved in gathering the evidence and effectively evaluates evidence to determine whether it supports a stated hypothesis or conclusion. The teacher applies relevant laws, principles, and mathematics and computational representations to analyze astronomical phenomena. The teacher applies knowledge of the formation of Earth in the larger context of the evolution of the solar system. In addition, the teacher understands how to plan and safely carry out scientific investigations, understands the process of engineering design in refining a solution to a problem, interprets scientific information, and evaluates specific claims made about scientific phenomena related to space systems.
Performance Indicators
a. demonstrates knowledge of current theories of the origin and evolution of the solar system and universe and supporting evidence, such as light spectra, motion of distant galaxies, and composition of all types of matter in the universe
b. applies knowledge of the role of gravity on the position and motion of all objects in the solar system and universe (e.g., Newton's law of gravitation, Kepler's laws), including the use of mathematical representations
c. demonstrates knowledge of different types of stars and galaxies; stellar life cycles, including that of the Sun; nucleosynthesis; mechanisms that allow energy from the Sun to reach Earth and factors that affect the Sun's radiation (e.g., solar flares); and the use of models such as the Hertzsprung-Russell (H-R) diagram
d. analyzes data, methods, and technologies used to determine and infer the size, scale, proportion, structure, and motions of objects in the solar system and universe
e. analyzes how the relative motions and interactions of the Sun, Earth, and Moon result in the observed patterns of phases of the Moon, eclipses, and tides
f. demonstrates knowledge of how Earth's revolution and tilt result in seasonal changes
g. demonstrates knowledge of the celestial sphere model and how Earth's orbit and rotation produce the apparent motions of the stars, Sun, Moon, and planets as viewed from Earth and evidence of Earth's rotation
h. analyzes and interprets evidence about the formation, evolution, and early geologic history of Earth and the evolution of the biosphere
FIELD 162: EARTH SCIENCE TEST FRAMEWORK
i. demonstrates knowledge of the engineering design process as related to space systems, including criteria, modeling, use of technology and mathematical thinking, and applications to real-world situations; and evaluates an engineering design or solution, taking into account a range of constraints, including cost, safety, reliability, and aesthetics, and considering social, cultural, and environmental impacts
j. demonstrates knowledge of how to plan, construct, and safely and ethically carry out investigations about space systems (e.g., modeling galaxy separation as the universe expands, using computer simulations to construct explanations of apparent motions of celestial objects, making solar observations using appropriate equipment and methods)
k. analyzes and draws inferences from scientific and technical texts and graphics; interprets graphs and data; applies mathematical and computational thinking in analyzing data; and evaluates the hypotheses, data, analyses, and conclusions in a scientific or technical text related to space systems
COMPETENCY 0002—EARTH MATERIALS AND THE HISTORY OF EARTH
Performance Expectations
The New York State Earth science teacher understands and applies the disciplinary core ideas of geology. The teacher applies knowledge of atomic structure to explain the physical and chemical properties of Earth materials. The teacher analyzes the processes of the rock cycle by applying knowledge of the properties and formation of sedimentary, igneous, and metamorphic rocks. The teacher interprets geologic cross sections and stratigraphic sequences by applying the principles of stratigraphy. The teacher understands how rock strata, fossils, and other evidence are used in determining the history of Earth. The teacher solves radiometric dating problems by analyzing the half-lives of radioactive elements. The teacher understands how to plan and safely carry out scientific investigations, understands the process of engineering design in refining a solution to a problem, interprets scientific information, and evaluates specific claims made about scientific phenomena related to Earth materials and the history of Earth. In addition, the teacher applies knowledge of the safe and proper use of equipment and materials in school science investigations.
Performance Indicators
a. analyzes the properties of Earth materials, such as minerals, radioactive elements, and water, and the underlying arrangement and properties of the atoms that compose them
b. demonstrates knowledge of common minerals associated with the major mineral groups and the characteristics used to classify minerals (e.g., hardness, cleavage and fracture, color, crystal form, luster, specific gravity, Bowen's reaction series)
c. recognizes common rocks (e.g., granite, basalt, limestone, shale, gneiss, schist) based on their origin and their distinct patterns of composition and texture
d. analyzes the major processes that drive the rock cycle; the transformations that occur as a result of the rock cycle; and the characteristics and properties of sedimentary, igneous, and metamorphic rocks
Copyright © 2017 New York State Education Department.
Permission is granted to make copies of this document for noncommercial use by educators.
FIELD 162: EARTH SCIENCE TEST FRAMEWORK
e. demonstrates knowledge of Earth's layered structure and composition, the motions and energy sources of Earth's interior, and the use of seismological tools and data to investigate Earth's interior
f. demonstrates knowledge of the geologic time scale; the fossil record (e.g., emergence, evolution, and disappearance of organisms); the processes involved in fossilization; and how rocks, fossils, and other evidence are used to establish the relative ages of major events in Earth's history
g. demonstrates knowledge of relative dating by applying the principles of stratigraphy (e.g., original horizontality, superposition, crosscutting relationships, law of inclusions, unconformities, uniformitarianism), the correlation of rock layers from distant locations, and the theory and application of radiometric dating techniques
h. demonstrates knowledge of the engineering design process as related to Earth materials and the history of Earth, including criteria, modeling, use of technology and mathematical thinking, and applications to real-world situations; and evaluates an engineering design or solution, taking into account a range of constraints, including cost, safety, reliability, and aesthetics, and considering social, cultural, and environmental impacts
i. demonstrates knowledge of how to plan, construct, and safely and ethically carry out investigations about the properties of Earth materials and the history of Earth (e.g., identifying various minerals by their characteristics, examining fossilized specimens in reference to the fossil record, simulating radioactive decay, analyzing half-lives)
j. analyzes and draws inferences from scientific and technical texts and graphics; interprets graphs and data; applies mathematical and computational thinking in analyzing data; and evaluates the hypotheses, data, analyses, and conclusions in a scientific or technical text related to the properties of Earth materials and the geologic time scale
k. demonstrates knowledge of appropriate resources regarding the safe and proper use of scientific equipment and materials (e.g., inventory, handling, storage, disposal), including accurately interpreting provided information; applies knowledge of guidelines for the proper use of materials and scientific equipment in field, laboratory, and classroom settings; and understands proper procedures for maintaining safety and responding to accidents and injuries during school science investigations
FIELD 162: EARTH SCIENCE TEST FRAMEWORK
COMPETENCY 0003—GEOLOGIC SYSTEMS
Performance Expectations
The New York State Earth science teacher understands and applies knowledge of geologic systems, including analyzing the relationship between earthquakes, volcanism, and plate tectonics. The teacher applies knowledge of the theory of plate tectonics by explaining the mechanisms that drive plate motions, by connecting the theory to the various types of evidence that support it, and by predicting the landforms and geologic events associated with specific plate interactions. The teacher understands the processes by which rocks break down and soils form and the erosional and depositional processes that change Earth's surface. The teacher connects the cycling of elements to the physical and biological processes that move elements through the atmosphere, lithosphere, hydrosphere, and biosphere. In addition, the teacher understands how to plan and safely carry out scientific investigations, understands the process of engineering design in refining a solution to a problem, interprets scientific information, and evaluates specific claims made about scientific phenomena related to geologic systems.
Performance Indicators
a. demonstrates knowledge of the theory and mechanisms of plate tectonics; the evidence supporting it; the effects that tectonic plate motions have on the configuration of the continents, the evolution of major landforms, and the formation of the geologic features of the ocean basins; and the spatial and temporal scales associated with plate tectonic activity
b. analyzes interactions along plate boundaries and the results of these interactions (e.g., volcanism, mountain building, intrusions, mid-ocean ridges)
c. analyzes the causes of earthquakes, the use of seismological tools and data in investigating earthquakes and locating earthquake epicenters, and the relationship of earthquake activity to the movements of tectonic plates
d. analyzes the physical and chemical breakdown of rocks (i.e., weathering) and the process of soil formation under different climate conditions
e. analyzes the connections between erosion and deposition; the different agents that cause erosion and deposition (e.g., wind action, glaciation, running water); and the ways in which these processes alter river systems, coastlines, deserts, and glaciated regions
f. analyzes models of the cycling of carbon, nitrogen, and water through the atmosphere, lithosphere, hydrosphere, and biosphere
g. demonstrates knowledge of the engineering design process as related to geologic systems, including criteria, modeling, use of technology and mathematical thinking, and applications to real-world situations; and evaluates an engineering design or solution, taking into account a range of constraints, including cost, safety, reliability, and aesthetics, and considering social, cultural, and environmental impacts
FIELD 162: EARTH SCIENCE TEST FRAMEWORK
h. demonstrates knowledge of how to plan, construct, and safely and ethically carry out investigations about geologic systems (e.g., investigating through modeling forces that form landforms, faults, and volcanoes; exploring erosion by testing running water's effects on a pile of soil; simulating the steps of the carbon cycle)
i. analyzes and draws inferences from scientific and technical texts and graphics, including maps; interprets graphs and data; applies mathematical and computational thinking in analyzing data; and evaluates the hypotheses, data, analyses, and conclusions in a scientific or technical text related to Earth's geologic systems
COMPETENCY 0004—WATER, WEATHER, AND CLIMATE
Performance Expectations
The New York State Earth science teacher analyzes factors that affect water's movement through different parts of the hydrologic cycle and the physical processes that drive the hydrologic cycle. The teacher recognizes the characteristics and processes of freshwater systems. The teacher demonstrates knowledge of ocean circulation, ocean waves, the physical and chemical properties of ocean water, and the ocean's role in the climate system and weather. The teacher understands atmospheric processes and the structure of the atmosphere as a foundation for analyzing the climate system, weather phenomena, and Earth's energy balance. The teacher applies knowledge of Earth's energy balance and the biosphere to explain the physical and biological attributes that define Earth's different climate regions. In addition, the teacher understands how to plan and safely carry out scientific investigations, understands the process of engineering design in refining a solution to a problem, interprets scientific information, and evaluates specific claims made about scientific phenomena related to Earth's water systems and weather and climate.
Performance Indicators
a. analyzes the movement of water through the hydrologic cycle; the processes and changes in state of water; and the roles of energy (e.g., latent heat), density, and gravity in driving the cycling of water
b. analyzes characteristics and processes of freshwater systems (i.e., lakes, wetlands, rivers, groundwater aquifers, and glaciers) and the factors affecting the movement of water in these systems
c. demonstrates knowledge of thermohaline and wind-driven circulation of ocean waters, the properties of waves, the layered structure of oceans, ocean chemistry, and the role of oceans in the climate system (e.g., absorbing and releasing heat, specific heat, oceanic-atmospheric oscillations)
d. demonstrates knowledge of the structure, layering, composition, and physical and chemical properties of the atmosphere, including its effects on Earth's energy balance
DRAFT October 2017
Authorized for Distribution by the New York State Education Department
FIELD 162: EARTH SCIENCE TEST FRAMEWORK
e. analyzes variables that cause different types of weather, including the motions and complex interactions of air masses at frontal boundaries; the effects of geographic features on weather; and the characteristics and development of hurricanes, tornadoes, and other forms of severe weather
f. demonstrates knowledge of weather forecasting, including the use of computer models, the tools used to track weather systems, weather variables and their complex relationships (e.g., temperature, pressure, wind, relative humidity, dew point, adiabatic temperature change, atmospheric instability), and the symbols used to designate weather conditions on synoptic weather maps
g. analyzes variables in the climate system (e.g., energy imbalances at different latitudes, the Coriolis effect, prevailing wind patterns, topography, ocean temperatures, vegetation, feedbacks, reflectivity) and their effects on climate
h. demonstrates knowledge of Earth's different climate regions, factors that determine regional climates (e.g., latitude, elevation, proximity to large bodies of water, orographic effect, oceanic circulation), and the biological characteristics of different climate regions
i. analyzes evidence of factors that have caused global temperature changes in the past and uses geoscience data (e.g., levels of greenhouse gases) and results from global climate models to make evidence-based predictions of short- and long-term regional or global climate change and impacts to Earth systems
j. demonstrates knowledge of the engineering design process as related to Earth's water systems, weather, and climate, including criteria, modeling, use of technology and mathematical thinking, and applications to real-world situations; and evaluates an engineering design or solution, taking into account a range of constraints, including cost, safety, reliability, and aesthetics, and considering social, cultural, and environmental impacts
k. demonstrates knowledge of how to plan, construct, and safely and ethically carry out investigations about Earth's water systems, weather, and climate (e.g., analyzing raw weather data to create a forecast, using models and computer simulations to explore physical factors that influence climate, correlating the climate of different regions with the adaptive features of plants and animals)
l. analyzes and draws inferences from scientific and technical texts and graphics, including maps; interprets graphs and data; applies mathematical and computational thinking in analyzing data; and evaluates the hypotheses, data, analyses, and conclusions in a scientific or technical text related to Earth's water systems, weather, and climate
FIELD 162: EARTH SCIENCE TEST FRAMEWORK
COMPETENCY 0005—HUMAN IMPACTS AND SUSTAINABILITY
Performance Expectations
The New York Earth science teacher demonstrates comprehensive knowledge of how humans interact with Earth systems. The teacher understands society's use of natural resources and factors that affect the sustainability of current resource-use strategies. The teacher understands the causes, characteristics, and prediction of natural hazards and how natural hazards are managed. The teacher analyzes the causes and consequences of air and water pollution and the modification of ecosystems through forestry and agricultural practices, the damming of rivers, and urban development. The teacher evaluates technological solutions designed to reduce the impacts of humans on natural systems. In addition, the teacher understands how to plan and safely carry out scientific investigations, understands the process of engineering design in refining a solution to a problem, interprets scientific information, and evaluates specific claims made about scientific phenomena related to human impacts and sustainability.
Performance Indicators
analyzes the availability, use, and management of renewable and nonrenewable natural resources, including freshwater, clean air, mineral resources, fossil fuels, and biological resources
demonstrates knowledge of the causes and characteristics of different types of natural hazards (e.g., earthquakes, volcanic eruptions, tsunamis, coastal erosion, droughts, floods, hurricanes, tornadoes), impacts of natural hazards on affected communities, the prediction of natural hazards, and the design of practical strategies to prevent loss of life and property from natural hazards
demonstrates knowledge of the human impacts on Earth systems, including air pollution, surface and groundwater pollution, deforestation, urbanization, desertification, soil erosion, damming of rivers, habitat destruction, and earthquakes, and evaluates methods and designs for monitoring and minimizing human impacts
analyzes evidence for how the availability of natural resources and changes in climate (e.g., changes in regional patterns of precipitation and temperature) have affected human populations
analyzes data and information on the relationships between Earth systems and how those relationships are being modified by human activities
demonstrates knowledge of the engineering design process as related to human impacts and sustainability, including criteria, modeling, use of technology and mathematical thinking, and applications to real-world situations; and evaluates an engineering design or solution, taking into account a range of constraints, including cost, safety, reliability, and aesthetics, and considering social, cultural, and environmental impacts
DRAFT October 2017
Authorized for Distribution by the New York State Education Department
FIELD 162: EARTH SCIENCE TEST FRAMEWORK
demonstrates knowledge of how to plan, construct, and safely and ethically carry out investigations about human impacts and sustainability (e.g., researching and correlating human settlement patterns with changes in regional climate, assessing the resilience of structures to earthquakes, examining deforestation in a region)
analyzes and draws inferences from scientific and technical texts and graphics; interprets graphs and data; applies mathematical and computational thinking in analyzing data; and evaluates the hypotheses, data, analyses, and conclusions in a scientific or technical text related to human impacts and sustainability
COMPETENCY 0006—PEDAGOGICAL CONTENT KNOWLEDGE
Performance Expectations
The New York State Earth science teacher effectively applies pedagogical content knowledge to design culturally relevant instruction to guide all students in achieving a specific learning goal using an effective three-dimensional approach (i.e., disciplinary core idea, crosscutting concept, science or engineering practice). The teacher also applies knowledge of current education research on how students learn science in order to develop safe and effective performance tasks that will guide all students, including diverse learners, in achieving a specific learning goal. The teacher appropriately assesses student knowledge and understanding and identifies potential and apparent student strengths and needs.
Performance Indicators
demonstrates knowledge of how to assess student readiness for a specific new learning goal related to an Earth science concept or science or engineering practice
applies knowledge of how to design culturally relevant instruction using appropriate and effective instructional strategies that connect students' prior understanding and real-world experiences to new knowledge for all students, including diverse learners
applies knowledge of how to design appropriate and effective three-dimensional instruction (i.e., disciplinary core ideas, crosscutting concepts, science or engineering practices) to support students in applying and developing understanding of Earth science concepts
applies knowledge of appropriate and effective researched-based strategies to guide all students to engage safely in Earth science concepts or science and engineering practices
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Mississippi's School Equalization Program, 1945-1954: "A Last Gasp to Try to Maintain a Segregated Educational System"
By: Bolton, Charles C.
Bolton, C. C. (2000). Mississippi's School Equalization Program, 1945-1954: "A Last Gasp to Try to Maintain a Segregated Educational System" The Journal of Southern History, 66(4): 781-814
***Note: Figures may be missing from this format of the document
A genuine attempt to integrate Mississippi's public schools did not occur until 1970, sixteen years after the United States Supreme Court's pivotal 1954 Brown v. Board of Education decision. White resistance to school desegregation proved both deep-seated and sustained, relenting only under a steady stream of legal action by black parents and federal intervention. Consequently, the elimination of Mississippi's dual educational system occurred largely on white terms. Black teachers and administrators lost their jobs and the black community saw an erosion of the control they had exercised over their children's education. In the years that followed, as federal support waned, efforts in Mississippi and across the nation to create unitary school systems usually floundered, in many cases leading to a resegregation of schools. 1 Given the difficulties surrounding the dismantling of separate schools, it is not surprising that many have judged school integration a failure. 2 One flaw in the process that a number of commentators have pointed to is that the attempts to achieve school integration did little to help (or even hindered) the attainment of the larger goal surrounding school integration efforts: the improvement of black education. 3
In the decade before the Brown decision, upgrading black schools within segregation was considered a viable alternative to school integration by both blacks and whites. This strategy of educational equalization sought to ensure a balanced distribution of resources between separate black and white schools. From 1925 until 1950, black southerners, working primarily through the National Association for the Advancement of Colored People (NAACP), focused their efforts on trying to equalize educational spending rather than directly assaulting the Plessy doctrine of "separate but equal"; after the NAACP shifted its tactics to challenge Jim Crow head on, many black southerners continued to embrace the equalization policy as the best method for improving black education. Southern state governments in the decade after World War II, faced with both a federal government increasingly sympathetic to the cause of black civil rights and changes in the region's demographics and economy that threatened to undermine the racial status quo, also recognized that a little more emphasis on the "equal" part of the separate but equal equation might be prudent if segregation were to be preserved. After the war, these states all began or enhanced programs to improve black education. 4 And some southern states, such as Mississippi, continued to advocate educational equalization even after the Brown decision had declared segregated schools inherently unequal, in the vain hope that the federal government might somehow still accept an improved version of separate but equal over desegregation.
Although implementing the Brown mandate ultimately proved difficult, educational equalization was never a viable alternative. An examination of Mississippi's educational equalization program of the 1940s and early 1950s shows that it did little to improve black education in the state and ultimately demonstrated the need for the establishment of a unitary school system. The state's equalization program failed for a number of reasons. First, as one of the poorest states in the nation, Mississippi had limited resources to expend on closing the huge gap between black and white education created under the system of segregation. The only real solution to this problem was to obtain federal funds, but the use of such monies threatened to destroy the Jim Crow arrangements the state's equalization program was designed to protect. Second, Mississippi, like other southern states, developed its equalization program as a bulwark against perceived threats to segregation. Consequently, equalization proposals were designed to make only minimal adjustments in state spending on black education in the hopes that such an effort would deflect a possible challenge to separate but clearly unequal arrangements. In 1950 the editor of the Grenada (Miss.) Grenada County Weekly expressed succinctly the rationale behind the state's recent efforts to improve black education: "I claim that we had better do a little than to be MADE to do a heap." 5
State-supported school segregation, however, had long allowed racial discrimination to proceed unchecked in the operation of the state's educational system, creating a seemingly unbridgeable chasm between black and white schools. As a result, the limited equalization proposals offered by the state in the years after World War II were patently ineffective. At the same time, the practical motivations that led Mississippi political leaders to favor even inadequate equalization schemes did not necessarily alter local attitudes of racial discrimination committed to preserving white educational prerogatives. And since local officials often implemented the state equalization mandates, an already insufficient effort became exceedingly lame in actual operation. Finally, white Mississippians never wholly embraced an honest and fair equalization program because of concerns that growing numbers of blacks in the state favored abolishing school segregation, the institution that equalization was designed to prop up. Although many black Mississippians actually endorsed a justly administered equalization policy, white leaders proved hesitant to spend millions to upgrade black schools without an explicit pledge of support from black leaders to maintain Jim Crow education.
By the 1940s many Mississippians, black and white, increasingly understood that the state's minimal support for black public education would no longer do. Black citizens began to press more stridently for improvements in black schools. In the spring of 1941 a group of black teachers from the Mississippi Association of Teachers in Colored Schools (MATCS) met with white political leaders to complain about short school terms for black schools and unequal salaries for black teachers. The meeting left the black teachers "without 'promises' and without hope," so the following fall the teachers' organization created a legislative committee to "use whatever method is available to law- abiding citizens in a democracy to secure better educational opportunities for our children and better salaries for our teachers." During World War II the membership of the MATCS began raising funds to file a teacher salary equalization suit similar to those already initiated in other states. Although the association set aside $500 for the effort, its inability to secure a local lawyer eventually sidetracked the attempt. 6
Black demands for educational improvements grew even louder by the end of the war. In January 1945 T. R. M. Howard, a black doctor from Mound Bayou, bluntly announced to the black Greenwood Civic League what most of his listeners already knew: the state's black educational system was a "failure." And he asked, "Will it interfere with any good Southern tradition to do something about this problem?" A 1945 survey conducted by the MATCS's Mississippi Educational Journal revealed that 95 percent of the organization's membership favored court action if the 1946 legislature did not address the teacher salary equalization issue. A statewide mass meeting of black leaders held in Jackson in early 1946 drafted a message for the legislature outlining many of the educational problems that required legislative solutions: unequal teacher salaries, inadequate black school facilities, insufficient teacher training institutions, and limited higher education offerings. As the black leaders noted, no additional taxes would even be necessary to begin the upgrade of black education; an equal distribution of levies already collected would itself allow for significant betterment. 7
During the late 1930s and 1940s, for the first time since Reconstruction, serious public discussions also occurred among white Mississippians about how to improve black education. In the wake of the Supreme Court's 1938 Gaines v. Canada decision, which held that Missouri's failure to provide a law school for blacks violated the Plessy doctrine, Frederick Sullens, the fiery editor of the Jackson (Miss.) Daily News and certainly no foe of segregation, warned white Mississippians that "if the Missouri contention should be sustained, it will play havoc with the whole system of public instruction throughout the South. Here in Mississippi we ought to have at least a little common honesty in expenditure of the public school fund." Among the earliest white supporters of the efforts to improve black schooling were educators. In the late 1930s the allwhite Mississippi Education Association appointed a committee to study black education in the state, and in 1940 the committee issued a report outlining a number of deficiencies and suggested improvements. The Delta Council, composed of the area's leading planters and businessmen, also endorsed improvements in black education in a 1943 resolution. Among various other groups examining the problem, a group of Methodist women met in Jackson in the fall of 1948 "to study the present status of Negro education in Mississippi and see what steps can be taken to improve our state facilities." 8
Those white Mississippians who began to call for greater equalization between white and black public schools generally made sure to emphasize that their ultimate motive remained preserving white privileges and saving school segregation. When Percy H. Easom, the supervisor of black schools for the state's Department of Education and a white man truly interested in advancing the cause of black schooling in the state, asked the state legislature for improvements in the training of black teachers in 1938, he carefully couched his request for change in the language of white supremacy: "[I]t is not so much a question of what the colored people deserve as it is a question of what the white people of Mississippi deserve. The white people deserve to have something done to improve the status of their colored people. Do not the white people depend upon the colored people for their labor supply, for their tenant farmers, for their cooks, for their nurses, for their brickmasons, for their plasterers, for their chauffeurs, etc.?" As the threats to segregated education began to appear more visibly on the horizon, Easom began to emphasize not only the benefits of equalization but also the danger to continued segregation if some type of equalization program was not pursued. At a speech before the Indianola Rotary Club in 1946 Easom reiterated his theme of how black educational advances benefited whites, and he also suggested that segregation could only be preserved if whites made a sustained attempt to address longignored black educational needs. 9 Given such self-serving attitudes about why black education should be improved, it is not surprising that white Mississippians typically endorsed equalization plans that provided only the most minimal of changes in the operation of the state's dual educational system. Real educational equalization would have required a vigorous and sustained program to close the yawning gap that existed between white and black education at the end of World War II.
In order to understand just how feeble the state's post—World War II equalization efforts were, it is important first to recognize how the operation of state-enforced school segregation over the preceding four decades had altered Mississippi education. In the late nineteenth century, white and black education, while unequally funded, remained almost everywhere equally inadequate, except in the state's largest towns. Most rural schools in the state had short terms, few supplies, and poorly paid teachers in one-, two-, or three-teacher operations. But during the first two decades of the twentieth century, Mississippi, like other southern states, dramatically upgraded white schools, while black education—receiving only limited state aid—languished, despite valiant efforts from black citizens and assistance from northern philanthropists. 10
Perhaps the most important of the Progressive-era reforms to improve white rural schools in Mississippi and other southern states was school consolidation, which allowed small schools to combine to form larger, graded schools, with at least one teacher for each grade. At the same time, control of these consolidated schools passed from local school trustees to centralized, usually countywide, school authorities who gained the power to raise taxes on a district or countywide basis. The modernized school districts used their newly available local funds to improve white schools by extending the school term, raising teacher salaries, and instituting a system of public transportation of students to the larger and more amply furnished consolidated schools. Although southern whites frequently objected to consolidation because of the additional taxes or the loss of local control, the reform increasingly gained popularity as a mechanism for increasing the educational benefits available to the white youth of the South's rural districts. 11
The Mississippi legislature's initial school consolidation measure, passed in 1910, provided for the creation of rural school districts that could levy taxes and issue bonds. Over the next thirtyfive years, whites took advantage of the new law to initiate a massive consolidation of their schools. In the 1909-10 school year, Mississippi had 4,256 rural white schools; by 1946, the state had 861 consolidated white schools and only 164 that had not yet been consolidated. State leaders hailed the changing structure of white education as a dramatic improvement. As the Mississippi Board of Development noted in 1944, "There is as much difference between the modern Mississippi consolidated school plant and the one-teacher school it has replaced as there is between the modern automobile and the 1890 horse and buggy." 12
As a general rule, whites, who controlled all county governments in the state because of the disfranchisement of black citizens, did not extend this basic technique of school modernization to black education. During the 1909-10 school year, the state had 3,006 black schools, a number that had increased to 3,737 by 1946, only 100 of which had been consolidated. 13 Between 1910, when the state enacted consolidation legislation, and 1930, only fifteen black schools were consolidated in the entire state, and almost half of these were in Forrest County, located in south Mississippi. This county clearly had the early progressive edge among the state's counties, at least in terms of assisting the development of black education. Before consolidation, the county had twenty-six black schools, only two of which were located in structures clearly identifiable as schoolhouses; the remainder held classes in one- room shacks or even sawmill sheds. The average length of the school term in these institutions was just forty days; the average white school term at the time was not much better, only fifty-nine days. When a new county superintendent, John Gay, took office in 1918, he helped convince the county authorities to consolidate not only the white schools but also the black ones. At a time when opportunities for migration out of the state had become more attractive, Forrest County officials may have acted to improve black education as part of an effort to persuade the black population that had only recently moved to the area to work in the timber industry not to leave. Whatever the reasons, the county soon had a $75,000 high school for blacks in Hattiesburg, built with bond money authorized by white voters in the city, as well as five additional consolidated schools around the county, all built with help from the Rosenwald Foundation, which provided building funds that required local matching monies. The county even provided transportation for black students to the new consolidated schools in "auto trucks." Although blacks in Forrest County, like those who took advantage of the generosity of Julius Rosenwald elsewhere in the South, had to raise $13,000 in matching funds from their own communities to build these schools, at least the county supported their effort to construct modern, graded schools .14
Although they spent only a small sum of money on their black schools, Forrest County officials created perhaps the best public educational facilities for blacks in the entire state at the time, an achievement that offers a sad commentary on the condition of black education in the state and provides a revealing example of the impact of school consolidation. In the 1930s the five consolidated schools in Forrest County located outside the city of Hattiesburg had modern desks and blackboards, "deep wells," drinking fountains, and other amenities not found in the typical one-room schoolhouse. Accompanying the improvements in the school plant was an upgrading of the system's black teachers. By 1940 twenty-six of the twenty-eight teachers working in the county's five consolidated black schools had some college work and all were high school graduates, making the faculty in the Forrest County black schools easily the most educated black faculty in the state. By comparison, a more typical district in the state, such as Amite County in southwest Mississippi, had only sixteen high school graduates among its fifty-five black teachers in 1940. Consolidation in Forrest County also meant the extension of the school term, initially to seven months, and by 1940, to eight months. These improvements drew area blacks to the public schools; during the 1930s over 70 percent of eligible black children attended school in Forrest County, a significant achievement in a state that regularly failed to attract large numbers of black or white students to its schools. Consolidation of black schools meant a greater investment by whites in black schools, and even if that investment still lagged far behind monies expended on white schools, at least the disparities did not reach the absurd proportions they did in other counties. In 1940 Forrest County's per capita expenditure on its black schools was $18.20, while $37.84 went to each white child; in the same year Amite County officials spent only $3.51 per black student, while providing $30.24 for every white one. 15
More typically, school consolidation was for whites only, and it widened the inequalities between the education of the two races throughout Mississippi. For one thing, white teachers in the consolidated schools began to get more training for their profession—and more pay. White teacher salaries in rural districts increased over 90 percent between 1890 and 1937, while black teacher salaries in the same areas remained essentially stagnant during the same period. Other inequities created by white school consolidation were readily apparent to black Mississippians. In the 1940s Sidney D. Redmond, a black physician, attorney, and businessman in Jackson, recalled that during his youth in the 1880s "gross discriminations" between white and black education did not exist. Redmond understood that the failure to consolidate black rural schools along with their white counterparts led to easily recognizable educational inequities: "the sending of the Negro boy and girl on a several mile trudge, to an old 'tumbled down,' one or two teacherroom shack, where one teacher has to try to teach 5, 6, or 7 grades, while the white child whizzes by in a bus, bought and paid for with the taxes paid by all the people, to a 12 grade school house, of 12 or 15 rooms, of commodious proportions, manned by 15 or 20 [w]ell paid teachers—where the work is so divided and systemized that real results are possible." 16
While providing little benefit for blacks, the consolidation of white schools created additional burdens for black schools and black taxpayers. In some places, county officials actually moved black schools to make way for the new, larger white schools. In the northeast Mississippi community of Taylor, for example, the local black school "was pushed out of the town limits" in the early 1930s to make room for a white consolidated school. Similarly, in the 1940s Hinds County officials rebuilt the rural Liberty Grove School for blacks as "another little frame 2 or 3 room shack" a short distance from its original location so that they could erect a large white consolidated school on Liberty Grove's initial site. Black landowners around the state had to pay the additional taxes imposed on residents to effect consolidation of white schools without receiving any of the educational benefits for their children. Blacks had long subsidized white education, and whites merely ignored black complaints about this latest inequity. In the late 1930s, for instance, black landowners in Prentiss chafed under the realization that "we are assessed with a 15 mill levy for the White Consolidated schools and are to have more for a bond issue, and have repeatedly [been] denied a consolidated school for we Colored." The landowners asked, without success, to be exempted from the new taxation. 17
Although many black parents, like those in Prentiss, wanted school consolidation for their children, the reform generally occurred only when blacks were willing to invest their own funds in the project. Local officials bankrolled school consolidation, but since most blacks were disfranchised, they had no incentive nor any legal obligation to aid black citizens. By the late 1930s county governments sometimes did contribute funds to help build larger, consolidated black schools, but as in previous years, most local authorities still expected blacks to raise most or all of the monies to ameliorate their children's education. For example, when blacks in whitemajority Jasper County moved to create the six-teacher consolidated school in Shady Grove during the late 1930s, they received $150 from the county board of education, a few contributions from local whites, and 4,500 feet of wood from the nearby Masonite Corporation. The bulk of the funds to build the new school, however, were amassed by blacks themselves. The principal of the school held fish fries and "went out on a speaking tour to every little church in every little corner and raised money." After whites in Monroe County voted down a bond issue to build a consolidated black school in the neighborhood of Union Grove during the early 1940s, "the colored people of the community . . . started raising money by subscription and giving suppers and picture shows." The building was completed in 1945, but the black community did not finish paying for their new school until 1949. 18
While school consolidation for blacks generally offered fewer of the financial benefits associated with white consolidation, the process also eroded what small control blacks had over their schools. Groups of neighborhood black trustees often had a voice in how their local unconsolidated black school was run. Certainly the black trustees of the neighborhood oneteacher school were essentially, as one principal suggested, "powerless," since the amount of support they received from the county treasury depended on the disposition of the local white superintendent. A sympathetic one, such as Charles Johnson, who headed the majority-black Canton schools in the 1930s, tried to divert some county resources to improve the physical plant of black schools. He remembered that he "would take extra books, chalk, etc." when he visited them. In other cases, according to Dave Dunaway, a white principal in the Greenville schools, the white superintendent often "simply tried to get him a good man to run the black schools and just say, `Ya'll do want you want to. Just don't bother us."' But if black trustees often remained powerless in the sense of being unable to tap into county revenues to furnish their schools adequately, they still had an important voice in how the school operated on a day-to-day basis. And they frequently recognized that consolidation primarily meant, as Bolivar County superintendent A. H. Ramsey put it, placing the black school "in the hands of the white people to operate." 19
Because of its early-twentieth-century transformation wrought through mechanisms such as school consolidation, the public education system in Mississippi became perhaps the most glaring refutation of the notion that separate could ever be equal in the state. By the 1940s the amount of money spent on black elementary and secondary education in the state remained ridiculously low, even by the standards of the rest of the Deep South. In 1942-43 Mississippi spent an average of $47.95 on each white child but only $6.16 on each black one. The corresponding numbers for neighboring Alabama were $48.92 and $14.91. In 1945 black teachers in Mississippi made on average about 36 percent of what white teachers earned. Hundreds, perhaps thousands, of black children did not attend school in the 1940s because of a lack of adequate school facilities. 20
As both national and local criticism of the shortcomings of Jim Crow education mounted in the late 1930s and 1940s, the state of Mississippi undertook a series of measures to equalize state spending on black and white schooling. 21 Correcting the disparities between white and black education that had been created over the previous decades, however, represented an expensive proposition, and Mississippi simply did not have enough money for the job. Although Mississippi would spend significant amounts of state funds to improve education after World War II, the state essentially could not finance one school system adequately, much less two. Mississippi already spent a considerable part of its citizens' earnings on public education, ranking ninth among all states in percentage of income expended on education in 1945. Because of the state's relative poverty, however, Mississippi remained dead last in terms of actual tax dollars used for public education. 22
White administrators touted federal aid as a possible way to help fund segregated (but equalized) education. Superintendent H. M. Ivy of Meridian recognized that a federal aid bill under debate in the U.S. Congress in the late 1940s would provide $7 million for the state's black schools, "almost treble the amount now being spent for that purpose," a sizeable down payment on necessary improvements to black schools if Jim Crow had any chance of surviving court scrutiny in the post-Gaines era. Robert Mayo, Hinds County superintendent, identified the state's three options for addressing the educational equalization issue: "lowering of expenditures for white education," hiking local taxes to fund an equalization campaign, or accepting "federal aid without federal control." Only the last of these, according to Mayo, represented an appealing choice. 23 Although federal aid to education seemed like a real option in the late 1940s because the issue— sporadically offered as a possible solution to assist the lagging educational systems of the southern states since the 1870s—had recently been revived as a result of the New Deal, most white Mississippians continued to view such subsidies with great caution out of fears that federal finances would come attached with federal requirements to end discriminatory funding of education. 24
Without adequate resources to do much, state leaders still resolved to do something. The first significant move came in 1944 when Governor Thomas L. Bailey appointed a legislative committee to study the state's public school system. Bailey, a former schoolteacher, had long supported education improvements as a representative and speaker of the Mississippi House, and when the legislative committee's report appeared in early 1946, he backed its recommendations: improve the training of black teachers, provide for a general increase in teachers' salaries based on the training and experience of individual teachers, and appropriate $3 million for the building of public schools. The 1946 legislature approved the committee's suggestions. To improve black teacher training, the state allocated additional funds for Jackson College and Alcorn College and created a new institution, Mississippi Vocational College, to educate black teachers in the Delta. The legislature also increased the overall budget for the state's public schools, with much of the increase targeted for raising teachers' salaries. In response to the legislative committee's call for new school buildings, the legislature allocated the suggested $3 million. To help pay for the new schoolhouses, the legislature required that counties provide matching funds and authorized them to levy additional taxes if necessary. 25
The measures to aid school construction and to increase teachers' salaries made no mention that the funds should be spent either in whole or in part on black education; however, Jackson Daily News editor Fred Sullens later claimed that, at least for the school construction resources, "[t]here was a sort of gentleman's agreement, fully understood among lawmakers who voted for the appropriation, that this money would be used for the improvement of Negro schools." Blacks certainly believed that most of the state funds appropriated for school construction would be used to revamp or replace their woefully inadequate facilities. At the 1946 meeting of the MATCS, the organization's president, E. S. Bishop of Corinth, heralded the $3 million fund as "'heavenly' news to those of us who have found it necessary to give 'box suppers' and 'fish frys,' which helped us get the meager funds to build the many shacks in which we teach." In the same address, Bishop noted that his only concern was "the fair and equitable distribution of these funds without discrimination." 26 Given Mississippi's long history of denying blacks their fair share of the state's education money, such concerns seem unremarkably appropriate.
If lawmakers did have a gentlemen's agreement that their $3 million school construction appropriation would be spent primarily on black schools, they did little to ensure that those charged with dispersing the state funds—the State Building Commission and local officials—had a similar understanding. State Superintendent of Education J. M. Tubb realized that, although school districts might have had a "moral obligation" to spend money on black schools, the state program for school construction had not created any "legal obligation" to undertake such endeavors. Without such compulsion, most of the $3 million appropriation of 1946 went to white schools. By October 1947 the State Building Commission had approved the use of over $2.8
million of the funds, but only 35 percent had been allocated to black schools. The needs of white schools, while certainly not as glaring as those of blacks, were also quite substantial, and county officials and the State Building Commission responded to pressures from white school patrons for a share of the state's largesse. As A. H. Ramsey, the superintendent of the largely black Bolivar County school system in the Delta, noted, in many districts "the white schools made a run on the Building Commission and secured their allocation for white schools." 27
Black Mississippians who sought to take advantage of the state appropriation of 1946 to improve the educational facilities for their children ultimately had to depend on the goodwill of local whites, just as they had with school consolidation programs in years past. Some communities, such as Yazoo City, New Albany, Philadelphia, Laurel, and Biloxi, did provide funds to construct modern schoolhouses for black children, but most rural districts made little effort to raise local funds or to apply for state monies specifically to aid black school construction. For example, in the largely black Tunica County system, the school board's improvements during the late 1940s for its forty-eight black schools, which included sixteen located in churches and four in private homes, amounted to the construction of three two-teacher schools and a one-room addition to two existing schools. In addition to a failure to act, at other times simple indifference by local whites could sabotage the state's equalization program, as the following example from northeast Mississippi illustrates. In 1946 a man in Booneville donated five acres of land for a black school in Jumpertown, eleven miles northwest of Booneville. A group of black men in the Jumpertown neighborhood had agreed to donate $300 in labor to build the school. With these contributions in hand, the proposed Jumpertown school was eligible for $2,500 in matching funds from the state. But the State Building Commission rejected the planned school because the county superintendent of education "sent a very crude drawing of the proposed buildings." Needing only to get a qualified draftsman to make the architectural sketches for the school, the local superintendent had absentmindedly hampered black efforts to take advantage of the 1946 school construction law. 28
Mississippi's effort to solve the problem of unequal salaries for white and black teachers foundered on a similar failure of state leaders to provide a clear and unequivocal mandate to local officials. In 1946 and 1948 the state appropriated additional money for public schools so that school districts could raise teachers' salaries, but the distribution of such increases was left solely in the hands of local school officials. As with the school building program, local leaders generally used the extra money to benefit whites as much as blacks. Of course, the actual handling of salary adjustments varied from district to district. Black teachers automatically received a lesser proportion of salary increases in rural locales where the black school term remained shorter than the white one, since raises were usually applied to a teacher's monthly wage. In 1948, 40 percent of the state's black teachers still taught in schools that had only fiveor six-month terms. In more urban areas, black teachers frequently received a share of the funds slated for salary increases that was more nearly equal. 29 Between 1945 and 1950, statewide pay for white teachers increased by 63 percent, from an average of $1,108 to $1,806; during the same period, salaries for black teachers rose on average 78 percent, from $399 to $711. But in 1950 black teachers still made 39 percent of what their white counterparts earned, up only slightly from the 36 percent of five years earlier. 30 Clearly, the program of general state increases in teachers' salaries did little to narrow the pay disparity between white and black teachers, especially when the monies were filtered through the hands of local white officials who had little incentive to use additional monies for salary equalization when white teachers also needed pay raises.
The results of the state's 1946 educational improvement project led to widespread criticism from blacks—and even from some whites. A "State-wide Mass Meeting of Negro citizens" assembled in Jackson in February 1948 to protest the unequal operation of the so-called equalization program. Noting "the great problems involved in an equitable distribution of the resources of the State," the group called for the creation of a biracial commission to oversee the process, a request denied by Governor Fielding L. Wright, who was soon to be the vice presidential candidate of the Dixiecrat revolt. A group of white citizens from Jackson labeled the disbursement of school construction funds "unfair and unchristian," and Daily News editor Fred Sullens warned white Mississippians that "[o]ur educational theory of 'all for the white folks and nothing for the Negro' must be abandoned." 31 But the protest that really got the attention of the state's white leaders was a civil suit over unequal pay launched by a black teacher in Jackson.
When the legislature failed to act on salary equalization in 1946, black teachers resolved to carry out their threat of legal action. In 1947 the MATCS secretly invited the NAACP's Thurgood Marshall to talk to them about initiating a suit. Informed that such an action would require at least five thousand dollars, the teachers voted to increase their annual dues by one dollar to raise the requisite money. In order to allay any possible white suspicions, they officially claimed the increase was for the creation of a benevolent fund. With the five thousand dollars amassed, the MATCS only needed a willing plaintiff, and most expected teachers from Jackson, with the state's largest school district, to take the lead. In November 1947 the all-black Jackson Teachers Association adopted a resolution requesting equal salaries for black and white teachers in the district and promising legal action if the school board failed to act. The group delayed relaying their bold pronouncement to the local school board, however, until a plaintiff could be found. 32
In February 1948 Gladys Noel Bates, a young Jackson teacher, stepped forward. Her father, Andrew J. Noel, a U.S. railway mail clerk and an active participant in local civil rights groups such as the Progressive Voters' League and the NAACP, had helped prod his daughter to take up the challenge of becoming an equalization plaintiff. But Bates herself had long been engaged in the struggle for black civil rights, first as a participant during the 1930s in the local NAACP chapter's Youth Council and then as a member of the local branch's board of directors. After graduation from Tougaloo College, Bates secured a job working in the Jackson public schools. She had been teaching at the city's oldest black school, Smith Robertson, for about four years when she submitted her petition to the Jackson school board asking that they quit "discriminating against Negro teachers and principals in the payment of salaries." The school board president briefly responded: "I know of no discrimination against the colored people in the Jackson Public Schools." Faced with this defiant stand on the part of white school leaders, Bates refused to back down and filed a lawsuit against the school district. Her principal declined to offer her a contract for the following year. Another teacher, R. Jess Brown, joined the suit in 1949, and he also did not receive an invitation to return to teach in the Jackson public schools. Even with the support of the national NAACP, the lawsuit failed. The local federal district court dismissed the case in early 1950, basing its ruling on the technical grounds that, although the unequal salaries between black and white teachers may have resulted from racial discrimination, the plaintiffs had not exhausted their administrative appeals before filing suit. In addition, the court found that the dismissal of Bates and Brown was not illegal, even though little evidence existed that the firings were motivated by anything but the lawsuit. 33
The Bates lawsuit demonstrated how little leverage black teachers in the state had in pressing equalization claims. While some black teachers in Jackson supported Bates in her struggle, much of that support could not be expressed openly. According to Bates, some area "principals and teachers vied for first place as informers to the Superintendents, each trying to secure an audience to let 'the man' know that 'I'm not in that mess"; other teachers merely avoided contact with Bates after she filed her suit. As Mrs. Bates noted, "The old cry [was] 'I have too much to lose to become involved in anything of this nature." Such attitudes were clearly prudent, for those who refused to shun Bates, such as Mariam Michael, who taught with Bates at Smith Robertson School, also soon found themselves without a teaching job in the Jackson public schools. When the school board tried to have the Bates case dismissed in 1949—on the grounds that Bates was no longer an employee of the district—the board delayed the renewal of teachers' contracts as long as possible to discourage any teachers who might consider joining Bates in her lawsuit. Against such pressure, only R. Jess Brown stepped forward to keep the lawsuit alive. The MATCS, which had secretly helped to initiate the legal action, made no public statement in support of the Jackson equalization effort, but the organization continued to promote the struggle behind the scenes. In fact, the MATCS hired Bates to work for it after she lost her teaching job, and it paid for Brown's first year of law school at Texas Southern University after the school system released him. Although state NAACP leaders hoped that the Bates example would lead to the launching of equal pay suits in every county in the state, they underestimated the exceptional courage of Bates and Brown as well as the enormous pressure local white school officials could put on black teachers and principals. 34 If an equal pay lawsuit in the state's most urban area could be so easily crushed, the state's rural black teachers really had little chance of standing up to demand equal salaries.
The Bates lawsuit did, however, jolt many whites into rededicating themselves to the cause of educational equalization, for although the court had dismissed Bates's suit, it did note that the inequality in teachers' salaries sprang from racial discrimination. By the end of 1948 black leaders noted reports from newspapers around the state that more counties had begun to increase black teachers' salaries and "are building new schools for Negro children and also providing transportation for Negro children where it has not hitherto been given." When the legislature made additional appropriations for school construction in each of the two sessions of 1950 and 1952 (which brought the total since 1946 up to $10 million), state officials took greater care to ensure that blacks received their fair share of the state funds. In fact, the $2 million approved for school construction by the legislature in 1950 mandated that all the funds go to black schools. When some white legislators tried to direct at least half of the monies to white schools, Representative Curtis Swango of Panola County (later the judge in the Emmett Till case) helped squelch the movement by reminding legislators that "since 1946 we have appropriated $5,000,000 for school building improvements and mighty little of it has gone to Negroes." As the state moved to designate building funds specifically for black schools, the school construction program began to look more like an actual equalization program. By 1953 the total state funds that had been spent on school construction since 1946 were almost evenly divided between black and white projects. 35
The Bates lawsuit also put pressure on the state to revisit the issue of black and white teacher salary disparities, even though white politicians and teachers in the state generally did not favor a true salary equalization plan. With black teachers earning on average only 38 percent of what white teachers made in the 1948-49 school year, many whites worried that the state did not have the resources to raise black teachers' salaries up to the level of white teachers. Kirby P. Walker, the longtime superintendent of the Jackson public schools, believed that lilt just was not possible for the legislature to appropriate enough money and the school districts to get enough money to equalize compensation . . . . " As a result, many white teachers were convinced that if the state could not pay for an overall increase in black salaries, then any equalization plan would have to lower white salaries in order to "level out the wage structure." 36
With the equalization of teachers' salaries seemingly blocked due to the enormous costs involved, Governor Wright supported a plan that would provide the appearance of equalization while locking in or even worsening existing inequalities. In 1949 Wright advocated a program to "equalize" black and white teacher salaries on the basis of education, experience, and the results of the National Teacher Examination (NTE). During the 1940s other southern states had adopted the NTE as the basis of state salary scales. By using the NTE, Jim Crow governments could justify paying white teachers more than black teachers not because of racial discrimination but rather on the basis of an ostensibly objective and scientific measurement—albeit one that ignored the long history of inadequate training for black teachers. 37 White leaders like Wright, who firmly believed in white supremacy, obviously saw testing as a way to avoid the costs of equalization, and they also incorrectly assumed that all whites would do better than all blacks on any test. 38
In Mississippi, however, any salary scale pegged to test scores or educational qualifications would have led to a dramatic decline in the money received by the average black teacher. In 1945 less than 10 percent of black teachers possessed a bachelor's degree; over 23 percent did not even have a high school diploma. At the same time, almost half of white teachers had a college degree, while over 98 percent had completed high school. In addition, black teachers in the state had no access to regional graduate education. For example, when N. R. Burger, a black principal in Hattiesburg, sought to obtain a master's degree in the early 1950s, he had to take a leave of absence without pay to earn one from Cornell. Fearing that deficiencies in the training of black teachers and the lack of opportunities to obtain higher degrees would naturally translate into lower test scores on the NTE, black teachers overwhelmingly rejected Wright's school pay plan. In a statewide vote held in the fall of 1949 at eight regional meetings, black teachers opposed the measure by a vote of 4,579 to 208. But white teachers also rejected the governor's teacher pay proposal. In their statewide referendum, held during the same period at twenty local meetings, they declined to support the initiative by a tally of 5,529 to 2,462. Many white teachers in the state were apparently not convinced that testing would necessarily preserve the prerogatives of white supremacy. Even the president of the all-white Mississippi Education Association (MEA), Zack Huggins, who supported the governor's plan, admitted that some white teachers would likely see their salaries reduced once the test results were obtained. White teachers preferred instead that Wright's plan be adopted without the testing component, but legislators, led by J. A. Thigpen of Bolivar County, remained committed to the use of the NTE as part of any state salary plan. 39
When teachers and legislators failed to agree on a suitable salary proposal, the legislature decided to delay any action on salary equalization in favor of another round of general salary increases, although this time with specific monies designated for black teachers. In both 1950 and 1952 the legislature made a special appropriation to augment the salaries of black teachers; each county received a share of the funds based on their number of black teachers. These state funds would have helped considerably in closing the gap between white and black teachers' salaries, but many counties ignored the intent of the legislature and refused to pass along the extra monies to black teachers. For example, of the $2.24 million dispersed to the counties for the 1952-53 school year as part of the special allocation for black teacher salaries, the counties probably spent less than half of this amount on its intended target. 40 A legislative committee in 1953 revealed that the state funds appropriated to improve black teachers' salaries had not always reached black educators, and after an investigation by the state attorney general, twenty-six counties had to return funds to the state treasury. Many local school districts were obviously opposed to placing more money in the hands of black teachers even if the state footed the bill. As Bolivar County superintendent A. H. Ramsey reasoned at the time, "Our negro teachers are getting all they are worth." As a result of such local opposition to the state's special effort to improve black teachers' salaries, by the 1953-54 school year, black teachers still earned on average only 56 percent of what their white counterparts made. 41
While the state's post—World War II equalization program brought some small improvement in black school facilities and teachers' salaries, nothing in the state's equalization campaign addressed the consolidation of black schools. As late as 1951, the state still had over fourteen hundred one-room schools, almost all of which were for blacks. 42 Since white school consolidation had already been largely accomplished through the use of local funds, state leaders simply ignored this expensive yet basic improvement to black schools. In the absence of a state mandate requiring consolidation of black schools, even after state funds for black education became more widely available after 1946, counties typically would only pledge local matching funds for projects that shored up antiquated one, two, or three-teacher black schools rather than construct modern, consolidated facilities, which would have entailed greater expenditures. For example, almost 77 percent of the black school projects built with state funds in 1946 and early 1947 involved the construction of one, two, or three-teacher schools. As noted earlier, when school districts began to increase the monthly salaries for black and white teachers after 1946, one reason black teachers received a smaller share of the funds was because most still taught in unconsolidated, short-term schools. The failure to provide for black school consolidation, however, undermined the state's equalization effort, because unconsolidated schools meant substandard buildings, shorter school terms, inadequately trained and poorly paid teachers, and no provisions for transportation of school children. 43
Furthermore, although more forceful state action after 1948 had eventually resulted in the equal division of state building funds between black and white school systems in Mississippi, even the state's building program ultimately failed to work as an overall equalization measure because of the continuing disparity in local funds spent on black and white schools. Most local boards of supervisors raised taxes during this period to cover the building of new schools, levies that frequently generated revenues above the amount necessary to match state building funds. However, few local governing bodies, elected almost solely by whites, dared to devote the lion's share of any local tax increases to support the betterment of black schools. As a result, between
1946 and 1953, counties and local school districts spent almost $30 million on white schools but only $11 million on black ones. In some cases, disparities in spending stemmed from the fact that local officials refused to use their funds to properly equip new black schools. For example, when officials in Monroe County took advantage of the equalization program to build a new black school in the western part of the county, they provided school books and teachers, but according to area blacks, the black community still "had to buy the desk[s] and equipment to equip the building because the county didn't give us anything." 44 In the long run, new state appropriations for school construction aimed at blacks, by sparking an increase in local revenues targeted for education, succeeded in creating a virtual boom in the building of white facilities, even while the relative amount of funds distributed for the improvement of black schools continued to languish.
Overall, the state's equalization efforts between 1946 and 1952— underfunded, vaguely worded, and implemented by local officials more concerned with preserving white privilege than fending off some seemingly distant threat to segregation—represented a hopeless attempt to make separate schools more equal. If nothing else, however, the equalization attempts of the late 1940s had generated a great deal of discussion among whites about the state's educational shortcomings, especially regarding unequal facilities for blacks and whites. In one instance, white educators collaborated with their black counterparts to undertake the first serious study of the true costs of school equalization. In the fall of 1950 three white education organizations— the state PTA, the State Department of Education, and the Mississippi Education Association— joined the black Mississippi Association of Teachers in Colored Schools to create the biracial Mississippi Citizens Council on Education (MCCE). Their mission was to investigate the widely discussed school equalization question. Among other actions, the MCCE tried to gauge public opinion by sending out twenty thousand questionnaires to black and white citizens around the state. The survey results demonstrated, among other things, that over 75 percent of the more than sixteen thousand respondents (many undoubtedly teachers and parents) believed the state should provide "equivalent school services and facilities" to black and white children. MCCE's recommendations, presented to the governor and legislature before the opening of the 1952 session, called for a massive equalization of school facilities, teachers' salaries, and curriculum funds, as well as a major consolidation program. The total cost of these changes, exclusive of the building campaign that full consolidation and equalization would require, was estimated at $34 million annually. Building needs would require an initial outlay of another $144 million. 45 Legislative supporters of the MCCE introduced bills to enact the council's recommendations during the 1952 session. The program was delayed, however, when the legislature received a report about the widespread padding of school rolls. Every district in the state had apparently overestimated the number of educable children in its district, perhaps in an effort to secure a larger share of the miserly biannual education budget. Statewide, the 1951 school census listed about 37 percent more school-age children than were shown in the 1950 federal census; some counties, such as Clay and Warren, claimed almost twice as many children on their rolls as had been found by the census enumerators. The "padding" scandal certainly caused the legislature to hesitate before appropriating additional millions to educate phantom children, but it also provided a convenient excuse to delay acting on the costly equalization program laid out by the biracial MCCE. Instead, the 1952 legislature passed another stopgap education bill, which continued to increase the funds spent on education, although still without adequate regard to equalization issues. It also created the all-white Recess Education Study Committee, composed entirely of state legislators. 46
The Recess Education Committee essentially duplicated the work of the MCCE, except for the canvassing of public opinion, and in the end it adopted recommendations similar to the original MCCE report. Governor Hugh L. White called a special session of the Mississippi legislature to meet in the fall of 1953 to act on the committee's suggestions. When the legislature assembled in early November 1953, it adopted a sweeping array of educational reforms: completion of school consolidation; a single salary scale for all teachers, based on the type of certificate held; a Minimum Foundation Program consisting of an eight-month term and a 30:1 student/teacher ratio; and annual credits toward a building fund, based on a district's average daily attendance, with $12 per child granted for each district. 47
The 1953 equalization plan, the first serious legislative proposal to end the inequalities in the state's segregated school system, initially remained an unfunded mandate. During both the special session and the regular 1954 session held a few months later, legislators balked at funding any of the acts other than the teacher salary measure. Mississippi lawmakers were hesitant to sink so much money into an equalization scheme when a federal court decision on the legality of the South's separate but equal arrangements seemed imminent. The argument that carried the day was best expressed by state representative Hilton Waits of Washington County in the Delta, who issued a minority report to the Recess Education Committee's report. Waits insisted that any equalization program should be delayed until the Supreme Court rendered its decision and also pointed out that the 1953 equalization program was "too ambitious" and too costly. Promising to improve on separate but equal was one thing, but Waits and many other whites, especially Delta leaders, cringed at the hefty price tag attached to a comprehensive equalization scheme. As Joe Wroten, perhaps the most "liberal" member of the legislature at the time, later observed, most legislators viewed the equalization program as "sort of a last gasp to try to maintain a segregated educational system" by putting more money into black education, but "I don't think they really meant to make it equal." 48
Others saw the full funding of the 1953 educational program as a preemptive strike against pending federal intervention in their affairs. Most members of the Recess Education Committee reasoned that "[t]he fact that Mississippi has made an honest attempt to remedy an inequitable situation may have a psychological influence upon the United States Supreme Court in its decision in the segregation cases." Others, including Governor Hugh L. White and George W. Owens of Pontotoc County, vice-chairman of the Recess Education Committee and chairman of the Senate Education Committee, believed that the improvements in education were needed whether the Supreme Court required integration or not. Owens reasoned that if the Supreme Court did invalidate Jim Crow schools, "the only possibility of maintaining a segregated system in Mississippi is by persuading the Negro to attend of his own volition schools provided for him." Such persuasion would be easier if "adequate, respectable, and equal facilities are provided." 49
State leaders such as Owens often recognized that black support was necessary for the success of the state's equalization program, especially if the separate but equal doctrine were invalidated. But, except briefly through the MCCE, blacks were rarely consulted about whether or how the state could build a better segregated school system. When black leaders complained in 1948 about the unequal distribution of the 1946 school building funds and called for the creation of a biracial commission to oversee the process, Governor Wright initially agreed to adopt such a commission if the black members assured him that their objectives did not include overturning segregation. After all, maintaining segregation remained the rationale for the state's equalization campaign. In April 1949, however, Wright told a gathering of Mississippi teachers that he "was ready to make the appointments when it was learned to my amazement" that some of the blacks being considered for membership on the commission "did believe in the abolition of segregation and [it] would be their purpose to work to that end." Apparently never recovering from his discovery that leading blacks in the state did not wholeheartedly support Jim Crow, Wright subsequently appointed an all-white education advisory committee. 50 Such well- founded doubts about black support ultimately meant that constructing a better form of segregation remained the sole prerogative of those who had long benefitted from the inequalities of separate education. Given these circumstances, the state's equalization program never had a chance of being funded fully or implemented fairly.
Even so, many black Mississippians endorsed the state's equalization efforts. Some had long accommodated themselves to the segregated world of Mississippi, and the state's post—World War II equalization attempts, however flawed, only bolstered the willingness of a number of black leaders to embrace an improved version of the separate but equal doctrine. H. H. Humes, a Greenville minister and newspaper editor, claimed in 1949 that "a majority" of black Mississippians supported equalization efforts and recognized that school integration "would make it complicated and difficult for the whites and the Negroes to exist here together without friction." 51 Many teachers also accepted the logic of the equalization strategy. W. Milan Davis, president of the MATCS in 1949, told Governor Wright that teachers wanted equalization of facilities and salaries; they considered segregation an "'old account—settled long ago."' After all, black teachers were employees of the state that had created Jim Crow schools, and now, with state promises to improve the institutions they had labored so hard to build and nurture, accommodation and compromise seemed preferable to resistance and confrontation. Black teachers, though poorly trained by white standards, generally represented the most educated segment of local black communities, and they applied their talents with incredible perseverance and self-sacrifice to the task of improving the lives of black youth. Black teachers often worked beyond the state-funded short school term either unpaid or with only room and board as compensation. Others worked at second jobs, which frequently provided more income than teaching, to make ends meet. And black teachers regularly provided extra instruction after school hours to help slow students catch up or challenge brighter ones to learn more. 52 The obvious pride most blacks took in their schools, despite their relative inadequacies, also generated support among black parents for the state's equalization proposals. Mississippi had an active black Parent-Teacher Association, first formed in 1923 by a group of women in Natchez, and school patrons regularly turned out at their local schools both to raise much-needed funds and to celebrate black educational accomplishments. Despite the shortcomings of black schools under Jim Crow, these institutions nevertheless played an important role in black neighborhoods and were a source of community pride in black achievement. 53
Although educational equalization had many black allies in Mississippi—including some who were willing to pledge fealty to segregation in exchange for increased funds for black schools— Governor Wright and other white leaders were correct to recognize that Jim Crow education also had its black opponents. By the early 1950s, a small but growing number of black Mississippians, especially those affiliated with the NAACP, recognized the failure of the state's equalization bid, sensed the national mood was shifting in opposition to the South's racial mores, and supported the NAACP's strategy of a more direct assault on segregation. Believing that the days of trying to accommodate and improve on Jim Crow had passed and that a new era had dawned, even in Mississippi, these voices became most public in the months before the historic Supreme Court decision of May 1954. At a November 1953 meeting of the state's NAACP branches in Indianola (according to one report, an assembly at which "no teachers" were present), the group's president, Reverend Amos 0. Holmes of Amory, denounced those who would support the state's equalization efforts. Holmes claimed that NAACP leaders would "work toward the goal of full freedom, full integration, and full democracy for every Mississippian, Negro and white, and see to it that the vicious system of segregation is challenged until it is removed." 54
Some Mississippi blacks associated with the NAACP, however, supported both the assault on segregation and the promised but long- delayed equalization funding. In the fall of 1953, for example, C. R. Darden, a photographer and NAACP leader in Meridian, sent a formal complaint from a group of the city's blacks to the Meridian school board demanding action on improving the local black schools. "Our children sometimes have two lessons daily, some days they are sent home at noon for no reason . . . ," he wrote to NAACP director of branches Gloster B. Current. "Now I am concerned about what is happening to our children while we are waiting for the decission [sic] of the Supreme Court. We do not know how long the decision may be, nor how long the officials will hang on to the administration that is depriving our children the full benefit of the limited facilities that we now have." The board refused to meet with Darden's group, and although the Supreme Court's decision was only months away, their concern that the current school administration might "hang on" for some time proved quite prescient. 55 Darden sensed that the struggle for better schools for the black children of Meridian and the rest of Mississippi would indeed be a long one, whatever the Supreme Court might decide. School integration would likely not happen overnight, and additional funds for black schools were needed immediately.
In 1953, as white state leaders contemplated whether or not to undertake a sweeping attempt at educational equalization in a last-gasp hope of undermining a likely decision by the U.S. Supreme Court against the Plessy doctrine, more and more black Mississippians seemed prepared to abandon the system of Jim Crow if they had the backing of the federal government. At its annual meeting in March 1953, the Mississippi Teachers Association (formerly the Mississippi Association of Teachers in Colored Schools) generally endorsed the stance of the organization's president, J. D. Boyd, principal of the Utica Institute, who "called for further patience" with the state's equalization program. But when Boyd called a meeting of almost three hundred black leaders (including teachers and others) in the fall of 1953 to "crystallize opinion" on the upcoming legislative equalization plan of 1953, the conclave adopted a resolution that black Mississippians would only accede to Jim Crow if the U.S. Supreme Court upheld the practice. Apparently blindsided by the group's stance, Boyd rushed a letter of reassurance to Governor White in which he claimed that the state's teachers endorsed the governor's special session "as a forward step in improving and providing equal educational opportunity for all children of the State." 56 His claims notwithstanding, a growing number of teachers apparently seemed prepared to abandon segregated education if the courts ruled against the practice. With black opinion in the state divided on whether to accept the promise of educational equalization in return for their pledge of loyalty to Jim Crow, state legislators balked at funding a comprehensive equalization package.
In 1954 equalization seemingly became a moot point after the Brown decision shifted constitutional presumption in favor of ending state-sanctioned school segregation. Mississippi's political leaders, however, essentially ignored the decision; ten years would pass before the state took even the first step toward dismantling its system of dual schools. A resurgence of economic and physical intimidation forestalled any black attempts to desegregate Mississippi schools for a decade after Brown, but the state continued to move forward on its program of improving its separate black schools during the interim. However, this second decade of equalization efforts proved as ineffectual as that of the post—World War II years and ultimately only exacerbated black discontent with Jim Crow schools. In 1963 black parents in Leake County and in Jackson launched two of the first school desegregation lawsuits in the state. In Jackson, Medgar Evers and other black parents cited the failed equalization campaign of the previous two decades as a primary motive for their school desegregation effort. Although their action was designed in part to support the Jackson NAACP's effort to end all forms of racial segregation, they also demanded action because they wanted equal and quality schools for their children. The city had built twenty-nine new schools between 1950 and 1963, but only nine of them were designated for black students, and by 1962, the city's black schools were seriously overcrowded and understaffed. In Leake County, the close-knit and largely independent black community of Harmony lost a school that black landowners had built in the 1920s—"one of the best schools in the state," according to one of the black residents—when the county's black schools were consolidated in the early 1960s; the black residents of Harmony responded to this unilateral white decision that robbed them of a key community resource by filing a school desegregation lawsuit. 57
In the end, the state's post-Brown equalization attempts had all the problems of the previous decade's project and highlighted the necessity for desegregation. Without a substantial infusion of federal funds that white leaders saw as problematic, the state simply did not have the resources to pay for two modern school systems. Also, without the ability or will to compel local officials to spend state and local funds fairly, efforts at equitable spending would always fall short. Indeed, as late as 1962 the average Mississippi school district, despite sixteen years of state-sponsored equalization measures, still spent nearly four dollars per capita in local instruction funds on white children for every dollar expended on black students. 58 Finally, attempts to upgrade black schools through techniques like school consolidation were undertaken within a structure where resources were still distributed unequally between the races and in which blacks had little voice in how changes were implemented, and thus served only to further anger black Mississippians over the injustices prevalent in the state's educational system.
REFERENCES
1. For overviews of school desegregation, see George R. Metcalf, From Little Rock to Boston: The History of School Desegregation (Westport, Conn., and London, 1983); J. Harvie Wilkinson III, From Brown to Bakke: The Supreme Court and School Integration, 1954-1978 (Oxford and New York, 1979); and Frank T. Read and Lucy S. McGough, Let Them Be Judged: The Judicial Integration of the Deep South (Metuchen, N.J., and London, 1978). In Along Freedom Road: Hyde County, North Carolina and the Fate of Black Schools in the South (Chapel Hill and London, 1994), David S. Cecelski demonstrates how the black
community in Hyde County, which had developed good schools despite inequitable state funding, resisted school desegregation once it became apparent that the process meant the loss of black jobs and the closing of black schools. The author would like to thank the following for their comments on earlier versions of this essay: Leslie Bloch, Bradley Bond, Charles Eagles, Sean Farrell, Neil McMillen, and the three anonymous readers for the Journal of Southern History.
2. For examples, see Stephen C. Halpern, On the Limits of the Law: The Ironic Legacy of Title VI of the 1964 Civil Rights Act (Baltimore and London, 1995); Jared Taylor, Paved with Good Intentions: The Failure of Race Relations in Contemporary America (New York, 1992), 202-10; and Raymond Wolters, The Burden of Brown: Thirty Years of School Desegregation (Knoxville, 1984).
3. Legal scholar Derrick A. Bell Jr., in "The Remedy in Brown is Effective Schooling for Black Children," Social Policy, XV (Fall 1984), 8, argues that "the mandated physical separation of Black children in segregated schools was a manifestation of the real evil, racism, and not the evil itself"; with school integration literally forced on an unwilling white South, white racism remained "as viable and as pernicious a force for harming the hearts and minds of Black children in a racially-balanced school as it ever was under the pre-Brown 'separate but equal' system." Mark V. Tushnet, The NAACP's Legal Strategy against Segregated Education, 1925-1950 (Chapel Hill and London, 1987), Chap. 8, esp. 158-60, suggests that sustained NAACP support for equalization litigation might have been a strategy equally as effective as their eventual direct assault on segregation because, given massive resistance by whites to abandoning Jim Crow, an equalization strategy might have improved educational conditions for black children at least as much as they were enhanced by 1970, when school integration finally occurred.
4. Richard Kluger, Simple Justice: The History of Brown v. Board of Education and Black America's Struggle for Equality (New York, 1975), esp. Part 1; Tushnet, NAACP's Legal Strategy; Numan V. Bartley, The New South, 1945-1980 (Baton Rouge and London, 1995), esp. Chap. 1-3 and 5; Davison M. Douglas, Reading, Writing, and Race: The Desegregation of the Charlotte Schools (Chapel Hill and London, 1995), Chap. 1; and James T. Patterson, Grand Expectations: The United States, 1945-1974 (New York and Oxford, 1996), Chap. 13.
5. W. W. Whitaker to J. M. Tubb, May 12, 1950, Volume 234, Records of the Department of Education, Record Group 50 (Mississippi Department of Archives and History, Jackson); hereinafter cited as RG 50 (MDAH).
6. Mississippi Educational Journal, XVIII (October 1941), 2-3 (first quotation on p. 2); A. L. Johnson to NAACP, November 6, 1941 (second quotation), and A. L. Johnson to NAACP, March 24, 1943, both in Series B, Part 3: The Campaign for Educational Equality, 19131965, of the Papers of the NAACP (microfilm; Frederick, Md., 1986—), reel 9; and A. L. Johnson to A. J. Noel, April 6, 1950, Gladys Noel Bates Papers (Tougaloo College, Tougaloo, Miss.). Neil R. McMillen, Dark Journey: Black Mississippians in the Age of Jim Crow (Urbana and Chicago, 1989), 169, notes that in 1935 the five black lawyers in the state were generally powerless to handle matters involving "white interests."
7. T. R. M. Howard, "The Mississippi Negro in Our Changing World," January 4, 1945, Box 3, Walter Sillers Jr. Collection (Charles W. Capps Jr. Archives, Delta State University, Cleveland, Miss.); "Negro Teachers Threaten Equal-Pay Suit as Solons Ready to Convene Tuesday," Jackson (Miss.) Daily News, January 7, 1946, p. 1; Kenneth Toler, "Mississippi Negroes Ask School Equality," Memphis Commercial Appeal, February 18, 1946, p. 11; and
L. 0. Todd to Walter Sillers Jr., February 21, 1946, Box 111, Sillers Collection. See also Andrew Anthony Workman, "The Rejection of Accommodation by Mississippi's Black Public Elite, 1946-1954," (M.A. thesis, University of North Carolina at Chapel Hill, 1988), 27-44.
8. "A Timely Warning," Jackson (Miss.) Daily News, November 14, 1938, p. 4 (first quotation); Report of the Committee on Improvement of Negro Education, Mississippi Education Association, March 28, 1940, Julius Rosenwald Fund Archives (microfilm; Amistad Research Center, Tulane University, New Orleans), reel 146; Workman, "The Rejection of Accommoda tion by Mississippi's Black Public Elite," 28; and Flyer, n.d. [Fall 1948?], The Southern Regional Council Papers, 1944-1968 (microfilm; Ann Arbor, Mich., 1984), reel 22 (second quotation).
9. P[ercy] H. Easom to Judge Joe May, March 12, 1938, The General Education Board Archives (microfilm ed.; Wilmington, Del., 1994), Series 1, Appropriations: The Early Southern Program, Mississippi, reel 77, "Supervisor of Rural Schools—Negro (1914-1952)"; and "Easom Addresses Indianola Rotary," Jackson (Miss.) Daily News, July 25, 1946.
10. The efforts to improve white education in the South during the Progressive era can be traced in Louis R. Harlan, Separate and Unequal: Public School Campaigns and Racism in the Southern Seaboard States, 1901-1915 (Chapel Hill, 1958); Dewey W. Grantham, Southern Progressivism: The Reconciliation of Progress and Tradition (Knoxville, 1983), 249-61; and William A. Link, A Hard Country and a Lonely Place: Schooling, Society, and Reform in Rural Virginia, 1870-1920 (Chapel Hill and London, 1986). James D. Anderson, The Education of Blacks in the South, 1860-1935 (Chapel Hill and London, 1988), describes the development of black education during the same years.
11. Spencer J. Maxcy, "Progressivism and Rural Education in the Deep South, 1900-1950," in Ronald K. Goodenow and Arthur 0. White, eds., Education and the Rise of the New South (Boston, 1981), 52-53; and "Summary of Reports of Mr. J. T. Calhoun, Supervisor of Rural Schools—Negro, in Mississippi," July 1, 1915—January 1, 1916, General Education Board Archives, Early Southern Program: Mississippi, reel 77. Link, A Hard Country and a Lonely Place, 139-48 and 198, describes how Virginia whites initially resisted the efforts to consolidate their schools because of "the strength of localism in social and political life" (quotation on p. 198).
12. Twenty Years' Progress, 1910-1930, and a Biennial Survey of Public Education in Mississippi, 1929-1930 and 1930-1931 (Jackson, Miss., 1931), 14-15 and 20; G. J. Cain, "Financing the Public Schools of Mississippi," August 1946, Box 48, J. M. Tubb Papers (MDAH); and Mississippi Board of Development, "Educational Mississippi: Heart of the Deep South" (pamphlet; n.p., 1944), in Folder on "Education, 1901-1949," Subject File (MDAH).
13. Twenty Years' Progress, 1910-1930, pp. 14-15 and 20; and G. J. Cain, "Financing the Public Schools of Mississippi," August 1946, Box 48, Tubb Papers.
14. Simeon Lafayette Stringer, "A Survey of Two Types of School Systems for Negro Education, A Semi-Consolidated School System Without Transportation in Coahoma County, Mississippi, and a Consolidated School System With Transportation in Forrest County, Mississippi," (M.A. thesis, University of Mississippi, 1929), 67-71; Twenty Years' Progress, 1910-1930, pp. 51-53; and Joseph W. Addison, "The Adaptability of the Forrest County Mississippi Program of Negro Education to Certain Selected Counties of the State" (M.A. thesis, Xavier University [New Orleans], 1942). The contribution of blacks to Rosenwald
built schools was generally quite substantial. For example, the 123 Rosenwald schools built in Mississippi between 1920 and 1922 cost $689,235. Of this amount, blacks contributed 49 percent, the Rosenwald Foundation gave 18 percent, whites contributed 16 percent, and 16 percent came from county funds; see Bura Hilbun, "Report of Educational Activities In Negro Schools of Mississippi, 1923," Vol. 136, RG 50 (MDAH). See also Edwin R. Embree and Julia Waxman, Investment in People: The Story of the Julius Rosenwald Fund (New York, 1949). Blacks generally faced a system of "double taxation" in the early twentieth century in building schools for their children. See Anderson, The Education of Blacks in the South, 148-85 (quotation on p. 156).
15. Addison, "The Adaptability of the Forrest County Mississippi Program of Negro Education to Certain Selected Counties of the State," 1-23.
16. The difference between black and white teacher salaries can be gleaned from "Salaries Paid to Teachers in Certain Mississippi Counties in 1889-90 and in 1936-37," General Education Board Archives, Early Southern Program: Mississippi, reel 78. This report compared salaries for these two years in the following county school districts: Adams, Amite, Alcorn, Attala, Bolivar, Coahoma, Covington, DeSoto, Hinds, Itawamba, Jasper, Jefferson, Jones, Lauderdale, Leake, Lee, Leflore, Newton, Noxubee, Prentiss, and Scott. Between these two periods the average monthly salary for white teachers rose from $31.84 to $61.67, while the average monthly salary for black teachers in these same counties during the same period rose only from $26.28 to $26.89. Consolidation was widely recognized as a key factor in raising teachers' salaries, so most of the increase in white teachers' salaries undoubtedly occurred after 1910. Redmond's comments on the effects of consolidation can be found in Report by S. D. Redmond (Chairman, Steering Committee for Improved Higher Education for Negroes in Mississippi) to Governor Thomas L. Bailey, et al., n.d. [ca. 1940s], Box 2, Kenneth Toler Papers (Mitchell Memorial Library, Mississippi State University, Starkville).
17. R. D. Polk to NAACP, April 28, 1937, Group I, Series C, Box 201, NAACP Papers (Library of Congress, Washington, D.C.) (first quotation); Report by S. D. Redmond to Governor Bailey, Toler Papers (second quotation); and Joe C. Brown to Walter White, November 29, 1937, I—C-201, NAACP Papers (last quotation).
18. Mississippi Educational Journal, XVI (February 1940), 102; C. J. Duckworth, interview by Michael Garvey, December 12, 1975, transcript, Vol. 352, Mississippi Oral History Program (University of Southern Mississippi, Hattiesburg) (first quotation); and Lynda J. Davis, interview by Milan Green, July 23, 1971, transcript, Vol. 5, Oral History Collection (Mary Holmes College, West Point, Miss.) (second quotation).
19. Joe C. Brown to Walter White, November 29, 1937, I—C-201, NAACP Papers (Library of Congress) (first quotation); Charles Johnson, interview by Michael Garvey, August 26, 1975, transcript, Vol. 344, Mississippi Oral History Program; Dave Dunaway, interview by R. Wayne Pyle, March 24, 1981, transcript, Vol. 411, Mississippi Oral History Program; and A. H. Ramsey to Walter Sillers, February 19, 1951, Box 16, Sillers Collection.
20. "Public School Enrollment and Expenditures in Six Southern States," September 21, 1944, General Education Board Archives, Early Southern Program: Mississippi, reel 78; "Number and Average Salaries of Classroom Teachers," n.d. [1960s?}, Folder on "Teachers' Salaries," Vol. 378, Records of the Legislature, Record Group 47 (MDAH); hereinafter cited as RG 47 (MDAH); and Memo from Mr. Dudley to Gloster B. Current, March 29, 1948, II—B-144, NAACP Papers (Library of Congress). While in Vicksburg, Dudley had found that two hundred black children were turned away from the black junior high because of a lack of
space, and he heard rumors that as many as two hundred thousand black kids statewide failed to attend classes for the same reason. A complete discussion of the inadequacies of black education in Mississippi during the first half of the twentieth century can be found in McMillen, Dark Journey, Chap. 3.
21. John Dittmer discusses some of these efforts in Local People: The Struggle for Civil Rights in Mississippi (Urbana and Chicago, 1994), 34-37.
22. Southern Regional Council, Wanted: An Educated South (Atlanta, 1947), 20.
23. H. M. Ivy to J. M. Tubb, January 4, 1949, Vol. 230, RG 50 (MDAH); and Robert M. Mayo to John Bell Williams, January 18, 1949, Vol. 279, Records of United States Congressmen, Record Group 59 (MDAH); hereinafter cited as RG 59 (MDAH).
24. For the history of federal aid to southern education, see Rena L. Vassar, ed., Social History of American Education, Volume II: 1860 to the Present (Chicago, 1965), 5-7; Daniel W. Crofts, "The Black Response to the Blair Education Bill," Journal of Southern History, XXXVII (February 1971), 41-65; Gilbert E. Smith, The Limits of Reform: Politics and Federal Aid to Education, 1937-1950 (New York and London, 1982); Diane Ravitch, The Troubled Crusade: American Education, 1945-1980 (New York, 1983), Chap. 1; and Ward M. McAfee, Religion, Race, and Reconstruction: The Public School in the Politics of the 1870s (Albany, N.Y., 1998).
25. John Ray Skates Jr., "World War II and Its Effects, 1940-1948," in A History of Mississippi, ed. by Richard Aubrey McLemore (2 vols.; Hattiesburg, 1973), II, 131-33; Folder on "Thomas Lowry Bailey Biographical Sketches," Subject File (MDAH); Report of the Joint Legislative Education Committee on the Public School System of the State ([Jackson], 1946); and P. H. Easom and E. P. Littlejohn, "A Summary of the Main Legislative Enactments Pertaining to Negro Education in Mississippi, Passed by the 1946 Session of the Legislature," Southern Regional Council Papers, reel 22.
26. "Our Disgraceful Negro Schools," Jackson (Miss.) Daily News, February 5, 1949, p. 1 (first quotation); and E. S. Bishop, "President's Annual Message to the Fortieth Annual Session of the Mississippi Association of Teachers in Colored Schools, March 28-29, 1946," Mississippi Educational Journal, XXII (April 1946), 124.
27. J. M. Tubb to W. R. Nettles, October 24, 1946, Vol. 217, RG 50 (MDAH); Schools Applying for State Aid on Building Projects, October 27, 1947, Box 41, and A. H. Ramsey to Walter Sillers, February 10, 1951, Box 1, both in Sillers Collection.
28. "Address by Governor Fielding L. Wright, Annual Meeting of Teachers in Negro Schools," Mississippi Educational Journal, XXV (April 1949), 127; "Fair Deal for Negro Schools," Jackson (Miss.) Daily News, January 25, 1950, p. 1; Entries for September 9, 1946, and September 10, 1947, Tunica County Board of Education Minutes (microfilm; MDAH), reel 1; and John Martin to J. M. Tubb, September 10, 1947, Vol. 221, RG 50 (MDAH) (quotation).
29. The 40 percent figure is listed in "Local Teacher's Action May Hasten Passage of Salary Equalization Bill Now Before State Legislature," Jackson (Miss.) Advocate, March 13, 1948, pp. 1, 4. A comparison of the situation in rural Tunica County with that of the Hattiesburg school district reveals some of the prevailing disparities. Through the late 1950s Tunica County had over fifty black schools, the vast majority of which were one-teacher operations, and most of these black schools operated for an eight-month term at best. In Hattiesburg, where all schools operated on nine-month terms by the 1940s, the annual pay for first-year white teachers was raised by 25 percent between 1947 and 1950, while first-year black
teachers received only a 20 percent increase during the same period. At the same time, white teachers in the district with at least ten years' experience received an 11 percent bump in salary between 1947 and 1950, while black teachers in the same category garnered 19 percent more pay. See Entries for August 3, 1955, and July 3, 1957, Tunica County Board of Education Minutes, reels 1 and 2; and Entries for March 11, 1947, and May 4, 1950, Hattiesburg School Board Minutes (Hattiesburg Schools Administrative Offices, Hattiesburg, Miss.).
30. P. H. Easom and E. P. Littlejohn, "A Summary of the Main Legislative Enactments Pertaining to Negro Education in Mississippi, Passed by the 1946 Session of the Legislature," Southern Regional Council Papers, reel 22; Biennial Report and Recommendations of the State Superintendent of Public Education, 1947-1949 (Jackson, Miss., 1950), 11; and "Number and Average Salaries of Classroom Teachers," RG 47 (MDAH).
31. "State-Wide Mass Meeting Get No Answer on Request For Bi-Racial COMMISION [sic]," Jackson (Miss.) Advocate, March 27, 1948, p. 1 (first quotation); Mrs. Gordon Patton and thirty-six others to Members of the State Building Commission, n.d. [March 1947?], Minutes of the Board of Trustees of the Jackson Public Schools (microfilm; MDAH), reel 4 (second quotation); and "Our Disgraceful Negro Schools," Jackson (Miss.) Daily News, February 5, 1949, p. 1 (last quotation). See also Charles P. Smith, "Governor Fielding L. Wright's Legislative Program: 1946-1952," (M.A. thesis, University of Southern Mississippi, 1976).
32. Gladys Noel Bates, interview by Catherine Jannik, December 23, 1996, transcript, Vol. 689, Mississippi Oral History Program; Statement by Mrs. Bates, May 16, 1992, Gladys Noel Bates Papers; and Jess Wright, "Up and Down Farish Street," Jackson (Miss.) Advocate, June 4-10, 1981, p. A5.
33. Gladys Noel Bates interview transcript; Brief for Appellants, U.S. Fifth Circuit Court of Appeals, Gladys Noel Bates and Richard Jess Brown v. Board of Trustees of Jackson Separate School District and K. P. Walker, Superintendent of Jackson Schools, n.d. [1950?], Bates Papers (first quotation); Catherine Mary Jannik, "Gladys Noel Bates: Educator and Activist" (M.A. thesis, University of Southern Mississippi, 1999), 18, 40 '14; Vicki Crawford, "Race, Class, Gender, and Culture: Black Women's Activism in the Mississippi Civil Rights Movement," Journal of Mississippi History, LXIII (Spring 1996), 8; Entries of February 13, 1948, and March 12, 1948, Minutes of the Board of Trustees of the Jackson Public Schools, reel 5; John C. Batte to Gladys N. Bates, February 11, 1948, (second quotation), and Brief for Appellants, Bates and Brown v. Board of Trustees, both in the Bates Papers. The Fifth Circuit Court of Appeals upheld the district court ruling the following year; see Bates et al. v. Batte et al., 187 F.2d 142 (1951), at 142. Also see Constance Baker Motley, Equal Justice Under the Law: An Autobiography (New York, 1998), 72-79; and Dittmer, Local People, 35-36.
34. G. N. Bates to L. F. Palmer, n.d. [Summer 1948?] (quotations); Statement by Mrs. Bates, May 16, 1992; and James A. Burns to Robert J. Carter, March 24, 1949, all in the Bates Papers; "Mrs. Gladys Noel Bates and Husband Denied Further Teacher Jobs in City School System," Jackson (Miss.) Advocate, June 5, 1948, pp. 1, 8; and "Suits For Equal Pay for Negro and White Teachers to Be Filed on Every County in Mississippi," Clarksdale (Miss.) Daily Press, May 12, 1949, p. 7. Other equalization suits in Mississippi during this period barely got off the ground. An equalization petition filed by nine Madison County residents in 1948 with the county school board floundered after the NAACP refused to pursue their case, in part because, as the organization moved toward a strategy of directly assaulting Jim Crow,
they put less of their efforts into fighting equalization battles. See "Madison County Negro Citizens Acts [sic] to Take Case For Equal Educational Facilities to Court," Jackson (Miss.) Advocate, March 27, 1948, p. 1; and Edward R. Dudley to James A. Burns, Series B, Part 3, Papers of the NAACP, reel 2. Although the Jackson branch of the NAACP voted to sue Hinds County schools and the Jackson city schools "for equal school facilities and term" and received some encouragement from the national NAACP, the lawsuit never materialized; see A. W. Wells to Thurgood Marshall, March 14, 1950, and Robert L. Carter to Jackson Branch Educational Committee, March 27, 1950, both in II—B-144, NAACP Papers (Library of Congress).
35. James A. Burns to A. J. Noel, December 22, 1948, Bates Papers (first quotation); Biennial Report and Recommendations of the State Superintendent of Public Education, 1953-1955 (Jackson, Miss., 1956), 64-66; and Biennial Report and Recommendations of the State Superintendent of Public Education, 1951-1953 (Jackson, Miss., 1954), 14. Representative Swango quoted in Smith, "Governor Fielding L. Wright's Legislative Program," 60.
36. In the 1948-49 school year, the average salary for white teachers was $1731.05, but only $659.49 for black teachers; see "Number and Average Salaries of Classroom Teachers," RG 47 (MDAH). Walker quoted in Linuel Duane Jayroe, "Kirby Pipken Walker, Superintendent, Jackson Municipal School District, 1937-1969" (Ed.D. diss., University of Mississippi, 1983), 106; "White and Negro Teachers Vote Down Proposed Plan to Equalize Salaries; Special Session Out," [Winona (Miss.) Times?], October 7, 1949, clipping in Box 91, Tubb Papers (last quotation).
37. Smith, "Governor Fielding L. Wright's Legislative Program," 50-52; Scott Baker, "Testing Equality: The National Teacher Examination and the NAACP's Legal Campaign to Equalize Teachers' Salaries in the South, 1936-63," History of Education Quarterly, XXXV (Spring 1995), 49-64.
38. Although the meager funds spent on black education certainly doomed black teachers to perform worse than whites on average, statistical probabilities ensured that some whites would inevitably score in the lowest percentiles and that some blacks would fare better than those scores, despite the legacy of inequalities. An example of this pattern can be seen in a test administered by the Benton County schools to its teachers in 1929. Twenty-seven whites took the test, and four of them failed it (14.8 percent), while twenty blacks took the test, and ten of them did not pass (50 percent). While six white teachers achieved scores in the highest percentile (22.2 percent), three of the black test takers achieved the same distinction (15 percent), and one of these three actually made the highest score of all those who took the test. See Entries for April and September 1929, Benton County School Board Minutes (microfilm; MDAH), reel 2.
39. Florence 0. Alexander, "The Education of Negroes in Mississippi," Journal of Negro Education, XVI (Summer 1947), 377; Entry of November 6, 1951, Hattiesburg School Board Minutes; "White and Negro Teachers Vote Down Proposed Plan to Equalize Salaries; Special Session Out," [Winona (Miss.) Times?], October 7, 1949, clipping in Box 91, Tubb Papers; Frances Baker, "Education Group Vote to Base Equal Pay on U.S. Teacher Exams," Jackson (Miss.) Daily News, August 25, 1949, p. 1, 14; "Better Negro Schools Are Now Imperative," Jackson (Miss.) Daily News, April 19, 1949, p. 16; George Harmon, "Thigpen Predicts All Teacher Salary Bills Are Doomed," Jackson (Miss.) Daily News, January 25, 1950, p. 10; and Smith, "Governor Fielding L. Wright's Legislative Program," 55-58.
40. Biennial Report and Recommendations of the State Superintendent of Public Education, 1951-1953, p. 163, lists the amount of the special appropriation for black teachers for 195253 as $2,241,938.80. Between the 1952-53 and 1953-54 school years, black teachers received raises averaging just over $90. With approximately 6,500 black teachers in the state at the time, funds spent on increasing black salaries would have been about $585,000 if all teachers had received the average raise. See "Number and Average Salaries of Classroom Teachers," RG 47 (MDAH). Although this calculation probably underestimates the amount of state funds actually spent on increasing black teacher salaries during the period, my estimate in the text that less than half of the funds appropriated were spent in the intended manner seems a conservative one.
41. Address by Kenneth Toler, June 9, 1954, Box 1, Mississippi Education Collection (Special Collections, J. D. Williams Library, University of Mississippi, Oxford); A. H. Ramsey to Walter Sillers, March 25, 1953, Box 137, Sillers Collection; and "Number and Average Salaries of Classroom Teachers," RG 47 (MDAH).
42. Biennial Report and Recommendations of the State Superintendent of Public Education, 1953-1955, p. 64.
43. Applications Filed with the State Building Commission to March 24, 1947, Box 3, Sillers Collection.
44. Biennial Report and Recommendations of the State Superintendent of Public Education, 1953-1955, pp. 64-66; Biennial Report and Recommendations of the State Superintendent of Public Education, 1951-1953, p. 14; and Mrs. Lynda J. Davis, interview by Milan Green, July 23, 1971, transcript, Vol. 5, Oral History Collection (Mary Holmes College, West Point, Miss.) (quotation).
45. J. M. Tubb to George W. Stricklin, January 24, 1953, Vol. 246, RG 50 (MDAH); Mississippi Citizens' Council on Education, "A Report on the Organizational Meeting Held in Jackson October 9, 1950," Box 3; "Questionnaire Results," 1951, Box 1 (quotation); and "Total Number Completed Questionnaires by County," Box 3, all in Association of Citizens Councils of Mississippi Papers (MDAH); Committee Report, Recess Education Study Committee, March 1953, p. 4, Box 7, G. W. Owens Papers (MDAH); and Biennial Report and Recommendations of the State Superintendent of Public Education, 1953-1955, p. 18. The report on the results of the 1951 questionnaire was not broken down by the race of the respondent, but a large number of the respondents were apparently white, since the only major black group involved in the MCCE was the MATCS. The small sampling of completed surveys in Box 2 of the Association of Citizens Councils of Mississippi Papers offers evidence that whites surveyed favored educational equalization between the races. For example, 57 of the 355 completed survey forms from Forrest County are included in these records, all from whites. To the question, "should equal services and facilities be provided" to black and white kids, 42 answered "yes," 4 said "no," and 11 did not respond to this question. Six of Pearl River County's 143 completed questionnaires have survived, and all are from whites who supported equalization.
46. "Governor Says Tax Plans For School Support May Be Given at Special Session," Jackson (Miss.) Daily News, March 22, 1952, p. 1; John E. Phay, "Report to the Recess Education Committee," n.d. [1953], Box 1, Mississippi Education Collection; "Number of People, by Counties, Listed by the U.S. Census of 1950 (Age 5-19 Inclusive) and the Mississippi School Census of 1951; and Pecentages [sic] of Difference Between the Two Censuses," n.d. [1952?], Vol. 962, Records of the Governor's Office, Record Group 27 (MDAH); and
Committee Report, Recess Education Study Committee, March 1953, p. 4, Box 7, Owens Papers.
47. Committee Report, Recess Education Study Committee, March 1953, p. 4, Box 7, Owens Papers; Biennial Report and Recommendations of the State Superintendent of Public Education, 1953-1955, pp. 15-17; John Phay, "Estimate of Cost to Bring All Schools in County or Separate School Districts to Highest Level Now in Such District," December 7, 1953, Box 1, Mississippi Education Collection; and Senate Bill No. 1204, Extraordinary Session of 1953, Box 137, Sillers Collection.
48. Committee Report, Recess Education Study Committee, March 1953, p. 57, Box 7, Owens Papers (first quotation); and Joe Wroten, interview by Yasuhiro Katagiri, November 4, 1993, transcript, Vol. 476, Mississippi Oral History Program.
49. Committee Report, Recess Education Study Committee, March 1953, p. 51, Box 7, Owens Papers (quotations); George W. Owens, interview by Chester Morgan, August 2, 1973, transcript, Vol. 332, Mississippi Oral History Program; and Journal of the House of the State of Mississippi, 1954, Including Extraordinary Session of 1953, pp. 1269-72.
50. "Address by Governor Fielding L. Wright, Annual Meeting of Teachers in Negro Schools" Mississippi Educational Journal, XXV (April 1949), 127 (quotation); "2 Extra Sessions of Solons Possible," Jackson (Miss.) Clarion-Ledger, July 12, 1949, p. 1; and "Special Session on Teachers Set," Jackson (Miss.) Clarion-Ledger, August 17, 1949, p. 1.
51. H. H. Humes quoted in "What the Negroes are Thinking," reprint of an editorial from the Greenville (Miss.) Delta Leader, May 11, 1949, in Vol. 279, RG 59 (MDAH). John W. Cell, The Highest Stage of White Supremacy: The Origins of Segregation in South Africa and the American South (Cambridge, Eng., and other cities, 1982), Chap. 7, suggests that once white hegemony had been well established and passed through its most violent stage (in Mississippi, the early decades of the twentieth century), more moderate white segregationists and blacks generally collaborated to foster and perpetuate a kinder, gentler form of white supremacy.
52. "Negro Teacher President Calls Segregation Closed Issue, Asks Improvements," Jackson (Miss.) Daily News, March 26, 1949, p. 1 (quotation); Michael Fultz, "African American Teachers in the South, 1890-1940: Powerlessness and the Ironies of Expectations and Protest," History of Education Quarterly, XXXV (Winter 1995), 416-21; Mrs. Annie Blanchard, interview by Alvin Thomas, June 2, 1971, transcript, Vol. 2, Oral History Collection; "The P.T.A. (Jones Chapel Public School Community)," Mississippi Educational Journal, XVIII (May 1942), 153; Douglas Conner, interview by Neil McMillen, December 2, 1993, transcript (copy in possession of the author); and H. M. Ivy, "Autobiography of Horace Macaulay Ivy, Ph.D., Superintendent Emeritus, Meridian Public Schools, Meridian, Miss.," n.d. [1970s?], p. 65, Vol. 279, Mississippi Oral History Program.
53. Rev. S. D. Washington, "The Department of Parent-Teacher Associations," Mississippi Educational Journal, II (March 1926), 135. Mentions of fund-raising and celebratory events at black schools around Mississippi are prominent throughout the issues of the Mississippi Educational Journal; see, for example, "Parent-Day Program a Success at Eureka, Hattiesburg, Miss.," Mississippi Educational Journal, XXII (May 1946), 152. Also see the advertisement for Achievement Day and County-Wide Graduation for Copiah County's Negro Schools, Vol. 230, RG 50 (MDAH). Pride in formerly all-black schools did not disappear with the arrival of school integration; see, for example, a website by Willie L. Robinson (Class of 1962) that celebrates the achievements of George Washington Carver
High School in Picayune, Mississippi, available at http://www.angelfire.com/wi/Carver (accessed on August 24, 1999). Vanessa Siddle Walker, in Their Highest Potential: An African American School Community in the Segregated South (Chapel Hill and London, 1996), demonstrates that segregated black schools provided positive educational benefits for black children, despite the prevailing inequities.
54. H. H. Humes to P. H. Easom, November 13, 1953, Folder on "Percy H. Easom," Subject File (MDAH) (first quotation); "'Uncle Toms' Scored in Mississippi School Fight," press release, November 12, 1953, Series C, Part 3, Papers of the NAACP, reel 1 (second quotation).
55. C. R. Darden to Gloster B. Current, November 11, 1953, II—C-97, NAACP Papers (Library of Congress).
56. "State NAACP Conference Gets Rebuff," Jackson (Miss.) Advocate, April 4, 1953, p. 1 (first quotation); "White Says Negroes Back Dual System," Jackson (Miss.) Clarion-Ledger, November 6, 1953, p. 1; "Joint Assembly of Extraordinary Session of State Legislature Hear Gov. White Call for Immediate Action to Equalize and Raise Level of Education in This State," Jackson (Miss.) Advocate, November 7, 1953, pp. 1, 6; "See Race Relations Set Back From Widely Published False Report on Negro Meeting Held Here Last Week," Jackson (Miss.) Advocate, November 14, 1953, pp. 1, 5; "President of State Negro Teachers Ass'n. In Personal Visit Presents Letter to Governor and Members of the State Legislature," Jackson (Miss.) Advocate, November 28, 1953, pp. 1, 6; J. D. Boyd and the Mississippi Teachers Association to the Governor and the Legislature of Mississippi, n.d. [1953?], Vol. 245, RG 50 (MDAH) (last quotation); and Workman, "The Rejection of Accommodation by Mississippi's Black Public Elite," 70-74.
57. "Courts To Be Asked to Open P.S. Here," Jackson (Miss.) Mississippi Free Press, March 2, 1963, p. 1; Jeanne Marie Middleton, "The History of Singleton v. Jackson Municipal Separate School District: Southern School Desegregation From the Perspective of the Black Community" (Ed.D. diss., Harvard University, 1978), 65-69; Fifteen-Year Report of the Superintendent of Schools, Jackson Municipal School District: July 1, 1950 through June 30, 1965 (Jackson, Miss., 1965), 54-55; and Winson Hudson, interview by Thomas Dent, August 1, 1979, Mississippi Oral History Project (tape; Amistad Research Center, New Orleans) (quotation).
58. This information is contained in the New Orleans Times-Picayune (Mississippi edition), January 13, 1963, in an article (probably written by Jackson bureau chief Bill Minor) based on an unpublished report by the Mississippi State Department of Education (clipping; American Friends Service Committee Archives, Philadelphia, Pennsylvania). Efforts to locate the original version of this report have been thus far unsuccessful. The actual dollar amounts were: average local funds spent on education statewide annually for each white child, $81.86; average for each black child, $21.77. | <urn:uuid:47ceba29-0748-4b6a-91f2-38cae7dbe7f7> | CC-MAIN-2018-47 | https://libres.uncg.edu/ir/uncg/f/C_Bolton_Mississippi_2000.pdf | 2018-11-14T15:51:06Z | crawl-data/CC-MAIN-2018-47/segments/1542039742117.38/warc/CC-MAIN-20181114150002-20181114172002-00231.warc.gz | 664,235,729 | 22,397 | eng_Latn | eng_Latn | 0.993061 | eng_Latn | 0.998974 | [
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BUILDing a Healthier Pasadena
Community Supported Agriculture Campus (CSA)
The BUILD Partnership will include the first ever Community Supported Agriculture (CSA) campus in north Pasadena. The CSA will be a small scale indoor farm using the latest in indoor agriculture technologies to grow and sell healthy foods locally.
The BUILD Project will launch a new food system in north Pasadena that is healthy, sustainable, affordable, accessible, and community-supported. We envision all north Pasadena residents at a healthy weight and free of obesity-related health issues. See how we're BUILDing a Healthier Pasadena. Community Partners YOU
Healthy Corner Store Network
Convenience stores throughout Pasadena have pledged to retrofit their stores to carry more healthy and fresh foods like dairy, fruits and vegetables.
Prescription for Fruits and Vegetables Policy
Local healthcare partners will be writing patients a prescription for fruits and vegetables as a way to combat diet-related health issues. Patients can fill their prescriptions for free at on-site "Food FARMacies," BUILD distribution partners, and the CSA.
BUILD Project
The is
following partners:
supported by the
Brighter Bites
Elementary school students and families are getting their homework of fresh foods and vegetables distributed through the Brighter Bites Program.
HLM, Rev. 8/10/15
Production
Distribution
Consumption
Production
Job Training Classroom
Students can use the tools and space in the CSA to learn valuable job skills for careers in hydroponics, agricultural management and culinary arts. The classroom is great place to teach about gardening and nutrition for younger students, too.
Distribution
Healthy Dining Matters
Menus at local Pasadena restaurants have had a checkup and will be working to offer healthier options that are easy to find on their menus.
Consumption
Food Scholarships
"Food Insecure" students will receive scholarships for healthy foods to keep their minds and bodies fueled for learning. Scholarships are filled at free mobile food pantries, BUILD distribution partners, and the CSA.
Support for this project was provided by a grant from the BUILD Health Challenge, a national awards program funded by the Advisory Board Company, the de Beaumont Foundation, the Colorado Health Foundation, the Kresge Foundation, and the Robert Wood Johnson Foundation.
Launching a new healthy, sustainable, affordable, and accessible food system in north Pasadena will take everyone's help. That's why the Harris County BUILD Health Partnership was formed – to bring together all of the people and groups who want to work to make healthy food accessible to all.
Community Members
You can guide the project by signing-up as a BUILD Community Trustee and participate directly in BUILD activities. Tell us what it's like to get healthy food in your neighborhood by being a BUILD Storyteller.
Elementary/middle schools can use our planned classroom to teach gardening, cooking, and nutrition. Technical schools and secondary institutions can use it for job training in hydroponics, agricultural management, and culinary arts.
Pasadena
Educators & Students
Community Groups & Churches
Join one of the BUILD work teams to help implement programs. Host a BUILD Town Hall to spread the word. Share information with your members, and adopt policies that support healthy habits.
Corner Stores
Join the Pasadena Healthy Corner Store Network and get support for offering healthy food options right in the store, including fresh produce.
Community Investors
The new food system will help grow economic and business opportunity in north Pasadena. Follow Indoor Harvest™ on social media for updates on the Community Located Agricultural Research Area ("CLARA") component of BUILD.
Farmers can join our Urban Farmer Exchange Program to learn and share techniques. We also embrace dialogue with other urban/rural farms about working together to transform public lands into places where people can access fresh, affordable, healthy food.
Join the Pasadena Healthy Dining Matters Program and get support for creating healthy menu items and making ingredient selection and preparation healthier overall.
Restaurants
Health Care Providers
Join BUILD's Prescription for Fruits and Vegetables program in which providers prescribe fresh produce to patients. Then, work with our area's food bank to set up a "Food FARMacy."
Urban & Rural Farmers
Visit www.healthylivingmatters.net/BUILD to sign-up
The
BUILD Project
is
supported by the
following partners:
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The Middlesbrough Roll of Honour of the Great War
Names "C"
Compiled by Robert Coulson (1952 – 2008)
In the years 1914-1918 thousands of Middlesbrough men and women served their country in a time of hardship, stress and suffering both for the troops on the battlefronts and those left at home.
After the Armistice in November of 1918 handsome memorial tablets and plaques recalling the fallen were erected in the works, shops and churches of the Middlesbrough area.
At this time a committee was formed to consider the question of a war memorial for the town as a whole to remember the citizens who had laid down their lives. In the words of the committee,
"We recognise the splendid sacrifice made by our men and we desire that our children and our children's' children should hear the story and share in the inspiration which such sacrifice will always give".
The response of the townspeople resulted in the fine cenotaph of Aberdeen granite and the wall of Portland stone containing the bronze panels with the names of the fallen that we see today at the entrance to Albert Park. The memorial works were completed at a cost of approximately £17,000 and the people of the town attended in their thousands for the dedication and unveiling ceremony which took place on November 11 th 1922.
This roll of honour contains close to 3500 names of the fallen who are remembered on the memorial and also those whose names were put forward by their families after the unveiling ceremony.
I felt it fitting that as the centenary of the onset of the Great War approaches I should try and add a little information on those remembered and the actions in which they laid down their lives.
I would just add that much as I regret it, details on some of theses brave people is not available due to the passage of time but their names will still appear in the text as they do on the memorial panels.
Finally just a few points to consider,
It will be noticed that on some of the entries no Middlesbrough connection may be obvious, indeed the person appears to have come from well outside the area or even the country.
It must be remembered that it was the townspeople who put the names forward for inclusion and as an example a relation who stayed with the family in the town occasionally, could well appear after his family took the trouble to forward the name.
Middlesbrough was a thriving centre of industry at the time and a person may well have been employed in the town before hostilities and had their name included by workmates.
Serving under an alias is also quite common and although sometimes used to cover criminal activity, was normally just a person keen to serve but underage and using another identity.
Also a mother who had taken another man's name might have offspring who preferred to serve using their natural father's name.
Double entries for the same name also appear quite a few times, for example, Samuel Alder and S Alder.
I believe they are one and the same person named twice as a result of a large family with different branches putting the name forward twice.
The person will appear in the listing as named on the memorial with any variations in spelling and second names being included in the text.
It will be noticed that some entries begin "I believe this to be".
These are people who to the best of my judgement are those named but can not be 100% certain. They are included with the best intentions and if a mistake is made I make my apologies in advance.
Robert Henry Coulson died on 8 November 2008. His papers were donated to the Green Howards Museum in Richmond, and the work below comes from these papers.
Cadman, W.
William Cadman was born and lived in the Eston area and enlisted in Middlesbrough. With the Northumbrian Heavy Battery of the Royal Garrison Artillery, Acting Bombardier Cadman was wounded in action close to Ypres and passed through the casualty clearing chain back to England.
He died of his wounds at home on June 23 rd 1916 aged 27 and his grave today lies in Eston Cemetery situated on Normanby Rd.
William Cadman was the son of Sarah J and the late Stephen H Cadman of 57 Granville Road in Grangetown.
Cahill, Thomas.
Thomas Cahill was born and enlisted for service in Middlesbrough. With the 8 th battalion of the Yorkshire Regiment, Private Cahill was wounded in action while the battalion were in the line in the Angres sector close to Bruay. He died of his wounds on May 20 th 1916 aged 29 and his grave today lies in Bruay Communal Cemetery Extension just to the south west of Bethune. Thomas Cahill was the son of James and Mary Cahill of Middlesbrough.
Callaby, Thomas W.
Thomas William Callaby was born and lived in North Ormesby and enlisted in Middlesbrough.
With the 4 th battalion of the Yorkshire Regiment, Private Callaby was killed in action on March 23 rd 1917 aged just 19 in fighting close to Belloy and Bayonvillers. Having no known grave his name is remembered today on the Arras Memorial at the Faubourg D'Amiens Cemetery in Arras.
Thomas Callaby was the son of Thomas R and Charlotte Ann Callaby of 30 Morris Street in North Ormesby.
Callaghan, John.
John Callaghan was born in Middlesbrough and enlisted for service in the town. With the 2 nd battalion of the Yorkshire Regiment, Private Callaghan was killed in action on January 22 nd 1916 when the battalion holding the line close to Bray. His grave can be visited today in Carnoy Military Cemetery at Carnoy just to the east of Albert.
Callan, Hugh.
Hugh Callan was born in South Bank and was a student at Hammersmith College in London before taking up a teaching position at St Marys School in Middlesbrough. He enlisted in Middlesbrough and served with the 105 th battery, 22 nd brigade of the Royal Field Artillery.
Driver Callan was killed in action on October 6 th 1917 aged 33 during the Passchendaele offensive and his grave today lies in Hooge Crater Cemetery at Zillebeke, two and a half miles from Ypres in Belgium.
Hugh Anthony Callan was the son of Patrick and Mary Agnes Callan of South Bank and the husband of Matilda Callan, nee Connelly of 106 Granville Road in Middlesbrough.
Callaghan, Edward.
Edward Callaghan was born in Newport in Middlesbrough but lived in Goole and enlisted in Beverley.
With the 7 th battalion of the East Yorkshire Regiment, Private Callaghan died due to war related illness or accident on April 17 th 1917.
His grave can be seen today in Etaples Military Cemetery on the French channel coast, a large hospital centre during the war.
Edward Callaghan was the son of the late John and Ann Callaghan.
Calligon, George.
He is listed as serving on the troopship the SS Aquitania but his name does not appear on the Commonwealth War Graves Commission listings.
Calvert, Ernest.
2 nd Lieutenant Ernest Calvert served with the 206 th squadron of the Royal Air Force. He was wounded flying as observer in a DH 9 aircraft of 206 squadron on August 13 th 1918 and died of his injuries the following day, August 14 th 1918 aged just 19. His grave can be seen today in Longuenesse St Omer Souvenir Cemetery situated two miles south of St Omer.
Ernest Calvert was the son of Edmund and Hannah Mary Calvert of 6 Aire Street in Middlesbrough.
Calvert, James.
James Calvert was born in Middlesbrough and enlisted in the town into the 6 th battalion of the Yorkshire Regiment.
Private Calvert was killed in action on September 30 th 1916 in fighting at Hessian Trench and Stuff Redoubt during the Battle of the Somme.
His body lost to the battlefield his name is remembered today on the Thiepval Memorial to the Missing situated above the old battleground.
Calvert, James Cosgrove.
James Calvert was born and lived in Middlesbrough and enlisted in the town. With the 12 th battalion of the Rifle Brigade, Rifleman Calvert was killed in action aged 22 on August 29 th 1916 in trenches close to the Carnoy to Montauban road during the Battle of the Somme.
His grave can be visited today in Bernafay Wood British Cemetery at Montauban on the Longueval to Maricourt road.
James Cosgrove Calvert was the son of Mrs Mary Katherine Calvert of 1 Elliot Street in Middlesbrough.
Calvert, Thomas.
Thomas Calvert was born in Northallerton and enlisted for service in Middlesbrough. With the 12 th battalion of the Northumberland Fusiliers, Private Calvert was killed in action on September 25 th 1915 during the Battle of Loos.
Having no known grave his name is remembered today on the Loos Memorial at Dud Corner Cemetery on the Bethune to Lens road.
Calvert, Thomas Ernest.
Double entry, I believe this to be Thomas Calvert listed above.
Camm, George.
George Camm was born in Leeds and lived and enlisted in Dundee.
With the 7 th battalion of the Kings Own Scottish Borderers, Private Camm was killed in action on May 1 st 1916 and his grave today lies in Vermelles British Cemetery situated south west of the village on the road to Mazingarbe.
Campbell, John Edward.
John Campbell was born and enlisted for service in Northallerton.
Private Campbell died due to war related illness or accident on October 30 th 1918 aged 32.
Originally with the Gloucester Regiment he then transferred over to the 148 th Company of the Labour Corps.
His grave today lies in Etaples Military Cemetery on the French channel coast where many hospital centres were based.
John Edward Campbell was the son of Robert and Mary Campbell and the husband of Ethel E M Campbell of 20 France Street in Middlesbrough.
Campbell, Matthew.
Matthew Campbell was born in Middlesbrough and enlisted for service in the town. With a Trench Mortar battery of the Royal Field Artillery, Bombardier Campbell was killed in action on July 10 th 1917 in fighting south of the river Yser close to the Belgian coast.
Having no known grave his name is remembered today on the Nieuport Memorial, one and a half miles from the sea on the Belgian coast.
Campbell, Charles.
Charles Campbell lived in Middlesbrough and enlisted in the town.
Gunner Campbell served with the 24 th Reserve Battery of the Royal Field Artillery and died at home on July 2 nd 1916 aged 28.
Charles Campbell was the husband of Isabel Campbell of 20 Romney Street in Middlesbrough and his grave can be seen today in Linthorpe Cemetery.
Campbell, Michael.
Michael Campbell was born in Swinford, County Mayo in Ireland and enlisted for service in Doncaster.
With the 10 th battalion of the York and Lancaster Regiment, Private Campbell was killed in action on April 25 th 1917 during the 2 nd Battle of the Scarpe, part of the Arras offensive.
His grave can be seen today in Point-du-Jour Military Cemetery at Athies, three miles north east of Arras.
Campbell, Kenneth.
Campbell, Thomas.
Thomas Campbell was born in Stockton and enlisted in Middlesbrough.
With "D" Company of the 6 th battalion Yorkshire Regiment, Private Campbell was wounded during the Gallipoli campaign and evacuated to Egypt died of his injuries on November 3 rd 1915 aged 37.
His grave today lies in Alexandria Chatby Military and War Memorial Cemetery on the eastern side of the city of Alexandria in Egypt.
Thomas Campbell was the son of the late Thomas and Elizabeth Campbell of Middlesbrough.
Campling, Thomas.
Thomas Campling was born in the All Saints area of Middlesbrough and worked in his fathers newsagents before the war when he enlisted for service in Richmond. Originally with the Yorkshire Regiment, Military Medal holder Sergeant Campling then transferred to the 8 th battalion of the Royal Welsh Fusiliers. He died of wounds during the Mesopotamia campaign on April 30 th 1918 and his name is remembered today on the Basra Memorial situated along the road to Nasiriyah in Iraq.
Cant, J.
Joseph Cant was born and enlisted for service in Middlesbrough.
With the 29 th Divisional Ammunition Column of the Royal Field Artillery, Fitter Cant was wounded during the Salonika campaign and evacuated to Egypt died on July 21 st 1915.
His grave today lies in Alexandria Chatby Military and War Memorial Cemetery on the eastern side of the city of Alexandria in Egypt.
Cape, T.
An incorrect spelling on the memorial, this man was in fact Thomas Cope, see T Cope listed later.
Capewell, Jacie.
Jack Capewell was born in Spennymoor and enlisted for service in Middlesbrough. With the 2 nd battalion of the Yorkshire Regiment, Private Capewell was killed in action on November 6 th 1918 aged 25 during the Battle of the Sambre as the battalion attacked the enemy line close to the Bavay to Montignies road. His body lost to the battlefield his name is remembered today on the Vis-en-Artois Memorial at Haucourt, seven miles south east of Arras.
Capstick, William.
William Capstick was born at Tewkesbury in Gloucestershire, enlisted in York and lived in Middlesbrough.
With the 1 st battalion of the West Yorkshire Regiment, Private Capstick was killed in action aged 19 on October 16 th 1916 in fighting at Trones Wood during the Battle of the Somme.
His grave can be seen today in Bancourt British Cemetery in the village of Bancourt just to the east of Bapaume.
William Capstick was the son of George Metcalfe Capstick and his wife Elizabeth of 28 Oakthwaite Road, Windermere in the Lake District.
Carey, Arthur.
Arthur Carey enlisted in Middlesbrough and lived in the Newport area of the town. With the 4 th battalion of the Yorkshire Regiment, Private Carey was killed in action on July 15 th 1916 aged 19 in fighting at Kemmel Shelters in the Ypres Salient.
His grave today lies in Kemmel Chateau Military Cemetery on the northern edge of Kemmel village to the south of Ypres.
Arthur Carey was the adopted son of Mrs A Ledson of 1 Old Cottages, West Lane in Middlesbrough.
Carling, J W.
John William Carling was born in North Ormesby and enlisted in Middlesbrough.
With the 7 th battalion of the Yorkshire Regiment, Private Carling was killed in action on July 1 st 1916 at the age of 19 on the first day of the Battle of the Somme.
He died with "A" company of the battalion, in an attack on the village of Fricourt at 7-45am when a single enemy machine gun virtually wiped the men out in the first twenty yards of the advance.
His grave can be seen today in Fricourt British Cemetery three miles to the east of Albert.
John Carling was the son of Isaac and Margaret Carling of 3 Stephenson Street in North Ormesby.
Carling, M.
I believe this to be Gordon Morris Carling who was born in South Shields and enlisted for service in Durham.
With the 16 th battalion of the Northumberland Fusiliers, Private Carling was killed in action aged 19 on July 1 st 1916 in an attack on Thiepval as the Somme offensive began.
His body not recovered his name is remembered today on the Thiepval Memorial situated close to where he fell.
Gordon Morris Carling was the son of Alexander H and Jennie Oliver Carling of 12 Eastbourne Grove in South Shields.
Carney, John.
John Carney enlisted for military service in Middlesbrough.
With the 8 th battalion of the Yorkshire Regiment, Private Carney was killed in action in Italy on October 27 th 1918, in fighting against the Austrians at Zandonadi, close to the River Piave.
Having no known grave his name is remembered today on the Giavera Memorial overlooking the Asiago Plateau in the province of Treviso.
Carr, Archibald.
Archibald Carr was born in Stockton, lived in Middlesbrough and enlisted in Thornaby.
Sergeant Carr served with the 18 th Queen Marys Own Royal Hussars and died as a result of war related illness or accident on August 30 th 1917.
His grave can be visited today in Boulogne Eastern Cemetery set on high ground overlooking the town on the French channel coast.
Carr, James.
James Carr was born in Middlesbrough and enlisted for service in the town.
He originally served with the Yorkshire Regiment before transferring to the 1/5
th battalion of the Lancashire Fusiliers.
Private Carr was killed in action on March 25 th 1918 aged 28 at the 1 st Battle of Bapaume.
Having no known grave his name is remembered today on the Arras Memorial at the Faubourg D'Amiens Cemetery in Arras.
Carr, A N.
Alexander Nelson Carr was born in North Shields and lived in Monkseaton, enlisting for service in Middlesbrough.
With the 3 rd battalion of the Coldstream Guards, Lance Corporal Carr was killed in action on September 26 th 1916 aged 26 in an attack on Lesboeufs during the Battle of the Somme.
His body lost his name is remembered today on the Thiepval Memorial to the Missing.
Carr, Reginald Anthony.
Reginald Carr was born in Linthorpe and enlisted for service in Middlesbrough in September of 1914.
With the 10 th battalion of the Kings Royal Rifle Corps, Rifleman Carr was killed in action on September 3 rd 1916 aged 24 in a noon attack on the village of Guillemont during the Somme offensive.
His body was lost to the battlefield and his name is remembered today on the Thiepval Memorial.
Reginald Anthony Carr was the son of William and the late Susannah Carr of 3 Cliffe Cottages, Acklam Road in Middlesbrough.
Carr, R H.
Private Richard Heckles Carr served with the Kings Own Yorkshire Light Infantry and died at home due to war related illness or accident on June 5 th 1917 aged 38. The husband of Mrs M A Carr of 83 Denmark Street in Middlesbrough his grave today lies in Linthorpe Cemetery.
Carr, Thomas.
Thomas Carr was born in Cowpen Bewley and lived in Port Clarence, enlisting for service in Richmond.
With the 2 nd battalion of the Yorkshire Regiment, Private Carr was killed in action aged 28 on October 22 nd 1914 in fighting at the Nieuwe Kruiseecke crossroads during the 1 st Battle of Ypres.
Having no known grave his name is remembered today on the Menin Gate Memorial at Ypres in Belgium.
Thomas Carr was the son of the late John and Margaret Carr.
Carr, W.
William Carr was born in North Shields and enlisted for service in Middlesbrough. With the 30 th battery, 39 th brigade of the Royal Field Artillery, Wheeler Carr was killed in action on November 22 nd 1917 at the close of the Passchendaele offensive. His grave can be seen today in Bard Cottage Cemetery at Boesinghe just to the north of Ypres.
Carradice, James.
James Carradice was born in Dumfries and enlisted for service in Middlesbrough. With the 2 nd battalion of the Highland Light Infantry, Corporal Carradice was wounded in action in the Aubers Ridge sector and died of his injuries on July 10 th 1915 aged 38.
His grave can be seen today in Chocques Military Cemetery, two and a half miles to the north west of Bethune.
James Carradice was the son of James and Margaret Carradice and the husband of Annie Carradice of 13 Robinson Street in Middlesbrough.
Carroll, Thomas.
Thomas Carroll was born and lived in Middlesbrough but enlisted for service in Stratford in Essex.
His grave today lies in Rue-du-Bacquerot, 13 th London Graveyard at Laventie, four miles south west of Armentieres.
With the 2 nd battalion of the Devonshire Regiment, Private Carroll was wounded at Aubers Ridge and died of his injuries on June 21 st 1915 at the age of 20.
Thomas Carroll was the son of Mrs Margaret Carroll of 35 Kendal Street in Middlesbrough.
Carrigill, George.
Incorrectly named on the memorial, George James Carrigal was born in Hartlepool and enlisted for service in Middlesbrough.
With the 5 th battalion of the Yorkshire Regiment, Private Carrigal was wounded towards the end of the Passchendaele offensive and died of his injuries on December 15 th 1917.
His grave can be visited today in Tyne Cot Cemetery, close to the memorial panels to the east of Ypres in Belgium.
Carroll, John.
John Carroll was born in the St Marys area of Middlesbrough and enlisted for service in Brecon in Wales.
With the 2 nd battalion of the South Wales Borderers, Private Carroll was killed in action during the Gallipoli campaign at the Landings at Cape Helles on April 25 th 1915 at the age of 40.
Having no known grave his name is remembered today on the Helles Memorial on the Gallipoli peninsula.
Carruthers, Alfred James.
Alfred Carruthers enlisted in Middlesbrough but was born in Chester-Le-Street. With the 23 rd battalion of the Royal Fusiliers, Military Medal holder Private Carruthers died of wounds sustained at the 1918 Battle of Cambrai on October 8 th 1918 at the age of 41.
His grave today can be seen in Delsaux Farm Cemetery at Beugny to the south west of Cambrai on the road to Bapaume.
Alfred James Carruthers was the son of John and the late Margaret Carruthers of Chester-Le-Street and the husband of Jane E Carruthers of 26 Wellesley Road in Middlesbrough.
Carter, Jim.
Double entry, see James Carter listed below.
Carter, Charles Hy.
I believe this to be Charles Arthur Carter who was born in Hartburn in Stockton and served as an officer with the 29 th battalion of the Durham Light Infantry.
The holder of the Military Cross, 2 nd Lieutenant Carter was killed in actions on the river Lys close to Comines on October 14 th 1918 aged 37.
His grave can be visited today in Kandahar Farm Cemetery one and a half miles from Neuve-Eglise on the road to Wulverghem.
Charles Carter was the son of Alice and the late Thomas Carter of 6 Queen Anne Terrace in Hartburn.
Carter, Frank.
I believe this to be Gunner Frank Carter of the Royal Naval Canadian Volunteer Reserve.
Hed died at home aged 36 on November 13 th 1920 and is buried in the Prospect Cemetery in Toronto.
Frank Carter was the husband of Mrs Elizabeth Carter of 6 Springmount Avenue in Toronto.
Carter, James.
James Carter was born in Middlesbrough and enlisted for service in the town. With the 2 nd battalion of the Yorkshire Regiment, Private Carter was killed in action on October 30 th 1914 aged 25 during the 1 st Battle of Ypres in heavy fighting at the village of Gheluveldt.
His body lost to the battlefield, his name can be seen today remembered on the Menin Gate Memorial in Ypres.
James Carter was the son of Hannah Carter and the husband of Rose Ellen West, formerly Carter of 4 Thomas Street in Middlesbrough.
Carter, Algar.
Algar Carter enlisted for service in Middlesbrough and was born in Stokesley. With the 2 nd battalion Sherwood Foresters, Notts & Derbys Regiment, Private Carter was wounded in action at the Battle of St Quentin and died of his injuries aged 19 on April 10 th 1918.
His grave today lies in Lijssenthoek Military Cemetery, seven miles west of Ypres. Algar Carter was the son of Mrs C C Carter of 29 Bright Street in Middlesbrough.
Carter, W G.
William James Carter was born in Middlesbrough and enlisted in the town. With "C" battery of the 73 rd Brigade Royal Field Artillery, Gunner Carter died of wounds on February 8 th 1916 aged just 19.
His grave can be visited today in Lillers Communal Cemetery just north of Lillers town and eight miles from Bethune.
William Carter was the son of George and Mary Carter of 16 Charles Street in North Ormesby.
Carter, Percy.
Percy Carter enlisted for service in Middlesbrough and was born in the town.
With the 5 th battalion of the Yorkshire Regiment, Private Carter was killed in action on April 23 rd 1917 in fighting at Nepal Trench during the 2 nd Battle of the Scarpe, part of the Arras offensive.
His grave today lies in Cherisy Road East Cemetery at Heninel near Wancourt.
Carter, Samuel.
Samuel Carter was born in Middlesbrough and enlisted in the town.
With the 2 nd battalion of the Yorkshire Regiment, Lance Corporal Carter was killed in action on September 30 th 1915 aged 27 in fighting close to the Hulloch road during the Battle of Loos.
Having no known grave his name is remembered today on the Loos Memorial at Dud Corner Cemetery on the Bethune to Lens road.
Samuel Carter was the stepson of Mrs Carter of 25 Birk Street in Middlesbrough and the husband of Eliza Baynes Carter of 5 Atkinson Street in Middlesbrough.
Cartwright, George William.
George Cartwright was born and enlisted for service in Middlesbrough.
Originally with the Yorkshire Regiment he then transferred over to the Tank Corps. Lance Corporal Cartwright was killed in action on September 29 th 1918 aged 30 in fighting close to the St Quentin canal.
His grave can be visited today in Prospect Hill Cemetery at Gouy on the road between Cambrai and St Quentin.
George Cartwright was the son of Mr and Mrs G Cartwright of 9 Black Street in Middlesbrough.
Cartwright, Harry.
Henry C Cartwright enlisted in Middlesbrough but was born in Darlington.
With "A" Battery, 123 rd Brigade of the Royal Field Artillery, Gunner Cartwright was killed in action aged 26 on August 25 th 1918 during the 2 nd Battle of the Somme. His grave today can be found in Bienvillers Military Cemetery situated to the south west of the village on the road to Souastre.
Harry Cartwright was the son of John and Alice Cartwright of 1 Calthorpe Street in Middlesbrough.
Cassidy, Charles.
Charles Cassidy served as a fireman aboard the Royal Fleet Auxiliary "Rapidol" He died at home due to war related illness or accident on July 15 th 1918 and his grave can be seen today in North Ormesby's St Josephs Roman Catholic Cemetery.
Cassidy, Leo.
Leo Cassidy was born and lived in Middlesbrough and enlisted for service in the town.
Lance Corporal Cassidy was killed in action on April 1 st 1918 during the German spring offensive in Flanders.
He served with the 593 rd Motor Transport Company of the Royal Army Service Corps and was then attached to 8 th Corps heavy artillery.
His grave can be seen today in Ypres Reservoir Cemetery situated in the town behind the old Ypres prison.
Cassidy, L.
Double entry, see Leo Cassidy above.
Caswell, Harry Marshall.
Harry Caswell served during the war under the surname of Marshall.
With the 103 rd Battery of the Royal Field Artillery, Gunner Marshall lost his life on April 28 th 1915 aged 29 during the 2 nd Battle of Ypres.
His grave today lies in Tyne Cot Cemetery situated five miles to the north east of Ypres.
Harry Marshall was the husband of Lena Bryan, formerly Caswell of 31 Teare Street in Middlesbrough.
Caswell, Marshall.
Double entry, see Harry Marshall Caswell above.
Caswell, William Robert.
Cattermole, Ernest Kirby.
Incorrectly named on the memorial, Middlesbrough born Joseph Ernest Wilby Cattermole served as an apprentice on the SS Queenswood.
He died aged just 17 when the ship was captured by a German submarine and sunk by gunfire on February 16 th 1917 off Hartland Point in Devon.
His name is remembered today on the Tower Hill Memorial to merchant seaman in London.
Joseph Cattermole was the son of Charles Preston Cattermole and Sarah Griffith Cattermole of 6 Park Road in Middlesbrough.
Cattermole, John.
Catterson, John.
John Catterson enlisted for his war service in Middlesbrough.
With the 4 th battalion of the Yorkshire Regiment, Private Catterson was killed in action on July 13 th 1917 in fighting at the Hindenburg Line close to Arras. His grave can be seen today in Rookery British Cemetery at Heninel, six miles to the south east of Arras.
Catterson, John.
John Catterson was born and enlisted in Middlesbrough but lived at Grange-on-theGreen
With "W" Company of the 4 th battalion Yorkshire Regiment, Private Catterson was wounded in fighting in the Arras sector and died of his injuries on August 13 th 1917 at the age of 25.
His grave today lies in Bucqouy Road Cemetery at Ficheux to the east of Doullens. John Catterson was the son of William and Hannah Catterson of the Fever Hospital at Blackburn in Lancashire.
Caton, John.
John Caton was born and enlisted for service in Stokesley.
With the 4 th battalion of the Yorkshire Regiment, Corporal Caton was killed in action aged 30 on April 25 th 1915 at the Battle of St Julien during the 2 nd Ypres campaign. His body never recovered his name is remembered today on the Menin Gate Memorial in Ypres.
John Caton was the husband of Hannah Eliza Caton of Garden House in Stokesley.
Caughey, John W.
John William Caughey was born and enlisted for service in Middlesbrough.
With the 109 th Heavy Battery of the Royal Garrison Artillery, Gunner Caughey was killed in action aged 22 on May 25 th 1918.
His grave can be visited today in Frechencourt Communal Cemetery, eight miles to the north east of Amiens.
John Caughey was the son of Margaret Pearson, formerly Caughey of 9 Elder Street in Middlesbrough and the late Robert Caughey.
Cave, James William.
James Cave was born and lived in Middlesbrough and enlisted in Thornaby.
of his wounds aged 21 on September 28 th 1916.
With the 6 th battalion of the Yorkshire Regiment, Private Cave was wounded in fighting at Hessian Trench and Stuff Redoubt during the Somme offensive and died
His grave today lies in Puchevillers British Cemetery just west of the village in the department of the Somme.
James William Cave was the son of James and Kate Cave of Middlesbrough.
Chadwick, Robert.
Challenor, Ewart Oswald.
Aircraftman 2 nd Class Ewart Oswald Challenor of 57 th Squadron RAF died after the end of hostilities due to war related illness or accident on February 28 th 1919 aged 20.
His grave can be seen today in Houyet Churchyard near to Namur in Belgium.
Ewart Challenor was Stockton born and was the son of Herbert and Edith Challenor of 2 Hartdale Terrace, Southfield Road in Middlesbrough.
Challenor, John James.
John James Challoner was born in Stockton, enlisted in Middlesbrough and lived in Consett in Co Durham.
With the 2 nd battalion of the Yorkshire Regiment, Private Challoner was killed in action aged 30 on October 30 th 1914 in fighting at the Nieuwe Kruiseecke cross roads near Gheluveldt during the 1 st Battle of Ypres.
Having no known grave, his name is remembered today on the Menin Gate Memorial at Ypres in Belgium.
John Challoner was the son of Henry Challoner and husband of Minnie Challoner of 43 Medomsley Road in Consett.
Challenor, Sidney.
Sidney Challenor was born in Middlesbrough and enlisted for service in the town.
With the 9 th battalion of the Norfolk Regiment, Private Challenor was killed in action on April 15 th 1918 aged just 18 during the Battle of Bailleul.
His body lost his name is remembered today on the Tyne Cot Memorial to the east of Ypres in Belgium.
Sidney Challenor was the son of Sidney and Eleanor Challoner of 40 Bishopton Road in Middlesbrough.
Challis, David.
David Challis enlisted for war service in Middlesbrough and was also born in the town.
With the 2 nd battalion of the Yorkshire Regiment, Private Challis was killed in action aged 20 on July 1 st 1916 during an attack on the village of Montauban where German machine guns caused over 200 casualties as the Yorkshires crossed no man's land. The grave of David Challis can be visited today in Peronne Road Cemetery at Maricourt situated between Albert and Peronne.
Chambers, David.
David Chambers served as a Trimmer aboard HMS Wallington, a depot ship of the Royal Naval Reserve.
He died due to illness or accident on June 15 th 1918 aged 47 and his grave today lies in Hedon Road Cemetery in Hull.
He was the son of David and Catherine Chambers of Whitehaven and husband of Christina Wrathmall, formerly Chambers of 32 Salthouse Lane in Hull.
Chambers, H.
Harold Chambers was born in Ormesby and enlisted in Middlesbrough.
With the 1 st battalion of the East Yorkshire Regiment, Private Chambers was killed in action on April 16 th 1918 aged just 18 during the Battle of the Lys.
Having no known grave, his name is remembered today on the Tyne Cot Memorial situated on the slopes of the Passchendaele Ridge in Belgium.
Harold Chambers was the son of Thomas and Elizabeth Chambers of 4 Norcliffe Street in North Ormesby.
Chaplin, Harry.
Harry Chaplin was born at Middleton in Yorkshire and enlisted in Harrogate.
With the 9 th battalion of the Kings Own Yorkshire Light Infantry, Private Chaplin was killed in action on April 9 th 1917 at the 1 st Battle of the Scarpe, the opening of the Arras offensive.
His grave can be seen today in Cojeul British Cemetery at St Martin-sur-Cojeul to the south east of Arras.
Chapman, Henry Theodore.
Henry Theodore Chapman was born in Grimsby and enlisted in Middlesbrough. With the 2 nd battalion Cameronians, Scottish Rifles, Private Chapman was killed in action aged 24 on July 31 st 1917 at the Battle of Pilckem, the opening of the Passchendaele offensive.
His body lost to the battlefield, his name is remembered today on the Menin Gate Memorial at Ypres in Belgium.
Henry Chapman was the son of Henry and Mary Chapman of 33 Westbourne Grove in North Ormesby.
Chapman, James.
James Chapman enlisted in Middlesbrough and was also born in the town.
With the 12 th battalion of the Northumberland Fusiliers, Private Chapman died at the Battle of Loos on September 25 th 1915.
He has no known grave and is remembered today on the Loos Memorial at Dud Corner Cemetery on the Bethune to Lens road.
Chapman, Robert.
Double entry, see G R Chapman listed below.
Chatton, E.
Edward William Chatton was born in Middlesbrough, enlisted in Richmond and lived in North Ormesby.
With the 1 st battalion of the Leicestershire Regiment, DCM holder Lance Corporal Chatton died of wounds received in action on November 19 th 1915 aged 24.
His grave can be visited today in Lijssenthoek Military Cemetery just to the south west of Poperinghe in Belgium.
Edward Chatton was the son of David Chatton of Filey Cottage, Moses Street in North Ormesby.
Chapman, G R.
George Robert Chapman was born, lived and enlisted for service in Middlesbrough. Private Chapman served with the 1 st battalion of the Kings Own Scottish Borderers and died at sea on August 13 th 1915 aged 36.
He lost his life sailing from Egypt to Gallipoli when the troopship Royal Edward was torpedoed by U-15 close to Kandilhousa Island in the Aegean Sea.
His name is remembered today on the Helles Memorial on the Gallipoli peninsula. George Chapman was the husband of Mrs M A Thompson, formerly Chapman of 12 Pallows Street in Middlesbrough.
Charlton, Sidney.
Sydney Charlton was born and enlisted for service in Middlesbrough.
With the 2 nd battalion of the Durham Light Infantry, Private Charlton died age just 19 on November 10 th 1918 as a result of war related illness or accident.
His grave today lies in Abbeville Communal Cemetery Extension situated north east of the town on the road to Drucat, an area where many Stationary Hospitals were based.
He was the son of John Hardy Charlton and Mary Ann Charlton of Middlesbrough.
Charlton, John.
Charlesworth, John Thomas.
John Thomas Charlesworth enlisted in Middlesbrough and was born in the town.
With the 14 th Divisional Ammunition Column of the Royal Field Artillery, Gunner Charlesworth was killed in action aged 24 on February 24 th 1917.
His grave can be visited today in Agny Military Cemetery to the south of Achicourt in the Pas de Calais.
John Charlesworth was the son of Margaret and the late Joseph Charlesworth of 1 Falkland Street in Middlesbrough.
Cheesebrough, Thomas M.
Ordinary Seaman Thomas M Cheesebrough served aboard HMS Fox as part of the North Russia Expeditionary Force in 1919.
Seaman Cheesebrough died on July 2 nd 1919 and was buried in Troitza Churchyard but his grave now deemed not maintainable by the Commonwealth War Graves Commission he is remembered today in Archangel Allied Cemetery close to the White Sea in the north of the Russian Federation.
Chillmaid, Thomas Henry.
Thomas Henry Chillmaid was born and enlisted for service in Middlesbrough. With the 164 th Siege Battery of the Royal Garrison Artillery, Gunner Chillmaid was wounded during the German 1918 spring offensive and died of his wounds on May 12 th 1918 aged 29.
His body today lies in Pernes British Cemetery at Pernes-en-Artois.
Thomas Chillmaid was the son of Henry and Eleanor Chillmaid and the husband of Alice M M Chillmaid of 2 Cliffe Cottages, Acklam Road in Middlesbrough.
Chilton, Thomas Henry.
Thomas Henry Chilton was born and enlisted to serve in Middlesbrough.
With the 10 th battalion of the Yorkshire Regiment, Private Chilton was killed in action aged 33 on July 3 rd 1916 during an attack on Shelter Wood close to Fricourt at the opening of the Somme offensive.
Having no known grave his name is remembered today on the Thiepval Memorial to the Missing set high above the old Somme battleground.
Thomas Chilton was the husband of Christiana Chilton of 35 Hutchinson Street in Middlesbrough.
Christon, George Ingram.
George Ingram Christon enlisted in Middlesbrough but was born in Stockton. With the 2 nd battalion of the Yorkshire Regiment on the first day of the Battle of the Somme, Private Christon was killed in action on July 1 st 1916 aged 23 crossing no man's land to attack the village of Montauban.
Originally buried in a battlefield cemetery his grave was subsequently lost and his name is remembered today on a Commonwealth War Graves Commission special memorial stone in Dantzig Alley British Cemetery at Mametz on the Somme. George Christon was the son of Frederick and Janet Christon of 99 Victoria Road in Middlesbrough.
Clare, John George.
John George Clare was born in Yarm and enlisted for service in Middlesbrough where he worked in the ironworks.
Guardsman Clare was a member of the 5 th Reserve battalion of the Grenadier Guards and died at home as a result of war related illness or accident aged 34 on September 16 th 1915.
His grave can be seen today in St Josephs Roman Catholic Cemetery in North Ormesby.
Clark, Alexander Cullen.
Alexander Cullen Clark was born in South Bank and did business training at Middlesbrough High School before emigrating to Australia in 1910. Before the war he worked for the New South Wales Government Railways department in Sydney.
Enlisting into the 4 th battalion of the Australian Infantry, Corporal Clark was killed in action on Gallipoli between the 6 th and 9 th of August 1915 at the age of 27.
Having no known grave his name is remembered today on the Lone Pine Memorial on the road from Gaba Tepe to Chunuk Bair on the Gallipoli peninsula.
Alexander Clark was the son of William and Agnes Clark of 10 Bridgeford Terrace in South Bank and the husband of Jessie Clark of 106 Gardiners Road, Rosebury in Sydney, Australia.
Clark, G.
George Clark was living in Stokesley when he enlisted for service in York.
With the amalgamated 15/17 th battalion of the West Yorkshire Regiment, Corporal Clark was killed in action aged 38 on July 19 th 1918.
His body lost to the battlefield, his name is remembered today on the Ploegsteert Memorial to the south of Ypres on the road to Armentieres.
George Clark was the son of Richard and Bessie Clark of Manor Cottage in Stokesley.
Clark, Herbert H.
Herbert Henry Clark enlisted for his war service in Middlesbrough.
He died of his wounds aged 26 on November 1 st 1917 and his grave can be seen today in Dozinghem Military Cemetery situated to the north west of Poperinghe. Herbert Clark was the son of Richard and Mary Ann Clark of 62 Cromwell Road in South Bank.
With the 4 th battalion of the Yorkshire Regiment, Private Clark was wounded in action during the Passchendaele offensive when the battalion were in the Elverdinghe sector.
Clark, J.
John Clark was born in Middlesbrough and enlisted for service in the town. With the 2 nd battalion of the Yorkshire Regiment, Private Clark was wounded in action during the Battle of the Somme in fighting close to Trones and Bernafay woods and died of his injuries on July 9 th 1916.
His body lost to the battlefield his name is remembered today on the Thiepval Memorial to the Missing set high above the old battlefield.
Clark, Robert.
Lance Corporal Robert Clark was with the 1 st battalion of the Black Watch, Royal Highlanders serving under the surname of McBeth.
He died at home on August 7 th 1916 of war related illness or injury and his grave today lies in Linthorpe Cemetery.
Clark, Thomas Henry.
Thomas Henry Clark was born in Whitby and enlisted for service in Middlesbrough. Private Clark served with the 2 nd battalion of the Duke of Wellington's West Riding Regiment and died in the UK due to war related illness or accident on July 19 th 1917. His grave can be seen today in Holbeck Cemetery in Leeds.
Clark, Thomas Reginald.
Thomas Reginald Clark enlisted for his service in Richmond.
He died of his wounds aged 22 on April 26 th 1917 and his grave today lies in Aubigny Communal Cemetery Extension, seven miles north west of Arras.
With the 1 st battalion of the Northumberland Fusiliers, Private Clark was wounded during the Battles of the Scarpe, part of the Arras offensive.
Thomas Clark was the son of Thomas and Mary Jane Clark of 26 Linden Grove, Linthorpe in Middlesbrough.
Clark, Wilfrid.
Double entry, see Wilfred Clark listed later.
Clarke, Alfred Edgar.
Alfred Edgar Clarke was Master of the SS Coonagh and lost his life on March 15 th 1917 at the age of 60 when his ship was sunk by an enemy submarine in the English Channel.
His name is remembered today on the Tower Hill Memorial in Trinity Square close to the Tower of London.
Alfred Clarke was the husband of the late Martha Clarke of 150 Marton Road in Middlesbrough.
Clarke, Ernest.
Ernest Clarke enlisted in Middlesbrough into the 5 th battalion of the Yorkshire
Regiment.
Corporal Clarke was killed in action aged 27 on April 23 rd 1917 in fighting at Nepal Trench during the 2 nd Battle of the Scarpe, part of the Arras offensive.
Having no known grave, his name is remembered today on the Arras Memorial at the Faubourg D'Amiens Cemetery in Arras.
Ernest Clarke was the son of Arthur and Martha Clarke of 19 Victoria Road in Middlesbrough and the husband of the late Gertrude Clarke.
Clarke, H R.
Horace Reginald Clarke was born in North Ormesby and enlisted in Middlesbrough. With the 15 th battalion of the Durham Light Infantry, Private Clarke was wounded in fighting around the St Quentin Canal and died of his injuries on October 25 th 1918 aged just 19.
His grave can be visited today in Vichte Military Cemetery situated in the village of Vichte, twenty miles to the east of Ypres.
Horace Clarke was the son of Simeon and Sarah Jane Clarke of 6 Beaumont Road in North Ormesby.
Clarke, G F.
George Frederick Clarke was born in Gibraltar and enlisted in Middlesbrough.
With the 2 nd battalion of the Yorkshire Regiment, Private Clarke was killed in action aged 34 on June 15 th 1915 during the Battle of Givenchy.
He has no known grave and is remembered today on the Le Touret Memorial situated along the road from Armentieres to Bethune.
George Clarke was the husband of Mary Elizabeth Clarke of 4 Tees Street in Middlesbrough.
Clarke, Joseph William.
Joseph William Clarke was born at Over Chester in Cheshire and enlisted for his war service in Middlesbrough.
With the 2 nd battalion of the Yorkshire Regiment, Private Clarke was killed in action aged 25 on July 1 st 1916, the first day of the Battle of the Somme as the battalion crossed no man's land to attack the village of Montauban.
His body lost to the battlefield, his name is remembered on the Thiepval Memorial set high above the old battleground.
Clarke, Robert Richard.
Robert Richard Clarke was born in Lowestoft in Suffolk.
Serving as 1 st Mate aboard the SS Strathcona he lost his life on April 13 th 1917 aged 55 when the ship was captured and sunk north west of Ronaldshay off the Orkney Islands.
His name is remembered today on the Tower Hill Memorial in Trinity Square close to the Tower of London.
Robert Clarke was the son of the late James Albert and Eliza Clarke and husband of Ada Phoebe Clarke, nee Stone of 37 Warwick Street in Middlesbrough.
Clarke, W.
William Clarke was born in York, enlisted in Stockton and lived in North Ormesby. With the 5 th battalion of the Durham Light Infantry, Corporal Clarke was killed in action on September 17 th 1916 in an attack on Prue and Starfish Trenches close to the Bazentin woods on the Somme.
Having no known grave he is remembered today on the Thiepval Memorial.
Clark, Wilfred.
Wilfred Clark was born and lived in Middlesbrough and enlisted in Stockton.
With the 2 nd battalion of the Yorkshire Regiment, Company Sergeant Major Clark was killed in action on October 1 st 1915 in fighting close to Hulloch during the Battle of Loos.
His grave today can be seen in Vermelles British Cemetery situated six miles to the north west of Lens.
Clarke, William.
Double entry, see William Clark listed earler.
Clarkson, A R.
Arthur Clarkson was born in Leeds and enlisted in the city.
With the 4 th battalion of the Yorkshire Regiment, Private Clarkson was wounded in fighting close to Sailly-sur-Lys during the Battles of the Lys and died of his injuries on April 10 th 1918 aged just 18.
His grave can be seen today in La Kreule Military Cemetery situated in the village, one mile north of Hazebrouck.
Arthur Clarkson was the son of Robert John and Ann Clarkson of Leeds.
Clay, Thomas Henry.
Thomas Henry Clay was born in Stockton and enlisted in Middlesbrough.
Private Clay died during the Battle of the Selle on October 16 th 1918 at the age of 30. His grave today lies in Erquelinnes Communal Cemetery, fourteen miles south east of Mons in Belgium.
Originally with the Yorkshire Regiment, he then transferred to the 1 st battalion of the East Yorkshire Regiment.
Thomas Clay was the husband of Jessie R Clay of 14 Severn Street in Middlesbrough.
Clay, James.
James Clay was born and lived in Cargo Fleet and enlisted in Middlesbrough.
With the 4 th battalion of the Yorkshire Regiment, Private Clay was wounded in action close to the village of Hancourt and died of his wounds on March 24 th 1918 aged 19. His grave lies in Rosieres British Cemetery at Vauvillers, twenty miles east of Amiens. James Clay was the son of James and Mary Clay of 6 Chester Street in Cargo Fleet.
Clay, Wilson.
Wilson Clay was born and enlisted for service in Bradford.
Originally with the Yorkshire Regiment, he then transferred to the 2 nd battalion of the West Yorkshire Regiment.
Private Clay was wounded at the "Actions at Villers Bretonneux" and died of his injuries on April 24 th 1918 aged 24.
His grave can be visited today in Picquigny British Cemetery in the village of that name to the north west of Amiens.
Wilson Clay was the husband of Jane Ann Clay of 8 Dean Street in Middlesbrough.
Cleaver, Charles.
Charles Cleaver was born in Guisborough, lived in Grangetown and enlisted for service in Saltburn.
With the 4 th battalion of the Yorkshire Regiment, Private Cleaver was killed in action aged 28 on September 15 th 1916 during the Somme offensive in an attack between High Wood and Martinpuich.
His grave can be seen today in Adanac Military Cemetery at Miraumont on the road to Courcelette.
Charles Cleaver was the brother of Mr H Cleaver of 6 Marton Burn Road, Grove Hill in Middlesbrough.
Cleavland, Michael.
Incorrectly spelled out on the memorial, Michael Cleveland was born and enlisted for service in Middlesbrough.
With the 10 th battalion of the Yorkshire Regiment, Private Cleveland was wounded in action in the Epinette Salient south of Ypres and died of his wounds aged 28 on December 8 th 1915.
His grave today lies in Cite Bonjean Military Cemetery on the western outskirts of Armentieres.
Clinten, David.
Another incorrectly named on the memorial, David Clinton enlisted for his war service in Middlesbrough where before the war he was a horse driver. With the 7 th battalion of the Gloucestershire Regiment in Mesopotamia, Private Clinton died of wounds received in action on December 16 th 1916 aged 31. He has no known grave and his name is remembered today on the Basra Memorial situated along the road to Nasiryah in Iraq.
Close, T W.
Thomas William Close was born and enlisted for service in Middlesbrough.
With the 8
th battalion of the Yorkshire Regiment, Private Close was killed in action on
July 10
th
1916 aged 25 during the Battle of the Somme in a late afternoon attack on the village of Contalmaison.
Having no known grave he is remembered today on the Thiepval Memorial.
Thomas Close was the stepson of Emma Close and the late Thomas W Close of 72 Stour Street in North Ormesby.
Clough, William.
William Clough was born in Normanby but lived in Middlesbrough and enlisted in the town.
With the 1 st battalion of the Kings Own Scottish Borderers, Private Clough was killed in action on July 1 st 1916 in an advance on Beaumont Hamel during the Battle of the Somme.
He has no known grave and is remembered today on the Thiepval Memorial to the Missing set high above the old Somme battleground.
Clough, John James.
John James Clough was born and lived in Carlin How and enlisted in Loftus. Originally with the Yorkshire Regiment he then transferred over to the 7/8 th battalion of the Kings Own Scottish Borderers.
Corporal Clough was killed in action on July 23 rd 1918 at the Battle of the Soissonais and of the Ourcq.
His body lost he is remembered today in the town of Soissons in France on the Soissons Memorial.
Coates, Charles.
Charles Coates was born in Middlesbrough and enlisted in the town.
With the 7 th battalion of the Yorkshire Regiment, Private Coates was killed in action on June 16 th 1916 aged 32 in trenches to the south of Fricourt just before the Battle of the Somme opened.
His grave can be visited today in Point 110 New Military Cemetery situated just to the south of Fricourt village.
Charles Coates was the son of Robert and Ann Coates of Middlesbrough.
Coates, Frederick.
Frederick Coates enlisted in Middlesbrough into the Yorkshire Regiment and was then transferred over to the Machine Gun Corps.
Private Coates died on August 10 th 1918 aged 26 while I believe a prisoner of war. His grave today lies in Glageon Communal Cemetery just to the south east of Avesnes.
Frederick Coates was the son of William and Hannah Coates of 10 Palm Street in Middlesbrough.
Coates, Patrick.
Patrick Coates was born in Middlesbrough and enlisted for service in the town. With the 2 nd battalion of the Yorkshire Regiment, Private Coates was killed in action aged 28 on September 26 th 1915 in fighting close to Hulloch during the Battle of Loos.
His body not recovered he is remembered today on the Loos Memorial at Dud Corner Cemetery on the Bethune to Lens road.
Patrick Coates was the son of Samuel and Mary Coates of 79 Duncombe Street in Middlesbrough.
Coates, Samuel.
Ordinary Seaman Samuel Coates served with HMS Victory, a naval shore establishment in Portsmouth
He died at home due to war related illness or accident on November 24 th 1918 and his grave can be seen today in Linthorpe Cemetery in Middlesbrough.
Coates, Samuel.
Double entry, see below.
Coates, Samuel.
Samuel Coates was born and enlisted for service in Middlesbrough.
With the 12 th battalion of the York and Lancaster Regiment, Private Coates died of wounds received in action on August 25 th 1917 at the age of 31.
His grave can be seen today in Aubigny Communal Cemetery Extension just to the east of St Pol.
Samuel Coates was the husband of Mary Ellen Coates of 6 Duncombe Street in Middlesbrough.
Cobbald, G.
Double entry, see below.
Cobbald, George Robert.
George Robert Cobbold was born at Great Barton in Suffolk and enlisted for service in Middlesbrough.
He died of his wounds aged 35 on December 30 th 1914 and today lies in Bailleul Communal Cemetery situated on the eastern edge of the town.
With the 2 nd battalion of the Suffolk Regiment, Private Cobbold was wounded in action in fighting close to Kemmel just after the 1 st Battle of Ypres.
George Cobbold was the husband of Susan Cobbold of 98 Monkland Street in Middlesbrough.
Cockburn, John William.
Coggins, T.
Thomas Coggins was born and lived in Middlesbrough and enlisted in Barnard Castle. Originally with the Durham Light Infantry he then transferred to the 2/7 th battalion of the Manchester Regiment.
Private Coggins was killed in action on March 21 st 1918 at the age of 32 during the Battle of St Quentin.
His body was not recovered and his name is remembered today on the Pozieres Memorial on the road between Bapaume and Albert..
Thomas Coggins was the son of Bernard Coggins of 11 Suffield Street in Middlesbrough.
Colbeck, Harry M.
Private Harry Colbeck served with the 2 nd battalion of the Grenadier Guards and was killed in action on September 15 th 1916.
He died during an attack towards Lesboeufs, close to the road to Ginchy, during the Battle of the Somme.
His grave today lies close to where he fell in Delville Wood Cemetery at Longueval on the road to Ginchy.
Colbeck, Charles Bailes.
Charles Bailes Colbeck was born and enlisted in Thornaby and lived at Trimdon Grange in Co Durham.
With the 235 th Army Troops Company of the Royal Engineers, Corporal Colbeck was killed in action aged 27 on August 1 st 1917 at the Battle of Pilckem.
His grave can be visited today in Birr Cross Roads Cemetery at Zillebeke, along the Menin Road to the east of Ypres.
Colbeck, Harold.
I believe this to be Harry M Colbeck listed above.
Colbeck, J R.
Joseph Colbeck was born in Middlesbrough and enlisted in the town.
With the 9 th battalion of the Yorkshire Regiment, Private Colbeck was wounded in action assaulting the village of Contalmaison during the Battle of the Somme. He died of his wounds aged just 19 on July 11 th 1916 and today lies in Warloy-Baillon Communal Cemetery Extension to the west of Albert.
Joseph Colbeck was the son of Thomas and the late Margaret A Colbeck of Middlesbrough.
Cole, James Lambert.
James Lambert Cole was born in Middlesbrough and enlisted for service in the town. Serving with the 2 nd Special Brigade of the Royal Engineers, Corporal Cole was killed in action on June 28 th 1916 just prior to the opening of the Somme offensive. His grave can be visited today in Tranchee de Mecknes Cemetery at Aix-Noulette, eight miles north of Arras on the road to Bethune.
Cole, James.
Double entry, see James Lambert Cole listed above.
Cole, Joseph Victor.
Joseph Victor Cole was born in Middlesbrough and enlisted for service in Morley near Leeds.
With the 2/4 th battalion of the Kings Own Yorkshire Light Infantry, Private Cole was killed in action aged 21 on August 27 th 1918 during the 2 nd Battle of Bapaume. His grace today lies in L'Homme Mort British Cemetery at Ecoust-St Mein, five miles north east of Bapaume.
Joseph Cole was the son of James William and the late Susannah Bethia Cole of 4 Smith Street in Middlesbrough.
Cole, Percy Alfred.
Coleman, Charles W.
Coleman, James.
James Coleman was born in Middlesbrough and enlisted for his war service in the town.
With the 13 th battalion of the Kings Royal Rifle Corps, Rifleman Coleman was killed in action on May 28 th 1916.
His grave can be visited today in Berles-au-Bois Churchyard Extension situated eight miles south west of Arras.
Coleman, Peter.
Peter Coleman was born in Middlesbrough and enlisted in Richmond. With the 24 th battalion of the Northumberland Fusiliers, Tyneside Irish, Private Coleman was killed in action on July 1 st 1916 aged just 19.
He died as the battalion advanced from the Tara-Usna Line towards the village of La Boiselle on the opening day of the Battle of the Somme.
Having no known grave his name is remembered today on the Thiepval Memorial. Peter Coleman was the son of James and Mary Coleman of 3 Gloucester Street in Middlesbrough.
Colley, George.
George Colley was born and enlisted for war service in Middlesbrough.
With the 6 th battalion of the Yorkshire Regiment, Private Colley was wounded in action in an attack on Turk Street and the Wonderwork during the Battle of the Somme and died of his injuries aged 24 on September 15 th 1916. His grave today lies in Warloy-Baillon Communal Cemetery Extension situated twelve miles north east of Amiens.
Collins, Andrew.
Andrew Collins was born and enlisted for service in Middlesbrough. With the 2 nd battalion of the Yorkshire Regiment, Private Collins died due to war related illness or accident on Decemebr 20 th 1914 at the age of 20. His grave today lies in Wimereux Communal Cemetery situated three miles north of Boulogne on the French channel coast where many Base Hospitals were located. Andrew Collins was the son of Mary Ann Collins of 10 London Street in Middlesbrough.
Collins, John George.
John George Collins was born in Sunderland and enlisted in Middlesbrough. With the 4 th battalion of the Yorkshire Regiment, Private Collins was wounded in action during the Passchendaele offensive and died of his wounds on December 24 th 1917 aged 27.
His grave today lies in Lijssenthoek Military Cemetery, seven miles to the west of Ypres in Belgium.
John Collins was the son of John Raine Collins and Elizabeth Collins of 111 Crescent Road in Middlesbrough.
Collinson, William.
William Collinson was born at Thornton-le-Moor near Northallerton and enlisted for his war service in Middlesbrough.
With the 9 th battalion of the Yorkshire Regiment, Private Collinson was wounded in fighting in the Bois Grenier sector south of Armentieres and died of his wounds on October 16 th 1915 at the age of 20.
His grave can be seen today in Erquinghem-Lys Churchyard Extension, three quarters of a mile west of Armentieres.
William Collinson was the son of Walter and Hilda Collinson of 20 Harford Street in Middlesbrough.
Collinson, Frederick George.
Like his brother William listed above, Frederick George Collinson was also born at Thornton-le-Moor and enlisted in Middlesbrough.
With the 9 th battalion of the Yorkshire Regiment, Corporal Collinson was killed in action on June 7 th 1917 aged 23 at the Battle of Messines in fighting close to Battle Wood.
Having no known grave, his name is remembered today on the Menin Gate Memorial at Ypres in Belgium.
Mr and Mrs Collinson of Harford Street had lost two sons in just over a year and a half.
Colpitts, Tom.
Tom Colpitts was born in Middlesbrough and enlisted for service in the town.
With "A" battery of the 47 th Brigade Royal Field Artillery, Sergeant Colpitts was killed in action aged 26 on April 10 th 1917 during the Arras offensive.
His grave can be visited today in Achicourt Road Cemetery situated one mile south of Arras on the road to Amiens.
Tom Colpitts was the son of Eliza and the late Thomas Colpitts of 76 Glebe Road in Middlesbrough.
Comer, John Hubert.
John Hubert Comer was born in Torquay, enlisted in Stockton and lived in Middlesbrough.
Corporal Spencer died aged 32 on November 3 rd 1918 in No 29 Stationary Hospital in Cremona in Italy and his grave today lies in Cremona Town Cemetery.
He served under the name of Harold Spencer with the 2 nd battalion of the Royal Warwickshire Regiment.
He was the son of Levi and Ann Comer of Charles Street Coal Depot in Middlesbrough.
Connar, Joseph.
Double entry, see Joseph Connor listed later.
Connelly, Ernest.
Connlin, John.
Conning, Walter.
Walter Conning was born and enlisted for war service in Middlesbrough.
With the 7 th battalion of the Kings Own Yorkshire Light Infantry, Private Conning was wounded during the Battle of Langemark, part of the Passchendaele offensive and died of his injuries on September 11 th 1917.
His grave can be seen today in Canada Farm Cemetery situated five miles north west of Ypres in Belgium.
Connoly, D.
David Connelly enlisted for war service in Middlesbrough.
With the 10 th battalion of the Yorkshire Regiment, Private Connelly was killed in action aged just 18 on October 4 th 1917 in fighting close to Polygon Wood during the Passchendaele offensive.
His body lost to the battlefield, his name is remembered today on the Tyne Cot Memorial set close to the Passchendaele Ridge.
Connolly, John Patrick.
John Patrick Connolly was born in Middlesbrough and enlisted in the town. With the 2 nd battalion of the Yorkshire Regiment, Private Connolly was killed in action on July 8 th 1916 in an attack on Bernafay Wood during the Battle of the Somme.
Having no known grave, his name is remembered today on the Thiepval Memorial.
Connor, Joseph.
Joseph Connor enlisted for his war service in Middlesbrough.
With the 2 nd battalion of the Yorkshire Regiment, Private Connor was killed in action on September 9 th 1916 in fighting close to the village of Gorre.
His grave can be seen today in Gorre British and Indian Cemetery situated two miles east of Bethune.
Joseph Connor was the husband of Mary Connor of 16 Italy Street in Middlesbrough.
Conoly, Peter.
Peter Conolly was born and enlisted for service in Middlesbrough.
With the 14 th battalion of the Durham Light Infantry during the Battle of the Somme, Private Conolly was killed in action on October 12 th 1916 during an attack on Rainbow and Shine trenches close to Gueudecourt.
Having no known grave his name is remembered today on the Thiepval Memorial to the Missing set high above the old battleground.
Conroy, John.
John Conroy enlisted for his war service in Middlesbrough.
With the 4 th battalion of the Yorkshire Regiment, Private Conroy was killed in action on April 23 rd 1917 during the Arras offensive in fighting on the high ground west of Cherisy.
His body lost his name is remembered today on the Arras Memorial at the Faubourg D'Amiens Cemetery in Arras.
Constantine, R Norman.
Middlesbrough man Herbert Norman Constantine was born in the town in 1892 and attended Clare College at Cambridge before the war.
He joined the 4 th battalion of the Yorkshire Regiment in the Ypres area in 1915 and was gassed and wounded in action in May of that year. He was with the battalion at the Actions at the Bluff in early 1916 and in September of that year took part in the Somme offensive.
1917 saw the battalion at the Arras battles and in the autumn involved in the Passchendaele offensive. Captain Constantine fought during the German Spring Offensive in 1918 and also at the Battle of the Lys. After these actions the battalion were moved down to positions near Craonelle on the Chemin des Dames Ridge. Here on May 27 th 1918 the Germans launched a surprise attack and the 4 th Yorkshires suffered grievous losses including Captain Constantine who was killed in this action at the age of 26.
His grave lies in La Ville Aux Bois British Cemetery on the Aisne just north of Reims. Captain Herbert Norman Constantine MC was the son of Mr J and Mrs M L Constantine of Harlsey Hall near Northallerton in North Yorkshire.
He was also named on a memorial in the reading room of the Cleveland Club in Middlesbrough.
Conway, Matthew.
Matthew Conway was born and enlisted in Middlesbrough and lived in Ludden Foot near Halifax.
With the 2 nd battalion of the Yorkshire Regiment, Private Conway was killed in action on March 12 th 1915 at the Battle of Neuve Chapelle.
He has no known grave and his name is remembered today on the Le Touret Memorial situated four and a half miles north east of Bethune.
Conway, Michael.
Conyard, William.
William Conyard enlisted in Middlesbrough and was also born in the town. Originally with the 22 nd battalion of the West Yorkshire Regiment he then transferred over to the 731 st company of the Labour Corps.
Private Conyard was killed in action aged 24 at the end of the Passchendaele offensive on November 11 th 1917 and his grave today lies in La Brique Military Cemetery No 2 situated two miles north east of Ypres on the road to Langemarck. Cook, Arthur.
Arthur Cook was born in Middlesbrough on October 22 nd 1889 and worked as an iron founder before emigrating to Canada.
Corporal Cook died on January 31 st 1916 aged 27 and his grave can be seen today in Bailleul Communal Cemetery Extension situated on the eastern outskirts of the town.
He joined the Canadian infantry on October 24 th 1914 in Montreal and served with the 24 th battalion of the Quebec Regiment.
Arthur Cook was the son of Mrs J Cook of 19 Wellesley Road in Middlesbrough.
Cook, Arthur William.
Arthur William Cook was born in Redcar but lived in Middlesbrough and enlisted for service in the town.
With the 1 st battalion of the East Yorkshire Regiment, Private Cook was killed in action on September 16 th 1916 aged 35 in an early morning attack on Gueudecourt during the Battle of the Somme.
He has no known grave and his name is remembered today on the Thiepval Memorial to the Missing.
Arthur Cook was the husband of Mary Honor Cook of 128 Essex Street in Middlesbrough.
Cook, F.
Double entry, see below.
Cook, Fred.
Fred Cooke was born in South Bank and enlisted for service in Middlesbrough. With the 10 th battalion of the Durham Light Infantry, Private Cooke was killed in action on July 31 st 1915 in fighting on the Menin Road at Hooge to the east of Ypres. He has no known grave and his name is remembered today on the Menin Gate Memorial at Ypres in Belgium.
Cook, Henry.
Henry Cook was born in Middlesbrough and enlisted for service in the town.
He served with the Teesside Pioneers, the 12 th battalion of the Yorkshire Regiment. Sergeant Cook died of wounds on January 9 th 1917 aged 23 while the battalion were engaged in road works in the Maurepas area.
His grave today lies in Grove Town Cemetery situated one and a half miles south of Meaulte on the road to Bray-sur-Somme.
Henry Cook was the son of Alice Ann Cook of Middlesbrough.
Cook, J P.
John Pickering Cook was born at Newton-upon-Rawcliffe but lived and enlisted in Middlesbrough.
Private Cook was killed in action aged 23 on March 21 st 1918 in fighting during the Battle of St Quentin.
Originally with the East Yorkshire Regiment he then transferred over to the 1 st battalion of the Royal Munster Fusiliers.
His body not recovered his name is remembered today on the Pozieres Memorial on the road between Albert and Bapaume.
John Cook was the son of Thomas Cook of Broxa, Hackness near Scarborough.
Cook, Thomas.
Thomas Cook was born and enlisted for service in Middlesbrough.
With "B" company of the 2 nd battalion Durham Light Infantry, Private Cook was wounded in action during the August Advance in Flanders and died of his wounds on August 12 th 1918 aged just 19.
His grave can be seen today in Terlincthun British Cemetery at Wimille, two miles north of Boulogne on the French channel coast.
Thomas Cook was the son of Thomas and Eliza Cook of 14 Park Street in Middlesbrough.
Cook, Thomas.
Thomas Cook was born and lived in Middlesbrough and enlisted in West Hartlepool. With the 13 th battalion of the Durham Light Infantry, Private Cook was killed in action on September 23 rd 1917 aged 21 during the Battle of the Menin Road, part of the Passchendaele offensive.
His body lost to the battlefield his name is remembered today on the Tyne Cot Memorial set close to the Passchendaele Ridge.
Thomas Cook was the son of Mrs Mary Ellen Cobby of 39 Graham Street in Middlesbrough.
Cook, W James.
Cooke, Herbert.
Herbert Cooke was born and enlisted for service in Middlesbrough.
With the 4 th battalion of the Yorkshire Regiment, Sergeant Cooke was killed in action on May 24 th 1915 aged 25 in trenches astride the Menin Road at Hooge during the Whit Monday German gas attack.
Having no known grave his name is remembered today on the Menin Gate Memorial at Ypres in Belgium.
Coombs, Robert.
Gunner Robert Coombs served with the 166 th Siege Battery of the Royal Garrison Artillery.
He was wounded in action during the Battle of Arras and died of his injuries on April 8 th 1917 at the age of 21.
His grave can be visited today in Warlincourt Halte British Cemetery at Saulty on the northern side of the Arras to Doullens road.
Robert Coombs who was Middlesbrough born was the son of Jonathon and Margaret Jane Coombs of 10 Richmond Street in Middlesbrough.
Cooney, F.
Frank Cooney was born in Workington, lived in North Ormesby and enlisted for service in Middlesbrough where he worked as a labourer in the ironworks. With the 7 th battalion of the Border Regiment, Private Cooney was killed in action aged 40 on February 15 th 1916, during the Actions of the Bluff to the south east of
Ypres.
Having no known grave his name is remembered today on the Menin Gate Memorial at Ypres in Belgium.
Frank Cooney was the father of Valentine Cooney of 2 Beech Grove in Harrogate.
Cooper, A E.
Albert Edward Cooper was born in Sheffield and enlisted for service in Middlesbrough.
Private Cooper was killed in action on December 6 th 1917 during the Battle of Cambrai serving with either the 12 th battalion of the Yorkshire Regiment or the 12 th battalion of the York and Lancaster Regiment, his name being attributed to both regiments.
Albert Cooper's grave can be seen today in St Leger British Cemetery situated eight miles south of Arras.
Cooper, Charles H.
Cooper, Frederick Henry.
Frederick Henry Cooper was born at Milham in Co Durham and enlisted in Middlesbrough.
Private Cooper died of his wounds in enemy hands on October 8 th 1918 and today lies in Glageon Communal Cemetery Extension situated eight miles south east of Avesnes.
With the 4 th battalion of the Yorkshire Regiment he was wounded and taken prisoner by the Germans in the summer of 1918.
Cooper, F W.
I believe this to be Lieutenant Frederick William Cooper MC of the 105 th Field Company of the Royal Engineers.
Lt Cooper died aged 26 on April 17 th 1918 during the Battles of the Lys and having no known grave is remembered today on the Tyne Cot Memorial to the east of Ypres. Frederick Cooper was the son of Mrs Stanley Scott, formerly Cooper of Bank House, Cockermouth and the late Frederick Ashley Cooper.
Cooper, John Richard.
John Richard Cooper enlisted for his war service in Middlesbrough.
With the 5 th battalion of the Yorkshire Regiment, Private Cooper was killed in action on September 26 th 1916 in operations at Eaucourt L'Abbaye during the Battle of the Somme.
John Cooper has no known grave and his name is remembered today on the Thiepval Memorial to the Missing.
Cooper, Walter Kenneth.
Walter Kenneth Cooper was born in South Bank and enlisted in Middlesbrough. With the 2/4 th battalion of the York and Lancaster Regiment, Private Cooper died of wounds sustained during the Battle of the Sambre on November 5 th 1918. His grave can be seen today in Awoingt British Cemetery, two miles to the south east of Cambrai.
Walter Cooper was the husband of Mrs F B Cooper of 77 Church Street in Middlesbrough.
Cooperthwaite, William.
William Walter Cooperthwaite was born, lived and enlisted for service in Middlesbrough.
Gunner Cooperthwaite served with the 50 th Trench Mortar Battery of the Royal Field Artillery and taken as a prisoner of war died in enemy hands on October 10 th 1918 at the age of 33.
His grave today lies in Niederzwehren Cemetery situated six miles south of Kassel in Germany.
William Cooperthwaite was the son of Henry and Jane Cooperthwaite of 15 Birke Street in Middlesbrough.
Cope, Albert.
Albert Cope was born and lived in North Ormesby and enlisted in Middlesbrough. With the 8 th battalion of the Yorkshire Regiment, Private Cope was killed in action aged 25 on July 11 th 1916 in the battalion's attack on the village of Contalmaison during the Battle of the Somme.
Having no known grave his name is remembered today on the Thiepval Memorial. Albert Cope was the brother of Mrs L Dawson of 25 Morris Street in North Ormesby.
Cope. Thomas.
Thomas Cope enlisted for his war service in Middlesbrough.
With the 4 th battalion of the Yorkshire Regiment, Private Cope was killed in action aged 42 on April 23 rd 1917 in the battalion's attack on the high ground to the west of Cherisy during the 2 nd Battle of the Scarpe, Arras offensive.
His grave can be visited today in Wancourt British Cemetery to the south east of Arras on the road to Cambrai.
Thomas Cope was the husband of Martha Cope of 31 Lord Street in Middlesbrough.
Copeland, John James.
John James Copeland enlisted for his war service in Middlesbrough.
With the 2 nd battalion of the Yorkshire Regiment, Private Copeland was killed in action on May 8 th 1918 while the battalion were holding the line at Voormezeele to the south of Ypres in Belgium.
Having no known grave, John Copeland's name is remembered today on the Tyne Cot Memorial situated close to the Passchendaele Ridge.
Cornfield, Levi.
Levi Cornfield was born in Birmingham and enlisted in Middlesbrough.
With "D" Battery, 117 th Brigade of the Royal Field Artillery, Gunner Cornfield was killed in action on September 20 th 1918 aged 26 during the Battles of the Hindenburg Line.
His grave can be seen today in Ste Emilie Valley Cemetery at Villers-Faucon on the road from Ste Emilie to Roisel.
Levi Cornfield was the son of Mrs A L Lawrence of 212 Cannon Street in Middlesbrough.
Cornesky, John William.
Incorrectly named on the memorial, John William Comasky was born in New Marske and enlisted for service in Middlesbrough.
With the 1/4 th battalion of the York and Lancaster Regiment, Private Comasky was killed in action aged 30 on October 9 th 1917 during the Battle of Poelcapelle.
He has no known grave and is remembered today on the Tyne Cot Memorial to the east of Ypres in Belgium.
John Comasky was the son of Michael and Jane Comasky of 77 Westward Street in Middlesbrough.
Corrighan, J.
James Corrigan was born in South Bank and enlisted in Middlesbrough.
With the 10 th battalion of the Northumberland Fusiliers, Private Corrigan died on September 25 th 1916 when the battalion were at Martinpuich during the Somme offensive.
His grave can be visited today in Adanac Military Cemetery at Miraumont on the road to Courcelette.
Cosgrove, Charles Septimus.
Charles Septimus Cosgrove was born in Wallsend but lived and enlisted for service in Middlesbrough where he was a local organist and music teacher.
Originally with the Northumberland Fusiliers he then transferred over to the Royal West Kent Regiment.
Private Cosgrove was killed in action aged 38 on September 21 st 1917 during the Battle of the Menin Road.
His grave today lies in Hooge Crater Cemetery situated two and a half miles along the Menin Road from Ypres.
Charles Cosgrove was the son of John and Emily Cosgrove of Middlesbrough and the husband of Amy Bertha Cosgrove of 128 Clarendon Road in Middlesbrough.
Cossey, John William.
John William Cossey was born at Westerton in Co Durham and enlisted in Middlesbrough.
With the 3 rd battalion of the Grenadier Guards, Guardsman Cossey was killed in action on July 24 th 1917 aged 28 just prior to the Passchendaele Offensive. His grave today lies in Bleuet Farm Cemetery at Elverdinghe just to the north west of Ypres in Belgium.
John Cossey was the son of Janet Atkinson, formerly Cossey of 68 Lord Street in Middlesbrough and the late Mr W Cossey.
Costello, John James.
John James Costello was born in Middlesbrough and enlisted in Richmond. Serving with the 2 nd battalion of the Yorkshire Regiment, Private Costello was killed in action aged 20 on June 15 th 1915 during a 6-00am attack at the Battle of Givenchy. His body lost to the battlefield, his name is remembered today on the Le Touret Memorial situated four and a half miles north east of Bethune.
John Costello was the son of George and Esther Costello of 46 Parliament Road in Middlesbrough.
Cotton, Harry.
Harry Cotton was born in Middlesbrough and enlisted in the town.
With the 1 st battalion of the East Yorkshire Regiment, Private Cotton was wounded in action at the 2 nd Battle of Kemmel and died of his injuries on April 28 th 1918 at the age of 25.
His grave can be seen today in Boulogne Eastern Cemetery situated on the high ground overlooking the port.
Harry Cotton was the son of Elizabeth and the late Harry Cotton of 34 Oak Street in Middlesbrough.
Cottrell, Robert Norman.
Robert Norman Cottrell was born in Middlesbrough and enlisted in the town. Originally with the Yorkshire Regiment he then transferred over to the 7 th battalion of the East Yorkshire Regiment.
Private Cottrell was killed in action aged 20 on August 16 th 1918 during the 2 nd Battles of the Somme.
He lies today in Heath Cemetery at Harbonnieres to the east of Villers-Bretonneux. Robert Cottrell was the son of Wilhelmina and the late Robert Cottrell of 16 Gifford Street in Middlesbrough.
Cottrill, R N.
Double entry, see above.
Coulton, Francis.
Francis Coulton was born and lived in Middlesbrough and enlisted at Cargo Fleet. With the home based 3 rd battalion of the Yorkshire Regiment, Private Coulton died at home due to illness or accident on March 11 th 1917 at the age of 30. Francis Coulton was the son of Francis W and Jane A Coulton of 13 Orwell Street in Middlesbrough and his grave today lies in Linthorpe Cemetery.
Coupland, Joseph.
Joseph Coupland was born in Thornaby and enlisted in Middlesbrough.
Lance Sergeant Coupland was killed in action on October 4 th 1917 aged 23 during the Battle of Broodseinde.
He originally served with the Yorkshire Regiment before transferring over to the 1 st battalion of the East Yorkshire Regiment.
His body not recovered his name is remembered today on the Tyne Cot Memorial set close to the Passchendaele Ridge.
Joseph Coupland was the son of the late William and Isobel Coupland.
Cousins, A.
Alexander Cousins enlisted in Middlesbrough and was also born in the town. Serving with the 5 th battalion of the Yorkshire Regiment, Private Cousins was killed in action on March 28 th 1918 aged 30 during the Actions at the Somme Crossings. Having no known grave his name is remembered today on the Pozieres Memorial situated along the road from Bapaume to Albert.
Covell, Walter Frederick.
Covell, William Henry.
William Henry Covell was born at Ardsley near Leeds and enlisted in the city. With the 9 th battalion of the West Yorkshire Regiment, Private Covell was killed in action on September 27 th 1916 during the battalion's attack on Hessian Trench from the area of Mouquet Farm as part of the Somme offensive.
Having no known grave William Covell is remembered today on the Thiepval Memorial to the Missing set high above the old Somme battlefields.
Coverdale, Isaac.
Coverdale, George.
George Coverdale was born and lived in Middlesbrough and enlisted for service in Newcastle.
Serving with the 2 nd battalion of the Durham Light Infantry, Private Coverdale was killed in action aged 23 on March 21 st 1918 during the Battle of St Quentin. His grave today lies in Vaulx Hill Cemetery at Vaulx-Vraucourt, four miles north east of Bapaume.
George Coverdale was the son of George and Jane Coverdale.
Coverdale, Thomas.
Thomas Coverdale was born in Middlesbrough and enlisted for service in the town. With the 2 nd battalion of the Yorkshire Regiment, Private Coverdale was killed in action on June 15 th 1915 aged 23 during the battalion's 6-00am attack at the Battle of Givenchy.
His body not recovered his name is remembered today on the Le Touret Memorial, four and a half miles north east of Bethune.
Thomas Coverdale was the son of the late Thomas and Lilian Coverdale of 93 Hunter Street in Middlesbrough and the husband of Margaret Ann Wilkinson, formerly Coverdale of 16 Lawson Street in Middlesbrough.
Coward, John William.
John William Coward lived in Leeds and enlisted in the city. Serving with the Leeds Rifles, the 1/8 th battalion of the West Yorkshire Regiment, Private Coward was killed in action on September 3 rd 1916 at the age of 20. He died in a 5-10pm attack between Aveluy Wood and Thiepval during the Battle of the Somme.
John Coward has no known grave and his name is remembered today on the Thiepval Memorial situated close to where he fell.
Cowens, J W.
J W Cowan was born in Gateshead and enlisted in West Hartlepool. Serving with the 15 th battalion of the West Yorkshire Regiment, Private Cowan was wounded in action and passed through the casualty clearing chain back to England. J W Cowan died of his wounds at home on May 13 th 1918 and his grave can be seen today in Linthorpe Cemetery.
Cowper, George Barritt.
George Barrett Cowper was born in Darlington on July 29 th 1871.
He emigrated to Canada where he worked as an accountant and with his wife lived in Winnipeg.
the 12 th battalion of the Canadian Railway Troops.
He attested into the Canadian forces on March 7 th 1916 and served as a private with
Private Cowper died at home due to war related illness or accident on January 10 th 1918 at the age of 47 and his grave today lies in Linthorpe Cemetery.
George Cowper was the son of the late W H Cowper JP and his wife Eleanor of Middlesbrough and husband of Katie Cowper of "Hastingleigh" 20 Grange Road in Southport, his wife having returned to England from Canada.
Cowperthwaite, Stanley.
Stanley Cowperthwaite was born and enlisted for service in Middlesbrough.
Private Cowperthwaite was killed in action aged 19 on May 12 th 1917 during the Capture of Roeux, part of the Arras offensive.
Originally with the Yorkshire Regiment he then transferred over to the 7 th battalion of the East Yorkshire Regiment.
Having no known grave he is remembered today on the Arras Memorial at the Faubourg D'Amiens Cemetery in Arras.
Cox, John Frederick.
Double entry, see John Cox listed below.
Cox, John Foster.
John Foster Cox was born in Middlesbrough and enlisted in the town.
Serving with the 1/4 th battalion of the Northumberland Fusiliers, Private Cox died on May 27 th 1918 aged just 18 during the Battle of the Aisne.
His body lost he is remembered today on the Soissons Memorial situated in the town of Soissons east of the river Aisne.
John Cox was the son of Mr and Mrs J Cox of 8 Benson Street, Linthorpe in Middlesbrough.
Cox, John.
John Cox was born at Haddington in Scotland and enlisted in Middlesbrough.
Originally with the Yorkshire Regiment he then transferred over to the 1/4
th battalion of the York and Lancaster Regiment.
Private Cox was killed in action aged 32 on October 9 th 1917 during the Battle of Poelcapelle.
He has no known grave and is remembered today on the Tyne Cot Memorial set close to the Passchendaele Ridge.
John Cox was the son of James and Ellen Cox of 3 Unthank Street in Middlesbrough.
Cox, R.
Richard Cox was born in North Ormesby, lived at Cargo Fleet and enlisted for service in Middlesbrough.
With the 2 nd battalion of the Yorkshire Regiment, Private Cox was killed in action on April 2 nd 1917 aged 33 in an early morning attack on the village of Henin-sur-Cojeul. His grave can be seen today in Henin Crucifix Cemetery situated five miles to the south east of Arras.
Richard Cox was the son of Mrs Deborah Oughton of 37 Dover Street in Cargo Fleet.
Cox, Thomas Richard.
Thomas Richard Cox was born, lived and enlisted for service in Middlesbrough.
With the 1
st battalion of the Kings Own Scottish Borderers, Private Cox died at sea on
August 13
th
1915 aged 29.
He died as the troopship Royal Edward sailing from Egypt to Gallipoli was torpedoed by U-15 in the Aegean Sea.
His name is remembered today on the Helles Memorial on the Gallipoli peninsula. Thomas Cox was the son of Mrs Isobel Cox of 31 Johnson Street in Middlesbrough and the husband of Louisa Nozedar, formerly Cox of 5 Gough Street in Middlesbrough.
Cox, Thomas William.
Thomas William Cox was born and lived in Middlesbrough and enlisted in Northallerton.
Serving with the 4 th battalion of the Yorkshire Regiment, Private Cox was killed in action on May 24 th 1915 during a German gas attack on the battalion's line at Hooge to the east of Ypres.
Thomas Cox has no known grave and is remembered today on the Menin Gate Memorial at Ypres in Belgium.
Cox, T.
Double entry, I believe this is Thomas William or Thomas Richard listed above.
Cox, William.
William Cox, the brother of John listed earlier was born in Edinburgh but lived in Middlesbrough and enlisted in the town.
With the 2 nd battalion of the Yorkshire Regiment, Private Cox was wounded in action at the Battle of Givenchy and died of his wounds on June 19 th 1915 aged 20.
His grave can be visited today in Lillers Communal Cemetery situated just north of the town on the road to St Venant.
William Cox was the son of James and Ellen Cox of 3 Unthank Street in Middlesbrough.
Coxon, Albert Ernest.
Albert Ernest Coxon was born at Stillington in Co Durham and enlisted for service in Middlesbrough.
Serving with the 10 th battalion of the Yorkshire Regiment, Corporal Coxon was killed in action on April 11 th 1917 aged 38 in the front line south east of Henin-sur-Cojeul during an attack on the Hindenburg Line.
His body lost to the battlefield, his name is remembered today on the Arras Memorial at the Faubourg D'Amiens Cemetery in Arras.
Albert Coxon was the husband of Emma C Coxon of "Wave Crest" Shipley Terrace in Marske.
Coyne, Michael.
Michael Coyne was born and enlisted for service in Middlesbrough.
With the 11 th battalion of the East Lancahire Regiment, Private Coyne was wounded in action and died of his injuries on February 3 rd 1918 at the age of 20.
His grave can be seen today in Anzin St Aubin British Cemetery, three miles to the north west of Arras.
Michael Coyne was the son of Peter and Elizabeth Coyne of 34 Westward Street in Middlesbrough.
Crabtree, George William.
George William Crabtree was born and enlisted in Middlesbrough.
Serving with the 6 th battalion of the Yorkshire Regiment, Private Crabtree was killed in action on January 17 th 1917 while the battalion were positioned in the north of the Somme battleground.
Having no known grave his name is remembered today on the Thiepval Memorial to the Missing set high above the old battlefield.
Craddy, John.
Trimmer John Craddy served with HMS Pekin, the Grimsby wartime shore base formed to make use of the skills of the trawlermen.
John Craddy died due to war related illness or accident on May 2 nd 1916 and his grave today lies in Grimsby's Scartho Road Cemetery.
Craggs, Stanley.
Craggy, Robert.
Robert Craggy was born in Stockton, lived in Middlesbrough and enlisted in Richmond.
Serving with the 23 rd battalion of the Middlesex Regiment, Private Craggy was wounded and captured by the Germans during the Advance in Flanders and died in enemy hands on September 15 th 1918 at the age of 34.
His grave can be visited today in Valenciennes Communal Cemetery situated just to the north east of the town.
Craig, Thomas Aloysius.
Thomas Aloysius Craig was born in the St Marys district of Manchester and enlisted for service in Middlesbrough.
Sergeant Craig was killed in action during the Somme offensive on September 15 th 1916 at the age of 43.
Originally with the Lincolnshire Regiment he then transferred over to the 45 th Company of the Machine Gun Corps.
His body lost he is remembered today on the Thiepval Memorial.
Thomas Craig was the husband of Sarah Ann McGuinness, formerly Craig of 28 Abingdon Road in Middlesbrough.
Craig, T.
Double entry, see above.
Crawford, Robert Henry.
Robert Henry Crawford was born in Middlesbrough and enlisted in York. Serving with the 17 th battalion of the Northumberland Fusiliers, NER Pioneers, Private Crawford died on June 14 th 1918 as a result of illness or accident. His grave today lies in Terlincthun British Cemetery at Wimille just north of Boulogne on the French channel coast where many base hospitals were located. Robert Crawford was the son of Maria and the late John Crawford of Middlesbrough.
Creasor, William.
William Creasor enlisted in Middlesbrough and was also born in the town.
Originally with the Yorkshire Regiment he then transferred over to the 9 th battalion of the York and Lancaster Regiment.
Private Creasor was wounded in an attack on Le Sars during the Somme offensive and died of his wounds on October 12 th 1916 aged 23.
His grave can be visited today in St Sever Cemetery at Rouen, the cemetery being two miles south of the city.
William Creasor was the son of Harry and Jemima Creasor of 8 Head Street in Middlesbrough and was the brother of George listed below.
Creasor, George.
George Creasor was born and enlisted for service in Middlesbrough.
Gunner Creasor died as a result of war related illness or accident on August 14 th 1918 aged 23.
He served with "A" Battery, 75 th Brigade, Army Refitting Camp of the Royal Field Artillery.
His grave today lies in Bailleul Communal Cemetery Extension situated on the eastern outskirts of the town.
George Creasor was the son of Harry and Jemima Creasor of 8 Head Street in Middlesbrough.
Creasor, Harold.
Harold Creasor enlisted in Middlesbrough and was also born in the town.
Private Creasor was killed in action on March 21 st 1918 aged just 19 during the Battle of St Quentin.
Originally with the Yorkshire Regiment he then transferred over to the 21 st Company of the Machine Gun Corps.
Having no known grave his name is remembered today on the Pozieres Memorial situated along the road from Albert to Bapaume.
Harold Creasor was the son of Robet and Anne B Creasor of 47 Gresham Road in Middlesbrough.
Creasor, H.
Double entry, see Harold Creasor above.
Cregan, Joseph.
Joseph Cregan was born and enlisted for sevice in Middlesbrough.
With the 8 th battalion of the Yorkshire Regiment, Private Cregan was killed in action on July 10 th 1916 at the age of 28.
He lost his life in the battalion's 4-50pm attack from Horseshoe Trench towards the village of Contalmaison during the Battle of the Somme.
He has no known grave and his name is remembered today on the Thiepval Memorial to the Missing set above the old Somme battlefield.
Joseph Cregan was the son of Mrs Sarah Dorothy Cregan of 10 Italy Street in Middlesbrough.
Crawford, H.
Henry Crawford was born in South Shields and enlisted in Middlesbrough.
Originally with the West Yorkshire Regiment he then transferred to the 21 st battalion of the Northumberland Fusiliers, Tyneside Scottish.
Private Crawford was wounded in action during the Somme offensive and died of his wounds on September 28 th 1916 at the age of 41.
His grave can be seen today in Trois Arbres Cemetery at Steenwerck to the west of Armentieres.
Henry Crawford was the son of Robert and Mary L Crawford of South Shields and the husband of Ann Crawford of 75 Palmerston Street in South Shields.
Cregan, Patrick.
Able Seaman Patrick Cregan served with the Anson Battalion of the Royal Naval Division.
Fighting as infantry troops against the Turkish during the Gallipoli campaign Patrick Cregan received a gunshot wound to the chest and was taken aboard the hospital ship Sicilia.
With the ship bound for Alexandria in Egypt, Able Seaman Cregan died of his wounds at 7-30pm on May 23 rd 1915 aged 22 and was buried at sea.
His name is remembered today on the Chatham Naval Memorial in Kent.
Patrick Cregan was the son of Sarah Dorothy and the late Thomas Cregan of 10 Italy Street in Middlesbrough and was the brother of Joseph Cregan listed above.
Crilly, J.
John Crilley was born in Gateshead and enlisted in Hartlepool into the 90 th Brigade of the Royal Field Artillery.
Gunner Crilley died of wounds aged 24 on July 16 th 1916.
His grave today lies in Vlamertinghe Military Cemetery situated three miles west of Ypres in Belgium.
John Crilley was the son of Sarah Jane and the late James Crilley of 24 Ashburn Street in Seaton Carew.
Croll, Junner McKenzie.
Junner McKenzie Croll was born in Middlesbrough where he worked as a house painter and enlisted in York.
With the 1 st battalion of the West Yorkshire Regiment, Private Croll was killed in action aged 37 on March 21 st 1918 during the Battle of St Quentin.
His body lost to the battlefield, his name is remembered today on the Arras Memorial at the Faubourg D'Amiens Cemetery in Arras.
Cronin, Patrick.
Crookston, Alexander Semple.
Alexander Semple Crookston was born in Thornaby on March 20 th 1891 and as a young man emigrated to Canada.
He followed his trade as a Shipwright and on the onset of war attested into the Canadian Infantry on September 23 rd 1914.
Serving with the 16 th battalion Manitoba Regiment, Private Crookston died during the 2 nd Battle of Ypres on May 18 th 1915 aged 24.
His body not recovered he is remembered today on the Canadian National Memorial on Vimy Ridge, eight miles north of Arras.
Alexander Crookston was the son of Mr A S Crookston of 8 Grange Road in Thornaby.
Crosby, John Dawson.
John Crosby was born and enlisted in Middlesbrough and lived in North Ormesby. Serving with the 7 th battalion of the Yorkshire Regiment, Private Crosby was killed in action on December 26 th 1916 in front line trenches at Lesboeufs.
Having no known grave, John Crosby is remembered today on the Thiepval Memorial to the Missing set above the old Somme battlefield.
Crosby, Thomas Ranson.
Thomas Ranson Crosby served in the Royal Navy as a 1 st Class Stoker aboard HMS Formidable of the 5 th Battle Squadron.
Thomas Crosby lost his life at 2-30am on January 1 st 1915 when the ship was hit by two torpedoes fired from U-24 as they sailed through Lyme Bay off the south coast. His name is remembered today on the Chatham Naval Memorial in Kent.
Crouse, William Henry.
Correctly named William Henry Kraus, he was Middlesbrough born and enlisted in the town for service with the 111 th Heavy Battery of the Royal Garrison Artillery. Wounded in action, Driver Kraus died of his injuries aged 31 on August 26 th 1917 and today lies in Lijssenthoek Military Cemetery three miles south west of Poperinghe in Belgium.
He was the husband of Mrs Betsy Kraus of 2 Brittania Place in Dormanstown.
Crowther, C.
I believe this to be Whitby born Charles Henry Crowther who served in the Merchant Navy as Master of the SS Camellia.
He perished aged 40 on November 27 th 1917 when the Camellia was lost of unknown cause in passage from Dakar to England.
He was the husband of Jane Isabella Crowther of 47 Riversdale Terrace in Sunderland and is remembered today on the Tower Hill Memorial in London.
Crowe, Norman.
Norman Crowe lived at Bulmer in Yorkshire and enlisted for service in York. With the 18 th battalion of the West Yorkshire Regiment, Private Crowe was killed in action on November 13 th 1916 in the front line in the Hebuterne sector. His grave can be visited today in Sailly-au-Bois Military Cemetery situated three miles north of Mailly Mallet on the Somme.
Cruden, David.
David Cruden was born in Glasgow and enlisted for service in Middlesbrough.
Serving with the 2
nd battalion of the Yorkshire Regiment, Private Cruden was killed in
action on March 22
nd
1918 in fighting around the village of Roupy.
David Cruden has no known grave and is remembered today on the Pozieres Memorial situated along the road from Bapaume to Albert.
Cudd, A.
Arthur Cudd was born in Skinningrove and enlisted for service in Middlesbrough. With the 1 st battalion of the Kings Royal Rifle Corps, Lance Corporal Cudd was killed in action aged 28 on February 17 th 1917 during the Actions of Miraumont, part of the 1917 Operations on the Ancre.
His grave today lies in Regina Trench Cemetery at Grandcourt to the north west of Courcelette on the Somme.
Cull, James Thomas.
James Thomas Cull was born in Port Clarence and enlisted in Middlesbrough. Serving with the 7 th battalion of the Yorkshire Regiment, Private Cull died due to war related illness or accident on August 19 th 1915 aged 25 when the battalion were based in the St Eloi sector to the south of Ypres.
His grave can be seen today in Reninghelst Churchyard Extension situated four miles south east of Poperinghe in Belgium.
Crutchley, David.
Crutchley, R.
Robert Crutchley was born in Stockton and enlisted for service in Middlesbrough being a regular soldier before the war.
With the 2 nd battalion of the Durham Light Infantry, Private Crutchley was killed in action aged 35 on April 19 th 1916 in fighting in the Ypres Salient.
His grave can be visited today in Essex Farm Cemetery at Boesinghe, one and a half miles to the north of Ypres in Belgium.
Crymble, Cecil Reginald.
Cecil Reginald Crymble was born in Belfast on April 6 th 1885.
He studied at Queens University in Belfast where he gained his BA and Diploma in Science.
He was described as
"A most popular and brilliant student whose most marked abilities were shown in chemical work".
He was also president of the Students Union and keen member of the university Officer Training Corps from where as a 2 nd Lieutenant he joined the 3 rd battalion of the Royal Irish Fusiliers in December of 1910 being promoted to Lieutenant in August of 1912.
Cecil Crymble then went on to London where he held a post as a lecturer in Biological Chemistry at University College.
At the onset of war he returned to the Royal Irish Fusiliers and was attached to the 1 st battalion in France.
Lt Cecil Reginald Crymble was killed by a sniper's bullet in trenches close to Armentieres on November 20 th 1914 at the age of 29.
He has no known grave and his name is remembered today on the Ploegsteert Memorial situated along the road between Ypres and Armentieres.
Cecil Crymble was the youngest son of George Gordon Crymble and Agnes Templeton Crymble of Gordon House, Annadale.
Cunningham, George.
George Cunningham was born in Bishop Auckland and enlisted in Middlesbrough. Serving with the 2 nd battalion of the Yorkshire Regiment, Private Cunningham was killed in action on October 18 th 1916 in fighting at Bayonet and Bite trenches near Gueudecourt during the Battle of the Somme.
Having no known grave his name is remembered today on the Thiepval Memorial set high above the old Somme battleground.
Cummings, J.
Double entry, see below.
Cummings, James.
James Cummings was born in Wallsend and enlisted for service in Middlesbrough. With the 2 nd battalion of the Yorkshire Regiment, Private Cummings was killed in action on June 15 th 1915 in a 6-00am attack during the Battle of Givenchy. His body lost his name is remembered today on the Le Touret Memorial situated four and a half miles north east of Bethune.
Cunion, Austin.
I can find no mention of Austin Cunion in the Rolls of the Fallen, the only information I have is from the Medal Index Cards which show that he was a Driver with the Royal Field Artillery.
Cunningham, Peter.
Peter Cunningham was born in Middlesbrough and served in the Merchant Navy as a Foreman aboard the SS Maindy Bridge.
He lost his life on December 8 th 1917 aged 42 when the ship was torpedoed without warning and sunk by submarine four miles north east of Sunderland.
His name is remembered today on the Tower Hill Memorial in Trinity Square close to the Tower of London.
Peter Cunningham was the son of Peter and Frances Cunningham and the husband of Annie Cunningham, nee McEvoy of 9 Model Dwellings, Station Street in Middlesbrough.
Cunningham, William Hy.
William Henry Cunningham was born and enlisted for service in Middlesbrough. Serving with the 21 st Trench Mortar Battery of the Royal Garrison Artillery, Gunner Cunningham was killed in action on June 24 th 1916 during the artillery bombardment that led up to the start of the Battle of the Somme.
His grave today lies in Norfolk Cemetery in the village of Becordel-Becourt, one mile to the east of Albert.
William Cunningham was the son of Thomas and Mary Jane Cunningham of 17 Punch Street in Middlesbrough.
Curd, Oswald Vivian.
Oswald Vivian Curd enlisted in Middlesbrough and was also born in the town.
Military Medal holder Lance Corporal Curd was killed in action aged 23 on April 16 th 1918 during the Battles of the Lys.
Originally with the Yorkshire Regiment he then transferred over to the 1 st battalion of the East Yorkshire Regiment.
Having no known grave his name is remembered today on the Tyne Cot Memorial situated five miles east of Ypres in Belgium.
Oswald Curd was the son of Stephen Sargent Curd and Annie Curd of 47 Mill Street, Newport in Middlesbrough.
Curley, J.
Curran, John Thomas.
John Thomas Curran was born and enlisted in Middlesbrough.
Serving with the 8 th battalion of the Yorkshire Regiment, Private Curran was wounded in action at the Battle of Messines on June 7 th 1917 and died of his injuries in hospital on July 1 st 1917 aged 23.
His grave can be visited today in St Sever Cemetery Extension in the southern suburbs of the city of Rouen.
Curson, F.
Frank Curzon was born at Wincham in Cheshire and enlisted for service in Middlesbrough.
Originally with the Yorkshire Regiment Private Curzon then transferred to the 1 st battalion of the East Yorkshire Regiment and was killed in action with them on April 25 th 1918 during the Battles of the Lys.
Frank Curzon has no known grave and is remembered today on the Tyne Cot Memorial set close to the Passchendaele Ridge.
Curtis, Joseph Patrick.
Joseph Patrick Curtis was born in Folkestone in Kent and enlisted for service in Middlesbrough.
With the 4 th battalion of the Yorkshire Regiment, Private Curtis was killed in action on October 17 th 1915 aged 21 in fighting close to Armentieres.
His grave today lies in Chapelle-D'Armentieres New Military Cemetery in the village of that name, one mile west of Armentieres.
Joseph Curtis was the son of William and Ellen Curtis of 17 Spring Gardens, Peter Street in Dover.
Cutler, Joseph.
Joseph Cutler was born in Sheffield, enlisted in Middlesbrough and lived in North Ormesby.
Serving with the 1/5 th battalion of the West Yorkshire Regiment during the Battle of the Somme, Private Cutler was killed in action aged 44 on July 9 th 1916 in fighting close to Authuille.
His body not recovered his name is remembered today on the Thiepval Memorial set high above the old battleground.
Joseph Cutler was the husband of Elizabeth Park Cutler of 73 Worsley Street in North Ormesby.
Cox, Frederick Paling.
Frederick Paling Cox was born in Great Broughton near Stokesley and enlisted for service in Middlesbrough.
Serving with the 152 nd Heavy Battery of the Royal Garrison Artillery, Gunner Cox died at sea while in transit on August 3 rd 1918 at the age of 22.
His name is remembered today on the Hollybrook Memorial in Southampton's Hollybrook Cemetery.
Frederick Cox was the son of Henry George and Elizabeth Mary Cox of 126 Union Street in Middlesbrough.
Crosthwaite, Frederick.
Frederick Crosthwaite was born and lived in Middlesbrough and enlisted for service in Darlington.
With the 112 th Siege Battery of the Royal Garrison Artillery, Gunner Crosthwaite was killed in action on July 22 nd 1916 aged 32 during the Battle of the Somme.
His grave can be visited today in Bertrancourt Military Cemetery situated close to Mailly-Maillet on the Somme.
Frederick Crosthwaite was the son of Thomas and Jane Ann Crosthwaite of Middlesbrough. | <urn:uuid:6ae21b70-8ebd-4753-bfdb-31f321b54ae3> | CC-MAIN-2018-47 | http://www.ww1-yorkshires.org.uk/pdf-files/bob%20coulson/mbro-war-memorial-c.pdf | 2018-11-14T16:27:55Z | crawl-data/CC-MAIN-2018-47/segments/1542039742117.38/warc/CC-MAIN-20181114150002-20181114172002-00229.warc.gz | 538,994,295 | 24,382 | eng_Latn | eng_Latn | 0.998218 | eng_Latn | 0.998508 | [
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Kom -HISTORY AND LINGUISTIC CLASSIFICATION
INTRODUCTION
Kom is the name both of the people and the language. Kom is one of the constituents of the larger group called the Kom-rem. Kom-rem consists of indigenous minorities groups of five small tribes namely- Aimol, Chiru, Koireng, Kom and Purum. Kom-rem literally means 'cave' (Khur) and 'people' (Rem). The five component tribes share the common legend/history of cave origin. Today the Kom-rem stands as a distinct community, occupying mainly buffer zones between the hills and the plains and they are accustomed to both the hill and the plain life. The Kom-rems are found in the states of Manipur, Assam and Tripura. The major chunk of the population resides in Manipur, occupying the buffer areas between the hills and the plains of the states, inhabiting in all the districts of Manipur, but concentrated mainly in the districts of Churachandpur, Bishenpur and Senapati.
History
According to the Royal Chronicle of Manipur, the five tribes were first identified in the 14th century in Manipur, when they were known by the villages they settled in rather than by their tribe's name. These villages include Sagang, Aimol and Tikhup. According to Lt. Col. J. Shakespear, the Koms claim to have come from the Shakripung area in the Chiru hills. They are believed to have entered Manipur during the reign of Maharaja Gambhir Singh. It is also believed that they originally inhabited the hills lying the south of Manipur valley and entered into Manipur probably in the year 1600 A.D. from the east of Manipur. A statistical account by R. Brown of the native states of Manipur and the hill territory under the British rule said, "the only remaining Kuki tribes of importance are those called Aimol, Chiru, Purum, Koireng (Kuoireng) and Kom. These are the sub-divisions of Kom tribe". They were known as Nagas during the Manipur state Durbar, whereas J. Shakespear called them old Kuki in his book 'The Lushai-Kuki Clans.' But in reality, the Kom-Rem tribes have not joined any major tribal group like the Nagas, the Kukis or the Mizos.
According to Kom researchers, they entered Burma between 100 B.C. and 100 A.D., and sometime in 200 A.D., they had moved towards Arakan Hills and Bay of Bengal. Then the Kom people entered Tripura and from there they entered Manipur as the Soktes ousted them. According to their folk tales and tradition, it is believed that they originally might have come from Mongolia passing through China, Burma and settled at Tripura, Assam, and Manipur. It is also believed that they were the second community to have arrived in Manipur, only after the Meiteis.
According to the traditional belief, they claim to have emerged out of a cave, 'Khurpui' (the big cave). One of the legends had it that while trying to come out of the cave, a tiger obstructed them and nobody could come out of the cave as the tiger lay in wait to kill them.
The 'Karongpa' who came out of the cave wearing a stripped cloth made friends with the tiger as his cloth resembled the skin of the tiger, and that's why his descendents refrain from eating or killing a tiger. 'Saichapa', after having come out, killed the tiger. 'Leivonpa' cut out the tiger's tongue and wrapped it up in his waist. These people, in the subsequent generations became the heads of the various Kom clans, namely Karong, Saiche, Leivon, Tellein, Hmangte, Serto etc. After killing the Tiger they came out of the cave and settled in highland (Chungkhopui). All these tribes have the similar story regarding the origin of their tribes. This cave episode left many remarkable scars, one of which later became an instrument of identification among these five tribes. Of all the remnants, cultural traits have become the most accepted attributes of their belongingness or oneness, which have been binding them for ages.
The Kom-Rem people have a common language known as 'Kom-tong' which means 'Kom language'. All the tribes constituting it can communicate through this language. More or less all their languages are similar and their customary practices too. They have common associations like the Kom-rem Baptist churches association and union. Despite their gradual diversification in their dialects/languages, names and clans, they still assert having common ownership of the original cave song (folk songs), shawls, dresses etc. Today, the Kom Rem consists of Aimol, Chiru, Kom, Koren (Koireng) and Purum which are all recognized separately as a scheduled tribe by the Indian Constitution. Komrem, known as the united banner of five small tribes Aimol, Chiru, Koireng, Kom and Purum, seems to be heading for disintegration as some of its constituent members are showing the indication of pulling out from the common platform. In spite of all this, Kom-rem still maintains its hold as the symbol of emotional bond of love and brotherhood amongst its people. They have some similarities with the Lushai tribe of Mizoram, the Hmars of Manipur and the Hrangkhawls of Tripura.
Linguistic classification
Genetic
Kom is one of the Tibeto-Burman languages, which is not well described. Show (1929), a civil servant, stated, " The Koms, Aimols, Khawtlangs, Thadous, Lushais, Chins, Pois, Siktes, Paites, Gangtes, etc are undoubtedly all connected and are Kukis, and that the language alone has many similarities and the syntax is not dissimilar. Again, there are their customs which have a common principle running through them all." R. Brown in his "A statistical account by of the natives states of Manipur and the hill territory under the British rule" said, "the only remaining Kuki tribes of importance are those called Aimol, Chiru, Purum, Koireng (Kuoireng) and Kom". He even called all these tribes as the sub-tribes of Kuki. Shakespear (1912) made the division of the tribes on the basis of their arrival:
G. A. Grierson in his 'Linguistic survey of India' (vol. III, part III) classified Kom under the customary name of old Kuki, which includes Rangkhol, Bete, Halam, Langrong, Aimol, Chiru, Kolren, Kom, Cha, Hmar, Anal, Haloi-Lamkang. He also described Kom and other languages that constitute old Kukis as a mere dialect of one language. He further states that these languages are closely related to the central Chin languages. Kom, Anal, and Haroi-Lamkang show a closer connection with the Naga languages than the other dialects of the Kuki-Chin group. According to Grierson, the original old Kuki tribe seems to have lived in the Lushai hills, from where they were driven out by the Thadous. Kom, no doubt has some language affinities with the Lushai of Mizoram, the Hmar of Manipur and the Hrangkhawl of Tripura. Due to lack of sufficient researches, it is difficult to get the proper division or classification of this language. Hence it is difficult to fix the position of Kom in the Tibeto-Burman language family. But there is no doubt that Kom is one of the Tibeto-Burman languages which has the language affinities with the languages like Hmar, Hrangkhawl, Malsom, Darlong, Lushai and Kuki apart from Koireng, Purum, Chothe, Chiru, and Aimol.
Family tree of Tibeto- Burman Languages:
Tibeto Burman
Typological features in Kom
1. On the basis of the analysis of the morphological structure, Kom appears to be an agglutinating language.
2. Kom, like any other Tibeto-Burman language, has subject +object+ verb (SOV) order of the words in a simple unmarked sentence, i.e., the verb occurs in the final position. Consider the following example.
Kei bu kasak .
I food eat
'I eat food.'
3. Like other Tibeto-Burman languages, Kom has post-positions.
Khutchoi kha jekhum chuŋga kaom
Gift that (DEM) bed on there
'The gift is on the bed.'
Khutchoi kha jekhum thoiya kaom Gift that (DEM) bed under there
'The gift is under the bed.'
4. Kom is a pro-drop language. The subject is not always essential because it is inferred from the AGR. In most of the cases the AGR indicates the number and person; gender remains unmarked.
Kei kamaluŋ kacam.
I my heart sad/tired- →Kamaluŋ kacam. 'I am sad/tired.'
Kei inpak eŋg.
I happy AGR
→Inpak eng. 'I am happy.'
5. In kom, the genitive precedes the governing noun.
Ka lekha
My book
Manguilen sanu
Manguilen's daughter
6. Kom is a tone language. Pitch plays a role in differentiating the meaning.
```
sun 'to write' sún 'day' sùn 'to stab'
```
7. Reduplication is also seen in Kom. Both full and partial reduplication is found in Kom.
```
Naŋg inn-ínn rakip-a se roh. You house-house every in go IMP
```
'You go to each and every house.'
8. Echo-word formation is another typological feature found in Kom. However, in most of the cases compound words are used like bube-anbe 'rice's pot-curry's pot' but it means all the utensils. In the same manner, the echo word like maju-khawa 'rat and the like' is used to describe rodents. Although the word 'khawa' holds no meaning of its own, it is believed that it must have been originated from 'khaw and wa' meaning 'locust and bird', which along with rat are considered as pest in the agrarian Kom society.
Thiŋgbi-hluŋgbi karra se mak roh.
Forest and the like into go NEG IMP
'Do not go into the forest, etc.'
9. In comparative constructions, the marker of comparison follows the standard of comparison.
Alen kha akhup kanek-a
insaŋg-det
Alen DEM Akhup Comp-marker tall-er
'Alen is taller than Akhup.'
10. In Kom, indirect object (IO) precedes the direct object (DO).
Mary-in
naipaŋg
hneŋg lekha to
apekjo-
Mary-ERG child (IO)
book (DO) give-PAST
'Mary gave the book to the child.'
11. Numerals in Kom follow the decimal system.
1 inkhat
2 inhni:
3 inthum
4 manli:
5 raŋga:
6 karuk
7 sari
8 karet
9 ko:
10 som
11 somleh inkhat = som leh inkhat (10 and 1)
21 somni leh inhni: = somni leh inkhat (20 and 1)
12. In the adjective - noun relationship in Kom is not head-final, since the adjective follows the noun.
Hiva reihi katha neŋg
That flower good ATTR
'That flower is good.'
LANGUAGE VARIATION
Dialects:
Language is not a monolithic object. It is human phenomenon, which is as complex as human relationship in a society (Varma and Krishnaswami, 1989). It is also said that no two persons speak alike. Which means variation is a universal phenomenon. Kom language is no exception. Variation is seen at all levels-phonology, morphology, semantics and syntax. However, variations at syntactic and semantic levels seem to be lesser than that at the levels of phonology and morphology. We find slight variation in speech from village to village. Apart from the idiolects and sociolects there exist some regional variations. The Koms use a common language called Kom-tong, which means Kom language. It is considered to be the standard variety since it is used in literature, mass media, etc. Although the standard Kom appears to be the Mongtung variety, it is difficult to pin point the variety from where the selection is made. Mongtung variety is undoubtedly most close to the standard Kom, but there are other varieties, which seem to be quite close to the standard variety. It is so because the standardization of Kom was not properly done. The language of the majority or the dominant group seems to be the standard variety. A large majority of the Koms seems to speak the varieties closer to the standard one. Another interesting aspect of the Kom-tong is that it was and is upto some extent the lingua franca of the Kom-Rem people. Kom-Rem people, as mentioned earlier, are the group of people from five different tribes. Since all their languages are more or less similar it was chosen as a means of communication among the constituent groups. Kom is not a developed language. Religious books and hymns constitute the main component of the Kom literature. The religious books and hymns are contributed by the Komrem people, which include members or speakers from Koireng, Aimol, Purum and Chiru communities. So, the Kom-tong became the blended variety from all sources closer to it.
The Koms use the Kom-tong for communicative purposes and there appears to exist some forms of variation among its users. This variation seems to be mainly a regional one. The speakers of Mongtung variety are the group of people who have inhabited the northwestern part of Manipur, somewhere in the hilly areas of Tamenglong district of Manipur viz-Mongkotyang, Songpher. They speak almost the same variety as that of the people settled in the districts of Senapati and Imphal west. Saikul, Makokching, Khongnangpokpi and Ichum Keirap are some of the villages speaking Mongtung variety of today. Another variety is the Kharam variety, which is also found in an Imphal west district of Manipur, few kilometers away from Ichum, one of the villages of Mongtung speakers. Kharam variety is quite different from the Mongtung variety. However, the varieties to be intelligible to each other since the speakers (only a few hundred) of Kharam variety tend to switch to the Komtong in formal settings, which is quite closer to Mongtung variety. Moreover, the speakers of the two varieties are almost in a contact situation resulting in the minimization of the question of intelligibility.
The variety spoken in the Bishenpur district of Manipur is also known as Moirang area variety, from the historic small town of Moirang. The Kom-Keirap (also known as project from the Loktak hydro electric project), the historic Khoirentak, Sengpangjar, Kangathei villages are some of the villages worth mentioning. It is also true that there is a little variation within this g roup itself. However the variation is relatively less compared to other varieties. Moirang variety is closer to the Mongtung variety. Hence, it also enjoys some prestige like Mongtung variety by virtue of being closer to the standard Kom-tong. The speakers of Moirang and Mongtung varieties constitute the major chunk of the Kom speakers.
The Mantak variety is one of the marked varieties, which resembles the Aimol and Koireng languages. It is spoken in the village of Mantak in Thoubal district of Manipur.
Mantak is one of the oldest Kom villages having around one thousand speakers. The accent and vocabulary show high resemblance of the Aimol and Koireng, which are found in the adjacent areas. The Mantaks use their variety in informal settings and for the in-group activities. They switch over to the standard Kom in the formal setting. The Mantak variety is quite unique because it resembles none of the varieties of Kom.
The Sagang variety is another unique variety of Kom-tong. It is spoken in the Sagang area of Churachandpur district of Manipur. Sagang is considered to be one of the biggest Kom populated areas of Manipur. Sagang Khupui is the oldest village in the surrounding area of Sagang. Speakers of other languages surround most of the Kom villages. Also, most of the Kom settlements are in the plain areas. So, the Meiteis are usually their immediate neighbors. But in other places, like in Senapati district, the Kukis and Nagas are their immediate neighbors. The speakers of Sagang variety use /l/ and /r/ interchangeably. In other words, they cannot differentiate the two phonemes. /l/ occurs in the place of /r/ and vice versa. But a closer look at the phenomenon reveals that /l/ usually occurs in the place of /r/ so that rongpu → longpu, rengpa → lengpa, etc.
The Tonsen and Mahou-tera villages of the southern part of Manipur show some unique features, which may be considered as another variety of Kom. There is a slight variation within these two villages. Speakers numbering less than one thousand speak this variety. This variety is closer to Sagang variety. A good number of Tonsen speakers has settled in Sagan village and has got assimilated. Tonsen and Mahou area is surrounded on three sides by the dominant Meitei speakers and on the one side, by the Kuki and Naga speakers. There are a lot of Meitei elements in the Tonsen-Mahou variety of Kom. They are also isolated from other Kom speakers due to their geographical location. Consider some examples to illustrate.
1. /sak / 'to eat' in Kom tong is /ba? / In Tonsen-Mahou variety.
2. /sak/ 'to eat' in Mongtung and Moirang varieties is /nak/ in Kharam variety.
3. Bu mo ni cha jei? (Mantak variety)
'Have you taken food?'
vs.
Bu mo nin cha joi? (Kharam variety)
'Have you taken food?'
vs.
Bu naba jo mo? (Tonsen-mahou variety)
'Have you taken food?'
vs.
Bu bu nin sak jo? (Sagang variety)
'Have you taken food?'
In spite of the variations among the Kom speakers, they could easily understand each other while speaking Kom-tong in its form or in a slightly variant form.
Dialect continuum
The dialect continuum diagram (given above) indicates that there are dialects prevalent in the Kom speech community where intelligibility is not always bidirectional. Mongtung and Moirang speakers could understand each other. The same is true of Mantak and Kharam, Tonsen-Mahou and Sagang varieties. Moirang and Sagang varieties are intelligible to each other, whereas Sagang and Tonsen are not. However, it seems that Moirang variety speakers cannot maintain the intelligibility with that of the Tonsen-mahou variety speakers. Though there is mutual intelligibility between the Tonsen-mahou variety and Mantak variety, there is no indication of intelligibility between Kharam and Sagang, neither with Tonsen-Mahou variety and Kharam variety nor between Mantak and Sagang varieties.
From this diagram it appears that of the recorded six varieties of Kom, there is mutual intelligibility between at least two varieties. There is also some intelligibility between the two varieties due to geographical location like in the case of Sagang and Moirang. Moreover, the most interesting phenomena that are visible in the dialect continuum is that four of the six varieties are intelligible to the other two varieties but not vise versa. It seems that the four varieties could maintain the intelligibility with the remaining two because of their closeness with the standard Kom.
Social variables:
The variation is also seen between the two sexes. The women seem to retain the indigenous vocabularies and at the same time could handle the standard Kom-tong much better than the men. The reason could be attributed to their interest and their remaining constantly in touch with the religious scriptures and hymns, which are written, in standard Kom-tong. They seem to be more conscious in there speech than their counterparts because society expects them to behave that way. Moreover, language is also considered as an identity marker hence the women try to put as much cosmetic elements in the language as possible to make it more sweet and trendy.
Education:
Education is also contributing to the language variation. The educated persons seem to use more words from Meitei and English than the uneducated ones. Age:
Variation is also seen among the people of different generations. The people of older generation seem to retain the indigenous vocabularies more than the people of younger generations. The younger generation, due to their exposure to other languages, tends to be more variant in their speech than the people of older generation. Code mixing and code switching is widespread these days. It is considered as a fashion to be bilingual and switching and mixing of codes while speaking. So, these have resulted in variations in the language.
Diglossia
Kom has more than two varieties that co-exist in the speech of the community. But, whether there is a diglossic situation or not, is a matter of debate as there is no clear-cut variety to be called as a high (H) or low (L) variety in Kom. The Mongtung and Moirang varieties though considered as the standard or (H) variety but are also used as spoken variety in informal situation. So the diglossic situation seems to occur partially among the Mongtung and Moirang variety speakers in its strictest sense. However, in the case of the speakers of other varieties like Tonsen-Mahou, Sagang, Kharam and Mantak, diglossic situation exists in some form or other. Standard Kom is used in formal settings or in the domains such as public speaking, religious texts and practice, educational texts, and other prestigious usages; their own varieties, which may be considered L varieties, are used in informal settings and for the intra-lingual activities. Standard Kom by itself is not the pure form of any one of the language varieties though derived mainly from Mongtung and Moirang varieties.
ARGOT:
We do find the use of slang among the speakers of Kom.'Anbem ma ro naipang' in TonsenMahou variety means 'don't loag around the boy' and is one of the slangs, which occur in informal settings.There are also codes, which are used to exclude the hearers from the conversation or to keep them away from knowing the words that is said or done. Consider the following examples.
Lukom kasan kakhit nei (men with red turban) is the name for Police.
'Pon kasan kasi hei (red shawl wearers)' for the Nagas, from the colour of the shawl of the Tangkhul Nagas of Manipur. Similarly, Pon kadum kasi hei (Black shawl wearers) for the Kukis, even though the colour of the shawl used by the Koms itself is black like that of the shawl of the Kukis. This code came into existence to refer to the Naga and Kuki rebels.
Ruphai, the old name of money, is sometimes used to refer to money. Kasanpa (the red one) is another name for money. Teng-teng, the echo word for the sound of coins, is also used to denote money in buying and selling activities. | <urn:uuid:79facee5-0ce1-4097-8231-8c1c8b732bf6> | CC-MAIN-2018-47 | http://ichumkeirap.yolasite.com/resources/komlinguistic2.pdf | 2018-11-14T15:30:15Z | crawl-data/CC-MAIN-2018-47/segments/1542039742117.38/warc/CC-MAIN-20181114150002-20181114172002-00229.warc.gz | 159,914,006 | 5,145 | eng_Latn | eng_Latn | 0.921293 | eng_Latn | 0.997149 | [
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St. Thomas School
Pre – K Curriculum Adopted 2009
Mission Statement: St. Thomas is the parish school of St. Therese of Lisieux and in service to its cluster parishes. In partnership with the family, we are dedicated to nurturing the personal development of the whole child. We seek to instill Catholic values, foster self-discipline and promote academic excellence in the spirit of a caring and affirming community.
Purpose: The purpose for the Pre-K program at St. Thomas School is to provide an experience in Catholic education that prepares students to enter Kindergarten. Through a variety of hands on activities students will be provided opportunities to learn about the Catholic faith as well as develop social and academic skills necessary for Kindergarten. The academic part of the curriculum is adapted and based upon the 2005 Early Childhood Learning Guidelines which are sanctioned by the state of Maine Department of Education.
Religion – Through activities, songs and sharing students will come to know God's love for each of them. Students will experience both formal and informal prayer. They will begin to understand that each person has special gifts.
Gentle and Kind Respecters of Life
Through religion classes, prayer services and daily experiences students will develop dispositions and skills that enable them to begin to be:
Good and Faithful Servants
Patient, Persevering Creators of Peace
Responsive and Caring Individuals
Humble Sharers of Time, Talent and Treasure
Self-Controlled and Joyous Lovers of Life
Scripture
S.2. Begins to understand that the Bible is God's word
S.1. Begins to recognize that the Bible is a special book about God
S.3. Begins to understand that everything God made is good
S.4. Begins to understand that the Bible teaches us about God's love.
Creed
C.2. Knows that God created each person to be special
C.1. Understands that God is the Creator of water, plants, trees, birds, fish, animals, light and darkness through the beauty and order of nature
C.3. Recognizes that God created families to love and take care of one another
C.4. Students begin to understand that the Catholic Church is a larger family
C.5. Students understand that they can experience God's love through the love of others such as family and friends
C.7. Students begin to understand that there is one God
C.6. Students begin to understand God loves them
C.8. Students begin to understand that Jesus Christ is God the Son in human flesh
C.10. Students understand that Christmas is the celebration of the birth of Jesus, our Savior
C.9. Students can explain that Mary is Jesus' mother and that Joseph is his foster father
C.11. Students begin to understand that Easter is the celebration of Jesus' resurrection from the dead
C.12. Students begin to understand that the church is a sacred place where students behave and are reverent
Seasons of the Church Year
M.2. Students begin to understand that Advent is a time to prepare for Christmas – the Birth of Jesus
M.1. Students begin to understand that people must say they're sorry when they have done something wrong and forgive one another
M.3. Students begin to understand that Lent is a time to prepare for Easter – the Resurrection of Jesus
M.4. Students begin to understand that Good Friday is the day that Jesus died on the cross for us
Prayer
P.2. Students will begin to learn the Our Father and Hail Mary
P.1. Students will learn to make the Sign of the Cross
P.3. Students will learn a mealtime prayer
P.5. Students will understand that God is always with us and that they can talk to God at anytime in anyplace
P.4. Students will understand that God knows how each person feels and that prayer is talking to God
Personal and Social Development – Maslow's Hierarchy of Needs suggests
A Clear and Effective Communicator
that when students' personal, physical, social and relational needs are met then they can reach their fullest personal potentials. When students are provided with safe and nurturing environments they develop a healthy sense of self and social skills necessary to function in society. These are articulated in the Guiding Principles for the Maine Learning Results. They are:
A Self-Directed and Lifelong Learner
A Responsible and Involved Citizen
A Creative and Practical Problem Solver
An Integrative and Informed Thinker
Self – Control
SC.2. Shows progress in expressing feelings, needs, and opinions without harming themselves, others or property
SC.1. Seeks adult help when needed
SC.3. Demonstrates increasing capacity to follow rules and routines
SC.4. Uses materials and equipment purposefully, safely and respectfully
Self-Concept
ST.2. Separates from family to participate in early education setting
ST. 1. Develops and communicates a growing awareness of self as having certain abilities, characteristics, preferences and rights
ST.3. Increases ability to adjust to new situations
ST.5. Expresses pride in accomplishments
ST.4. Explores and experiments with new interests
Social Competence
SE.2. Interacts respectfully and cooperatively with adults and peers
SE.1. Demonstrates an understanding of and follows through with basic responsibilities
SE.3. Listens with interest and understanding to directions during conversations and story time
SE.4. Shows increasing abilities to us compromise and discussion in play and resolution of conflicts
Approaches to Learning – Environments that nurture learning are built upon the premise that children by nature are curious and inquisitive. A well designed learning environment is one that involves the family and stimulates children to explore, initiate and problem solve. This environment encourages further questions and reflection.
The goal of creating this type of learning environment enables children to develop the learning attitudes and skills to prepare them for school and enable them to become active learners for life.
Initiative and Curiosity
IC.2. Recognizes and solves problems through active exploration, including trial and error, and interactions and discussions with peers and adults
IC.1. Expresses (verbally and nonverbally) an eagerness to participate in and learn about a widening range of topics, ideas and tasks
IC.3. Engages in individual or group activities that express real life experiences, ideas, knowledge, feelings and fantasy
Persistence and Reflection
PR.2. Demonstrates a capacity to maintain concentration on a task set of directions, or interactions, despite distractions and interruptions
PR.1. Sets goals, develops plans, persists in and completes tasks
PR.3. Discusses or demonstrates important aspects of a learning experience and identifies what was learned
Creative Arts – The creative arts (music, visual arts, dance, and theatre) afford an outlet for emotional, creative and physical expression. They also help children to understand their world, acquire verbal and non-verbal abilities, problem solve, develop confidence, self-esteem, cooperation, discipline and self-motivation. Most importantly, children should experience the arts as a source of enjoyment, expression and creativity. Children develop skills, knowledge and appreciation of the arts by participating with increasing interest and enjoyment in a variety of music, movement, visual art and drama activities.
CA.1. Shows increasing ability in keeping/moving in time to different patterns of beat and rhythm in music
CA.3. Uses different art media and materials to explore a variety of art processes: drawing, painting, sculpture, weaving, collage, etc.
CA.2. Participates in movement, songs and dances using a variety of instruments and props
CA.4 Identifies shapes, colors and textures
CA.6. Acts out the movements and sounds of animals
CA.5. Takes part in role playing and dramatic play
CA.7. Sings songs that enhance the curriculum
Early Language and Literacy – In order for children to develop good thinking strategies, they must be engaged in the learning environment as active learners. Young children form a strong foundation for English language arts when their emergent literacy skills (reading, writing, and speaking) are developed to build beginning reading and writing abilities. Hands on exposure to books and language arts, creative expression through play and guided encouragement from adults develops the child's verbal and writing skills as well as a love of reading and the spoken word. This in turn provides tools for the child to become a lifelong learner, critical thinker and effective communicator.
To succeed in school and life, young children develop linguistic and cultural skills to communicate successfully in a diverse society. Language and communication are the heart of the human experience, whether communication takes place face-to-face, in writing or through experience with literature.
Communicating and Listening
CL.2. Shares personal stories and participates actively in conversations
CL.1. Asks and answers simple questions
CL.3. Expresses thoughts and feelings in an appropriate way
CL.4. Listens to stories
CL.6. Uses an increasingly complex and varied spoken vocabulary
CL.5. Communicates clearly enough to be understood by familiar and unfamiliar listeners
CL.7. Demonstrates increased proficiency in language use
Book Knowledge and Appreciation
BK.2. Handles and cares for books
BK.1. Seeks out and enjoys experiences with pictures, books and other print materials
BK.3. Listens to and communicates information about books
BK.5. Understands that a book has a title, author and illustrator
BK.4. Knows that books provide information about the world
BK.6. Knows to view one page at a time in sequence from front to back
BK.7. Incorporates some literacy activities into dramatic play, e.g. pretends to read a book, write on paper, or use written signs to read labels
Comprehension
CN.2. Retells information from a story and demonstrates understanding of basic plots of simple stories in a variety of ways
CN.1. Explains what is happening in a picture
CN.3. Makes reasonable predictions about what will happen next or how things might have turned out differently in a story
CN.5. Understands the main ideas of simple information
CN.4. Makes observations about the use of words and pictures
Sounds in Spoken Language
SL.2. Develops an awareness of word sounds and rhythms of language (rhyming, singing)
SL.1. Recites simple poems or nursery rhymes
SL.3. Begins to recognize sounds for letters
SL.4. Shows awareness of syllables in spoken words
Print Concepts
PC.2. Begins to identify some labels and signs (stop, go, and exit)
PC.1. Begins to recognize own written name
PC.3. Begins to recognize that letters are grouped to form words
PC.4. Begins to understand that print has a message
Alphabet Knowledge
AK.2. Begins to recognize the connections between the printed word and spoken word by beginning to follow print as it is read aloud
AK.1. Begins to identify some letters of the alphabet
AK.3. Begins to strengthen visual discrimination by comparing letters, shapes, and colors
Early Writing
W.2. Experiments with a growing variety of writing tools, materials and resources
W.1. Tells about experiences and discoveries, both orally and in writing, which could include child's own invented, emergent writing
W.3. Understands that writing is a way of communicating
W.5. Copies or prints own name
W.4. Uses scribbles, shapes or pictures to represent thoughts or ideas
W.6. Engages in writing using letter-like symbols to make letters or words
Health and Physical Education – Young children begin to learn about
health practices through activity and discussion that will help them to thrive physically, socially, mentally and emotionally. Children begin to know and understand the benefits of safety practices, prevention, good hygiene, and personal health care. Good health is hallmarked by: physical soundness and vigor, mental alertness and ability to concentrate, expressing emotions in a healthy way, resiliency and positive relationships with others.
Healthy Habits
H.2. Follows basic health and safety rules in the Pre-K environment
H.1. Communicates health related needs
H.3. Tries a variety of nutritious foods and knows the difference between healthful foods and those with little nutritional value
H.5. Practices safety skills for different situations (crossing the street, awareness of strangers)
H.4. Regularly participates in active games, outdoor play and other forms of exercise that enhance physical fitness
H.6. Links particular community helpers with given situations/needs (police, firefighter)
H.7. Understands that healthy bodies require rest, exercise and nutrition
Gross and Fine Motor Skills
MS.2. Demonstrates progress with non-locomotor skills (moving in place, turning, twisting)
MS.1. Moves with an awareness of personal space in relationship to others
MS.3. Shows increasing levels of proficiency, control and balance in locomotor skills
equipment
MS.4. Demonstrates increasing abilities to coordinate movements in using playground
MS.5. Demonstrates cooperative skills (following rules, taking turns, sharing equipment) while participating in physical activities
MS.7. Progresses in abilities to use writing, drawing and art tools
MS.6. Grows in eye-hand coordination
Mathematics – Early education in mathematics should provide children opportunities to discover fundamental mathematical concepts and the relevance math has to daily life. Learning environments should have a variety of tools, such as measuring
cups, balance scales, blocks, cubes and other hands-on materials. The use of these encourages the development of problem solving skills.
Numbers and Number Sense
N.2. Uses descriptive math terms such as more, less, same
N.1. Matches a number of objects with written numbers
N.3. Understands that numbers have multiple uses (age, prices, and phone numbers)
N.5. Identifies positions of objects in a sequence (first, second)
N.4. Demonstrates increasing interest and awareness of numbers and counting as a means for solving problems and determining quantity
N.6. Uses one to one correspondence in counting objects and matching groups of objects
N.8. Demonstrates understanding of concepts whole and part
N.7. Shows growth in matching, sorting, putting in a series and regrouping objects according to one or two attributes such as color, shape or size
Shape and Size
S.2. Recognizes, names, matches and sorts simple shapes
S.1. Builds an understanding of direction, order and position of objects and words
S.3. Begins to determine whether two objects are the same size and shape
S.5. Recognizes and compares objects based on differences in length, volume, weight, width (thick, thin)
S.4. Matches two dimensional geometric shapes (puzzles, non-interlocking puzzles)
S.6. Uses non-standard units of measurement (books, blocks) to measure objects
S.7. Describes simple navigation activities (going to the school office)
Mathematical Decision Making
D.2. Makes two and three dimensional depictions, such as graphs and charts of information gathered from immediate surroundings (Number of brothers and sisters)
D.1. Responds to questions that can be answered with information gained through data analysis (How many people are wearing blue shirts?)
Patterns
P.2. Matches and sorts objects
P.1. Begins to recognize, copy, extend and create simple patterns (sounds, objects, shapes)
Science – The opportunities to explore, experience and question creates the foundation for an understanding of science and technology in the young child's experience. The early childhood program encourages active learning through individual and cooperative exploration that builds on children's natural curiosity and desire to understand the world in which they live.
Scientific Knowledge
SK.2. Sorts living things by characteristics
SK.1. Knows differences between living and non-living things
SK.3. Identifies body parts and knows their functions
SK.5. Identifies how things move
SK.4. Knows that plants and animals need food, water, air and sun to survive
SK.6. Begins to be aware of the life cycles of plants and animals
SK.8. Demonstrates an awareness of daily weather
SK.7. Demonstrates an interest in and respect for plant and animal life
SK.9. Develops an awareness of the four seasons and some of the attributes of those seasons (observes weather and plant life)
Scientific Process
SP.2. Observes and describes the physical properties of objects
SP.1. Explores the world with the five senses
SP.3. Develops ability to classify, compare and contrast objects
SP.5. Participates in simple experiments
SP.4. Becomes familiar with simple scientific tools
SP.6. Asks questions, makes predictions and communicates observations orally
SP.8. Observes and participates in activities related to preserving the environment (cleaning up after themselves both inside and outside)
SP.7. Explores cause and effect (what happened, what caused it, and what happened because of the event)
Social Studies – Young children's understanding of and ability to participate cooperatively in family and group settings enables children to develop, practice and apply skills required to be full participants in a democratic society.
Families and Communities
SS.2. Demonstrates a beginning understanding of family/non-family
SS.1. Develops understanding of self as part of a family, group, community and culture
SS.3. Understands and discusses why certain responsibilities are important (cleaning up, caring for pets)
SS.5. Recognizes emergency situations
SS.4. Understands that there are other cultures
SS.6. Explores types of work and workers
SS.8. Participates in projects to help others in need
SS.7. Explores modes of transportation
SS.9. Recites the Pledge of Allegiance
SS.10. Identifies purposes and customs of holidays
Technology – Children's understanding of technology stems from their interactions with it in the home and school environments. At the Pre-K level, technology is used to enhance knowledge and skills developmentally appropriate for the level of understanding and fine motor skills.
Standard A – Students will acquire developmentally appropriate computer skills to enhance learning.
TA.2. Students will develop technology vocabulary such as keyboard, mouse, monitor, printer, CD ROM drive
TA.1. Students will be able to identify the major parts of a computer and peripheral devices including the mouse, keyboard, CD ROM drive and monitor
TA.3. Students will use the mouse to move and point to a designated location as well as point and click
TA.5. Students will demonstrate the safe handling of a CD
TA.4. Students will use computer software and CD ROMs to support content areas such as math and science
Standard B – Students will apply computer technology that is imbedded into discipline centered curriculum content (English/language arts, science, mathematics, social studies, religion).
TB.2. Students will identify different types of media in their daily lives
TB.1. Students will understand that there are differences among the kinds of information in different forms of media
TB.3. Students will describe their reactions to a variety of print and non-print resources | <urn:uuid:7329183e-d97d-4f11-93b3-4d36a39daf40> | CC-MAIN-2018-47 | http://saintthomassanford.org/Earlychildhood/Pre-KCurriculum.pdf | 2018-11-14T15:01:50Z | crawl-data/CC-MAIN-2018-47/segments/1542039742117.38/warc/CC-MAIN-20181114150002-20181114172002-00232.warc.gz | 299,354,239 | 4,068 | eng_Latn | eng_Latn | 0.994525 | eng_Latn | 0.995577 | [
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History
I can list 5 ways in which Brazil has changed as a result of hosting the Olympic games.
I can research aspects of the Brazil Olympic games.
I can evaluate some of the positive effects of hosting the Olympic games in 2016.
Hi1/1.1 changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life
Music
I can learn and remember the words to a range of songs.
I can recognise phrase lengths and know when to breathe.
I can suggest ways in which I could improve on my performance.
Mu1/1.1 use their voices expressively and creatively by singing songs and speaking chants and rhymes
Art
I can name different tools used for sewing. I know that there are different types of stitches.
I can explore using a range of simple tools and stitches.
I can use
running stitch to attach material.
I can use backstitch to join material.
I can evaluate my how I have improved my sewing skills and suggest my next steps.
Ar1/1.1 to use a range of materials creatively to design and make products
Ar1/1.3 to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
Science
I can name the different parts of a simple food chain.
I can identify key features of different types of habitats.
I can suggest what different habitats provide for the living things within them.
I can construct different food chains from different photos of living things.
I can explain
how animals depend on the plants in their habitat.
I can explain how plants depend on animals in their habitat.
Sc2/2.1 Living things and their habitats
Sc2/2.1b identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other
Sc2/2.1d describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food.
Computing
I can describe some of the basic functions of SCRATCH.
I can investigate how to create a background and program a sprite.
I can continually evaluate my programming and develop my debugging skills.
Co2/1.1 understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
Co2/1.2 create and debug simple programs
Co2/1.3 use logical reasoning to predict the behaviour of simple programs
DT
I understand the product that I will plan and make.
I can plan my product. I can list what I will need to make my product.
I can use a range of tools and techniques for cutting, joining and fixing materials.
I can evaluate the strengths and next steps of my finished product.
DT1/1.2a select from and use a range of tools and equipment to perform practical tasks
DT1/1.2b select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics
DT1/1.3a explore and evaluate a range of existing products
DT1/1.3b evaluate their ideas and products against design criteria
Geography
I can locate and name Brazil, its major cities and surrounding countries on a map.I can identify particularly hot and cold areas of the world.
I can use the contents and index pages of an atlas.
I can explain what the weather is usually like in parts of Brazil.
I can explore the basic features of a rainforest.
I can explain my views about Brazil. I can compare geographical features of Mersham to Recife in Brazil.
Ge1/1.4a use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage Ge1/1.3a identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles Ge1/1.2a understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country | <urn:uuid:035c4128-40ee-467d-9887-e124b4d5f7b1> | CC-MAIN-2018-47 | http://www.mersham.kent.sch.uk/wp-content/uploads/2018/10/Topic-Overview-Term-2-Brilliant-Brazil.pdf | 2018-11-14T16:04:13Z | crawl-data/CC-MAIN-2018-47/segments/1542039742117.38/warc/CC-MAIN-20181114150002-20181114172002-00233.warc.gz | 453,520,268 | 910 | eng_Latn | eng_Latn | 0.998586 | eng_Latn | 0.998586 | [
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http://health.mcleancountyil.gov
NEWS
www.facebook.com/mcleanhealth
www.twitter.com/mcleanhealth
FOR IMMEDIATE RELEASE June 12, 2018
CONTACT: Lisa Slater
(309) 888-5489 (office)
(309) 838-1599 (cell)
Positive Mosquito Pool the first sign of West Nile Virus Presence in McLean County
BLOOMINGTON – A mosquito pool collected on June 8th from a trap set in the 61705 zip code area has tested positive for West Nile virus (WNV), the first positive test for 2018. Staff from the Health Department are currently going door-todoor leaving WNV prevention information at residences in the surrounding area.
With confirmation of West Nile virus infected mosquitoes in the county, the Health Department reminds residents that avoiding mosquito bites is the best protection from WNV disease. All residents are advised to:
REDUCE exposure
Keep your skin covered with long pants and long-sleeved shirts, along with socks and shoes, when outside at dawn and dusk (when Culex mosquitoes are most active)
Make sure windows and doors have screens to stop mosquitoes from entering and repair or replace screens with rips or holes
Empty and scrub, turn over, cover, or throw out items around the home that hold water on a weekly basis (including bird baths, flower pots, wading pools, old tires and other receptacles that collect water)
REPEL mosquitoes
apply insect repellent that contains DEET, picaridin, or oil of lemon eucalyptus, according to label instructions (consult a physician before using repellents on infants)
REPORT dead birds and standing water sources
report dead birds and areas of stagnant water in roadside ditches, flooded yards and similar locations that may create ideal breeding grounds for mosquitoes
Symptoms of WNV disease can appear up to 13 or 14 days after an infection. Mild cases of WNV can cause a slight fever or headache. Severe infections can lead to high fever, disorientation, and even paralysis or death. Persons at highest risk for serious illness are young children, adults 50 years of age or older and people with compromised immune systems. Anyone concerned about their risk or experiencing symptoms should contact a physician immediately and inform the doctor of any recent mosquito bites.
-MORE-
McLean County Health Department 200 W. Front St. Bloomington, IL 61701 (309) 888-5450
Through the WNV Surveillance program, the McLean County Health Department's Environmental Health Division establishes mosquito traps at sites throughout McLean County that are collected and tested twice a week. WNV surveillance and prevention efforts in McLean County are funded by a grant from the Illinois Department of Public Health. For more information about WNV visit the Health Department's website at http://health.mcleancountyil.gov/wnv; or, go to www.idph.state.il.us/envhealth/wnv.htm.
###
McLean County Health Department 200 W. Front St. Bloomington, IL 61701 (309) 888-5450
Background
WNV human infection occurs primarily in midsummer to early fall, although mosquitoes that can carry the disease may be present from mid-April through October.
West Nile Virus is a mosquito-borne disease that can cause encephalitis, an inflammation of the brain. Culex mosquitoes, also known as the house mosquito, become infected with the virus by feeding on infected birds and produce more WNVpositive mosquitoes. Those mosquitoes then seek blood meals and subsequently infect humans and animals.
The health department is authorized to collect a limited number of birds each season. Testing decisions are based on bird species, condition of the carcass, and location of death. If a bird has already tested positive from a location in the county, there is often no need to test additional birds from that locale. Bird species tested include: crow, jay, magpie, raven, sparrow, finch, grackles, starlings, robins, cardinals, hawks and owls. Birds that will not be accepted include: pigeons, ducks, geese, chickens, other large birds and endangered species.
It is extremely unlikely that a person would contract West Nile virus from a dead bird; however, safety precautions are recommended when handling any dead animals. To safely dispose of a dead bird that the health department cannot accept, adults should be mindful of possible leaking fluids, sharp beaks, and claws, and always:
* Wear non-cloth disposable gloves made of rubber or latex, a plastic bag over your hands if gloves are not available, or use a shovel or tongs to pick up the bird and place it in a plastic bag.
* Seal the plastic bag once the bird is in it and place the bag inside a second plastic bag and seal it.
* Place the bird in the trash, if you live within municipal limits.
* Bury the bird in a location that is safely away from water sources, if you are a rural resident
* Wash your hands with soap and warm water immediately after disposing of the bird.
(L) Photo of a McLean County Health Department WNV intern separating mosquitoes from a trap collection
(R) Two mosquito traps at a McLean County Health Department surveillance location.
(M) A McLean County Health Department WNV prevention graphic -- photo illustration by Patrick Larkin and Joe Scott/The Daily Iowan.
McLean County Health Department 200 W. Front St. Bloomington, IL 61701 (309) 888-5450 | <urn:uuid:25fc9ece-a40d-42a5-9ff9-68fb162378ca> | CC-MAIN-2018-47 | https://health.mcleancountyil.gov/ArchiveCenter/ViewFile/Item/442 | 2018-11-14T16:26:20Z | crawl-data/CC-MAIN-2018-47/segments/1542039742117.38/warc/CC-MAIN-20181114150002-20181114172002-00232.warc.gz | 648,359,590 | 1,160 | eng_Latn | eng_Latn | 0.98898 | eng_Latn | 0.996165 | [
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CONSUMER TIPS
Double T. investments
July 21, 2014
DISEASE PREVENTION
Physical Activity and a balanced diet can help prevent many chronic diseases and conditions, including obesity, type 2 diabetes, hypertension, heart disease, stroke, and some cancers.
It's a fairly simple concept. If you take care of yourself now, you won't have to worry as much about being taken care of when you are older. A healthy lifestyle is the ultimate prevention against chronic diseases including diabetes, heart disease, and cancer. 7 out of 10 deaths in the United States are caused by chronic diseases.
A healthy lifestyle doesn't require an expensive prescription or heavy medical bills. All it requires is commitment. Re-dedicate yourself to a healthy life today and wake up daily refusing to allow chronic diseases to be a part of your future.
The following are basic guidelines designed to lower overall health risk.
EAT A HIGH FIBER DIET- aim for 25-35 grams of fiber each day.
- Fiber-rich foods include oats, beans, lentils, whole grains, and fruits and vegetables.
- Choose breads and cereals that have more than 3 grams of fiber per serving.
- In the ingredients, look for the word "whole" in front of the product grain.
CHOOSE MORE HEALTH FATS- unsaturated fats from naturals sources, including omega-3 fats
- Unsaturated fats are found in nuts, butters, seeds, avocados, vegetable oils, fish and plants
- Walnuts, flaxseed-oil, salmon, tuna, mackerel and sardines- excellent sources omega-3 fats
- Use olive oil spray when cooking fatty-fish, such as salmon and tuna, at least twice a week.
LIMIT SATURATED FAT- less than 10% of daily calories should come from saturated fats
- Saturated fats are found mainly in animal products (meat, dairy, eggs) coconut oil & Palm oil
- Select low fat meat cuts and limit portion size to about 3 oz pr meal.
- Choose low fat dairy products, 1% or skim milk, and limit cholesterol intake to <200mg/day
AVOID TRANS FAT – trans fat is harmful and should be avoided as much as possible
- Trans fat is found in fried foods and many commercial foods such as cakes, pies, crackers & dips
- Avoid food products that contain "partially hydrogenated" or "hydrogenated" oil
LIMIT HIGH SODIUM FOODS – Consume no more than 2,300mg of sodium (salt) per day
- Proceed and restaurant foods contribute 75% of sodium eaten, while 25% comes from salt added to meals.
- Daily Values that's 5% or less are considered "low" and 20% + are that to be "high" for a food.
BE ACTIVE DAILY – 30 minutes of moderate-intensity physical activity on 5 or more days a week.
- Find activities at, work, school or gym thats enjoyable, so you'll be more likely to do them.
- make physical activity a part of daily living, take the stairs vs the elevators and park further away
Consumer Educational Materials;
Double T. Investments | <urn:uuid:a361ea32-fca6-4e13-989b-5f167dfae7f6> | CC-MAIN-2018-47 | http://doubletinvestments.net/Disease%20Prevention.pdf | 2018-11-14T15:56:15Z | crawl-data/CC-MAIN-2018-47/segments/1542039742117.38/warc/CC-MAIN-20181114150002-20181114172002-00237.warc.gz | 104,549,850 | 678 | eng_Latn | eng_Latn | 0.997208 | eng_Latn | 0.997331 | [
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Rourke Baby Record Well Baby Information
Parents often wonder about their child's health, leading to the frequently asked question: "Is my baby healthy and growing normally?"
These information sheets outline normal and healthy growth and developmental milestones, and common health topics for your baby.
Due to space constraints, some messages are repeated at several ages while others appear only once. Read the complete set of sheets to obtain the entire information.
The Rourke Baby Record (RBR) is a guide that many Canadian doctors and other healthcare professionals utilize for well baby and child visits for babies and children from 1 week to 5 years of age. Its website, www.rourkebabyrecord.ca, includes forms for charting well baby visits and related resources for parents and for healthcare professionals.
Resources
For more information on your baby's health, the top 5 websites cited by the RBR Parent Resources are:
You can visit the RBR website (www.rourkebabyrecord.ca/) for additional help to answer questions that you may have about your baby.
1. Canadian Pediatrics Society – Caring for Kids (www.caringforkids.cps.ca)
3. Parachute - formerly Safe Kids Canada (www.parachutecanada.org)
2. Hospital for Sick Children – About Kids Health (www.aboutkidshealth.ca)
4. Dietitians of Canada (www.dietitians.ca
)
5. Health Canada (www.hc-sc.gc.ca
)
Support and Acknowledgements
The RBR Parent Resources website and this series of information sheets were created by then Memorial University of Newfoundland (MUN) medical student, Dr. Laura Butler, and the RBR authors (Drs. L. Rourke, D. Leduc and J. Rourke). Two MUN Summer Undergraduate Research Awards and MUN Faculty of Medicine Office of Professional Development supported these projects. Evaluation project by Dr Aimee Holla, MUN FM Resident.
Support for the RBR includes the Government of Ontario and MUN's Dr. W. Ingram Award. Licensing contributions for RBR electronic medical record use go to the MUN RBR Development Fund.
As evidence-based information is constantly changing, the Rourke Baby Record and these recommendations should be used as a guide only.
October 2017
4 Months Old
4 Months
Feeding & Growth
Breastfeed your baby on-cue when he seems hungry. If your baby is taking breastmilk, give him Vitamin D drops (400 IU/day or 800 IU/day in Northern communities). You should also take Vitamin D yourself while breastfeeding (400 IU/day).
When breastmilk is not available, give commercial, not homemade, formula, when your baby seems hungry. At this age, she will likely drink about 750 to 1080 mL (25 to 36 oz) formula per day.
The bowel movements (stools) of your breastfed baby may now be firmer and pasty rather than wet and seedy, and can occur up to several times daily or only once or twice a week.
Starting solids depends on your baby's readiness, from a few weeks before to just after 6 months. Your baby is ready to try solids if she can hold her head up and sit with little help and open her mouth when food is offered. She can accept food from a spoon and swallow it, and can turn her head to refuse food.
- Stir a little pureed food into some breast milk, formula or water, and give off a spoon.
- Start with iron-containing foods like meat, tofu, legumes, poultry, cooked eggs, low mercury fish and infant cereals. Then you can add vegetables and fruits. Offer these foods at least twice a day. - Leave 2 days between starting new foods to tell
how the first is tolerated.
Keeping Baby Safe
Childproof your home. Lock away all medications and cleaning products. Cover electrical outlets and tape down cords. Find the hazards before your baby does. Have Emergency numbers handy.
To prevent falls, never leave your baby alone on his change table or other high surface. Use window guards and stair gates. Baby walkers on wheels are banned in Canada and should never be used.
To prevent drowning, never leave your baby alone in the bath. Do not use baby bath rings or bath seats.
Never shake your baby. This can cause serious brain damage or death. If your baby will not stop crying, and you feel like you are losing control after trying to comfort her, lay your baby in her crib and take a moment to collect yourself before trying to soothe her again.
Vaccinations
Discomfort when the vaccine needles are given is less when your baby is breastfeeding or given a sweet liquid, or if a local anaesthetic cream is applied before the needles are given.
After the vaccinations, your baby may have no reaction, or may be fussy or sleep more or less than usual. He may have a mild fever or a little redness or swelling where the needle was given. If needed, you can give him acetaminophen. Call your doctor if his fever reaches 40C (104F), if he is crying/fussy for more than 24 hours, is unusually sleepy or unresponsive, or has swelling at the needle site that is worsening.
Development
At 4 months, your baby should:
o Respond to people with excitement. For example she may move her legs, pant, or make cooing noises.
o Follow a moving toy or person with her eyes.
o Hold her head steady when supported at her chest or back while seated.
o Laugh and smile in response to your smiles.
o Hold an object for a short time when placed in her hand.
Play with your baby by giving him a variety of things to hold. Also have quiet time with rocking and cuddling. Try to keep the same bedtime routine.
Report any concerns about your baby's development, including her hearing and vision, to her physician or other healthcare professional.
Other Advice
Let your doctor know if you are giving your baby any complementary or alternative medicines, especially if your baby has any health problems.
Spitting up (reflux) is common: almost half of healthy 3-4 month old babies spit up at least once daily and almost all stop by 1 year of age. Most require no treatment. Talk to your doctor if your baby is not gaining weight adequately, or cries or coughs during feeding or when spitting up.
Read and look at books with your baby, beginning in the first few months of life, to promote literacy.
Your baby may begin teething. The first tooth normally appears on the bottom gums when he is about 6 months old, but this can range from before 3 months to after 12 months. To help soothe your baby, do not give any over-the-counter gels, but you can rub his gums with a cold damp cloth. When your baby's teeth appear, clean them twice daily with a soft bristle baby toothbrush using only water (if low risk for tooth decay) or a rice grain sized amount of fluoridated toothpaste (if high risk for tooth decay). | <urn:uuid:a1a72290-e1f4-4f45-8b34-f58badee9754> | CC-MAIN-2018-47 | http://rourkebabyrecord.ca/pdf/Brochure%202017%204%20mos%20171016.pdf | 2018-11-14T15:16:03Z | crawl-data/CC-MAIN-2018-47/segments/1542039742117.38/warc/CC-MAIN-20181114150002-20181114172002-00235.warc.gz | 283,391,500 | 1,500 | eng_Latn | eng_Latn | 0.993984 | eng_Latn | 0.997624 | [
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Nevada Academic Content Standards - Resource Page
The resources below have been created to assist teachers' understanding and to aid instruction of this standard.
auxiliary verb active voice passive voice
Teacher Tips
https://owl.english.purdue.edu/owl/resource/539/02/ This website provides explanations and examples.
http://www.quickanddirtytips.com/education/grammar/active-voice-versus-passive-voice This podcast is a good explanation to the difference between active voice and passive voice, but it will be more useful to students after they have studied active and passive first. This site is definitely appropriate for more accelerated classes.
http://www.eslgamesworld.com/members/games/grammar/football/passive%20voice/passive%20voice.html This is a soccer game where a student's knowledge of passive and active voice allows the student to make goals.
http://www.teachertube.com/video/voice-passive-and-active-36808 This video also provides a QR code for those who would like to embed it into a webpage. Best suited to higher level 8 th grade classes.
http://www.teachertube.com/video/active-and-passive-voice-287718 This video is suitable for all classes. QR code is available. This video has a nice emphasis on scientific writing.
Horizontal Alignment
L.8.1a - Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
L.8.1c - Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
L.8.1b - Form and use verbs in the active and passive voice.
L.8.1d - Recognize and correct inappropriate shifts in verb voice and mood.
Vertical Progression
L.K.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.1.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.3.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.2.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.4.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.6.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.5.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.7.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.11-12.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.9-10.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
The above information and more can be accessed for free on the Wiki-Teacher website.
Direct link for this standard: L.8.1.b | <urn:uuid:741ae0d8-2354-4a74-901c-642c39bec50c> | CC-MAIN-2018-47 | http://rpdp.net/admin/images/uploads/resource_10438.pdf | 2018-11-14T15:39:39Z | crawl-data/CC-MAIN-2018-47/segments/1542039742117.38/warc/CC-MAIN-20181114150002-20181114172002-00236.warc.gz | 272,772,164 | 633 | eng_Latn | eng_Latn | 0.989076 | eng_Latn | 0.99134 | [
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Uniform Patches Meaning
Learn the meanings of our uniform patches and earn the right to purchase and wear them on your uniform.
The Flags (Gook Gi)
On the walls of your DoJang (studio), you will see 2 flags. The one on the left is the American Flag. On the right is the Korean Flag, to represent the heritage of our martial art, When entering and leaving the DoJang, students should bow towards the flags as a gesture of respect and loyalty to their country, their martial arts organization, and as a gesture of respect towards the country where our martial arts originated. This gesture is very important and should not be taken lightly. Remember respect and loyalty is the core of the martial artist's philosophy.
The American Flag
Designer: The recognized designer of the Flag was Francis Hopkinson a delegate from New Jersey to the Continental Congress and also a signer of the Declaration of Independence. Stars and Stripes: The Continental Congress resolved on June 14, 1777, that thirteen United States be thirteen stripes alternating red and white; that the union be thirteen stars, white in a field of blue, representing a new constellation. No given star on the Flag corresponds to a specific state. The stars represent the states collectively. Flag Colors: The red, white and blue colors and their arrangement in the flag are often interpreted as expressing the very character of our nation. George Washington described the white of the Flag as symbolizing our desire for liberty in the land of the free. The virgin white stripes represent purity and serenity of the nation. In contrast, the white stars represent purity and liberty, and freedom within the nation, which in turn symbolizes the purity, liberty and freedom of each individual American citizen. The crimson red stripes symbolize the courage and vigilance of the American citizen who is not afraid to stand up and fight for the peace of the American way of life. That's why there are six white stripes bordered by seven red stripes which says that there cannot be peace and liberty and freedom within this nation without the American citizen willing to make the ultimate sacrifice, in order to preserve the freedom and peace of this great country for future generations. The royal blue field stands for freedom and justice. Thomas Jefferson once said that justice is almost one fourth of the things that we as American citizens hold near and dear to out hearts. Without justice we cannot have peace and freedom in our way of life. Therefore, if you measure the flag, the blue field will be almost onefourth of the area of the flag no matter how it is measured. The United States of America's Flag has changed more often than any other nation's flag in the history of the world, 27 times since 1776. To date there are 50 stars representing the 50 states of our great nation. We ask that you take the time to think about what it means to be an American and what the Flag means to you.
The Korean National Flag
"TAE GUK KI"
The Korean flag symbolizes much of the thought, philosophy and mysticism of the Orient. The symbol, and sometimes the flag it self, is called Tae Kuk. Depicted on the flag is a circle divided equally and in perfect balance. The upper (red) section represents the Yang and the lower (blue) section of the UM, an ancient symbol of the universe. These two opposites express the dualism of the cosmos:
fire and water, day and night, dark and light, construction and destruction, masculine and feminine, active and passive, heat and cold, plus and minus, and so on. The central thought in the Tae Kuk indicates that white there is a constant movement within the sphere of infinity, there are also balance and harmony. As a simple example, kindness and cruelty may be taken into consideration. If parents are kind to a child, it is food, but they may spoil and weaken him and thus lead him to become a vicious man and a source of disgrace to his ancestors. This also represents the peaceful people of Korea. Three bars at each corner also carry the ideas of opposition and balance. The three unbroken lines stand for heaven (sky): the opposite three broken lines represent the earth (ground). At the lower left hand corner of the flag are two lines with a broken line between. This symbolizes fire. The opposite is the symbol of water.
The Meaning of our national association logo
Designed in 1967 By Grandmaster Edward B. Sell, This emblem very closely resembles the world's first taekwondo association, the Korea Taekwondo Association in Seoul, Korea. The significance of each color is as follows: White-Purity of mind, heart, body, and spirit Gold-Represents the master. The U.S. Chung Do Kwan Association was founded by and American master. Also a tribute to our U.S. Chung Do Kwan Masters. Blue-Represents freedom. RedRepresents the blood that was shed to obtain our freedom. Black-Represents
Death. A tribute to those who have given their lives for our freedom. The significance of the design is as follows: Fist-Represents the universal emblem of Taekwondo and Karate. Shield-Represents selfprotection. Two Circles-Represents the Universe and the circle of life. Korean writing-Chung Do Kwan. Stripe behind the fist-Represents a Black Belt. Four Flower Petals-Grand Master Sell was only a 4 th Degree Black belt when he organized the U. S. Chung Do Kwan Association. The petals are from the national flower of South Korea.
The meaning of our School logo
Our school logo contains 3 circles that stand for the zones of self defense, the center circle is the Korean version of the Um/Yang symbol, and it represents the central theme of balance in our lives. The second circle symbolizes the punching range, and outer circle symbolizes the kicking range. The triangle that links the 3 circles together represents the angles we use in our martial arts strategy and the fundamental idea of the trinity of martial arts training. The logo wording is arranged so that this idea is carried further reminding us that a complete martial artist must build 3 fundamental principles during his training. Martial mind, Artist body, and a Spiritual foundation. Like a fire A warrior must prepare himself in each of these areas to be successful not only in combat but in life. | <urn:uuid:5892889e-560f-43cc-afd4-a17a4e0611f0> | CC-MAIN-2018-47 | http://sporttkd.com/yahoo_site_admin/assets/docs/patches_meaning.104205354.pdf | 2018-11-14T15:55:16Z | crawl-data/CC-MAIN-2018-47/segments/1542039742117.38/warc/CC-MAIN-20181114150002-20181114172002-00235.warc.gz | 310,711,661 | 1,303 | eng_Latn | eng_Latn | 0.996347 | eng_Latn | 0.996607 | [
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Notable WOmen
LESSON GRADES 3–5
STANDARDS:
CCSS.ELA-Literacy.CCRA.K-5.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
CCSS.ELA-Literacy.CCRA.K-5.R.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
CCSS.ELA-Literacy.CCRA.K-5.SL.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.CCRA.K-5.SL.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
OBJECTIVE:
Students will be able to prove with evidence the big idea, "people have the power to make change" by using the Notable Women app or website to read about a notable woman and in pairs create a poster to present how that woman has changed the course of history.
MATERIALS:
* Notable Women App or Notable Women website
* Notebook
* Pencil
* Poster making materials (if not making digitally)
* Poster paper (1 per pair)
* Markers
* Glue
* Construction paper
MOTIVATION:
To peak interest and motivate the students, ask them to turn to a partner and discuss a time when they made a change in their life. Write these questions on the board and ask them to discuss with their partner: What is a change you have made in your life? How did you make that change? How did you feel?
After giving students a few minutes to discuss, ask a few volunteers to share what they talked about.
INTRODUCE THE BIG IDEA:
Introduce the big idea, "people have the power to make change" and write it on the board. Discuss with students that change can be small life changes like the ones they just shared, but change can also be larger scale and affect many people. Inform students that today they will be looking at larger scale change, by examining how powerful women have changed the course of history in honor of Women's Equality Day (or Women's History Month.)
PRACTIVE WITH THE BIG IDEA:
To practice with the big idea, "people have the power to make change", choose a person, character or idea that has created change that the students are familiar
with, such as Martin Luther King Jr. Project a picture of that person and ask the students, "How did _______ create change? What changes did he/she make?" Have the students discuss these questions in pairs/small groups, and then ask volunteers to share what they talked about.
APPLY THE BIG IDEA:
To apply the big idea, "people have the power to make change" have students get into partners and choose a woman they want to investigate that is featured on the Notable Women app/website. Using at least two sources (Notable Women app or website, 'Learn More' links 1 from the Notable Women website, and/or other websites if time allows) students will research how that woman has changed the course of history. After analyzing two or more resources and taking notes, students will make a poster to present the information they found on their notable woman. The poster should include the notable woman's name, drawing or printed picture of her, and the important changes she made in history.
1 Every effort has been made to ensure that the 'Learn More' links are appropriate for grades 3 through 12. However, the stories of some of the women in this database include references to subjects that some may deem inappropriate for younger students (such as violence and sexual assault.)
Note: This poster can also be done as a slideshow or other multimedia presentation instead, but these posters can be hung up around the room in honor of Women's Equality Day or Women's History Month.
SHARE & SUMMARIZE THE BIG IDEA:
Once students have finished creating their poster with their partner that proves the big idea, "people have the power to make change", have partner pairs present their notable woman in front of the class. Be sure to remind students of public speaking and listening norms.
Note: This may be done or multiple class periods.
INTEGRATION:
After students have presented their poster to the class and have gotten to see how women have changed the course of history, have students think more about the big idea, "people have the power to make change", by having students complete
an exit ticket in which they write the answer to the following questions: What is something you want to change in this world? How do you think you can make that change?
POSSIBLE EXTENSION ACTIVITIES:
1. Timeline: Create a "History of Notable Women" timeline that compiles the dates/years of feats accomplished by the all the women that the students came across in their research.
a. Alternatively, have students create a timeline with their partner for their notable woman that includes all the important events in her life (especially moments in which she created change).
2. Geographical Map: Create a "Map of Notable Women" that compiles the locations of where notable women accomplished feats either using an online map or pinning a printed map.
3. Compare & Contrast: Either at home or in class have students use the Notable Women app/website to research another woman that is in the same category. Have students compare and contrast the two women using a Venn Diagram.
This lesson is based on model of teaching called the "Advance Organizer" from: Joyce, Bruce; Weil, Marsha; and Calhoun, Emily, "Models of Teaching" (2003). Centers for Teaching and Technology - Book Library. 96. | <urn:uuid:4f3861a8-d026-4725-93a8-83486c29dc57> | CC-MAIN-2018-47 | https://storage.googleapis.com/gweb-notablewomen.appspot.com/lesson_plans/NW-LessonPlan-Grades3-5.pdf | 2018-11-14T16:36:22Z | crawl-data/CC-MAIN-2018-47/segments/1542039742117.38/warc/CC-MAIN-20181114150002-20181114172002-00236.warc.gz | 738,877,006 | 1,221 | eng_Latn | eng_Latn | 0.995026 | eng_Latn | 0.997941 | [
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Communication and Language
Literacy
Join in with repeated refrains and anticipate key events and phrases in rhymes and stories.
- Begin to use more complex sentences.
- Use vocabulary and forms of speech that are increasingly influenced by their experience of books.
- Use talk to connect ideas, explain what is happening and anticipate what might happen next.
- Enjoy rhythmic and rhyming activities.
- Show an awareness of rhyme and alliteration.
- Continue a rhyming string.
- Handle books carefully.
- Listen to and join in with stories and poems, one-to-one and also in small groups.
- Enjoy an increasing range of books.
- Ascribe meanings to marks that they see in different places.
- Use one-handed tools and equipment.
- Draw lines and circles using gross motor movements.
- Begin to form recognisable letters.
Creative Development
- Make models and scenery for our stories.
- Use a variety of materials and textures to create 2D and 3D work.
- Use a range of different puppets to role-play with.
- Work creatively on a large or small scale.
- Explore what happens when colours are mixed.
- Create collages, paintings and drawings.
- Capture experiences and responses with music, dance, paint and other materials and words.
- Show an interest in the way musical instruments sound.
- Use bodies to explore texture and space.
PSED
- Beat Baby
- Play co-operatively with a larger group of friends
- Encourage children to describe themselves and their abilities in positive ways
- Encourage children to initiate conversations and take into account what others say
- Have awareness of the boundaries set and of behavioural expectations in the setting
- To enjoy new challenges and meet own goals
- Explain their own knowledge and understanding
- Celebrate special events and activities taking place
Mathematics
- Use some number names and number language in order.
- Sometimes match a number and quantity correctly.
- Count up objects by saying one number name for each item.
- Begin to count beyond ten.
- Recognise numerals 1 to 5, then to 9 and beyond.
- Select the correct numeral to represent 1 to 5, then 1 to 9 objects.
- Compare two groups of objects, saying when they have the same number.
- Show an interest in number problems.
- Show awareness of similarities in shapes in the environment.
- Show an interest in shape and space by playing with shapes or making arrangements with objects.
- Begin to talk about the shapes of everyday objects.
Nursery Spring Term 2018
Understanding the World
- Talk about what is happening at home – celebrations, trips ...
- Describe and talk about what we see.
- Investigate various construction materials.
- Show curiosity about why things happen and how things work.
- Join construction pieces together to build and balance.
- Know how to operate simple equipment.
- Construct with a purpose in mind using a variety of resources.
- Complete a simple program on a computer.
- Use a mouse and keyboard to interact with age appropriate computer software.
- Enjoy imaginative role-play with peers.
Physical Development
- Draw, paint or cut pictures of characters from the traditional tale stories
- Discuss healthy food choices
- Encourage children to begin to form recognisable letters e.g. write their names or other words
- Move freely around the outside area in a variety of ways e.g. hopping, skipping...
- Ball skills – controlling a ball – throwing and catching with increasing accuracy
- Climb the climbing frame unaided
- Begin to use a two wheeled bike
- Show understanding for the need to keep in the shade on hot days | <urn:uuid:b90b7fbd-290a-45dd-958e-e124f8f1312a> | CC-MAIN-2018-47 | http://springgrove.hounslow.sch.uk/wp-content/uploads/2018/01/Nursery-flowchart-2018.pdf | 2018-11-14T15:31:44Z | crawl-data/CC-MAIN-2018-47/segments/1542039742117.38/warc/CC-MAIN-20181114150002-20181114172002-00235.warc.gz | 311,155,008 | 743 | eng_Latn | eng_Latn | 0.998051 | eng_Latn | 0.998051 | [
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Key Findings
As the U.S. economy continues to struggle for the third year, findings from the 2010 Stress in America survey paint a picture of an overstressed nation. Feeling the effects of prolonged financial and other recession-related difficulties, Americans are struggling to balance work and home life and make time to engage in healthy behaviors, with stress not only taking a toll on their personal physical health, but also affecting the emotional and physical well-being of their families.
Children and adults alike who are obese or overweight are more likely to feel stress, and overweight children are more likely to report that their parents were often or always stressed over the past month. Children, regardless of weight or age, say they can tell that their parents are stressed when they argue and complain, which many children say makes them feel sad and worried. Parents, however, are not fully realizing the impact their own stress is having on their children.
In general, Americans recognize that their stress levels remain high and exceed what they consider to be healthy. Adults seem to understand the importance of healthy behaviors like managing their stress levels, eating right, getting enough sleep and exercise, but they report experiencing challenges practicing these healthy behaviors. They report being too busy as a primary barrier preventing them from better managing their stress, and a lack of motivation, energy and time as the chief reasons for not being more physically active. In 2009 and again this year, lacking willpower was cited as a barrier to adopting healthy behaviors when lifestyle changes were recommended by a health care provider. Yet the majority believes willpower can be learned as well as improved, if they only had more energy and confidence.
The survey found that although reported average stress levels have remained much the same as they were last year, fewer adults report being satisfied with the ways that their employer helps employees balance work and non-work demands and, in general, concern about job stability is on the rise.
Survey findings have consistently shown that the majority of Americans are living with moderate (4 – 7 on a scale of 1 to 10, where 1 means you have little or no stress and 10 means you have a great deal of stress) or high (8 – 10 on a scale of 1 to 10) levels of stress, and while they understand that this is not healthy, they're stymied in their efforts to make changes.
1
Findings suggest that children are aware of the difference between healthy and unhealthy weight.
Health Conditions Experienced by Children in the Past Month
Having trouble falling asleep
or staying asleep all night
Headache
Stomach ache or
upset stomach
Eating too much
or too little
Not wanting to
do anything
Feeling angry a lot of the
time or getting in fights
Not wanting to spend
time with friends
Getting bad grades
Refusing to go to school
or usual activities
Drinking alcohol
or smoking
Bed wetting
Other
None of these
BASE: Youth (n=1136); Underweight (n=169); Normal weight (n=640);
Q730
Which of the following, if any, have you experienced in the last month?
Overweight (n=327)
Please select all that apply.
For full methodology, visit www.stressinamerica.org
Stress Taking a Physical Health Toll on Children
Perhaps most notable are what the survey results suggest about the connection between overweight children and stress. When asked, one-third (31 percent) of American children report being very or slightly overweight, a figure that is in line with nationally reported trends about overweight and obesity. 1 Children who are overweight are more likely to report they worry a lot or a great deal about things in their lives than children who are normal weight (31 percent vs. 14 percent). Overweight children are also significantly more likely than normal-weight children to report they worry about the way they look/their weight (36 percent vs. 11 percent).
Although parents, regardless of their weight, are likely to report they feel it is important for their child to have healthy behaviors, there are findings that suggest that leading by example is also very important. Children who believe they are overweight are significantly more likely than those with a normal weight to report that their parent has been always/often worried or stressed about things in the past month (39 percent vs. 30 percent). While obese parents are equally as likely as those of normal weight to say it's important to them that their children eat healthy foods and stay physically active (77 percent of normalweight and obese parents), survey results suggest parents who are overweight are less likely to engage in the healthy behaviors they value.
* Parents who are obese are more likely (28 percent) than those of normal weight (16 percent) to report having children who are overweight.
1 Health, United States, 2009. Centers for Disease Control and Prevention. http://www.cdc.gov/nchs/data/hus/hus09.pdf#073.
* How often adults eat healthy foods can be related to their child's weight. Parents of overweight children are less likely (14 percent) to report that they (the parents) eat healthy foods very often or almost always than parents of normal-weight children (26 percent report eating healthy foods very often, almost always or always).
* Parents who are normal weight are more likely than those who are obese to say they engage in physical activity with their families (69 percent vs. 53 percent) and do activities together at home on a weekly basis or more often (68 percent vs. 54 percent).
Findings from the survey also suggest a relationship between stress and obesity in children.
* Children who are overweight are more likely to report having trouble falling asleep (48 percent vs. 33 percent), headaches (43 percent vs. 28 percent), eating too much or too little (48 percent vs. 16 percent) or feeling angry and getting into fights (22 percent vs. 13 percent), which are often symptoms of stress.
* Children who believe they are overweight are more likely to report that their parents have been always or often stressed or worried in the past month than children who see themselves as having a normal weight (39 percent vs. 30 percent).
* Children who are normal weight are more likely to report doing healthy things to make themselves feel better when they are worried or stressed, such as playing sports (21 percent vs. 13 percent).
* Children who are overweight are more likely than children of normal weight to report eating
Parents who are normal weight are more likely than those who are obese to say they engage in physical activity with their families.
Money, work and the economy remain the most oft-cited sources of stress for Americans.
Causes of Stress
% Somewhat/Very Significant
For full methodology, visit www.stressinamerica.org
(27 percent vs. 14 percent) or taking a nap (26 percent vs. 15 percent) to make themselves feel better when they are stressed.
Stress: Perception and Reality — How It's Hurting American Families
As the aftershocks of the Great Recession continue to be felt across the country, money (76 percent), work (70 percent) and the economy (65 percent) remain the most oftcited sources of stress for Americans. Job stability is on the rise as a source of stress; nearly half (49 percent) of adults reported that job stability was a source of stress in 2010 (compared to 44 percent in 2009). At the same time, fewer Americans are satisfied with the ways their employer helps them balance work and non-work demands (36 percent compared to 42 percent in 2009).
While parents report similar sources of stress as the rest of the population (80 percent cite money, 72 percent cite work and 72 percent cite the economy as stressors), many also report that family responsibilities are a significant source of stress (73 percent). Results from the survey suggest that parents feel that they are under a great deal of stress (nearly one-third report feeling this way) and understand the importance of managing it (69 percent say managing stress is important). However, only one-third (32 percent) believe they are doing an excellent or very good job of managing their stress.
While the majority of parents don't think their children are strongly affected by their stress, children report otherwise. Nearly three-quarters (69 percent) of parents say that their stress has only a slight or no impact on their children, yet 91 percent of children report they know their parent is stressed because they observe a multitude of behaviors, such as yelling, arguing and complaining. When their
parents are stressed or worried, nearly half of tweens (47 percent) and one-third of teens (33 percent) say that they feel sad; one-third of tweens (36 percent) and 43 percent of teens say that they feel worried; and one-quarter (25 percent) of tweens and 38 percent of teens feel frustrated when their parents are stressed. Children who say their parents are always stressed are more likely to report having a great deal of stress themselves than those who say their parents are never stressed (17 percent vs. 2 percent). Just 14 percent of all youth say that their parent's stress doesn't bother them. Overall, these findings suggest that parents are underestimating their child's awareness of their stress and, therefore, the impact it could be having on their child's emotional well-being.
* One-third of children age 8 – 17 believe their parent has been always or often worried or stressed out about things during the past month.
* Four in 10 children say they feel sad when their parent is stressed or worried.
* One-third of children (34 percent) say they know their parent is worried or stressed out when they yell. Other signs of parental stress recognized by children are arguing with other people in the house, complaining or telling children about their problems and being too busy or not having enough time to spend with them.
* One in five children worry a lot or a great deal about things in their lives but very few parents (8 percent) report that their child is experiencing a great deal of stress (8, 9 or 10 on a scale of 1 to 10).
* Nearly a third of children indicated in the past month that they experienced physical health symptoms that are often associated with stress: 38 percent reported trouble falling
Aspects of Well-Being:
Having a good relationship
with my family
Managing stress
Having good relationships
with my friends
Doing well in your
career/studies
Eating healthy
Getting enough sleep
Being physically active or fit
Importance vs. Achievement of Parents
BASE: Total Parents (n=1037)
Q7010
Q7005
How important are each of the following to you?
How well are you doing at achieving each of these?
How Children Feel When Their Parent is Stressed
Sad
Worried
Frustrated
Annoyed
Helpless
Angry
Scared
Alone
Other
It does not
bother me
BASE: Youth (n=1032); Tweens (n=460); Teens (n=572)
Q4016
When your ADULT is stressed or worried how do you feel?
Learning early in life to rely on sedentary behaviors to manage stress could have serious implications for the health of young Americans.
Aspects of Well-Being: Importance vs. Achievement
Having a good relationship
with my family
Having good relationships
with my friends
Doing well in your
career/studies
Getting enough sleep
Managing stress
Eating healthy
Being physically
active or fit
BASE: All respondents (n=1134)
* Multiple responses are possible
Q7005
Q7010
How important are each of the following to you?
How well are you doing at achieving each of these?
asleep or staying asleep at night. Thirty-three percent experienced headaches and 31 percent reported having an upset stomach in the past month.
The vast majority of tweens (86 percent) and teens (74 percent) said that they are very or somewhat comfortable talking to their parents about the things that cause them stress, yet only half (50 percent of tweens and teens) have talked to their parents about things they are worried or stressed about in the past month. On the other hand, 61 percent of parents indicate that they have asked their child about their stress or worry in the past month. The difference in these findings suggest that parents and children may interpret what it means to talk about stress and worry differently, which could have negative implications.
Currently, tweens and teens report that they turn to sedentary behaviors to make themselves feel better when they are really worried or stressed, such as listening to music (36 percent of tweens and 66 percent of teens), playing video games (56 percent of tweens and 41 percent of teens) or watching TV (34 percent of tweens and 30 percent of teens). Learning early in life to rely on sedentary behaviors to manage stress could have serious implications for the health of young Americans, who, according to data reported by the Centers for Disease Control and Prevention, are already experiencing rampant rates of obesity — nearly one in five young people is obese (19.6 percent of youth ages 6 – 11 and 18.1 percent of youth ages 12 – 19). 2
2 Centers for Disease Control and Prevention, Childhood Overweight and Obesity. http://www.cdc.gov/obesity/childhood/index.html.
There is also a disconnect between the health behaviors parents and children perceive as important.
Stress Management
* Only 43 percent of young people believe eating right is extremely or very important (versus 78 percent of parents); just 51 percent believe it's important to be fit (versus 78 percent of parents who think it is extremely or very important for their child to be physically active or fit); and only 31 percent think it's important to find activities away from the computer (versus 75 percent of parents).
* More than half of parents (56 percent) say that it takes some or a great amount of effort to get their families to eat healthy foods. Similarly, 54 percent of parents say it takes the same amount of effort to get their families to be physically active.
Our Bodies, Our Stress
Less than half of all Americans (40 percent) perceive themselves to be in excellent or very good health. A similar number of Americans say their stress levels have increased over the past five years (44 percent). Similar to 2009, however, there continues to be a large gap between the level of stress Americans say they are experiencing (the average reported stress level is 5.4 on a 10-point scale) and what they perceive to be a healthy level (the average reported healthy stress level is 3.7 on a 10-point scale). The most common reason given by adults for not doing more to manage their stress was being too busy or not having enough time.
Listen to music
Exercise or walk
Spend time with
friends or family
Read
Watch television or
movies for more
than 2 hours per day
Pray
Play video games or
surf the Internet
Nap
Spend time
doing a hobby
Eat
Go to church or
religious services
Drink alcohol
Shop
Smoke
Get a massage/
Go to a spa
Play sports
Meditation
or yoga
See a mental health
professional
Gamble
Go for a drive/
Ride a bike
Do nothing: unable/
unwilling to do
any activity
Do not take any
action to help
manage stress
BASE: All respondents 2008 (n=1791); 2009 (n=1568); 2010 (n=1134)
Q965
Do you do any of the following to help manage stress? Please select all that apply.
Key Findings
Physical Symptoms of Stress
Q810
Which of the following, if any, have you experienced in the last month as a result of stress?
For full methodology, visit www.stressinamerica.org
Americans also recognize that they are falling short in just about all areas of well-being, from the quality of their relationships with family and friends to getting enough sleep. Though many Americans reported that health care professionals recommended they exercise more (39 percent), lose weight (36 percent) and eat a healthier diet (30 percent), and many agree that these are important behaviors, they also reported a considerable gap between the importance they place upon these activities and their personal track record of achievement. That is, 58 percent agreed eating healthy was extremely or very important but just 31 percent thought they were doing an excellent or very good job in doing so. Likewise, 54 percent agreed that being physically active was extremely or very important, but just 27 percent were happy with their achievement in this area.
Stress has behavioral consequences which in excess could have physical consequences.
* Two-fifths of adults reported overeating or eating unhealthy foods because of stress in the past month.
* Nearly one-third said they skipped a meal because of stress in the past month.
* More than four in 10 said they had lain awake at night in the past month.
* The most common physical symptoms of stress reported were irritability (45 percent), fatigue (41 percent) and lack of energy or motivation (38 percent).
With the nation currently experiencing epidemic rates of obesity and overweight, it should come as no surprise that nearly one-third of adults exercise less than once per week. Those who exercise once a week or less say they don't do it
because they are not motivated (44 percent), are too tired (33 percent), are too busy (28 percent) or don't like to (26 percent), among other reasons.
The Role of Willpower
As they did in 2009, adults again cited a lack of willpower as the most common reason (29 percent) for not following through with recommended lifestyle changes. While the majority of adults (70 percent) believe willpower — defined by respondents as self-control/resisting temptations/ urges, sticking to a decision and accomplishing a goal — is something that can be learned, many saw money as an important factor in willpower. Four in 10 adults said money would help them improve their willpower. Similarly, having more energy/ less fatigue and more confidence in their ability to change were most commonly cited as what would be needed to overcome a lack of willpower.
While many adults report that they lack willpower, their belief that having more money and more energy would help them accomplish their healthy living goals suggests there is an opportunity to educate adults about effective strategies for adopting healthy behaviors and incorporating these behaviors into their daily lives.
Barriers to Change | <urn:uuid:34e44585-c279-4518-953c-5e9c75cb3abe> | CC-MAIN-2018-47 | https://www.apa.org/news/press/releases/stress/2010/key-findings.pdf | 2018-11-14T15:54:27Z | crawl-data/CC-MAIN-2018-47/segments/1542039742117.38/warc/CC-MAIN-20181114150002-20181114172002-00236.warc.gz | 795,250,779 | 3,844 | eng_Latn | eng_Latn | 0.997917 | eng_Latn | 0.998278 | [
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Valuing collections
T his year brought dismal news about the world's birds: They are vanishing at an alarming rate. Across 25 European countries, about 420 million fewer birds are present today than in 1980, a 20% decrease, especially in the 36 most common species. In North America, The State of the Birds Report 2014 indicates that over the past 40 years, the numbers of individuals across 33 species are also down by hundreds of millions. Such assessments highlight the urgency of determining the precise causes of these declines. The knowledge gleaned from the Avian Phylogenomics Project, coupled with ecological and population analyses, should provide new insights into the factors that influence bird declines and extinctions. As the proj- ing. For example, much of our current understanding of some recently extinct species, such as the Tasmanian tiger, the Caribbean monk seal, and the passenger pigeon, has directly resulted from genomic information extracted from museum collections. And combining DNA-, amino acid– and isotope-based analyses of a few grams of bone from a historical specimen of an endangered Pacific seabird, the Hawaiian petrel, has illuminated aspects of the bird's diet, past population demographics, food chain dynamics, and the deleterious impacts of industrial fishing on this oceanic predator. Museums are becoming an unparalleled resource of tissue samples for large-scale genomic studies of animals and plants.
ect progresses over the next few years, over 60% of tissue samples for the avian analyses will be derived from archived museum collections. In this era of deteriorating natural environments, a pressing challenge is to continue to build scientific collections for future needs.
Museum collections, and the species they represent, provide windows into the past, inform about the present, and help predict the future of natural habitats and human-altered environments. They are the common language of the biological sciences. An antiquated view of collections suggests drawers of bird skins, empty shells, and dried plants. However, current collections also include living specimens, spirit-preserved sam-
Yet contributions to genomic studies are but one use of museum collections. Extinctions due to human impacts are also readily studied through historical records preserved in scientific collections. These records reveal former patterns of geographic distributions and population abundances of species that today are threatened or extinct. Museum collections equally contribute to the discovery of previously unknown species, such as the olinguito, a carnivorous mammal from South America.
ples, deep-frozen tissues, and DNA. These irreplaceable biomaterials are invaluable representatives of Earth's biodiversity, and together with their associated metadata are archived ex situ for long-term documentation, public education and exhibition, and scientific and applied research. Although the exact number of collections maintained in museums, botanic gardens, and universities is unknown, estimates as high as three billion specimens suggest the magnitude of this storehouse of information about the natural world.
Many scientists continue to use collections to discover, describe, and document plants and animals with timeproven methods. At the same time, the application of new and multiple technologies to study specimens is blossom-
1310
12 DECEMBER 2014 • VOL 346 ISSUE 6215
Most museum specimens were not collected for the purposes for which they are now used. Innovation in technologies will continue to reveal new information previously unanticipated in scientific specimens. Therefore, the most pressing challenge is to build collections for future needs that maximize access and benefit-sharing for all. Collections must be sustained for the long term, which will require increased funding for their physical and scientific curation. A formidable task that has only just begun is the computerized inventory and digitization of the wealth of information that collections represent. At present, most of these data are not accessible electronically or online.
The worldwide decline of birds is just one part of a large and grim picture; the number of individuals of all wild animals on Earth has decreased by 50% since the 1970s. This drastic decline underscores the vital inherent value of museum collections today, tomorrow, and into the future. – W. John Kress
Published by AAAS
W. John Kress is the Interim Under Secretary for Science at the Smithsonian Institution and Distinguished Scientist and Curator of Botany at the National Museum of Natural History, Smithsonian Institution, Washington, DC. E-mail: kressj@ si.edu
10.1126/science.aaa4115
sciencemag.org
SCIENCE
PHOTOS: (INSET) COURTESY OF THE SMITHSONIAN INSTITUTE; (TOP RIGHT) AMANDA LUCIDON
on December 11, 2014
www.sciencemag.org
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REPORT CARD
Average numerical evaluations
Document(s) Reviewed
Idaho Science Content Standards by Grade Level. 2006. Accessed from: http://www.sde.idaho.gov/site/content_ standards/science_standards.htm
THE STATE OF STATE SCIENCE STANDARDS
SCIENCE
Idaho
GRADE
SCORES
Content and Rigor
Clarity and Specificity
2/7
0/3
TOTAL SCORE
2/10
Overview
The Idaho science standards contain precious little science. What little appears tends to be couched in broad generalities that fail to delineate what, precisely, students should know and be able to do. Making matters worse, the quality of the prose is so poor that parsing what the writers are trying to convey can be difficult. These failings make it impossible to imagine how the Idaho standards could serve as an adequate foundation for a workable K-12 science curriculum.
Organization of the Standards
The ordering of these standards is enigmatic. That is not surprising, perhaps, since properly presenting the tight structure of a particular area of science implies a reasonable depth of understanding of these structures—something not demonstrated in this document.
The K-6 standards are divided first into five "standards," more commonly thought of as strands: nature of science, physical science, biology, earth and space systems, personal and social perspectives, and technology. Each strand is then divided into a series of goals common to all grades and finally into a set of grade-specific "objectives," or standards.
Beginning in seventh grade, the standards are presented by course. Seventh grade is devoted entirely to biology. Then follow two courses slated for eighth/ninth grade: physics and chemistry, and earth science. We presume the courses based on these standards are taken one per grade, and that students could take either course in either grade, but the standards do not make this clear. A ninth/tenth-grade course covers high school biology, and an eleventh/twelfth-grade course is devoted to chemistry.
Finally, certain objectives also have "content limits," presumably to restrict the scope of items that may appear on the state test.
Content and Rigor
The Idaho standards are remarkable in their almost total disregard for the essential content necessary to educate children in the sciences. With the exception of earth and space sciences—exceptional only in juxtaposition to the rest—no discipline receives even remotely adequate coverage. Generally speaking, the quality of the
58
Idaho scientific content starts poorly in the primary grades and declines throughout each progressive grade level, as though the writers were grappling with the limits of their own knowledge of the subject matter.
Scientific Inquiry and Methodology
Idaho makes the unfortunate sacrifice of utility on the altar of brevity and vagueness, substituting wisps of fluff for meaningful content. Students are, for example, merely asked to "make observations," "use cooperation and interaction skills," "follow instructions," "follow multi-step instructions," "conduct scientific tests," "read and give multi-step instructions," and "read and follow technical instructions." There is no actual content in any of these broad generalities.
Physical Science/High School Physics
High school physics is not covered as a separate course. To the extent that it is present, it is under the heading of physical science.
The standards begin on a hopeful note, at least in the early grades. For example, in third grade we read: "Identify the physical properties of solids, liquids, and gases." This is followed in fourth grade by "describe the physical properties of solids, liquids, and gases," and in fifth grade with "compare the physical differences among solids, liquids, and gases." The associated fifth-grade content limit requires that "students will be able to recognize the differences in molecular distance between a solid, a liquid, and a gas, as well as differences in basic molecular motion."
Unfortunately, such bright spots are the exception. Too often, lofty goals are untethered to details. For instance, in high school, students are asked to do the following:
Describe the Kinetic Molecular Theory as it applies to phases of matter. (grades 11-12)
But the mere mention of kinetic theory has no value as a stand-alone standard. What is intended here? And why are both of these important topics mentioned for the first time in high school?
High School Chemistry
The Gem State's high school chemistry standards address roughly half of our evaluation criteria, including the mole concept (and molarity), the connection between light and atomic structure, and the key concepts of kinetic molecular theory—all topics that many states ignore. Moreover, they include some important additional information, such as electron configurations; strong and weak electrolytes, and nonelectrolytes; and the Law of Definite Proportions.
THE STATE OF STATE SCIENCE STANDARDS
Unfortunately, most of the content that is presented lacks necessary rigor or clarity, making it difficult to ascertain the actual content that is to be taught. Take, for example, the following expectation:
Distinguish the common theories defining acids and bases. (high school chemistry)
This standard does not make clear what, precisely, the state expects students to know or be able to do.
Much important content is also missing, including: gases; specific mention of ionic, covalent, metallic, and hydrogen bonding; molecular shapes and polarities; oxidation/ reduction reactions; and carbon chemistry.
Earth and Space Science
If the Idaho standards can be said to have a silver lining, it can be only in their treatment of earth and space sciences, which contains a few examples of thoughtfulness. Students in fourth grade, for example, are asked to "explain the effect of moon's gravity on Earth's tides," a quite reasonable and timely expectation. In eighth/ninth grade, students should know how to "identify methods used to estimate geologic time"—an important and useful objective that perhaps might have been introduced earlier but nevertheless is commendable.
Unfortunately, even here many important subjects are simply ignored or glossed over. Among those omitted topics are galaxies, plate tectonics, the properties of minerals and rocks, and fossils. Referenced only in passing are the Earth's layers (limited to a sixth-grade content limit and not to an objective itself), weather, climate (limited to the sixth-grade statement, "Explain the water cycle and its relationship to weather and climate"), and the rock cycle (mentioned with little detail in fifth grade.)
Life Science
The life science content is woefully inadequate. The full extent of the treatment of evolution, which comes in seventh grade, is this standard: "Describe how natural selection explains species change over time." That's it.
High school biology receives a similarly hasty sweep-over. The following standard in ninth/tenth grade represents the complete discussion of organelles: "Explain cell functions involving chemical reactions." The coverage of reproduction in those grades fits, implausibly, into thirteen words: "[Explain] how cells use DNA to store and use information for cell functions."
Further, biology cannot recover from unfortunate statements like this, from the third-grade standards: "Diagram the food
59
Idaho web and explain how organisms both cooperate and compete in ecosystems." The "food web"?
Taken together, these failings earn Idaho an average score of two out of seven for content and rigor. (See Appendix A: Methods, Criteria, and Grading Metric.)
Clarity and Specificity
The Idaho science standards are as poorly organized as they are vague and repetitious. This is particularly true for standards addressing scientific inquiry and methodology, where statements are repeated almost verbatim across grades.
And head-scratching confusion abounds. Students in sixth grade, for example, are asked to "define the properties of matter." Huh?
In eighth/ninth grade, students must somehow "describe the characteristics of isotopes" and "state the basic electrical properties of matter," but it's impossible to understand what, exactly, is expected here. Also in these grades, students are expected to "describe the relationships between magnetism and electricity." A mighty big order! We may take it for granted that these students won't be expected to expound on Maxwell's equations, foundations of electrodynamics, and electric circuits.
Even more perplexing, some of the standards—particularly in biology—veer suddenly from the excessively vague into the highly specific, with jarring effect. For instance, while the standards contain nothing in depth on genes, ninth/ tenth-grade students are asked to "explain how selective expression of genes can produce specialized cells from a single cell."
Finally, the content limits, which are included to add clarity to the document, too often only add confusion. For instance, a particularly tortured fifth-grade content limit asks students to "recognize the change(s) in physical properties that take place when physical changes occur including ice melting into water and water being heated into steam and the reverse processes." Sadly, this wandering sentence is far from unique in the Idaho standards.
Certainly, this document is useless for all the purposes for which science standards are intended. As a result, the standards earn a pitiful average score of zero out of three for clarity and specificity. (See Appendix A: Methods, Criteria, and Grading Metric.)
THE STATE OF STATE SCIENCE STANDARDS
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Energy Efficiency and Health
Energy efficiency is all about using technology and best practices to produce the same or better levels of services, such as light, temperature control, or motor drive power, while using less energy. Very simply, it's about reducing waste.
Energy efficiency and health. Lowering the amount of energy we waste reduces our need to burn coal and other fossil fuels to generate electricity. Those reductions in pollution mean big gains for health, as pollutants from fossil fuel combustion contribute to four of the leading causes of death in the United States: cancer, chronic lower respiratory diseases, heart disease, and stroke. These pollutants damage all the major organ systems in the body.
RESPIRATORY SYSTEM Fossil fuel pollutants, particularly
fine particulate matter and nitrogen oxides, contribute to serious respiratory health problems including: lung cancer, which kills more men and women in the US than any other form of cancer; COPD (chronic obstructive pulmonary disease), the third leading cause of death in the country, and asthma, which is at epidemic levels and is disproportionately harmful to children, especially minority and poor children.
CIRCULATORY SYSTEM Air pollutants produced by burning fossil fuels harm cardiovascular health. They contribute to coronary heart disease, the leading cause of death in the country; hospitalizations for heart attacks; and congestive heart failure, when the heart cannot pump enough blood and oxygen to support other organs in the body.
NERVOUS SYSTEM Pollutants released by burning coal target the nervous system, particularly the brain, leading to serious neurological consequences. These include stroke and loss of intellectual capacity due to mercury exposure.
Finally, burning fossil fuels contribute to climate change by releasing large quantities of carbon dioxide and methane. Climate change leads to extreme weather events that can severely affect health, from heat waves, droughts and extreme storms to expanding the habitats of disease-carrying insects.
Fortunately, a reduction in our reliance on fossil fuels will allow dramatic improvements to human health. That means that energy efficiency benefits health.
The benefits of energy efficiency. When we improve our efficiency, we reduce the cost of doing business or running a household. We also strengthen our economy by producing goods at a lower cost and creating jobs.
BRAIN Mercury and lead target the nervous system, particularly the brain, leading to serious neurological consequences. These include stroke and loss of intellectual capacity.
LUNGS Fine particulate matter, such as sulfur dioxide and nitrogen oxides, contribute to lung cancer; COPD (chronic obstructive pulmonary disease), and asthma.
HEART Air pollutants such as nitrogen oxides, sulfur dioxide and particulate matter harm cardiovascular health. They contribute to coronary heart disease, the leading cause of death in the U.S.; hospitalizations for heart attacks; and congestive heart failure.
Health Effects of Fossil Fuel Pollutants
A big bang for your buck. Technology upgrades to improve the way your home, building, or business functions typically require some up-front investment. Investments in new systems, better lighting, and insulation lower energy bills. In fact, many types of efficiency upgrades can generate savings for decades!
Helping the local economy. Some investments, such as insulation in an attic or replacement of an air conditioner, require the help of a specialized installer. This creates local jobs. Further, the money that is saved on utility bills goes back into the pockets of home and business owners. This "extra" money gets spent by families and businesses, creating even more jobs in the local economy.
Helping those who need it most. Improving energy efficiency benefits everyone, but especially those sensitive to volatile energy prices: people on fixed or lower incomes. A wide variety of programs are offered by the federal government, states, utilities, and local municipalities to ensure that energy efficiency upgrades are affordable and available to those who need them most.
Energy efficiency is good for our economy, our environment and our health. New regulations limiting greenhouse gases from power plants provide an opportunity for us to scale up energy efficiency programs, since energy efficiency is generally the lowest cost compliance option. States should look to energy efficiency as a first and best option for reducing air pollution, and should include energy efficiency as a substantial part of their plans to comply with federal clean air regulations. | <urn:uuid:1ca147ff-49f8-4f37-8d83-e50f223c99e8> | CC-MAIN-2024-22 | https://www.wmua.info/wp-content/uploads/2015/11/ee-health-1008-1.pdf | 2024-05-23T02:41:28+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058588.75/warc/CC-MAIN-20240523015422-20240523045422-00372.warc.gz | 936,982,425 | 848 | eng_Latn | eng_Latn | 0.997723 | eng_Latn | 0.997723 | [
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Maths
English
Work Skills
PSHE
YEP Beta Spring Term 1
FS1
Pupils will focus on number properties with their learning expanding to negative numbers whilst adding and subtracting up and down the number line. Multiplication and division are further developed to include more complex numbers and problem solving. Pupils learn to check their answers through reversing their calculations. Pupils are introduced to square numbers and order of operations. Problem solving using decimals and fractions are developed and rounding expands to decimal place values. Pupils learn about percentages and how to calculate simple amounts without a calculator. They will also learn to calculate percentage increase/decrease. Pupils will learn the inter-relationship between fractions, decimals and percentages and will learn how to order those. Pupils will begin to solve problems through ratio and proportion and use formulas in words. Pupils will also further develop their skills in using money, length, weight, capacity and time units to solve more complex problems.
FS1
In this half term the pupils will be focussing on reading skills and grammar/punctuation. In their reading work they will focus on how texts present ideas and they will also be reading for further detail.
Pupils will demonstrate an understanding of the purposes of different texts and how to identify them. They will also learn how to identify different language techniques along with the tone and style of the language. Pupils will learn how to read between the lines and how text is presented (presentational features). Pupils will also begin to compare different texts. Pupils will develop an understanding on how to pick out the main points of text and how to use layout and punctuation to help convey information. In their grammar work, pupils will demonstrate an understanding of parts of a sentence along with sound written communication in past, present and future. Conjunctions and an effective use of verbs is also developed along with punctuating sentences using commas and apostrophes.
Students this half term will be exploring a range of sources of information about job vacancies, employment patterns, types of jobs available, how they are advertised, and where jobs are advertised including online, recruitment agencies, newspapers, jobcentres and more informal job notices on forums.
This half term, the emphasis will be on health and wellbeing, how to make healthy lifestyle choices including diet, dental health, physical activity and the regulation of sleep. We will look how to manage influences relating to caffeine, smoking, vaping and alcohol, addition to technology such as social media, gaming and online gambling, including the new trend of loot boxes gambling. We will also focus on personal hygiene, and the idea of making the right choices when it comes to health and wellbeing.
Art
PE
Catering
Life Skills
Drama
Students will begin this term by looking at still life drawings of fruit, and car models, looking at proportion, texture, colour and shading. Moving on students will be introduced to architecture, creating a series of buildings using different materials and textures. They will be investigating different artists with different architectural features and styles.
Students will learn the fundamentals and significance of team building and leadership via Basketball. Strength conditioning will be utilised by throwing, catching and dribbling the ball. Reinforcement of health and safety continues throughout the term.
Students this half term will be exploring healthy eating, how many calories ae needed, and why are some children and adults obese. They will be looking at what role government has in aiding and supporting healthy diets, and the idea that some parts of society are obese as they are unable to buy nutritious foods for themselves and their family. Exploring definitions of food poverty in homes. Students will look at the role of fast foods, and their convenience, and their part of the UK's obesity problem. Pupils will also be looking at other countries' obesity issues, are all these countries disadvantaged?
Students, this half term, the focus will be on basic first aid for different scenarios, for instance what to do if a plaster or bandage is needed if a cut has occurred, or what to do in case of accidental burning. The 'RICE' method will be taught in sprains and swellings, as well as the actions needed to deal with a choking victim. Students will gain confidence via role-play with first aid for daily occurrences or until professional help arrives,
Students, this half term will also revisit, from last term contacting emergency services with practical role-play as a tool to gain confidence in an event of a real-life emergency.
Students will also practice calling up their doctor's surgery If an appointment is needed for common ailments, again using real life examples and turn -taking language and telephone etiquette.
The group will continue with warm up games to begin each lesson. We will move onto role plays, with cross-curricular emphasis with English, PSHE and Work Skills. The focus will be on voice intonation, and emotion behind the words, as well thinking about narrative. Time will be given to preparation and planning before performing. Evaluation sessions will also be incorporated after performances using www/ ebi. | <urn:uuid:0b25c79e-a001-4ccb-8e24-d48077df16b5> | CC-MAIN-2024-22 | https://redbridgeap.co.uk/wp-content/uploads/2022/10/Beta-3.pdf | 2024-05-23T03:21:57+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058588.75/warc/CC-MAIN-20240523015422-20240523045422-00372.warc.gz | 412,499,038 | 1,028 | eng_Latn | eng_Latn | 0.999006 | eng_Latn | 0.999015 | [
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Minecraft Education is a game-based learning platform that builds skills, unleashes creativity, and engages students in collaboration and problem solving.
Gamification is the application of game-design elements and game principles into non-game contexts. Game-based learning is the leveraging of games for learning.
Minecraft is described as a "sandbox" game. This means that Minecraft is a virtual land where users can create their own worlds and experiences using building blocks. Minecraft has been described as a "game with no rules". It doesn't come with a set of instructions or stated objectives. Players can simply be creative and explore as they learn.
K–12 and higher education teachers use Minecraft Education to teach a range of subjects, including reading, language arts, writing, history, chemistry, computer science, and math. Minecraft can map lessons onto learning outcomes driven by curriculum standards.
Special features in Minecraft Education that are designed for the classroom include:
In-game coding
Formative assessment tools, such as the book and quill and portfolios
Single and multiplayer modes
Immersive Reader
Minecraft Education offers professional development, tutorials and free lessons for teachers—regardless of experience level. Join the Minecraft Educator Community, learn to teach with Minecraft, and discover activities that create deep, meaningful learning.
Teachers have access to hundreds of high caliber Minecraft lessons at their fingertips. The first step in incorporating Minecraft into teaching is to give students time to explore and build in a Minecraft world—without explicit directions. Let students open any world that appeals to them and take the time to simply wander and see what they find. This can be done independently or in a multi-player world. Allowing students who are new to the game time to explore opens their eyes and minds to the creativity, personal choice, and control available to them. It also brings a sense of familiarity to experienced users.
Minecraft: Education Edition provides teachers with tools and resources to bring it into teaching practice. It also allows teachers to share content through the game while allowing students the space to express their learning. The Minecraft Education platform encourages students to build skills such as collaboration, communication, critical thinking, and systems thinking. Teachers can set up learning outcomes with in-game features like Chalkboards, where students can learn, interact, and connect with content previously introduced via in-class instruction.
MINECRAFT EDUCAITONQUICK-START GUIDE |
3
1. Start Minecraft Education and select Play.
3. Select How to Play.
5. Start with the first tutorial: Movement.
7. Follow the instructions in the tutorial.
2. Select View Library.
4. Select one of the Start Here tutorials based on how you're playing: Keyboard or Touchscreen.
6. Select Create World.
8. To exit the tutorial, select theEsc key on your keyboard or the pause button at the top on a touchscreen. Then select "Save & Exit".
9. You will be returned to the home screen. Follow the same steps to complete the remaining tutorials.
MINECRAFT EDUCAITONQUICK-START GUIDE |
4 | <urn:uuid:5659b88f-e16b-4e7f-9c04-339701d20cbc> | CC-MAIN-2024-22 | https://wa49000006.schoolwires.net/cms/lib/WA49000006/Centricity/Domain/6531/Student%20-%20About%20Minecraft%20and%20Play.pdf | 2024-05-23T04:14:01+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058588.75/warc/CC-MAIN-20240523015422-20240523045422-00375.warc.gz | 549,192,137 | 622 | eng_Latn | eng_Latn | 0.993948 | eng_Latn | 0.9975 | [
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"MY OLD HOME"By Lu Xun
Introduction
Beginning around 1917, Chinese intellectuals began to engage each other in serious discussion and debate on culture, history, philosophy, and related subjects — all with an eye to the bigger problem of China's weakness and the possible solutions to that problem. This period of intellectual debate, labeled the May Fourth Movement, lasted to around 1921.
Literature played a major part in the lives and the intellectual debates of the Chinese intellectuals of the May Fourth period and on into the 1920s and 1930s. Writing in the vernacular (rather than in the stilted and inaccessible classical forms that had been the "proper" way of writing), a new generation of Chinese authors tackled social and political issues in essays, short stories, novels, and satires.
Lu Xun (pen name of Zhou Suren, d. 1936) was the most important fiction writer of his time. Born in 1881 and educated in China and Japan, Lu Xun gave up the study of medicine to become an author.
The story below is set in 1920 on the occasion of Lu's return to his old home in Zhejiang Province.
Document Excerpts with Questions
From Chinese Civilization: A Sourcebook, edited by Patricia Buckley Ebrey, 2nd ed. (New York: The Free Press, 1993), 354-359. ©1993 The Free Press. Reproduced with the permission of the publisher. All rights reserved. [NOTE: This translation originally appeared in Selected Stories of Lu Hsun, edited by Yang Hsien-yi and Gladys Yang (Peking: Foreign Language Press, 1960)]
"My
Old
Home" By
Lu
Xun
[In
this
first
set
of
excerpts,
Lu
Xun
describes
the
first
time
he
met
Runtu
—
when
they
were
both
small boys.
Runtu's
father
had
brought
Runtu
along
to
assist
with
the
preparations
for
the
Lunar
New
Year festivities
at
the
house
of
Lu
Xun's
parents.
Runtu,
who
lives
by
the
sea,
tells
the
young
Lu
Xun
about trapping
birds,
collecting
shells
on
the
shore,
and
defending
the
watermelon
crop
from
badgers, hedgehogs,
and
an
unidentified
wild
animal
known
as
a
zha.]
Our
family
had
only
one
part‑time
laborer.
…
And
since
there
was
so
much
to
be
done,
he told
my
father
that
he
would
send
for
his
son
Runtu
to
look
after
the
sacrificial
vessels.
…
When
my
father
gave
his
consent
I
was
overjoyed,
because
I
had
long
since
heard
of Runtu
and
knew
that
he
was
about
my
own
age.
…
Primary Source Document with Questions (DBQs) on "MY OLD HOME," BY LU XUN…
He
was
very
shy,
and
I
was
the
only
person
he
was
not
afraid
of.
When
there
was
no one
else
there,
he
would
talk
with
me,
so
in
a
few
hours
we
were
fast
friends.
Runtu's
mind
was
a
treasure‑house
of …
strange
lore,
all
of
it
outside
the
ken
of
my former
friends.
They
were
ignorant
of
all
these
things
and,
while
Runtu
lived
by
the
sea,
they like
me
could
see
only
the
four
corners
of
the
sky
above
the
high
courtyard
wall.
[After
the
month
of
the
Lunar
New
Year
festivities,
Runtu
went
back
to
his
home
by
the
seashore.
Lu
Xun never
saw
him
again
until
the
1920
visit
home
which
is
the
subject
of
the
story.
The
following
set
of excerpts
tell
of
that
meeting
between
the
two,
now
both
middle‑aged
men.]
One
very
cold
afternoon,
I
sat
drinking
tea
after
lunch
when
I
was
aware
of
someone coming
in.
…
The
newcomer
was
Runtu.
…
He
had
grown
to
twice
his
former
size.
His
round face,
once
crimson,
had
become
sallow
and
acquired
deep
lines
and
wrinkles;
his
eyes
too
had become
like
his
father's,
the
rims
swollen
and
red.
…
Delighted
as
I
was,
I
did
not
know
how
to
explain
myself,
and
could
only
say:
"Oh!
Runtu —
so
it's
you?"
…
He
stood
there,
mixed
joy
and
sadness
showing
on
his
face.
His
lips
moved,
but
not
a sound
did
he
utter.
Finally,
assuming
a
respectful
attitude,
he
said
clearly:
"Master!"
Questions:
1. Why are Lu Xun and Runtu so awkward at their second meeting as grown men?
2. What does the story reflect about social structure in rural China in the 1920s?
3. We see the encounter from Lu Xun's perspective. How might Runtu see the same encounter? | <urn:uuid:4e8c2b58-1e9c-4ed5-97d2-49c7ab5b1bad> | CC-MAIN-2024-22 | https://afe.easia.columbia.edu/ps/china/luxun_myoldhome.pdf | 2024-05-23T02:25:29+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058588.75/warc/CC-MAIN-20240523015422-20240523045422-00375.warc.gz | 71,273,778 | 1,742 | eng_Latn | eng_Latn | 0.99891 | eng_Latn | 0.999139 | [
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2023 Environmental Justice Government-to-Government (EJG2G) Program Project Summaries
EPA's EJG2G provides funding at the state, local, territorial, and Tribal level to support government activities in partnership with community-based organizations that lead to measurable environmental or public health impacts in communities disproportionately burdened by environmental harms. The 88 EJG2G selections will address many environmental justice challenges, including indoor and outdoor air quality; exposure to toxic pollution in homes; water quality; access to healthy food and affordable transportation; and emergency preparedness. Learn more here: https://www.epa.gov/environmentaljustice/environmentaljustice-government-government-program.
Below are initial project descriptions that are subject to change. Proposed funding amounts per applicant can be found at the bottom of this document.
Region 1
1)
Recipient: Vermont Agency of Human Services
Project Title: Addressing Environmental Justice in the Champlain Valley through Healthy and EnergyEfficient Homes
Project Location: Burlington, VT
Project Description: The main objective of this proposal is to improve the health and well-being of lowincome immigrants, refugees, and asylum seekers/asylee households in Burlington and Winooski, Vermont, by creating a Community Ambassador-led Healthy and Energy-Efficient Homes Program. The proposed activities seek to expand the Champlain Valley Office of Economic Opportunity's (CVOEO) Community Ambassador program to include environmental justice work through a holistic and grassroots approach to addressing environmental injustice. The Healthy and Energy-Efficient Homes Program will provide home assessments, education, repairs, and improvements, to support climate change resiliency and home environmental health improvement, particularly for community members with poorly controlled asthma or other conditions affected by home environmental conditions. This program will be provided through trusted community partners to residents historically disadvantaged by discrimination, poverty, and toxic environmental exposures, and underserved by health and environmental services. Additionally, to support ongoing, transformative change, the proposed project activities include engaging with residents and community organizations to learn more about environmental burdens affecting community members through community forums and communitybased participatory research and evaluation. This approach will blend direct services, with the potential to provide immediate benefits, with training, education, and learning, to identify and plan for long-term environmental justice action. The goal of this initiative is to build and empirically evaluate the efficacy of a Community Ambassador Environmental Justice model and expansion of this model into a statewide Community Inclusion Network designed to increase engagement between underserved residents and organizational partners.
Recipient: Rhode Island Department of Health
Project Title: Improving Air Quality for Environmental Justice Communities Disproportionately Affected by Asthma in Providence, RI
Project Location: Providence, RI
Project Description: The Rhode Island Asthma Control Program (RIACP) is proposing to measure the impact of air quality on asthma outcomes among underserved communities living throughout Providence, Rhode Island. RIACP proposes to monitor and improve indoor air quality (IAQ) by installing both low cost, and passive air quality sensors, as well as electric stoves, and air purifiers within singleand multi-family public housing residences, with the goal of reducing exposure to nitrogen oxide (NO2), semivolatile organic compounds (SVOCs) and particulate matter (PM2.5) within homes located in areas with a high burden of asthma and poor air quality from sources of environmental pollution. Additionally, RIACP will use the collected data, along with input from the community and an assessment of other costs and benefits, to develop a health impact assessment for housing authorities to replace natural gas stoves with electric stoves.
3)
Recipient: City of New Haven
Project Title: Electrify New Haven
Project Location: New Haven, CT
Project Description: This grant would fund an initiative by the City of New Haven and community-based organizations (CBOs) to enroll energy-burdened New Haven residents in a new program aimed at the electrification of aging heating and cooking systems. These systems are often costly, inefficient, and can exacerbate health conditions related to indoor air quality, such as asthma and heart disease. Replacing these systems with new high efficiency electric appliances such as heat pumps and induction stoves can reduce energy bills, improve public health, and reduce climate pollution. Over the three-year grant timeline, the City will partner with local CBOs providing utility assistance to enroll 400 households in energy counseling and energy efficiency programs and to electrify heating and cooking systems in 50100 "example project" households who have recently received utility assistance. The City plans to concentrate engagement in disadvantaged community census tracts in West Rock/West Hills, Newhallville, Dixwell, the Hill, Fair Haven, and the Annex neighborhoods. Through resident engagement and implementation of the example projects in a variety of neighborhoods, the City aims to communicate and demonstrate the beneficial anticipated effects of home electrification: lowered greenhouse gas emissions and indoor air pollution, reduced energy burdens, increased resiliency through improvements to structures' passive survivability and installation of air condition systems for extreme heat-events. Through a partnership with researchers at Yale University, the City will evaluate the effectiveness of this program through monitoring indoor air quality before and after conversions to heat pumps and electric stoves, weatherization, as well as conducting qualitative research (interviews and focus groups) before and after these interventions.
Recipient: City of Boston
Project Title: Gas Stove Replacement Program
Project Location: Boston, MA
Project Description: The City of Boston seeks to partner with Codman Square Neighborhood Development Corporation and the Boston Housing Authority to improve the indoor air quality and electric infrastructure of properties in Dorchester, MA by replacing gas stoves with standard electric coil ranges and/or induction stoves. The project will involve the replacement of approximately 80 gas stoves, major improvements to electrical infrastructure in individual units and/or entire buildings, and training for residents on how to use induction equipment. The goal of this program is to educate residents on electric cooking and its environmental/health benefits, improve workforce development by catalyzing green jobs, and encourage our partners to consider green options for future projects. The project will also address public health impacts, e.g., asthma, in neighborhoods where there is a disproportionately high number of asthma incidents. To measure the outcomes and impact of this program, the City will partner with Boston University to conduct air quality monitoring, evaluate user experience, and model the health/cost benefits for future projects. More broadly, it will serve as a pilot for future electrification projects as part of the City of Boston's mission to be a carbon-neutral city by 2050.
5)
Recipient: Northwest Regional Planning Commission (NRPC)
Project Title: Building and Expanding Equitable Active Transportation Networks in Northwestern
Vermont
Project Location:
St Albans, VT
Project Description: Municipalities in this region are at varying stages of planning and building safe bicycle and pedestrian networks but are often challenged in moving projects from paper plans to shovel ready due to a lack of staff capacity and funding. The issue is compounded by infrastructure gaps in areas serving the most vulnerable or historically marginalized populations. Inequitable access to quality bicycle and pedestrian infrastructure can ultimately limit necessary travel for employment and impede recreational activity and physical exercise. This project will enable NRPC and community-based nonprofit organizations (CBOs) to direct resources to the region's most vulnerable populations affected by inequitable access. As a result, NRPC will reduce greenhouse gas emissions by decreasing the number of automobile trips, increase physical activity and health outcomes for populations that have disproportionate rates of obesity related disease, and strengthen existing partnerships and connections between CBOs in areas that serve these populations. To achieve this goal, the project team will assess and prioritize 5-8 active transportation proposals for their ability to have the greatest impact on improving quality and strengthening access to infrastructure for disproportionately impacted populations. The team will provide critically needed capacity and technical resources to move active transportation plans forward and provide support and programming necessary to ensure equitable access and use that will improve environmental and health outcomes.
Recipient: City of Bridgeport
Project Title: City of Bridgeport - Environmental Justice Government-to-Government Application
Project Location: Bridgeport, CT
Project Description: The project focuses on implementing Complete Streets, a design approach that accounts for all transportation users in the public right-of-way, and Vision Zero, a strategy to eliminate all transportation-related serious and fatal injuries, along a key commercial corridor within Bridgeport's East Side neighborhood (zip code 06608). The project will be informed by baseline data analysis and a bottoms-up approach to community input through at least 6 outreach events. Improving safety conditions for multiple transportation users reduces traffic-related injuries and fatalities, makes the area more inviting to all ages and abilities, supports mode shift to active transportation which reduces air pollution and greenhouse gas emissions, removes cost barriers associated with personal vehicle use, and expands equitable transportation access. In addition, adding green infrastructure improves air quality, absorbs carbon emissions, and reduces area temperatures, thereby improving the experience of streetscape users while reducing cooling demand on nearby buildings.
7)
Recipient: City of Waterbury
Project Title: City of Waterbury, CT - Environmental Justice Government-to-Government (EJG2G)
Program
Project Location: Waterbury, CT
Project Description: The City of Waterbury-Department of Public Health proposes to pilot a communityengagement project in one of the most impoverished areas of the city. The three-block radius area includes 1st Ave, 2nd Ave, Central Street, Holmes Street, and Mitchell Ave, bordered by Prospect Street, Hill Side Avenue, Grove Street, and Willow Street. The City has specifically targeted a few streets in this neighborhood to launch this pilot program with the goal of public education and increased community participation in lead- and asbestos-remediation, blight, and recycling. This area is considered a historically disadvantaged community and an area of persistent poverty. If awarded, the Waterbury Health Department (WHD) will act as Project Manager, overseeing the timeline, budget, and activities provided by all partners, to:
* Engage community in small-scale neighborhood clean-ups.
* Engage residents in increased participation in recycling.
* Engage property owners in lead and asbestos remediation education and efforts.
The proposed outputs include: Increased recycling as measured by recycling bucket participation and tonnage collected, Increased the number of properties enrolled in the Waterbury Lead Healthy Homes program, and proposed EPA-funded asbestos remediation repairs.
Recipient: Greater Portland Council of Governments (GPCOG)
Project Title: GPCOG EJG2G Community Resilience
Project Location: Portland, ME
Project Description: Utilizing National Service Members to add capacity to climate resilience and environmental justice projects happening at the grassroots, municipal, and regional level, GPCOG will assist communities in creating and implementing action steps to respond to climate change with a special focus on addressing energy insecurity and climate adaptation for underserved, disadvantaged, and rural populations in Cumberland and York Counties in Maine. Specific activities include: data collection and analysis, mapping, research, report writing, developing written resources, public education, community meetings and trainings, outreach, engagement, workforce development, weatherization projects, and volunteer recruitment. Project outputs consist of public workshops, window insert builds, increased volunteer and organizational capacity, written resources (such as fact sheets, checklists, journey maps, flow charts, articles, and reports), and job placements. The primary project outcomes include the creation of a robust and extensive network of diverse community members educated about and invested in addressing environmental challenges associated with climate change. Finally, the model of partnerships that this project creates can be replicated across the state and country, further strengthening connections between community members and local and state government.
9)
Recipient: Massachusetts Department of Public Health (MDPH)
Project Title: MA Environmental Justice Government-Government (EJG2G) Program
Project Location: Springfield, Holyoke, and Chicoppe, MA
Project Description: The Addressing Inequities through a comprehensive CHW Home Visiting Model (AIM) will address inequities in asthma outcomes in populations experiencing disparities in access to safe and healthy housing and increased vulnerability to the effects of climate change. Working in partnership with Revitalize Community Development Corporation (Revitalize CDC), the Massachusetts Department of Public Health (MDPH) will achieve measurable and meaningful improvements in asthma outcomes through the reduction of home environmental asthma triggers in Springfield, Holyoke, and Chicopee, MA, where old housing stock and low-income households are prevalent. AIM will leverage funding via the newly implemented MassHealth (Massachusetts Medicaid) 1115 Demonstration Waiver, braided with existing climate resilience and weatherization funding, and these EJG2G grant funds. Specifically, EJG2G funds will be utilized for in-home environmental remediations to support an asthma home visiting + remediation model that addresses the multifactorial needs of vulnerable residents and communities. Services that traditional funding mechanisms often exclude, such as mold remediation, carpet/flooring replacement, integrated pest management, duct/vent cleaning, and more, will expand existing successful home visiting services, leverage siloed funding streams, and build community capacity. AIM will also support equitable community engagement, capacity building, and cross-bureau collaboration within MDPH to address environmental hazards and build community level adaptability and resiliency to address public health threats. AIM seeks to demonstrate that leveraging existing funding mechanisms in coordination with thoughtful, focused funding can greatly amplify community impacts, with the goal of expanding across Massachusetts.
10)
Recipient: Rhode Island Department of Environmental Management (RIDEM)
Project Title: Environmental Justice in the Heart of Rhode Island - building community engagement in urban watersheds
Project Location: Providence, RI
Project Description: RIDEM, Rhode Island's primary state environmental agency, will partner with environmental and racial justice community-based organizations to build capacity for direct participation by impacted communities in the development and implementation of environmental policy decisions. Activities will take place in the communities that surround the rivers in the Upper Narragansett Bay Watershed. Year 1 activities will focus on engagement and community participation in workshops and toxic tours along four urban rivers to build shared understanding of environmental pollutants and their impact on the natural environment and people within the urban watershed focus areas. Engagement will also center on resilience and solutions related to green infrastructure, urban trees, wildlife protection, and combating pollution. Year 2 builds on this with community identification of public access points along these waterways and development of a story trail that connects community, history, and environmental awareness. Year 2 will also set the foundation for collaboration with community stakeholders in bringing forward expertise and insight critical to developing a model of informed policy decision-making by RIDEM. Year 3 will culminate in a sustainable model of community ownership by this cohort of EJ stakeholders to provide expertise on implementation of the State's Act on Climate, which requires the development and publication of a series of plans that outline how Rhode Island will meet the mandates for the reduction of emissions of greenhouse gases. This funding will support increased community collaboration with RIDEM to bridge the divide between community and government.
11)
Recipient: Connecticut Department of Energy and Environmental Protection (CT DEEP)
Project Title: ENVIRONMENTAL JUSTICE GOVERNMENT TO GOVERNMENT (EJG2G) GRANT APPLICATION
Project Location: Hartford, CT
Project Description: The Connecticut Department of Energy and Environmental Protection (CT DEEP) will be initiating a new program to work with community organizations in the North End of Hartford to engage with communities overburdened by issues associated with a combined sewer system. This program will include various activities for community engagement and outreach and capacity building. The goal of CT DEEP and its partners is to work with and find solutions for the residents in the North End of Hartford regarding flooding that occurs due to combined sewer overflows (CSOs), sanitary sewer overflow (SSOs), and climate change. This will lead to a better understanding of the community and what type of activities are most effective in establishing and maintaining relationships to improve environmental justice within the State of Connecticut. Not only will this project ultimately foster a relationship with, and help these residents, but it will lead to further development of a toolset the CT DEEP will use in interacting with all the disadvantaged communities within the State, in particular other communities burdened by combined sewer systems.
12)
Recipient: Penobscot Indian Nation
Project Title: Wabanaki Consortium/Housing Circle Heat Pump Initiative
Project Location: Indian Island, ME
Project Description: The Penobscot Indian Nation, on behalf of the Wabanaki Consortium/Housing Circle will install a minimum of 150 heat pumps in Tribal housing units and private housing units occupied by Tribal citizens with the greatest need – elderly, veterans, and families with young children. In addition, grant funds will support continued collaboration amongst the Wabanaki Tribes' housing departments, as well as work with the University of Maine's Community Resilience Partnership focused on climate resilience. Training will be provided to 10 Tribal citizens to become certified renewable energy technicians. Lastly, community outreach and education related to climate resilience and improving sustainable prac0ce will be provided to the en0re Tribal popula0on living on the reservation.
Region 2
1)
Recipient: New York State Office of Resilient Homes and Communities (RHC)
Project Title: Ensuring a Just Transition in Southwest Brooklyn, NY: Planning, Engagement, Design, Workforce Development, and Solar + Storage Construction in Sunset Park, Red Hook, and Gowanus
Project Location: New York, NY
Project Description: This project has three distinct components. The first component will engage three environmental justice communities on Brooklyn's industrial waterfront – Sunset Park, Red Hook, and Gowanus – in a climate resiliency and adaptation planning, engagement, design, and implementation process that includes investment in zero-emission technologies and workforce development to reduce greenhouse gas (GHG) emissions and other air pollutants. Each community will convene a Resiliency Oversight Committee under the stewardship of RHC and a community- based nonprofit organization (CBO). Committee members will include partners from other environmental justice focused CBOs, residents, business owners, and government and nongovernmental organizations. RHC will procure the services of a professional planning/engineering design firm to support planning, engagement, and design work. Working closely with committee members, the selected firm will utilize existing reports and studies to identify and evaluate critical community challenges and conceptual solutions to address those challenges. Concepts will be fully vetted for feasibility, considering future funding sources, cost effectiveness, permitting, environmental, and other logistical concerns. This information will inform the development of future construction projects and public services. At a minimum, 3-5 concepts from each committee will advance through the full design and permitting process. The second component is workforce development to prepare young adults from each community to participate in the just transition and implement future resilience projects in NYC. The workforce development program will be focused on green construction and solar photovoltaic (PV) installation methods. The third component is installation of solar storage and battery backup systems to allow for hands-on experience.
Recipient: County of Hudson
Project Title: Hudson County, NJ Division of Planning Environmental Justice Government-to-Government
(EJG2G) Proposal
Project Location: Jersey City, NJ
Project Description: The Hudson County Division of Planning proposes to partner with the Hudson County Improvement Authority (HCIA), Hackensack Riverkeeper, and the Hudson County/Jersey City Workforce Development Board (WDB) to address key environmental justice issues impacting our service area including water quality/pollution and climate resiliency and adaptation. The geographic area of focus for the proposed project includes all of Hudson County, New Jersey, which is home to just over 700,000 residents, according to U.S. Census data. Activities include a comprehensive anti-littering educational campaign, small scale community and river clean-ups, educational events and activities including eco-cruises and fishing clinics, construction of an educational rain garden, and green infrastructure workforce training. The measurable outcomes to be attained include increased knowledge and awareness of water pollution issues among residents of overburdened communities, reduced levels of aquatic trash in the Hackensack River, and an increased number of residents from overburdened communities holding nationally recognized credentials in green infrastructure practices. In the long-term, this project will lead to healthier riverine ecosystems, increased workforce capacity to support local green infrastructure projects, and increased community engagement in addressing environmental issues and injustice.
3)
Recipient: City of Newark
Project Title: Workforce Development for mitigating air quality, urban heat island, and stormwater issues in Newark
Project Location: Newark, NJ
Project Description: Newark, NJ is a densely populated city that is facing multidimensional environmental challenges in underserved communities of African Americans and Hispanics. The City of Newark was ranked second in the country for urban heat island (UHI) by Climate Central. Newark suffers from a dearth of green by comparison to equal-size cities. In this project, the City of Newark will provide a workforce development program to Newark residents by partnering with Community-based Nonprofit Organizations, including NewarkDIG and South Ward Environmental Alliance, and with academic institutions in Newark (the New Jersey Institute of Technology, NJIT) and in NJ (Rutgers University, and Princeton University). The project will address the five broad categories of this program, but "facilitating the engagement of marginalized communities" in Newark will be the core component of this project. The project will offer a paid workforce development program for Newark residents which will consist of three modules: 1) Stormwater green infrastructure (GI) training, 2) Air quality training, and 3) Occupational Safety and Health Administration (OSHA) training. This project will result in a group of trained residents who are equipped with knowledge and skills on GI, air quality, and UHI, allowing the City of Newark to tap into the potential of its underemployed or unemployed residents, thus reducing unemployment rates and strengthening career stability. This initiative is expected to result in increased community awareness and knowledge regarding air pollution, UHI, and stormwater issues, with the potential to alleviate these problems through the implementation of GI.
Recipient: Department of Health and Mental Hygiene
Project Title: The New York City Air Conditioner Recovery Program
Project Location: Long Island City, NY
Project Description: To recover air conditioners (ACs) made redundant through installation of heat pumps for heating and cooling in building electrification initiatives. Recovered ACs will be either distributed for reuse by New Yorkers at risk of heat-related health impacts or recycled after reclaiming refrigerant. A secondary goal is to expand opportunities for jobs that support reductions in greenhouse gas emissions (GHG) in environmental justice (EJ) communities.
5)
Recipient: City of Jersey City
Project Title: Environmental Justice for Jersey City Youth Through Neighborhood Greenways and
Nature-Based Programming
Project Location: Jersey City, NJ
Project Description: The main objective of this project is to address the environmental and health disparities experienced by youth living in historically disadvantaged neighborhoods across Jersey City. The City plans to work with Team Wilderness, a local community-based nonprofit organization (CBO), which focuses on helping this population. Efforts will include workshops and field visits to outdoor areas within their immediate communities. Beyond engagement, the City aims to empower the youth by encouraging their direct involvement in key decision-making processes and providing educational and career opportunities. Greenways will be designed with community input to increase the city's tree canopy, plant native species along the public right of way, and encourage zero-emission methods of transportation by making neighborhood streets safer and more comfortable. This program will also fund the creation of seasonal internship programs with Jersey City's Division of Sustainability. These efforts aim to increase the resiliency, well-being, and health of the youth and general public in areas most vulnerable to the devastating effects of climate change.
6)
Recipient: New Jersey Department of Environmental Protection (NJDEP)
Project Title: NJDEP - Determination and Vulnerability Assessment of Urban Heat Island Exposure in NJ Environmental Justice and Overburdened Communities
Project Location:
Trenton, NJ
Project Description: As temperatures are expected increase with climate change projections, corresponding heat related illnesses pose a serious concern throughout the State and especially in environmental justice (EJ) communities that are already susceptible to disproportionate environmental and public health burdens. The NJDEP will partner with community groups in EJ areas selected from NJDEP's EJ mapping tool to identify overburdened communities (OBCs) that experience extreme heat and urban heat island effect. Once specific OBCs are identified, NJDEP and partners will work to measure temperature and air quality using a mobile monitoring system in multi-day campaigns. NJDEP and partners will congruently conduct heat vulnerability assessments for identified OBCs for urban heat island exposure, present findings to the community, and collaborate to develop recommendations for heat mitigation strategies.
7)
Recipient: The Municipal Housing Authority for the City of Yonkers
Project Title: Green Infrastructure at the Municipal Housing Authority for the City of Yonkers
Project Location:
Project Description: The Municipal Housing Authority for the City of Yonkers (MHACY) will work with three experienced nonprofit partners and its own residents to increase the scale of green infrastructure practices across its affordable housing system. The project will mitigate the environmental and public health risks and harms associated with climate change for historically disadvantaged low-income residents. The project will demonstrate a model of climate resilience collaboration to be replicated and adapted by other affordable housing systems across the nation.
8)
Recipient: City of Jamestown
Project Title: Retooling Homes for Improved Air Quality
Project Location: Jamestown, NY
Project Description: The City of Jamestown will work collaboratively with community-based nonprofit organizations in underserved neighborhoods to understand, promote and implement an all-electric home retrofitting conversion project in designated Justice40 census tracts. The proposed project will reduce indoor toxins and pollutants, reduce the energy burden and reduce the energy loss in homes located in high-poverty neighborhoods. The demonstration project will conduct a full energy audit and air quality analysis of each home prior to improvements, conversion, and/or upgrades. The audit will detail energy efficiency deficiencies and create a scope of work specific to each home (windows, doors, insulation, air sealing, and other shell upgrades). The scope of work will include structural, and foundational improvements as well as the recommended equipment that will be replaced and/or upgraded for conversion to a fully electric home. The analysis will provide all necessary actions, renovations, and upgrades needed to bring the home to a condition that meets all NYS code enforcement standards including health and safety issues. A second audit of the home will be completed after improvements, conversion, and/or upgrades are conducted. Additionally, the project will collect historical energy costs and use data for the home pre- and post-participation to calculate air quality improvements, energy loss, emissions reductions, and energy costs. The Beneficial Electrification will measure the carbon offset; economic savings; performance of renovation strategies; cost-benefit analyses, workforce and community readiness. This project will provide the City of Jamestown and others with a data-driven demonstration project that can be replicated across communities in the Northeast.
Recipient: City of Rochester
Project Title: Home Electrification and Revitalization Opportunity (HERO) Program
Project Location: Rochester, NY
Project Description: The City of Rochester Home Electrification & Revitalization Opportunity (HERO) program addresses persistent environmental and public health challenges by funding the creation of sustainable, all-electric homes which incorporate air-source heat pumps, high levels of insulation and air sealing, heat pump water heaters, electric appliances, rooftop solar where feasible, and electric vehicle (EV) charging into houses rehabilitated through the City's existing whole-house rehabilitation programs. Building upon long-standing relationships between the City and local community-based organizations, HERO will consist of sub-award partnerships with the Greater Rochester Housing Partnership (GRHP), Greater Rochester Habitat for Humanity (Habitat), and the Rochester Land Bank Corporation (Land Bank) and in-kind community engagement partnerships with the Climate Solutions Accelerator (CSA) and the Rochester Area Community Foundation (RACF). Through HERO, beneficial electrification and clean energy improvements will be completed in homes for disadvantaged city residents disproportionately burdened by the impacts of climate change and least able to adapt to these impacts. Historically, more than 90% of the buyers and residents of these rehabilitation programs are low-income minority households; HERO participants will all be low-income disadvantaged residents. This pilot program will create a replicable model to achieve meaningful and measurable environmental and public health results, including reduction of greenhouse gas emissions, reduced rates of childhood asthma, improved economic security specifically for low-income disadvantaged households, and increased awareness of the benefits of and available incentives for home electrification.
10)
Recipient: Municipality of Vega Baja
Project Title: Assisting communities in identifying, preventing and eliminating blighted properties and associated health and environmental risks through education, training, civic engagement and community planning.
Project Location: Vega Baja, PR
Project Description: The Municipality of Vega Baja in coordination with the non-profit Center for Habitat Reconstruction and other stakeholders aims to identify, prevent, eliminate blighted properties and their associated health and environmental risks. Objectives include assisting communities identify and map their assets, challenges, and opportunities, with a particular focus on vacant and abandoned spaces, carry out participatory planning activities that result in the creation of a Reuse Plan; and assist communities in executing pilot mitigation projects from within their Plan. These will be achieved through a range of activities, including education, training, civic engagement, community planning, and small-scale acquisition and mitigation. The collaborating partners will develop comprehensive nuisance remediation strategies through these activities in order to tackle the most common nuisance situations. This strategy is based on the principle that community-based solutions are most effective in addressing complex issues such as blighted properties. The outputs include: completing training for residents, creating community maps, drafting and publishing a Reuse Plan, and holding meetings between policymakers and advocates. The outcomes include an increase in the total number of health and environmental risks identified and mapped in the communities; an increase in the number of residents aware of nuisances and their risks; mitigate Reuse Plan findings; an increase in the number of community stakeholders committed to fighting blight; and a decrease in the number of environmental and health risks.
Region 3
1)
Recipient: Frederick County Maryland
Project Title: Building Frederick County Together
Project Location: Frederick County, MD
Project Description: Building Frederick County Together gives a voice to environmental justice (EJ) populations in Frederick County, Maryland who are most vulnerable to extreme heat from climate change. The Project contains a strategy to 1) strengthen existing partnerships and programs with Community-Based Nonprofit Organizations (CBOs) that work hand-in-hand with EJ populations, including sub awardees Mobilize Frederick, Habitat for Humanity, and Asian American Center of Frederick. The Project will provide these organizations with program resources to build resilience, educate on air quality and climate, and engage community members 2) learn from EJ populations how climate change impacts their community while increasing civic involvement; where needed, provide payments for participation to cover for childcare, transportation, time and missed work 3) establish a gap-filling HVAC replacement program to reduce energy burden and greenhouse gas emissions and 4) navigate community members through programs and resources to make homes more resilient and reduce energy burden.
2)
Recipient:
County of Alleghany
Project Title: Environmental Justice Government to Government Grant. Funding will be used to address Climate Change Resilience Planning for Allegheny County Municipalities.
Project Location: Alleghany County, PA
Project Description: This project seeks to improve climate preparedness for the 38 environmentally burdened communities in Allegheny County, PA. Using EPA's Cumulative Resilience Screening Index (CRSI) for Natural Hazards, the Allegheny County Health Department (ACHD) are prioritizing flood mitigation, a modifiable climate change threat. The ACHD Environmental Justice (EJ) Index prioritizes communities of color with environmental burdens, including flooding. Funds will be used to incentivize EJ communities to create climate resilience strategies with the ACHD, Emergency Services, Department of Sustainability, and the University of Pittsburgh Sustainability Program within the School of Engineering. Identified through our partner Councils of Government (COGs), EJ municipalities will create climate resilience strategies with access to ACHD's climate resilience dashboard and our government and academic partners. Nearly half of the funds will be used for resilience improvement projects to design and build or maintain small scale green infrastructure projects and/or conduct water-based cleanup to mitigate flooding, with involvement of community members and community-based nonprofit organizations (CBOs). Climate resilience will be improved through planning and implementation smallscale flood mitigation in EJ communities.
Recipient: County of Albemarle
Project Title: Climate Resilience Cohort
Project Location: Charlottesville, VA
Project Description: The Climate Resilience Cohort is an initiative to partner with ten community-based nonprofit organizations (CBOs) that serve disadvantaged communities in Albemarle County and the City of Charlottesville to help center equity and inclusion in crafting and implementing a Climate Adaptation and Resilience Plan. With subgrants and the support of County and City staff, each participant CBO will: (1) conduct two community engagement events with their constituents to inform the Climate Adaptation and Resilience Plan; (2) participate in six Cohort staff roundtable meetings to provide feedback on the Plan; and (3) implement two community-centered projects identified in the Plan, along with two progress meetings with the Cohort staff roundtable. Project outputs will include the input recorded during the engagement events and roundtable meetings, the Climate Adaptation and Resilience Plan, and the implementation projects. Short-term outcomes include new partnerships with ten CBOs, integration of climate change understanding into the CBOs' work, and increased involvement of disadvantaged communities in climate solutions. Long-term outcomes include improved urban tree canopy in underserved communities, improved green infrastructure in flood-prone areas, and empowerment of disadvantaged communities to build climate resilience. The project will focus on rural and urban poverty.
4)
Recipient:
State of Maryland, Department of the Environment
Project Title: Environmental justice collaboration to improve air quality and community resiliency for both human health and environmental well-being in South Baltimore and Maryland's Eastern Shore.
Project Location: Baltimore and Eastern Shore, MD
Project Description: Maryland Department of the Environment (MDE) in partnership with Mid-Atlantic Climate Action Hub (MATCH) and two key members: South Baltimore Community Land Trust (SBCLT) and the Sentinels of Eastern Shore Health (SESH), and the Chesapeake Bay Trust (the Trust) will work together to advance a multidimensional environmental justice initiative focused on empowering local community-based organizations in South Baltimore and Maryland's Eastern Shore to further greening projects that improve air quality and community resiliency for both human health and environmental well-being. Specifically, MATCH, SBCLT, and SESH, with the support of MDE and the Trust, will conduct outreach to communities, representing populations who receive inadequate or inequitable services and/or who experience quality-of-life disparities, interested in community greening and improvement projects and provide technical assistance to those communities to facilitate robust applications to the Trust's Urban Trees Grant Programs and other community engagement-focused grant programs. This project will build upon already existing strategies and efforts, specifically the Community-Based Organization Capacity Building Initiative (CBO-CBI), and engagement in the Urban Trees Grant Programs will leverage already existing programs and resource commitments at the state-level (both described below). Community-based organizations will also participate in training to build their capacity related to the identification and pursuit of funding and installation of green infrastructure and implementation of community health projects.
Recipient: West Virginia Department of Environmental Protection (WVDEP)
Project Title: Community Engagement Pilot Project in Environmental Justice Communities
Overburdened with PFAS Contamination in Drinking Water
Project Location: State of West Virginia
Project Description: After a 2022 study documented concerning levels of per- and polyflouroalkyl substances (PFAS) in public drinking water supplies across WV, WVDEP is leading the charge to address PFAS contamination by engaging communities through information sharing, collaborative problemsolving, and environmental justice efforts to protect public health. Through this project, WVDEP will work with community groups, local businesses, water utilities, county health departments, and other stakeholders to design and implement a community engagement process for areas with PFAS contamination. Focusing on WV's Eastern and Northern Panhandles—the two areas of the State most severely impacted by PFAS contamination—this project will develop and pilot a community engagement process to inform PFAS Action Plans that will identify and address sources of PFAS in raw water sources of public drinking water systems. Grant funding will enable extensive and meaningful community collaboration from start to finish, ensuring that the voices of impacted community members are centered in decision-making processes. Deep community engagement will result in better-informed identification of PFAS sources and reduction solutions, which will directly improve public health, in addition to development of policy preventing further PFAS contamination in these communities and throughout the State. It will also powerfully advance environmental justice in WV communities, resulting in a model engagement process that can be replicated across the State when completing additional PFAS Action Plans and assisting underserved areas overburdened with environmental contamination during other emerging contaminant investigations and regular WVDEP activities.
6)
Recipient: PA Department of Environmental Protection (DEP)
Project Title: Pennsylvania Engaging New Voices on Environmental Justice
Project Location: State of Pennsylvania
Project Description: This project aims to increase strategic community education, outreach and engagement and capacity building trust through intentional action. DEP aims to create an expandable, manageable, and sustainable program that will proactively engage communities to better understand their concerns before there is an event of concern and provide communities with the necessary tools to help address environmental issues in advance of a crisis. With this grant, DEP will increase outreach around Pennsylvania and build long-lasting relationships educating, engaging, and empowering the communities that need it the most. DEP aims to identify Community Based Organizations (CBOs) to fund the use their existing networks to convene stakeholders and residents with DEP staff and other partners. CBOs will participate in an educational series and implement hands-on, community-driven activities. The program also creates a cohort model, where CBOs will work cooperatively and learn from each other. Litter and illegal dumping are quality of life concerns heard around Pennsylvania's communities, urban and rural, large and small. Having the specific issue of litter and illegal dumping as the point of entry of the educational program, will assist in bringing partners around the table to discuss this and other issues of community concern. This focus will also allow for a tangible project outcome in the form of hands-on, community-driven activities, such as clean-ups, site monitoring and enforcement, or other actions that may be specific to sites of concern. The work on litter and illegal dumping are informed by Pennsylvania's PA Litter Action Plan, which serves as a national model on these issues.
7)
Recipient: Mayor and City Council of Baltimore
Project Title: DPW YH2O+ Expansion II
Project Location: Baltimore, MD
Project Description: The mission of the Department of Public Works (DPW) is to support the health, environment, and economy of our city and the region by providing customers with safe drinking water and keeping neighborhoods and waterways clean. Our vision is to be a strong proponent and protector of our environment and the health and vitality of our communities.
The Baltimore City Department of Public Works (DPW) in partnership with the Mayor's Office of Employment Development (MOED), the Chesapeake Water Environment Association (CWEA) and other partners will support the continuation and expansion of DPW's successful YH2O program, which was previously awarded an environmental justice grant from the EPA through its State Environmental Justice Collaborative Agreement (SEJCA) initiative in 2020. YH2O is designed to provide green jobs training to the City's youth and youth from the region where appropriate, related primarily to the provision of safe drinking water. The program will be expanded to address and reduce other common environmental issues seen throughout Baltimore's vulnerable communities by strengthening the City's youth workforce through on-the-job training. Project activities include training of program participants to lead educational workshops that will create a greater awareness of local environmental issues and actions to reduce the severity of those issues. These activities will build on citywide efforts to promote recycling, proper waste disposal, and neighborhood cleanliness. Outcomes will include enrollment and training of approximately 30 youth, advancement of City environmental monitoring systems, and improved resident practices likely to lead to less waste and cleaner water. Intended beneficiaries include the City's unemployed/underemployed youth population from low income and minority communities, as well as all underserved communities of Baltimore City.
Recipient: Arlington County
Project Title: ENERGY-HEALTH-EQUITY PROJECT
Project Location: Arlington County, VA
Project Description: The County proposes the Energy-Health-Equity Project (referred to herein as the EHE Project, or the Project), to be managed by members of the Office of Sustainability and Environmental Management (OSEM) and anchored in the creation of two technical resources - a decision-support tool and a comprehensive financing/incentives portfolio. These resources will be test driven, refined, and scaled for increased impact within the County and region, supported by an engagement plan, training, and capacity building between community-based nonprofit organizations (CBOs), contractors, and community partnerships.
The EHE Decision Support Tool will allow users to the model the potential benefits of single and bundled-measure energy improvements to affordable housing and commercial structures common to underserved and disadvantaged communities (DACs) in the Northern Virginia and greater regional territories. The Project will culminate with a final deliverable report that will be leveraged to build a pipeline of projects and support scalability and replicability.
The EHE Project's core objectives are to improve air quality and health and reduce greenhouse gas (GHG) emissions in Arlington DACs via building energy upgrades. Using an approach that builds decision support and financing opportunities to facilitate upgrades, the Project will also provide technical support and training to key audiences for using the tools and pursuing building upgrades, define human health indicators and metrics and align healthier indoor environments with energy-performance upgrades, and upscale use of the Project tools and resources, for adoption and replication across other jurisdictions.
9)
Recipient:
City of McKeesport
Project Title: Environmental Justice issues in the City of McKeesport: Greenhouse Neighborhood & Urban Farming Initiative; Urban Forest Expansion Project; Small-Scale Cleanup Program; Water Street Bioswale Park
Project Location: City of McKeesport, PA
Project Description: This grant will be used to design and implement new programs/actions and expand/enhance current programs. All activities described herein will address negative environmental and health issues associated with air pollution, stormwater management, urban heat island effect, and lack of greenspace in priority locations identified by the City, its CBOs, and the community. Four initiatives have been identified to receive funding under this grant: the creation of a Bioswale Park in the McKees Point Development along Water Street, which will address stormwater management issues and non-point source pollution, provide greenspace to an underserved community, and reduce air pollution and heat island effects; expansion of the Urban Forest Expansion Program, which in addition to addressing air pollution and heat island effects, will include the formation of a Green Team to provide community service opportunities, paid positions for local teens, and job training; a feasibility study to determine the efficacy of creating a new neighborhood on an abandoned residential brownfield including affordable, energy efficient housing, greenspace, and an integrated urban farm that will provide fresh produce, job training and paid positions to underserved residents; and the continuation of the City's successful small scale cleanup program, which removes hazardous debris and trash from hundreds of abandoned lots throughout the City. The activities proposed for funding under this grant are based on successful programs with existing infrastructure and leadership; therefore, the deployment and utilization funds for current and new programs/actions will be maximally impactful and efficient.
10)
Recipient: City of Philadelphia
Project Title: Enhancing, Strengthening and Scaling Action on Environmental Justice in Philadelphia
Project Location: Philadelphia, PA
Project Description: This project advances OOS' approach to addressing environmental injustice that is centered on developing a strong foundation to institutionalize EJ within municipal policies and practices and strengthening and scaling place-based strategies that holistically address disproportionate exposure in EJ communities in partnership with community-based organizations. The project will be implemented through three workstreams: 1) Foundational Structures: Integrate EJ into citywide policies and practices, 2) Place-based Initiative 1: Strengthen and sustain OOS's place-based initiative established to address flooding in Eastwick, and 3) Place-based Initiative 2: Scaling the place-based model by implementing a new place-based initiative to address heat.
Foundational objectives include building the capacity of the resident-led Philadelphia Environmental Justice Advisory Commission (PEJAC), equipping departments with the necessary tools and resources to guide decision making that advances EJ, and developing a framework for institutionalizing EJ within government. OOS will co-create and develop a public EJ map and screening tool in partnership with PEJAC and sustain an interagency working group focused on EJ issues leading to a model cumulative impacts ordinance.
In Eastwick, OOS aims to strengthen partnerships through capacity building, co-develop a flood resilience strategy by shifting decision making power to Eastwick residents, and sustain this transformation by ensuring long-term funding for partner organization, Eastwick United.
The heat focused place-based initiative will seek to build new community partnerships, advance a holistic shared understanding of both neighborhood and property-scale issues that contribute to heat vulnerability (such as energy burden) and co-develop actions to build a heat resilient future.
Region 4
1)
Recipient: City of Memphis
Project Title: Turning Liabilities into Assets: Transforming Blight One Neighborhood at a Time
Project Location: Memphis, TN
Project Description: The City of Memphis proposes a partnership led by its Department of Solid Waste Management and community-based organization, The Works, Inc. to pilot a model program to address chronic dumping in its most distressed communities through sustainable and regenerative solutions and services that positively impact the environmental, social, and economic health of these areas. The project will target four neighborhoods – Klondike, Binghamton, Whitehaven, and Frayser – in an antidumping awareness campaign to empower residents with the facts about the environmental hazards of dumping and how to combat them. A pilot convenience center will be created to handle difficult materials not taken by the City's current waste and recycling program or accepted by landfills without tipping fees – a gap in the system which leads to unrelenting illegal dumping. Tires, mattresses, Styrofoam, organics and other dumped waste will be accepted and diverted to small local businesses and nonprofits engaged in sustainable and innovative recycling. The project will test strategies for community action, job training, logistics and environmental interventions that will create economic opportunities and uplift the quality of life for these burdened neighborhoods with the goal to scale up for all distressed communities in Memphis.
2)
Recipient: County of Palm Beach
Project Title: The Resilient Glades Tree Campaign
Project Location: West Palm Beach, FL
Project Description: Through the Resilient Glades Tree Campaign (Project), the Project Team will plant trees across public parks to increase equitable access to shaded outdoor recreational areas. The Project will give away trees to Glades residents to increase resident tree canopy coverage, including fruitbearing trees to increase fresh food access. The Project will identify locations for and create two urban orchards to increase community food resilience. The Project will also include outreach, education, tree maintenance, and workforce development for youth to learn how to plant and care for the trees.
3)
Recipient: Louisville-Jefferson County Metro Government
Project Title: Ambient Air Toxics and Health Action for the Rubbertown Area
Project Location: Louisville, KY
Project Description: The Ambient Air Toxics and Health Action for the Rubbertown Area project seeks to collect ambient air toxics data and identify potential health conditions/diseases that west Louisville residents may be experiencing or for which they are at higher risk based on past and current chemical exposures from ambient air pollution in certain zip codes.
4)
Recipient: City of Savannah
Project Title: 100% Savannah: Energy Efficiency and Workforce Training Program
Project Location: Savannah, GA
Project Description: This program is designed to serve households that cannot participate in the free, ratepayer funded program that is available through Georgia Power due to their income or the condition of their home, as well as to provide HVAC services that are not typically included in that program. This proposal is informed by four months of community energy efficiency outreach that has included community workshops. This project will also include workforce training activities to build local capacity for this work and to create new opportunities for residents to participate in the clean energy economy.
5)
Recipient: North Carolina Department of Health and Human Services (NCDHHS)
Project Title: Partnership to Address Private Well Contamination in Sampson County, North Carolina
Project Location: Sampson County, NC
Project Description: The main objective of the Partnership to Address Private Well Contamination in Sampson County, North Carolina is to provide water treatment for private wells in Sampson County while helping residents understand what pollutants may be in their water and the importance of clean water for health. Treatment and education will be prioritized for households in southern and eastern parts of the county with the highest U.S. Center for Disease Control (CDC) environmental justice (EJ) Index. Residents with water samples exceeding NCDHHS' drinking water guidelines will be provided with treatment options for wells; and education, technical assistance, and consultations for maintaining safe drinking water wells.
6)
Recipient: SC Department of Health and Environmental Control (DHEC)
Project Title: South Carolina Environmental Justice Grant 2023-2026
Project Location: North Charleston, Greenville, Columbia, SC
Project Description: DHEC and its partners will work together to communicate and then apply the principles of Community-Managed Disaster Risk Reduction (CMDRR) training in the form of a Field Practicum (FP). The FP takes the theory taught in a classroom setting and puts it into practice. Each FP will follow the process established in CMDRR training and includes the completion of a set of assessments in South Carolina communities with Environmental Justice (EJ) concerns.
7)
Recipient: Mobile County Board of Health
Project Title: Mobile County Health Department Lead Poisoning Prevention Program Expansion
Project Location: Prichard/Africatown, DIP/Theodore, Bayou La Batre, AL
Project Description: Mobile County Health Department (MCHD) will expand Lead Poisoning Prevention (LPP) program activities with the goal of reducing the number of children exposed to lead in Mobile County. The project will focus on the following objectives: increase soil testing in Mobile County,
increase community engagement and advocacy around LPP, increase awareness of the hazards of lead exposure and knowledge of how to respond, increase capacity for low-income communities to complete remediation projects, and establish a referral network and roadmap to support families exposed to lead.
Region 5
1)
Recipient: Cuyahoga County Board of Health
Project Title: Addressing Impacts of Climate Change in Cuyahoga County Using HIA's
Project Location: East Cleveland, Euclid, Maple Heights, OH
Project Description: This project seeks to convene a community advisory board to collaboratively complete an HIA project focused on healthy homes, and subsequently co-create community-led interventions aimed at improving indoor and outdoor air quality. The proposed project will: (1) identify and address gaps in resident awareness and knowledge of EJ issues, policies, and practices; (2) elevate community voices and knowledge to enhance community-informed decision-making to improve environmental and community health outcomes; (3) provide trainings for conducting and using HIAs; (4) conduct an HIA - Healthful Homes Initiative - by municipality; (5) use HIA findings to improve existing and implement new interventions; and (6) mobilize residents and recruit volunteers for community revitalization projects and community-led interventions. Anticipated outcomes include: (1) improved indoor/outdoor air quality; (2) reduced stormwater vulnerability and climate impacts; and (3) reduced environmental health disparities.
2)
Recipient:
City of Milwaukee
Project Title: Healthy Homes & ECO Neighborhoods Project Seeks to Expand Awareness of and access to local and statewide housing improvement programs and federal funding sources through collaborative outreach.
Project Location: Milwaukee, WI
Project Description: This project seeks to: (1) expand awareness of and access to local and statewide housing improvement programs and federal funding sources through collaborative outreach and marketing efforts and by funding pre-weatherization home repairs for residents; and (2) distribute resource guides with information about common home health issues and small-scale efforts residents can take to address them like how to properly clean lead paint chips, as well as large-scale efforts like making energy efficiency improvements that address climate change. This will be complemented by a housing program guide, providing descriptions of all the housing improvement programs and funding sources available, and emphasizing low-to-no cost services. The program guides will be distributed directly to residents by neighborhood-based, paid and volunteer outreach support staff through community events, neighborhood canvassing, etc. This information will also be shared broadly through broadcast and social media marketing.
Recipient: Metropolitan Water Reclamation District of Greater Chicago
Project Title: MWRD Greening of a Brownfield to Improve the Living Envt. of a Vulnerable Community in
Chicago
Project Location: Chicago, IL
Project Description: The Little Village is an immigrant neighborhood in Chicago with environmental justice (EJ) challenges, including extensive industrial pollution, flooding, high PM2.5 air pollution burden, and high surface temperatures. These factors and high poverty lead to negative health and economic impacts. A vacant brownfield in the village, impacted by polycyclic aromatic hydrocarbons (PAHs) during former use by petrochemical companies, is owned by the Metropolitan Water Reclamation District of Greater Chicago (MWRD). The main objectives of this project are to convert a 5-acre brownfield into an urban greenspace using science-based and community-selected soil amendments and reseeding vegetation of native prairie/trees for environmental restoration and public health improvement in the community, evaluated as soil and water PAHs and air PM2.5 exposure and health risk burden reduced, and ecosystem services (soil health, plant cover and diversity) improved. The benefits of a new greenspace include climate mitigation, improved air quality, and improved wellbeing for residents. They will conduct community forums and send out a survey to obtain input of community partners for effectively converting the brownfield into a greenspace. They will use a blend of dredged sediments and exceptional quality biosolids with compost as substrate of topsoil in brownfield revitalization. Knowledge on brownfield restoration gained will be disseminated to communities through outreach activities. The outcome of the project will have a major impact on the lives of the underserved community members by promoting greenspace in an area of heavy industrialization. It can serve as a model for future brownfield restorations in underserved/vulnerable communities lacking critical resources.
4)
Recipient: Minnesota Department of Commerce
Project Title: Justice40 Minnesotans Navigating Climate Action
Project Location: State of Minnesota
Project Description: Justice40 Minnesotans Navigating Climate Action (J40MNCA) builds broad, robust, and results-oriented partnerships between State departments and community-based organizations (CBOs) serving environmental justice communities in Minnesota. Through this project, the Minnesota Department of Commerce and the newly expanded Community Energy Collaborative (CEC) will partner to co-develop a Justice40 Leadership Academy and establish a demonstration Community-based Navigator Program. Partners will develop and test multiple ways to apply data, strengthen relationships, and build energy and environmental justice leadership capacity at the local and state level. Activities will result in key tools and processes that increase the integration of community input and justice considerations across the state government, provide a model for co-created program development, and increase equitable access to climate-based federal funding available through the Inflation Reduction Act.
Recipient: The Prairie Island Indian Community
Project Title: Tribal Home Energy Project to Upgrade Tribal Homes with Energy-efficient, Carbon-
reducing Technologies
Project Location: Welch, MN
Project Description: The project addresses our community's immediate needs for energy efficiency, cost savings, and a safer, healthier living environment. The main objective is to upgrade homes with technologies that help tribal members eliminate fossil fuels, save money, reduce indoor pollutants, and improve health, and safety. Activities include: 1) stakeholder input; 2) outreach to create project awareness and encourage participation in the project; 3) public education about home energy; 4) home energy audits to identify efficient and cost-saving options; 5) small-scale construction and installation of system upgrades and energy-efficient, electrification, and renewable energy equipment; 7) quality inspections; and 8) assessment of project performance and progress.
6)
Recipient: City of Ann Arbor, MI
Project Title: A Model Regional Resilience Network with Resilient Infrastructure
Project Location: Ann Arbor, MI
Project Description: Resilience, the act of bouncing forward regardless of what acute or chronic disruption occurs, is an often aspired to goal but one that has remained out of reach for most communities. And with increasing climate related impacts and growing socio-economic disparity, the need for resilience has never been greater. This proposal will demonstrably improve the resilience of the most vulnerable residents in Ann Arbor and Washtenaw County by co-developing a living regional resilience network that allows for the continual investment in the adaptive capacity and enhancement of local social cohesion for the region's frontline and most vulnerable populations. Working groups of the network will create facilitated communication channels to assist network partners in resource pooling, collective emergency response, and other acts of mutual aid. This proposal also calls for investments in four local brick and mortar resilience hubs and the creation of a resilience grant program that fosters a connective tissue between the various hubs. This interconnected resilience infrastructure will ensure the most vulnerable residents don't just survive but thrive every day.
7)
Recipient: City of Flint
Project Title: Community Engagement Process for Flint Climate Change and Resiliency Plan
Project Location: Flint, MI
Project Description: The project is to collaborate with community and academic partners to facilitate the creation of a Climate Change and Resiliency plan for the City of Flint that accurately reflects the
desires and needs of its residents. The plan will be integrated into existing plans, like the Master Plan, to guide future allocation of resources, to prepare for the impacts of climate change, and to equitably build resiliency into the planning, development and public health efforts of city government. In order to accomplish this, trusted messengers will engage residents through an intentional process that centers racial equity, intersectionality, and geographic areas disproportionately impacted by industrial pollution. This will be done through a series of charrettes in all nine city wards, to include stakeholders from neighborhood associations, coalitions, faith communities, youth, City of Flint staff, and elected city and county officials. Additional outreach will be provided to residents who are incarcerated, in inpatient substance abuse treatment facilities and those with physical and other barriers to attending group gatherings. At the end of the project, Flint residents will benefit from a place-centered, culturally competent environmental literacy curriculum that can lead to individual and collective action toward improved local policy. A Flint Environmental Justice Action Network will be established and sustained to ensure the Flint Climate Change and Resiliency Plan is implemented and updated. The information gathered and resulting plan will be creatively disseminated in print and social media formats, in all languages spoken in the city.
8)
Recipient: Fort Wayne City Utilities (CU)
Project Title: Fort Wayne Utilities: Lead Service Line Replacement Program in Disadvantaged
Communities
Project Location: Fort Wayne, IN
Project Description: An estimated 14,000 residences in Fort Wayne, IN have lead water service lines which pose a health risk to vulnerable populations including children and developing fetuses. Risks are greater for those living in poverty or in homes built before 1986 when the Safe Drinking Water Act Lead Ban was enacted. For this reason, CU formalized its Lead Service Line Replacement Program (LSLRP) in 2018 to include subsidies and low-interest loans for low- income households to replace lead service lines. The proposed project, described herein, will eliminate, or further reduce the cost to low-income households for replacing residential lead water pipes. Priority census tracts within disadvantaged communities were identified for outreach to participate in the Environmental Justice Government-toGovernment (EJG2G)-LSLRP. The priority tracts are in older neighborhoods with a median household income averaging $28,615. CU estimates residences in these priority areas have lead water service lines and anticipates these residences will be eligible to benefit from the LSLRP during the EJG2G funding period.
Region 6
1)
Recipient: LA Department of Environmental Quality
Project Title: FY2024 Air Monitoring Project - Air Monitoring Van
Project Location: Baton Rouge, LA
Project Description: This project is to establish and operate an air monitoring van that will provide the citizens of Louisiana with air quality data for compounds such as Formaldehyde, Sulfur dioxide, Hydrogen sulfide, Ammonia, Ethylene oxide, Hydrocarbons, Oxygenates and Nitrogen compounds. The van will be used after disasters such as hurricanes and will also be used thorough out the state, to measure air quality and to support for the LDEQ Mobile Air Monitoring Labs (MAMLs) missions. Benefits of this project will be realized by all Louisiana residents. The monitoring van will be used throughout the State of Louisiana; rural, urban, at-risk areas, fence line communities, and many areas throughout the state to collect baseline data. The van will be used to help identify air quality problems, increase mitigation action(s) from parties responsible for certain air pollution and reduce ambient air concentrations of certain air pollutant(s).
2)
Recipient: City of Dallas
Project Title: Breathe Easy 3 Pilot For the Forest District
Project Location: Dallas, TX
Project Description: The City of Dallas' Breathe Easy Dallas 3, for the Forest District, seeks to build on previous non-regulatory air quality pilot efforts. By adding vegetative buffers along area roadways, the project will measure the impact of implementing vegetation to improve air quality and reduce local heat island impact in the St. Philips Community in Southeast Dallas. The project builds on recent planning work by the Urban Land Institute and others to revitalize this part of Dallas near the St. Philips Community, also known as the Forest District. The project involves deploying non-regulatory air quality monitoring equipment in locations selected in correlation of higher rates of asthma, COVID-19, other cardio-pulmonary diseases, and environmental justice demographic data. From review of City demographic datasets, the EPA EJSCREEN tool, Heat Island mapping and Tree-Equity Mapping by the Texas Trees Foundation, the City anticipates this project will be in the 75215 zip-code, located between Pennsylvania, Malcolm X Boulevard, Botham Jean, and Pine Street. Project outcomes include assessing non-regulatory monitors consistent with the June 22, 2020 EPA Memorandum on air sensors, assessing efficacy in using neighborhood-scale air quality data to direct public health initiatives, use and efficacy of using vegetative barriers to mitigate air quality metrics, guiding development of the Community Health Needs Assessment and related public policy, supporting improved public health outcomes for the residents, and build a greater awareness and understanding of the nexus between emissions, air quality, vegetative buffers and health.
3)
Recipient:
City of Houston Health Department
Project Title: Vulnerable to Vibrant: Strategies to Achieve Climate Resiliency in an Environmental Justice Community
Project Location:
Houston, TX
Project Description: The EJ challenged Greater Fifth Ward/Kashmere Gardens community of Houston has historically suffered a disproportionate burden of environmental degradation, economic disadvantage, high rates of poverty, and lack of opportunity leading to increased crime and adverse health outcomes. The main objective of this G2G project is to use a multi-pronged approach in this community to address climate resiliency, environmental vulnerability, and economic disadvantages that the community experiences in partnership and advised by 3 embedded CBOs. The project will provide the following key activities/outcomes: a) a local solar hub at a CBO center for community use especially during emergencies such as power outages; b) a state-of-the-art flood alert system providing advance warning before inundation providing time to move to safety; c) an air permit application warning system to inform the community when/where an industry is proposing air pollution emission activities in their area (without zoning) and how to protest; d) targeted native SUPER tree planting for heat, pollution, and flooding mitigation (and fruit trees); e) a hyper-local neighborhood resilience plan (i.e., locations for detention ponds, changes in pavement, solar trees); and f) funding for graduates of our work force program to work as interns and gain experience for permanent job placement in their own neighborhood. Additionally, as part of this project, the City will also establish a city-wide Houston Environmental Justice Advisory Council (HEJAC) to identify Houston EJ problems and solutions with the community's voices.
Recipient: Santo Domingo Pueblo
Project Title: Santo Domingo Pueblo FY24 General Assistance Program
Project Location: Santo Domingo Pueblo, NM
Project Description: The objective of the proposed project is to permanently decrease the number of individuals contributing to open dumps as well as eliminating open dumps within the underserved and overburdened Tribal Community of Santo Domingo Pueblo, located in north central New Mexico. To achieve the overall objectives, the Santo Domingo Pueblo proposes to cleanup non-hazardous waste open dump sites, conduct free trash weeks, tire amnesty events, open dump focused community workshops, and disseminate education and outreach material to community members. Through successful coordination and collaboration with Tribal Leadership, Tribal Departments, the Communitybased Organization Eight Northern Pueblos – Office of Environmental Technical Assistance, volunteers, and community members, the Santo Domingo Pueblo plans to educate our community of the dangers of open dumping and inform individuals on the available resources that can be utilized for the proper disposal of waste and to effectively eliminate the practice of open dumping.
5)
Recipient: The Chickasaw Nation (CN)
Project Title: The Chickasaw Nation's Environmental Justice Government to Government Grant
Application
Project Location:
Ada, OK
Project Description: The CN plans to enact a long-term Citizen Science Watershed-Based Stream Monitoring Program within the CN treaty territory with the goal of establishing water quality baselines and an early warning system for quality impacts. This project will provide communities within the CN treaty territory with a clearer understanding of environmental and public health issues related to water sustainability, as well as increased engagement opportunities related to these issues. Furthermore, the proposed project will aid the CN in developing broad-spectrum partnerships to address water quality concerns with the ASA, thereby allowing for the development of tribal, state and federal communication geared toward water quality impairments. The Ada Jobs Foundation, a community-based nonprofit organization (CBO), will partner with the CN for this project and assist with establishing a web-based environmental justice water quality mapping tool and data collection system to ensure transparency and encourage public engagement.
Recipient: Louisiana Department of Health
Project Title: Improving Public Health in Communities
Project Location: New Orleans, LA
Project Description: This project will focus on asthma patients from areas where high social vulnerability, poor outdoor air quality, housing concerns and high asthma prevalence overlap. Continuing to build on previous work done, Louisiana Department of Health will focus on Bossier, Caddo, Calcasieu, East Baton Rouge, Jefferson, and Orleans Parishes. While previous efforts have focused on providing education regarding home asthma triggers and low-cost mitigation, this expansion of the BREATHE program will include continued virtual home visits with additional services including air monitoring in-person home assessments to add to data supporting a health impact assessment. Finally, Louisiana Department of Health's expansion involves partnering with additional community based organizations to improve referrals to the BREATHE program to help those most affected by asthma. This will also provide information for our partners to advocate for policy change to improve housing quality in the state of Louisiana, thereby reducing the disparity of the state's asthma burden.
7)
Recipient: New Mexico Environment Department
Project Title: Environmental Justice Government to Government Project San Juan County, NM
Project Location: Santa Fe, NM
Project Description: The project facilitates coordination and collaboration among federal, state, county, regional and tribal governments and community-based organizations to carry out a Health Impact Assessment (HIA). The HIA model will engage community members and inform policy, regulation, programs and/or enforcement actions of NMED to help mitigate the health impacts on underserved and vulnerable populations in San Juan County due to harmful emissions associated with recycling facilities. The HIA process will be replicated in Southeast New Mexico, which also has an oil and gas industry presence, and used as a model to promote community engagement to address other environmental health issues of concern.
Region 7
Recipient: Iowa Department of Human Rights
Project Title: Iowa's Environmental Justice Health Equity Program (EJHE) Program
Project Location: Des Moines, IA
Project Description: This project will establish a statewide EJ Health Equity (EJHE) Program to build the capacity of vulnerable Iowans to have meaningful involvement in addressing environmental and/or public health results. The program will address issues of inequity in a manner designed to organize, empower, and support vulnerable populations, including youth. It will address the risks of climate change and household environmental justice (EJ) issues including lead paint, asbestos, mold, lead service lines and energy burden.
2)
Recipient: Kansas Department of Health and Environment
Project Title: Placemaking to address food equity and environmental sustainability in Southeast Kansas
Project Location: Topeka, KS
Project Description: The project aims to implement meaningful environmental and public health strategies in Labette, Montgomery, and Cherokee counties in Kansas. This will be accomplished through working closely with the Healthy Bourbon County Action Team (community-based organization), and Local Health Equity Action Teams (LHEATs & community coalitions) in each of the three counties. Activities will include education/health promotion activities and community-driven strategies to promote food equity and environmental justice through LHEAT engagement and community placemaking interventions, such as edible landscapes on main streets and raised bed garden kits for families.
3)
Recipient: City of Kansas City, MO
Project Title: Lead in Soils Mitigation Project
Project Location: Kansas City, MO
Project Description: This project will screen for, identify, and mitigate lead on vacant properties selected for redevelopment and reuse by our community-based non-profit organization (CBO) partner, INC. The Ivanhoe neighborhood numerous vacant lots owned by the Land Bank of Kansas City,Missouri (Land Bank) and the Kansas City Missouri Homesteading Authority (KCMHA). A four-step triage system will be used to focus remediation efforts on the most contaminated lots and efficiently guide properties verified to be clean into productive reuse and redevelopment.
4)
Recipient: Linn County Sustainability
Project Title: Linn County Rental Improvement Program
Project Location: Cedar Rapids, IA
Project Description: The main objective of Linn County's proposed EJG2G -funded program is to provide residential energy efficiency (EE) assistance for low to moderate income residences in the county to combat poverty, mitigate climate impacts, and work to address impacts of environmentally unjust practices. The County will partner with Neighborhood Finance Corporation (NFC), a non-profit community-based organization, to establish and manage a below market rate forgivable loan fund to be made available to landlords who rent to low income tenants (less than 60-80% area median income (AMI)) for residential decarbonization EE investments.
Region 8
1)
Recipient:
Utah Department of Environmental Quality (Utah DEQ)
Project Title: Empowering Disadvantaged Communities in Urban and Rural Utah through CommunityEngaged Air Pollution Monitoring and Mitigation
Project Location:
State of Utah
Project Description: This project is addressing air pollution inequities in underserved urban, rural and tribal communities in Utah through radon testing, remediation and mitigation, and enhanced PM2.5, PM10 and ozone monitoring using low-cost sensors.
This work follows a community-engaged approach and leverages community partnerships and an existing low-cost air quality sensing network infrastructure.
Utah DEQ will engage communities through a community advisory group, community meetings and presentations, educational modules, training, and air quality visualizations and alerts. This work will help strengthen relationships between impacted communities and regulatory agencies, leading to increased trust, effective collaboration, shared decision-making, and development of mitigation strategies.
2)
Recipient: Montana Department of Environmental Quality
Project Title: Environmental Justice Government-to-Government Program (EJG2G)
Project Location: Butte, Harlowton, Red Lodge, MT
Project Description: The Montana Environmental Services for Housing project will focus on building capacity within rural communities to address environmental issues related to the redevelopment and reuse of property for housing.
This project is aimed at building partnerships to deploy resources more effectively to the areas where they are needed, leveraging existing relationships between local organizations and the communities they serve. The project will provide training and technical assistance focused on increasing local awareness of environmental resources and processes so that rural communities can identify, prioritize, and clean up sites that could be used to provide safe, affordable housing across Montana.
Phase one of the project will involve training local partner organizations on environmental justice, brownfields assessment, energy efficiency, and drinking water infrastructure. Phase two involves supporting CBOs as they train and empower community leaders in communities with environmental justice concerns in their regions. The project will create a training curriculum and toolbox of environmental resources that can be replicated in other communities across the state.
The project will facilitate the assessment and cleanup of properties leveraging Montana's statewide assessment grant, DEQ's supplemental 128(a) funds, and the seven current BF RLF grants managed by local grantees. It will also support equitable dissemination of Montana's Energy Efficiency and Conservation Block Grant and $18.9M Emerging Contaminants in Small or Disadvantaged Communities Grant.
3)
Recipient: Confederated Salish and Kootenai Tribes
Project Title: Environmental Justice Government-to-Government (EJG2G) Project
Project Location: Flathead Indian Reservation, towns of Elmo, Polson, and nearby rural areas, MT
Project Description: The main objective of this project is to reduce the incidence of cercarial dermatitis (swimmer's itch) in vulnerable populations around Flathead Lake on the Flathead Indian Reservation in Western Montana.
The primary activities are: Develop partnerships Install rinse stations and outdoor message boards at five public-use beaches public education and outreach about the parasite and how best to avoid its impacts Install community-designed artworks at the rinse stations.
Primary outputs are: Five public rinse stations installed, one with a drinking water supply including five educational message boards installed at public and Tribal beaches with public artwork on display at rinse stations and educational materials developed to reach 400 people through various media.
The five locations for rinse stations and message boards are two Tribally-operated beaches, Kupawicqnuk Park (Tribal-members only) in Elmo and Blue Bay Park (public access) on Flathead Lake East Shore Two city-operated beach parks with public access in Polson, Boettcher and Riverside One cooperatively managed park on Tribal lands with public access, Salish Point in Polson.
Primary outcomes of the project are increased public knowledge of the cause of swimmer's itch, increased knowledge of prevention measures, and behavior change to reduce the incidence of swimmer's itch, especially in children (detailed outputs/outcomes in section 3.a).
4)
Recipient: Town of Bluff
Project Title: Catalyzing Community: Revitalizing the Cooperative Cultural Center for Health, Justice, and Inclusion
Project Location: Bluff, UT
Project Description: This project is for the Town of Bluff to deliver measurable environmental and public health benefits within a rural Utah community. It will enable the Town of Bluff (ToB) and Utah Diné Bikéyah (UDB), an Indigenous-led non-profit organization, to operationalize a model partnership and rejuvenate the jointly owned Cooperative Cultural Center building (CCC) located at 630 E Black Locust Avenue in Bluff.
The CCC building was constructed in phases beginning in the 1950s and used as an elementary school until 2018. The property was purchased by the ToB and UDB on October 8, 2021, to create an inclusive space in which to promote public health, safety, welfare, economic development, conduct town business, and to host non-profit activities including Native American arts and cultural programs.
Due to the age of the building, it requires renovations including the installation of a fire suppression sprinkler system, removal or encapsulation of asbestos floor tiles, insulation, replacement of ceilings, paint, bathroom remodeling for ADA compliance, and updated municipal security and communication systems. Main systems such as the HVAC and electrical will also be inspected, repaired, and replaced.
While many of the listed renovations will create the physical space in which the organizations will operate, the overarching goal of the building is to create an inclusive space for the community and to expand capacity for UDB and other partners to carry-out their missions. The ToB, UDB, and partnering organizations provide essential services to a community disproportionately impacted by environmental, economic, and political injustice.
5)
Recipient: City and County of Denver
Project Title: Denver's Healthy Affordable Home Electrification Program
Project Location: Denver and Commerce City, CO
Project Description: This project will establish Denver's Healthy Affordable Home Electrification Program will provide home electrification and weatherization retrofits for 12 households with critical needs in Denver's Globeville, Elyria Swansea, and Northeast Park Hill neighborhoods and in the City of Commerce City.
Energy Outreach Colorado (EOC) will help the City and County of Denver meet the goals of reducing greenhouse gas emissions from income-qualified homes, improving indoor air quality, and reducing exposure to pollutants for those living with chronic respiratory and health conditions. These retrofits will be paired with targeted community engagement focused on air quality and health and will engage key stakeholders at the local, state and utility level.
Recipient: North Dakota Department of Environmental Quality
Project Title: North Dakota Environmental Justice Government-to-Government (EJG2G) Program
Project Location: Statewide, ND
Project Description: This project from The North Dakota Department of Environmental Quality (NDDEQ) will partner with the North Dakota Department of Health and Human Services (NDDHHS), the North Dakota Cancer Coalition (NDCC) and the Community Action Partnership of North Dakota (CAPND) to fill gaps in radon awareness, testing and mitigation in a campaign to reduce radon's impacts in low-income homes in three pilot regions (1, 5 and 8) in North Dakota (Figure 1).
Regions 1 and 8 encompass the western half of the state which are served by the Dickinson/Williston Regions CAPND. Region 5 is in southeast North Dakota and served by the Southeastern Region CAPND. This project will create a sustainable plan of cooperation in North Dakota's radon program.
The goal of the project is threefold:
1) Create new partnerships between state and Community Based Organizations (CBO) that can reduce radon's impacts by distributing an additional 600 radon test kits over the project period.
2) Improve existing and create new radon information in Plain Language for ease of translation for Limited English Proficiency (LEP) individuals.
3) Create healthy homes for 50 low-income families by providing radon testing and mitigation services.
The project goals align with the U.S. Environmental Protection Agency (EPA) Strategic Plan Goal 4: Ensure clean and healthy air for communities, specifically improvements in indoor air quality.
7)
Recipient:
County of Missoula
Project Title: A one-stop shop to accelerate healthy, resilient, low-carbon housing for low-income, rural, and Indigenous residents of Missoula County
Project Location: Missoula County, MT
Project Description: This project will create a vital one-stop shop resource that provides comprehensive and hands-on assistance to Missoula County residents, including its rural, low-income, and Indigenous communities that are disproportionately impacted by climate change.
Missoula County is experiencing hotter, smokier summers due to climate change, and the 2020 Climate Ready Missoula plan identified investment in efficient, all-electric housing with heat absorbent landscaping as key strategies to mitigate adverse health impacts. Preliminary research has shown that these investments are difficult to navigate, and community members have long called for assistance. Recent federal investment has made a plethora of resources available that can be leveraged to support such projects.
Rural and low-income residents are likely to miss out without project management support, including navigating tax credits and rebates, connecting with qualified contractors, and accessing low-interest financing.
This initiative will also provide up to $20,000 per household to fund no-cost retrofits for approximately twenty-one low-income flagship projects. Investing in a one-stop shop resource is a necessary and impactful undertaking for Missoula County that will have ripple effects across the state of Montana. With the disproportionate impact of climate change on low-income, Indigenous, and rural residents, this initiative will provide critical support for building retrofits and climate resilient landscaping that will increase community resiliency.
By providing comprehensive and in-person assistance to navigate resources and funding options, the one-stop shop will empower residents to take action to protect their health and homes.
8)
Recipient: Colorado Department of Public Health & Environment
Project Title: Environmental Justice Government to Government Grant
Project Location: Statewide (rural), CO
Project Description: This project is a regionalization stakeholder process and pilot study to spur small drinking water and wastewater systems in rural, underserved areas of Colorado to regionally collaborate.
Many parts of rural Colorado are disproportionately impacted (DI) communities that face environmental justice challenges, especially with respect to drinking water quality. Small water and wastewater systems in underserved rural communities often lack resources to effectively comply with health-based drinking water standards and wastewater discharge standards due to technical, managerial, and financial (TMF) barriers.
Regionalization of functions across multiple small water systems can help overcome these TMF barriers by allowing the systems to share resources. Phase 1 of this project launches a regionalization effort by first conducting an inclusive stakeholder process to identify regions that can benefit most from regionalization by seeking input from rural water systems across Colorado. Phase 2 of this project is a pilot effort studying and initiating regionalization opportunities in areas identified as being most ripe to benefit from regionalization.
Region 9
1)
Recipient: City of Sacramento
Project Title: Sacramento Neighborhood Resilience Pilot Project
Project Location: Sacramento, CA
Project Description: This Pilot Project is a collaborative initiative focused on urban cooling and resiliency strategies to counter the urban heat island effect and extreme weather events in vulnerable, lowincome areas.
This Project leverages existing community partnerships and neighborhood electrification efforts to target holistic investments in Meadowview, Stockton Blvd, and Del Paso.
Project activities include:
Residential resiliency: Habitat will work with 40+ low-income homes to install one indoor air filter and provide one portable indoor air filter per home, as well as implement turf conversion, smart irrigation systems and river-friendly landscaping (RFL). STF will plant 2 trees at each of the 40 participating homes. SMUD will support outreach and project referrals. Sacramento County will support engagement with the unincorporated Stockton Blvd area.
School greening: SCUSD will implement outdoor water conservation efforts through turf conversion, smart irrigation systems and RFL at two schools in the district. STF will plant 30+ trees per school, engage 50+ homes near the participating schools to plant new residential trees along major walking routes in areas without a City-owned planting strip, and provide tree education to students and families. DOU will help SCUSD secure up to $100,000 total in rebates.
Neighborhood capacity building: The City's Community Engagement Team (in OIED) will facilitate engagement and clean-up events in each community. CERT (in Fire Department) will lead intro training on disaster preparation in each community. The Air District will provide capacity-building and education with the South Sacramento/Florin AB 617 Steering Committee. Residential resiliency, School greening, and Neighborhood capacity building.
2)
Recipient: San Francisco Department of Environment
Project Title: Community Driven Climate Action
Project Location: San Francisco Bay Area, CA
Project Description: This project will engage San Francisco's communities with Environmental Justice (EJ) concerns to recommend and implement community-led climate action and use this engagement to inform ongoing implementation of the city's Climate Action Plan (CAP). Program goals are to increase communities' capacity to understand and act on climate change, improve government response and services, and ultimately improve health outcomes and reduce greenhouse gas (GHG) emissions in communities.
Core objectives include:
* Create space and a process for communities to identify climate action solutions and priorities appropriate to their communities.
* Provide grants and incentives to CBOs and small businesses that serve EJ communities to implement climate justice projects and support their climate action priorities.
* Conduct a rapid Health Impact Assessment and apply the city's Racial and Social Equity Tool to climate policies and projects to ensure they provide equitable benefits, avoid unintended consequences, and advance citywide racial, social, and health equity goals.
* Engage and educate stakeholders on health and equity impacts of climate change and provide tools and technical assistance to mitigate climate change.
* Use community-driven solutions to inform and guide implementation of the City's EJ Framework and updates to the General Plan. Supporting activities include workshops, listening sessions, and community engagement tools.
Recipient: City and County of Honolulu
Project Title: O'ahu Climate Champions Program
Project Location: Honolulu, HI
Project Description: During community engagement workshops for the development of the City and County of Honolulu's Climate Adaptation Strategy, community-based organizations (CBOs) and residents expressed a need for support from the Office of Climate Change, Sustainability and Resiliency (CCSR) to understand their role in climate adaptation.
In response, our proposed Climate Champions program pairs CBOs with Climate Champions to implement adaptation projects. To support the CBOs and Climate Champions, CCSR will provide guidance on projects, aid in recruitment, and host professional development workshops in partnership with the University of Hawaiʻi.
The Climate Champions' projects will enable disadvantaged communities served by CBOs to thrive under changing conditions, while enhancing the skills of local community members to lead and implement adaptation solutions. Projects will also advance actions from the Climate Adaptation Strategy, raise awareness of climate impacts as a direct result of increased knowledge within the community, and strengthen trust between the City and CBOs to set the stage for future collaboration.
4)
Recipient: San Diego County Air Pollution Control District
Project Title: Environmental Justice Partnership for Clean Air
Project Location: San Diego, CA
Project Description: San Diego County Air Pollution Control District (SDAPCD) will improve air quality in Environmental Justice communities in San Diego County by partnering with state regulators, local government, and Community Based Organizations to pilot a new approach to the State of California's Community Air Protection Program (CAPP).
CAPP is a first-of-its-kind effort to reduce pollution exposure that requires community air monitoring, community emission reduction plans, and incentive funding to deploy clean technologies in the most impacted areas.
Despite the success of CAPP in communities where it has been implemented to date, it is not feasible to implement such a resource intensive process in all communities with environmental justice concerns where air quality education and engagement is needed.
In response, SDAPCD proposes a more accessible and sustainable approach to CAPP, an Environmental Justice Partnership for Clean Air, to engage the following underserved communities: San Ysidro, Barrio Logan, Southeastern San Diego, City Heights, Linda Vista, National City, El Cajon, Vista, Spring Valley, and Escondido.
This approach will include:
* co-developing a popular education program and familiarizing community members with SDAPCD and empowering them to engage fellow residents to improve air quality.
* Improving indoor air quality through education and installation of indoor air filtration systems and monitors.
* Facilitating a participatory planning process to identify air quality issues the community is experiencing and support the community in developing solutions.
* Supporting community-led sensor-based monitoring projects to provide community members with real-time data for advocacy activities.
* Convening a quarterly Environmental Justice Air Quality Working Group with CBOs throughout the region to provide opportunities to directly influence SDAPCD policies, rulemaking, budget, and projects.
5)
Recipient: California Governor's Office of Planning and Research
Project Title: Community Based Climate Resilience: The California Extreme Heat Adaptation Planning Guide
Project Location: Riverside and San Bernadino Counties
Project Description: As climate change continues to increase the frequency and intensity of extreme heat across the western United States, there is an urgent need for adaptation resources and planning guidance in California. To fill this gap and develop scalable resources with a holistic perspective on extreme heat planning, local jurisdictions must engage in coordinated adaptation planning that integrates community perspectives and local planning expertise.
This project will use a community-centered approach to extreme heat adaptation planning informed by local experts and community leaders within Riverside and San Bernardino Counties. Residents in this region, including those in rural and geographically isolated areas of the counties, experience blistering summer temperatures and are among the most vulnerable to extreme heat.
Through a three-phased collaborative process, the California Governor's Office of Planning and Research (OPR) and its partners will develop extreme heat adaptation resources.
Phase 1 will define extreme heat risks and vulnerabilities that resonate with community partners and identify gaps and opportunities for adaptation strategies that build towards holistic planning and policy guidance for extreme heat.
Phase 2 will produce an extreme heat adaptation planning guide, identify priorities for communication of these risks and actions, and develop case study examples.
In phase 3, the team will lead outreach and engagement to evaluate the utility of these planning guides for decision making in communities and local governments.
During the process, the team will document lessons learned and identify opportunities to expand the use and reach of extreme heat planning resources in geographies and jurisdictions facing similar challenges.
6)
Recipient: County of Stanislaus
Project Title: Stanislaus County Climate, Health, and Environmental Justice Project
Project Location: Modesto, CA
Project Description: This project aims to demonstrate the link between local climate burdens and health impacts in Stanislaus County and create sustainable support for residents to mitigate and, as necessary, and respond to those impacts within underserved communities.
The project will establish new data collection infrastructure that will monitor specific local climate and pollution related events. The project will engage communities and partners to create sustainable citizenengaged mitigation participation opportunities and updates to emergency plans utilizing newly available climate data.
Specific goals include:
(1) Identify, acquire, organize, manage, and promote community climate-related data.
(2) Conduct localized climate data analysis to inform local decision-making and share data, information, and related resources to allow for partner- and community-driven programming.
(3) Provide education, training, and capacity building to community stakeholders on civic engagement, data collection and analysis, and climate and emergency topics and policies, including linkages with Community Emergency Response Teams.
(4) Develop resources, align plans, and prioritize strategies to enhance local capabilities in addressing climate-related health impacts and mitigating disasters.
Recipient: California Department of Public Health
Project Title: Improving Indoor Environments Through Civic Engagement - Establishing a Next
Generation High School Environmental Ambassadors and Mentoring Program for Oakland, California
Project Location: Statewide, CA
Project Description: California Department of Public Health proposes to create a robust indoor air sensor network across Oakland Unified School District (OUSD) sites, coupled with indoor air quality and climate change curricula for OUSD high school STEM classes and civic engagement activities that uplift underserved students and their families. This project aligns with Oakland's Environmental Justice Element, drafted for year 2045, by addressing barriers to environmental workforce development, making knowledge and resources addressing local environmental issues accessible to the Oakland community, and enhancing local air monitoring to increase data sources across two California Air Resources Board AB 617 priority communities.
The proposed activities aim to achieve the following: 1) Projected increase in protection against and awareness of environmental hazards across OUSD sites and affiliated families, including local emissions, wildfire smoke, and extreme heat. 2) Continued guidance and technical assistance made available to schools regarding leveraging state and federal funds to make cost-effective improvements to ventilation and air filtration systems. 3) Effective workforce development, hands-on training, and mentorship program from state university public health students, all of which target underserved OUSD students. All activities will be guided by a community steering committee formed for this purpose, promoting environmental justice through collaboration and shared decision-making power amongst our project partners, community members, and educators.
8)
Recipient: Buena Vista Rancheria of Me-Wuk Indians
Project Title: Buena Vista Rancheria of Me-Wuk Indians Tribal Beneficial Uses Development and Implementation Project
Project Location:
Southwestern Amador County, Buena Vista Rancheria of Me-Wuk Indians
Project Description: Buena Vista Rancheria (BVR) in partnership with the California Indian Environmental Alliance (CIEA) seek to develop the "BVR Tribal Beneficial Uses Development and Implementation Project" to address environmental issues related to water and Tribal cultural uses of water and water dependent resources, including aquatic plants and animals.
The project area includes BVR's ancestral area of interest, including but not limited to the Mokelumne River Watershed, Lower San Joaquin River watershed, and southern portion of the Sacramento-San Joaquin Delta. Our project will address issues related to water quality and Tribal uses of water, specifically to identify water quality safety standards for TBUs.
BVR will conduct research and hold meetings within BVR communities to identify significant waterways and aquatic dependent resources, while retaining Tribal data sovereignty and confidentiality. BVR will work with regional partners such as the Central Valley Regional Water Quality Control Board (CVRWQCB) on planning for and implementing the project. BVR will query available water quality data sets, identify pollution concerns, and develop and leverage sampling strategies to determine if water or aquatic dependent resources are safe for Tribal use. Data gathered during this project will be used to develop TBU designations requests and inform development of water quality objectives to protect TBUs on significant Tribal waterways under state jurisdiction. Our project will create a conceptual model work plan template for other tribes as they advance TBUs designations. BVR will host regular coordination meetings to update, advise, and encourage information sharing among Tribal Beneficial Uses Strategic Planning Caucus participants, as well as host training to increase technical capacity for TBU designation work.
Recipient: City of Flagstaff
Project Title: Flagstaff Regional Resilience Project: Community-led Hub and Spoke Model
Project Location: Flagstaff, AZ
Project Description: The Flagstaff Regional Resilience Project will develop a transferable model for community-led Resilience Hubs and corresponding spoke activities. The Project will create three Resilience Hubs: two physical spaces in underserved neighborhoods and one mobile hub serving unsheltered residents. One hub will be led by the Southside Community Association in central Flagstaff; another by the Sunnyside Neighborhood Association in east Flagstaff; a mobile hub led by the Community Assistance Teams of Flagstaff will serve unsheltered residents.
Resilience Hubs will serve marginalized populations with resources that meet community-identified needs, increase intergenerational connections, collaborations, and access to information, health care, resilience training, food, and entrepreneurship activities for disadvantaged residents. They also aim to increase emergency preparedness through safe heating, cooling, and clean air centers in emergencies. They will be supported by a network of 13 partners who provide services and act as spokes across the region. They will demonstrate and increase awareness of zero-emissions technologies and climateresilient systems and expand air quality data and improve health outcomes for those affected by wildfire smoke and dust.
10)
Recipient: County of Los Angeles
Project Title: Climate Ready Communities
Project Location: Los Angeles, CA
Project Description: Los Angeles County Public Works (Public Works) proposes the Climate Ready Communities (CRC) Project to conduct outreach within Los Angeles County and develop a plan to build resilience and adaptive capacity for people, communities, and infrastructure that are vulnerable to climate risk.
Public Works will work with the Council for Watershed Health (CWH), community-based organizations (CBOs), and a tribal partner to leverage their local expertise and experience to provide meaningful public engagement and seek input and feedback from climate- vulnerable communities in Los Angeles County. The CBOs and the tribal partner (collectively called CRC Collaborative) are trusted in their communities of focus and have a long-standing history of engagement and climate resiliency work. The outreach and engagement activities will focus on building intentional partnerships between Public Works, local CBOs, and a tribe in their communities of focus.
These partnerships will also lead to a wider lasting impact of helping residents understand their risks, build personal and community preparedness plans, and access resources related to climate risk. The CRC will identify specific infrastructure solutions and adaptation strategies to accelerate adaptive capacity, including preparing residents for community-specific risks to minimize climate vulnerability and quickly recover from climate disasters such as extreme heat, wildfire, extreme precipitation and inland flooding, coastal flooding, and drought.
11)
Recipient: San Joaquin Valley Unified Air Pollution Control District
Project Title: SJVUAPCD FY23 EPA EJG2G Valleywide Community Partnership and Clean Air Rooms
Program
Project Location: San Joaquin Valley, CA
Project Description: The District is requesting $1,000,000 from the Environmental Protection Agency (EPA) to build outreach and community engagement capacity in grassroots organizations throughout the San Joaquin Valley (Valley), and work with these organizations to provide free residential air purifier devices to 3,700 residents living in disadvantaged communities throughout the Valley.
12)
Recipient: Glia County, Arizona
Project Title: Copper Corridor Blight Reduction Program
Project Location: Gilia County, Eastern Pinal County, AZ
Project Description: The Copper Corridor's environmental injustices stem from historic mining activities and an archaic mining tax structure that benefits more populated communities in Arizona instead of those directly affected by mining. The Copper Corridor includes communities in south central Arizona, specifically southern Gila County and eastern Pinal County.
Historic mining and smelting operations have deposited lead, arsenic, and other heavy metals in residential and industrial yards throughout the Copper Corridor, contaminated surface waters, and created non-attainment areas due to sulfur dioxide and lead in the air. The boom and bust of historic mining have left properties with convoluted titles that sit idle and deteriorate to the point buildings are blighted and become a hinderance to the community. The blight is not only unsightly but creates additional health burdens on already burdened communities.
Gila County and its partners will use grant funds to tackle blight through a Mining Tax Distribution Study, using funds for non-hazardous cleanups, asbestos and lead surveys and abatements, demolition, public outreach and engagement and helping communities use their 'Clean and Lien' programs to create a revolving fund to address blight and create a model program that can be replicated in other rural Arizona communities.
Region 10
1)
Recipient: Tacoma School District No 10 DBA Tacoma Public Schools
Project Title: Environmental Justice at Larchmont Elementary
Project Location: Tacoma, WA
Project Description: The Larchmont Community Schoolyard is a joint effort to transform an outdated schoolyard primarily covered in asphalt into a vibrant green space that improves community health, climate resiliency, and student education outcomes.
The goals of this project will be to construct new Community Schoolyard improvements at Larchmont Elementary School, provide environmental education opportunities for students, and increase community cohesion and environmental advocacy in the neighborhood.
The project will address the environmental and public health issues resulting from lack of access to physical activity amenities; increased exposure to air pollution; vulnerability to flooding and excessive heat; and lower educational outcomes.
2)
Recipient: Tulalip Tribes of Washington
Project Title: Climate Vulnerability Rapid-Assessment Tool and Training
Project Location: Tribes in the Western US and Alaska, Region 10
Project Description: Tribal communities are disproportionately vulnerable during climate events, with higher odds of hospitalization and premature death. In Tribal and communities with environmental justice concerns, substandard housing is linked with infiltration of smoke, diesel, air toxics, and heat. Exposure is compounded by occupants spending more time indoors during wildfire smoke and heat events.
This project serves those communities that have a high proportion of sub-standard housing yet no tools for assessing which homes have high smoke infiltration and dangerous heat. THHN will develop a Climate-Vulnerability Rapid-Assessment (CVRA) Tool. The CVRA will use existing data sets to estimate which homes have the highest likelihood of smoke infiltration and high heat.
Like a Health Impact Assessment (HIA), or EJScreen, the CVRA is a decision-making support tool, only for indoor exposures. THHN has assembled a team of Tribes, tribal consortia, statisticians, air quality and building scientists to develop, pilot and build a training program for the CVRA tool. The Tulalip Tribes and the Yakama Nation will pilot the CVRA tool, which is both a data tool and a framework for shared decision-making. Infiltration of smoke and heat will be measured in 10 high-risk homes to assess the accuracy and validity of the CVRA modelling. Post-pilot, Tribal consortia in housing and public health will host workshops to introduce the CVRA tool. THHN will provide permanent training through their CircuitRider program, and the Building Performance Center will regularly provide a 3-day, Certificate-Based training program on utilizing the CVRA and developing mitigation strategies based on the CVRA results.
Recipient: Chelan County
Project Title: Building climate change resiliency and protecting health through smoke disaster
preparedness (smoke-readiness)
Project Location: Chelan, Douglas, and Okanogan Counties, WA
Project Description: North Central Washington is anticipated to experience increases in climate change related wildfire and smoke, with predictions that the fire season will lengthen by at least 14 days and smoke episodes will become 2-3x more severe by 2050. With annual fire and smoke already drastically impacting the region's physical, mental, community, and economic health, efforts to institutionalize disaster preparedness and build "smoke-readiness" at government, community, and individual levels are imperative to strengthen climate resiliency.
This project will help define regional and county-level disaster preparedness that ensures protection of the most vulnerable populations in Chelan, Douglas and Okanogan Counties. This will be accomplished through close partnership between local government, the Colville tribes, and successful communitybased organizations (CBOs) with established programs and trusted relationships with tribal members and Spanish-speaking communities who have been historically isolated from information about fire and smoke preparedness.
The program will also utilize and expand local collaboration networks to help reach those with additional vulnerabilities to PM2.5. Two large, collaborative climate action planning processes have taken place in the project area in the last few years, convened and managed by the Chelan County Department of Natural Resources and the Methow Valley Citizens Council/Resilient Methow, respectively. Those climate plans, as well as several pilot projects and research studies in the area have identified community needs, questions, and effective intervention strategies to address wildfire and smoke.
This project builds on that work to ensure that health districts and emergency management integrate effective and culturally appropriate practices for ensuring the safety and health of these vulnerable populations. Specifically, this project implements previously identified priorities from regional climate action planning to establish a new Climate Change, Health, and Equity Program at the Chelan-Douglas health district; enhance and harmonize disaster preparedness and response procedures for smoke events across jurisdictions with direct stakeholder involvement; and expand CBO-led wildfire and smoke outreach, including a low-cost sensor network and box fan filter distribution program.
The partnerships established in this project provide extensive opportunity for learning across health districts; in the third year of the grant period, frameworks and lessons learned will be shared at the state and regional level. It is anticipated that project findings will grow health, equity, and climate resilience in the development of smoke-ready communities across the rural West.
4)
Recipient: Lane Regional Air Protection Agency (LRAPA)
Project Title: Building Community Resiliency to the Hazards of Smoke and Wildfires
Project Location: Greater Oakridge-Westfir Areas, Lane County, OR
Project Description: This project aims to transform the Oakridge‐Westfir area into a healthy, thriving community capable of addressing historical and future environmental and public health challenges related to wildfire and smoke.
This proposal builds on two previous EPA Targeted Airshed Grant investments in the City of Oakridge's air quality and human health, which instigated the formation of the brand and banner Oakridge Air.
This application benefits from an existing relationship with South Willamette Solutions, a community‐ based nonprofit, and established working groups to expand services offered through Oakridge Air to develop and implement specific approaches that achieve environmental justice through the methods of home hardening and smoke proofing interventions on approximately 30 area homes.
This application also funds efforts to implement a community‐developed 2020 Smoke Community Response Plan; a wood waste program coordinator to extend the life of a community firewood program that delivers seasoned firewood to the community with over 80% of sales to low‐income, senior, or disabled residents; a wood products feasibility study to identify economically viable uses of local forest stock which reduces forest fuel load while also creating economic opportunities for Oakridge‐Westfir; a health and morbidity research assessment of wildfire smoke on rural Eastern Lane County exasperated by the limitation of prescribed fire in the Willamette National Forest; publish a lessons learned/best practices toolkit with presentations to areas comparable to Oakridge to encourage the implementation of similar programs. Mitigating the effects of smoke and wildfires while promoting community resiliency will achieve meaningful environmental and public health results for residents.
5)
Recipient: Multnomah County Health Department
Project Title: Rockwood Environmental Justice and Climate Resilience
Project Location: Gresham, OR
Project Description: This project will work to reduce air pollution and carbon emissions through replacing heating and cooling systems, improving indoor air quality, and increasing shade.
Recognizing that people living in multifamily housing are some of the most impacted, project activities include resources for this population. The Health Department will work with community-based organizations to increase education and resources for community members to respond to climate change. Outcomes include development of Climate Resilience and Environmental Justice (CR&EJ) training adapted and translated for multiple racial and ethnic communities.
At least 44 Community Health Workers will complete the training and provide resources for climate resilience and environmental justice to at least 4,650 community members. They will share information from community members with the County to impact policy and program decision making. The project will replace polluting wood stoves and other inefficient heat sources with low and zero-emission heat pumps in 22 single family homes and install heat pumps, air conditioning, air filters and induction cooktops in 115 multi-family homes.
Additional outcomes include planting 100+ trees; providing green job workforce training for 24 youth and young adults annually, and adding at least 15 youth-built sensors to monitor air quality.
The project will take place in the Rockwood neighborhood in Gresham, Oregon.
6)
Recipient: Spokane Conservation District
Project Title: Advancing tree equity and environmental justice in Spokane County through urban forestry career development and educational programs.
Project Location:
Airway Heights and Spokane Valley, WA
Project Description: This project will address the environmental justice problem that low-income neighborhoods in Spokane County, Washington, have very few shade trees.
The number of trees in a neighborhood has important environmental, health, social, and quality-of-life implications. For example, tree planting is a low-cost strategy that reduces heat-related illnesses and mortalities, mitigates flood risk, increases carbon storage, and improves water and air quality while contributing to neighborhood beautification.
Through this project, Spokane Conservation District (SCD) will lead activities that engage high school and community college students to increase the number of trees in areas identified as having low canopy cover and a high proportion of low-income residents. Specifically, SCD will 1) partner with Pacific Education Institute to increase high school students' participation in environmental and natural resource conservation careers, with a focus on increasing the representation of people from historically disadvantaged populations and 2) establish an apprenticeship program for students who graduate from participating high schools and enroll in the Spokane Community College Arboriculture/Urban Forestry or Natural Resource Management program.
The SCD apprenticeship program will collaborate with The Lands Council, City of Spokane Valley, City of Airway Heights Parks and Recreation, and Spokane Neighborhood Action Partners to provide tree planning, planting, maintenance, and technical assistance for low-income residents, public buildings and parks, and street rights-of-way in Airway Heights and Spokane Valley. The outcomes include improved climate resilience, an expanded pool of natural resource professionals with greater representation of historically disadvantaged populations and increased societal awareness and commitment to environmental protection.
7)
Recipient: Public Health - Seattle & King County
Project Title: Healthy and Resilient Communities Project
Project Location: South Seattle and South King County, WA
Project Description: King County is the most diverse county in Washington State, but significant health inequities persist based on race/ethnicity, income, and geography. This project proposal aims to create a more equitable and climate resilient community. The proposal outlines a multifaceted 3-year project to advance environmental justice and address systemic racism related to indoor environmental health and climate change for frontline communities in South Seattle and South King County. Our proposal consists of three equity-centered initiatives: the Climate Resiliency Action Group, Healthy Homes Project, and
Healthy and Safe Early Learning Environments Project. The Climate Resilience Action Group will build partnerships, raise awareness, promote education, and integrate equity into planning and implementation to promote social equity in climate resilience.
The Healthy Homes Project is an expansion of an EPA funded pilot project to improve indoor environmental determinants of health. The County will use the knowledge and experience gathered from the pilot project to fill in gaps, expand our reach, and increase impact. The Healthy and Safe Early Learning Environments Project will develop training for childcare providers and caregivers to promote healthy and climate resilient communities. With these three initiatives, the overall success will be measured by the extent to which it builds partnerships, trains advocates, builds expertise within communities, increases community awareness and knowledge of indoor environmental determinants of health, and strengthens community climate resilience. These successes will be met by ensuring that equity is integrated into policies and practices for climate change preparedness and resilience.
8)
Recipient: Tacoma-Pierce County Health Department
Project Title: Community-Led Wildfire Preparedness Initiative
Project Location: Key Peninsula, East, and Southeast Pierce County, WA
Project Description: The objective of the Community-Led Wildfire Preparedness Initiative is to build community capacity to protect against wildfires, wildfire smoke, and the health impacts associated with them.
Taking place over three years, the Community-Led Wildfire Preparedness Initiative will invite community residents to work together across cultural and political divides toward sustained community resilience. To accomplish this, Tacoma-Pierce County Health Department (the Department) will hire a part-time staff member who will work with Pierce Conservation District (PCD) staff and community partners to deliver outreach and education and develop relationships and form coalitions in three underserved, rural communities. Next, health department and conservation district staff will work with the Center for New Democratic Processes, (CNDP) to lead community members through a process of deliberative civic engagement to include one wildfire dialogue in each area, culminating with a county-wide wildfire summit. Finally, health department and conservation district staff will assist these communities in developing and implementing community-led plans to improve health outcomes when wildfires strike. Capitalizing on the momentum built through previous initiatives such as the 2021 Rural Climate Dialogues, the health department's Community of Focus Equity Strategy, and planned outreach to begin this Spring through the Wildfire Ready Neighbors Program will enable us to support community-driven processes that serve the diverse needs of area residents.
9)
Recipient: Palouse Conservation District
Project Title: Engaging Schools and Communities in Environmental Justice: Working Together to Improve Water Quality in Rural Whitman County
Project Location: Whitman County: rural communities of Albion, Garfield, Palouse, Colfax, Colton, Pullman, St. John, Endicott, Lacrosse, WA
Project Description: This project will engage high school students in small rural communities in eastern Washington in a comprehensive inquiry-based water quality education and community science program. Students in six high schools that serve nine communities in the Palouse River watershed will monitor and collect water quality data in local streams. High school students will develop and implement a community education initiative in addition to participating in a Water Summit. Professionals from the agricultural, conservation, and local government sectors will participate as mentors in the educational program. Each school year will culminate in a Water Summit and a restoration project that addresses water quality concerns in the watershed. Funding for this project will establish a foundation for an ongoing monitoring, water education, and community science program for small rural communities in Whitman County.
10)
Recipient: Washington State Department of Health
Project Title: Assistant Education and Outreach for Water Quality and Air Quality issues.
Project Location: Lower Yakima Valley, WA
Project Description: Residents living in the Lower Yakima Valley (LYV) are exposed to co-existing environmental stressors and nitrate contamination in groundwater and a pattern of deteriorating air quality- which increase the risk of poor health outcomes. The concern over groundwater contamination has been recognized since 2009, when the LYV was designated as an EPA Environmental Justice Community of Concern. In 2010, EPA issued a finding in support of Section 1431 of the Safe Drinking Water Act to address this groundwater contamination. This LYV water is an underground source for drinking for approximately 24,000 residents using private domestic wells, and contamination may present an imminent and substantial endangerment to human health (Ecology 2010). More recently, in March 2023, the Yakima Valley was designated as highly impacted by air pollution based on existing air quality, demographic, and health data. Recent studies in the area indicate elevated rates of asthma in youth.
This project aims to reach upwards of 15,000 LYV residents to address these concerns. A multisector health coalition representing community partners will be formed, and community health worker teams will be trained to provide outreach, education (with culturally appropriate material), and direct support services. Water test kits, HEPA air purifiers and in-home water treatment systems will be provided to high-risk households. All work will provide Lower Yakima Valley residents with an opportunity to express concerns and participate in decision-making and learn strategies to mitigate health impacts due to groundwater and air quality issues.
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BUTTERWICK PINCHBECK'S ENDOWED CHURCH OF ENGLAND PRIMARY SCHOOL
EARLY YEARS FOUNDATION STAGE POLICY
Date Agreed: March 2015
Date to be Reviewed:
BUTTERWICK PINCHBECK'S ENDOWED CHURCH OF ENGLAND PRIMARY SCHOOL
Early Years Foundation Stage
The EYFS at Butterwick Pinchbeck's Endowed Church of England Primary School seeks to provide the children in their care with a positive, enjoyable and developmentally appropriate learning experience, in a safe, healthy and secure environment. The EYFS aims to develop warm, trusting relationships, and provide a stimulating, accessible learning environment, which reflect the changing needs of the children. The EYFS is committed to creating a relevant, creative curriculum and an environment which will foster interest, motivation and an excitement to learn, enabling children to develop as independent learners.
Four guiding principles should shape practice in Early Years settings. These are:
(Statutory Framework for the Early Years Foundation Stage March 2014)
* Every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured;
* Children learn to be strong and independent through positive relationships;
* Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers; and
* Children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities.
* Working in partnership with others such as; Parents and Carers, Pre-schools and nurseries that the children have attended, and other agencies.
* Monitoring and reviewing provision, practise and outcomes regularly in order to maintain and make improvements as required.
The EYFS learning and development requirements comprise:
* The early leaning goals, which summarise the knowledge, skills and understanding that all young children should have gained by the end of Reception year, and
* The seven areas of learning and development and the educational programmes.
* The assessment requirements (when and how practitioners must assess children's achievements, and when and how they should discuss children's progress with parents and/or carers).
The Seven Areas of Learning
There are seven areas of learning and development that must shape educational programmes in early years settings. All areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting children's curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. These three areas, the prime areas, are:
* Physical Development
* Communication and Language
* Personal, Social and Emotional Development
Providers must also support children in four specific areas, through which the three prime areas are strengthened and applied. The specific areas are:
* Mathematics
* Literacy
The Early Learning Goals:
The Prime Areas
1. Communication and Language:
Listening and attention: children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.
Understanding: children follow instructions involving several ideas or actions. They answer 'how' and 'why' questions about their experiences and in response to stories or events.
Speaking: children express themselves effectively, showing awareness of listeners' needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.
2. Physical Development:
Moving and handling: children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.
Health and self-care: children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.
3. Personal, Social and Emotional Development:
Self-confidence and self-awareness: children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don't need help.
Managing feelings and behaviour: children talk about how they and others show feelings, talk about their own and others' behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.
Making relationships: children play co-operatively, taking turns with others. They take account of one another's ideas about how to organise their activity. They show sensitivity to others' needs and feelings, and form positive relationships with adults and other children.
The Specific Areas:
4. Literacy:
Reading: children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.
Writing: children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.
5. Mathematics:
Numbers: children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.
Shape, space and measures: children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore12 characteristics of everyday objects and shapes and use mathematical language to describe them.
6. Understanding the World:
People and communities: children talk about past and present events in their own lives and in the lives of family members. They know that other children don't always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.
The world: children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.
Technology: children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
7. Expressive Arts and Design:
Exploring and using media and materials: children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
Being imaginative: children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.
The EYFS is based upon four principles:
* A Unique Child
* Positive Relationships
* Enabling Environments
* Learning and Development
A Unique Child:
At Butterwick Primary School we recognise that every child is a competent learner who can be resilient, capable, confident and self-assured. We recognise that children develop in individual ways, at varying rates. Children's attitudes and dispositions to learning are influenced by feedback from others; we use praise and encouragement, as well as celebration assemblies and rewards, to encourage children to develop a positive attitude to learning.
Inclusion:
We value the diversity of individuals within the school. We believe that children should be treated as individuals but they should have equal access to the EYFS curriculum. Children are treated fairly regardless of race, religion or abilities. All children and their families are valued within our school.
We give our children every opportunity to achieve their best. We set realistic and challenging expectations that meet the needs of our children. We achieve this by planning to meet the needs of boys and girls, children with special educational needs, children who are more able, children with disabilities, children from all social and cultural backgrounds, children of different ethnic groups and those from diverse linguistic backgrounds.
We strongly believe that early identification of special needs is crucial in enabling staff to support the development of each child and fully meet their needs. Concerns are always discussed with parents/carers at an early stage in an open, honest and sensitive manner and we will always seek their support and involvement. The school's SENCO is responsible for providing additional information and advice to practitioners and parents, and for arranging external intervention and support where necessary.
We meet the needs of all our children through:
* using a wide range of teaching strategies based on children's learning needs;
* planning opportunities that build upon and extend children's knowledge, experience and interests, and develop their self-esteem and confidence;
* providing a wide range of opportunities to motivate and support children and to help them to learn effectively;
* monitoring children's progress and taking action to provide support as necessary.
* providing a safe and supportive learning environment in which the contribution of all children is valued;
The EYFS sets high standards with regard to caring for the welfare of children. We are committed to the well-being of each child and keeping children safe, secure and healthy, through implementation of effective school policies, procedures and systems. EYFS are legally required to comply with certain welfare requirements as stated in the Statutory Framework for Early Years Foundation Stage 2007. We understand that we are required to:
* Promote good health, preventing the spread of infection and taking appropriate action when children are ill.
* Promote the welfare of children.
* Manage behaviour effectively in a manner appropriate for the children's stage of development and individual needs.
* Ensure that the premises, furniture and equipment is safe and suitable for purpose
* Ensure all adults who look after the children or who have unsupervised access to them are suitable to do so.
* Ensure that every child receives enjoyable and challenging learning and development experiences tailored to meet their needs.
* Maintain records, policies and procedures required for safe efficient management of the setting and to meet the needs of the children.
Positive Relationships:
Butterwick Pinchbeck's Endowed Church of England Primary School we recognise that children learn to be strong and independent from secure relationships. We aim to develop caring, respectful and professional relationships with the children and their families.
Parents as Partners:
We recognise that parents/carers are the child's first and most enduring educators. When parents/carers and practitioners work together in early years settings, the results have a positive impact on the child's development.
We recognise the role that parents have played, and their future role, in educating the children. We do this by:
* Inviting all parents to an induction evening in the term before their child starts school. Foundation stage staff are present, and the evening is followed up with visits by all children, to the Reception class in the summer term.
* Encouraging all parents to visit before putting their child's name on the admissions list.
* Offering staggered entry at the beginning of the autumn term in consultation with parents.
* Encouraging parents to discuss any concerns by being available to talk to them at the beginning and end of the school day.
* Giving parents of children with special educational needs support and advice.
* Giving support to bi-lingual families and those who do not speak English.
* Inviting parents to settle their children into class and engage in shared activities at the beginning of the year, and to continue to bring their child to the classroom in the morning as long as they feel the need.
* Encouraging parents to contribute to their child's Online Learning Journey (Tapestry).
* Inviting parents to discuss their child's progress at Parent's Evenings in the Autumn and Spring terms, and by providing a written report on their child's attainment and progress at the end of the year.
* Sending newsletters to inform parents about events, and ways in which they can continue to support their child's learning.
* Inviting parents to observe activities, such as phonics sessions, to enable them to support their children at home more effectively.
* Encouraging parents to support children with their learning in the classroom.
* Inviting parents to come and take part in various activities with their children.
All staff involved with the EYFS aim to develop good relationships with all children, interacting positively with them and taking time to listen to them. The EYFS class teacher acts a 'Key Person' to all children in their class, supported by the Teaching Assistant.
We have good links with Butterwick Preschool and other local pre-schools. The EYFS teacher meets with staff to discuss new intake children. Staff and children from preschool are invited to school events, such as the Christmas production, and pet handling session. During the spring and summer terms, children are invited to attend transition sessions, for example, joining the Reception children for story time with their Key Person.
The Early Years Leader attends regular transition and cluster meetings to liaise with other pre-school and school settings.
Enabling Environments:
At Butterwick Primary School we recognise that the environment plays a key role in supporting and extending the children's development. This begins by observing the children and assessing their interests, development and learning, before planning challenging but achievable activities and experiences to extend the children's learning.
Observation, Assessment and Planning:
Our curriculum is planned through a series of themes and topics, each of which offer experiences in the seven areas of Learning (Personal, Social, Emotional Development, Physical Development, Communication and Language Literacy, Maths, Understanding of the World, and Expressive Arts and Design). Teachers ensure that all children are encouraged to experience all areas of activity during the week, although they may not experience them each day. We plan a mixture of adult led, adult directed and child initiated activities.
Before entry to the school, assessments are passed on from pre-school. During the first few weeks in school, on entry assessments are carried out by the class teacher and teaching assistants, by observing the children as they play, inside and outside. These are used to plan the next steps for the children. We also encourage and value contributions made by parents and carers to children's online Tapestry Learning Journals.
We continue to make regular assessments of children's learning using a variety of approaches including observations, phonic, and maths assessments, and the use of reading and writing standards, etc. This information is used to ensure that future planning reflects identified needs.
Tapestry online Learning Journals also facilitate data collection and analysis linked to the Early Years Profile and supports judgements regarding children's attainment at the end of the EYFS.
Within the final term of the EYFS, we provide a written summary to parents, reporting their progress against the Early Learning Goals. We give opportunity for the parents to discuss these judgements with the EYFS teacher.
The Learning Environment:
The EYFS classroom is organised to allow children to explore and learn securely and safely. There are areas where the children can be active, be quiet and rest. The classroom is set up in learning areas, where children are able to find and locate equipment and resources independently. The EYFS class has its own enclosed outdoor area. This has a positive effect on the children's development. Being outdoors offers opportunities for doing things in different ways and on different scales than when indoors. It offers the children opportunity to explore, use their senses and be physically active and exuberant. We plan activities and resources for the children to access outdoors that help the children to develop in all 7 areas of learning.
Learning and Development:
We recognise that children learn and develop in different ways and at different rates. We value all areas of learning and development equally and understand that they are inter connected.
Teaching and Learning:
Our policy on teaching and learning defines the features of effective teaching and learning in our school. Features that relate to the EYFS are:
* the understanding that teachers have of how children develop and learn, and how this affects their teaching;
* the partnership between teachers and parents, so that our children feel secure at school and develop a sense of well-being and achievement;
* provision for the different starting points from which children develop their learning, building on what they can already do;
* the provision for children to take part in activities that build on and extend their interests and develop their intellectual, physical, social and emotional abilities;
* the carefully planned curriculum that helps children work towards the Early Learning Goals throughout EYFS;
* the range of approaches used that provide first-hand experiences, give clear explanations, make appropriate interventions and extend and develop play and talk or other means of communication;
* the encouragement for children to communicate and talk about their learning, and to develop independence and self-management;
* the identification of the progress and future learning needs of children through observations, which are shared with parents;
* the support for learning with appropriate and accessible indoor and outdoor space, facilities and equipment, including the effective use of ICT.
* the good relationships between our school and the settings that our children experience prior to joining our school;
Play and Exploration:
'Children's play reflects their wide ranging and varied interests and preoccupations. In their play children learn at their highest level. Play with peers is important for children's development.' Through play our children explore and develop learning experiences, which help them make sense of the world. They practise and build up ideas, and learn how to control themselves and understand the need for rules. They have the opportunity to think creatively alongside other children as well as on their own. They communicate with others as they investigate and solve problems. They express fears or re-live anxious experiences in controlled and safe situations.
Active Learning:
'Children learn best through physical and mental challenges. Active learning involves other people, objects, ideas and events that engage and involve children for sustained periods.' Active learning occurs when children are motivated and interested. Children need to have some independence and control over their learning. As children develop their
Creativity and Critical Thinking:
'When children have opportunities to play with ideas in different situations and with a variety of resources, the discover connections and come to new and better understandings and ways of doing things. Adult support in this process enhances their ability to think critically and ask questions.'
Children should be given opportunity to be creative through all areas of learning, not just through the arts. Adults can support children's thinking and help them to make connections by showing genuine interest, offering encouragement, clarifying ideas and asking open questions. Children can access resources freely and are allowed to move them around the classroom to extend their learning.
Monitoring and Review:
It is the responsibility of the EYFS teachers to follow the principles stated in this policy. There is a named Governor responsible for the EYFS. This Governor will discuss EYFS practice with the EYFS leader and practitioners regularly and provide feedback to the whole governing body, raising any issues that require discussion.
The Headteacher and EYFS leader will carry out monitoring on the EYFS as part of the whole school monitoring schedule.
We are involved in the following monitoring and evaluation of the provision within the Foundation Stage:
* Classroom evaluation. We are involved in a series of observation sessions as part of the Performance Management cycle.
* Pupil progress meetings, evaluation of teaching and provision.
* Target setting
* An analysis is undertaken of the On Entry Assessment in September. We take part in moderation annually in accordance with County criteria. Moderation activities are also carried within school, and with other cluster schools in the local area. | <urn:uuid:5983da43-5669-4d81-88e4-37ac65a5d830> | CC-MAIN-2024-22 | https://www.butterwick.lincs.sch.uk/attachments/download.asp?file=61&type=pdf | 2024-05-23T03:54:16+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058588.75/warc/CC-MAIN-20240523015422-20240523045422-00372.warc.gz | 588,809,727 | 4,096 | eng_Latn | eng_Latn | 0.907299 | eng_Latn | 0.99638 | [
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What Is A Water System?
Glenn Barnes
Environmental Finance Center
The University of North Carolina at Chapel Hill 919-962-2789
firstname.lastname@example.org
Session Overview
* What your water system does
* Your water system as a financial entity
* Regulatory framework
Let's Start With the Basics
* What does your water system do?
Water Systems Serve Multiple Purposes Sometimes Those Purposes Conflict
1) System serves an important environmental and health purpose ‐‐ protecting community's water resources and supplying community with highest quality drinking water.
Dr. John L. Leal
Water Systems Serve Multiple Purposes Sometimes Those Purposes Conflict
1) System serves an important environmental and health purpose ‐‐ protecting community's water resources and supplying community with highest quality drinking water.
2) System serves an important public service – providing community with basic services that everyone in the community can afford.
3) System serves as a well managedpublic enterprise – putting into practice forward‐ thinking sustainable business practices.
Water Systems are Important
* Customers rely on dependable, safe water 24/7
* Important to public health
* Water sustains the environment
* Quality of life
* Community has put trust in the system—you have a responsibility
* Need to hire right staff
* Remember! You as an elected official play an important role in this critical service
Water Systems as Financial Entities
Water System Finance Diagram
Operating
Costs
Current
Capital
Projects
Debt
Service
System
Income
Debt
Reserve
Funds
Three Types of Costs
* Operating Costs—what you need to run the system day in and day out
* Capital Costs—rehabilitation and replacement of existing infrastructure and new infrastructure
* Debt Service—what you owe on loans and bonds
Two Types of Revenues
* System Income—Money from rates, tap fees, impact fees, grants, other sources
– Note: To be a true enterprise fund, not taxes!
* Debt—Money from bonds and loans
Many Types of Reserve Funds
* Capital Reserve Fund—Infrastructure rehabilitation and replacement
* Repair Fund—Known, ongoing maintenance issues
* Emergency Fund—Unknown, unanticipated maintenance issues
* Rainy Day Fund—Unexpected revenue shortfalls
How Much Do You Need In Your Reserves?
* It depends
* Enough to pay for your most expensive piece of equipment?
* Enough to cover your costs if you had no revenue for two months?
* Enough to cover the projects in your capital improvement plan?
Quick Overview of the Regulatory Framework
How are you regulated as a drinking water system?
Public Drinking Water System A Definition
* A public water system (PWS) is a system for the provision to the public of water for human consumption through pipes or other constructed conveyances, if such system has at least fifteen service connections or regularly serves at least twenty-five individuals.
* USEPA Website http://water.epa.gov/infrastructure/drinkingwater/pws/pwsdef2.cfm
EPA, and Your Primacy Agency
Regulatory Framework
* You are responsible for public health
– Safe Drinking Water Act
– Revised Total Coliform Rule (TCR)
– Groundwater Rule
* These are legally enforceable standards
Regulatory Framework
* Vermont Water Supply Rule
– Regulates all aspects of PWSs, including source development, infrastructure construction, and operations
– State administers the federal regulations that apply to all public water systems in the country, instead of USEPA ("primacy")
http://dec.vermont.gov/sites/dec/files/documents/vtwsr2010.pdf
Drinking Water & Groundwater Protection Division
* Working with drinking water systems to maintain safe drinking water
* Sanitary surveys of public drinking water systems
* Administers rules regarding water supply sampling
* Protecting groundwater and surface water sources
* Permitting for water system source development, construction, and operations; operator certification and well driller licensing
Regulations go beyond just the environment and public health
Regulatory Framework
* You hire people— labor laws
* You use equipment— occupational safety laws
Regulatory Framework
* You are governmental— information transparency
* You are a monopoly
Regulatory Framework
* How many of you like being regulated?
* Water systems are regulators, too!
– You cut off customers who don't pay
– You prevent people from tapping their well into the system
Regulatory Framework
* Regulations are ultimately linked to public health
* You are in charge of the essential product to life—you have an amazing responsibility
What Is A Water System?
Glenn Barnes
Environmental Finance Center
The University of North Carolina at Chapel Hill 919-962-2789
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Emergence of Earliest Continental Landmass
Why in News
A new study has suggested that the earliest continental landmass emerged 3.2 billion year ago instead of 2.5 billion years ago (as per the continental drift theory).
The study was conducted by researchers from India, Australia and the US.
Continental Drift Theory
Continental drift theory deals with the distribution of the oceans and the continents. It was first suggested by a German meteorologist, Alfred Wegener in 1912.
According to the theory, all the continents formed a single continental mass- Pangea and mega ocean- Panthalassa surrounded it.
Around 200 million years ago Pangaea started splitting and broke down into two large continental masses as Laurasia and Gondwanaland forming the northern and southern components respectively.
Subsequently, Laurasia and Gondwanaland continued to break into various smaller continents that exist today.
Key Points
About:
The study has challenged the widely accepted view that the continents rose from the oceans about 2.5 billion years ago.
It suggests this happened 700 million years earlier — about 3.2 billion years ago — and that the earliest continental landmass to emerge may have been Jharkhand's Singhbhum region.
Patches of the earliest continental land, however, exist in Australia and South Africa, too.
Geological similarities have linked the Singhbhum craton to cratons in South Africa and Western Australia.
Major Findings:
River Channels, Tidal Plains and Beaches:
The answer to when the first land masses were formed lay in the sedimentary rocks of the region. Scientists have found a particular type of sedimentary rocks, called sandstones.
Later on they found the age by analysing the uranium and lead contents of tiny minerals.
These rocks were 3.1 billion years old, and were formed in ancient rivers, beaches, and shallow seas.
All these water bodies could have only existed if there was continental land. Thus the inference was drawn that the Singhbhum region was above the ocean before 3.1 billion years ago.
Extensive Volcanism:
The researchers also studied the granites that form the continental crust of Singhbhum region.
These granites are 3.5 to 3.1 billion years old and formed through extensive volcanism that happened about 35-45 km deep inside the Earth and continued onand-off for hundreds of millions of years until all the magma solidified to form a thick continental crust in the area.
Due to the thickness and less density, the continental crust emerged above the surrounding oceanic crust owing to buoyancy (the quality of being able to float).
Evolution of Organisms:
The earliest emergence of continents would have contributed to a proliferation of photosynthetic organisms, which would have increased oxygen levels in the atmosphere.
Weathering of the cratons would have led to nutrient runoff, supplying the ocean with phosphorus and other building blocks for early life.
Craton are the stable interior portion of a continent characteristically composed of ancient crystalline basement rock.
Significance:
At a time when the entire world was debating about changes in climate, it is very important to understand how our atmosphere, oceans and climate came into existence and how they interacted with geological processes operating deep inside Earth to make our planet habitable.
It will allow us to link the interior of Earth to its exterior in deep time.
India has three other ancient continental fragments — Dharwar, Bastar and Bundelkhand regions. To understand their evolution the study will serve as a template for studying these other cratons.
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116th CONGRESS X SESSION
H.J. RES. XXX To designate July 20th "Space Exploration Day Holiday"
IN THE HOUSE OF REPRESENTATIVES
Xxxxx xx, 2019
Mr. TBD will introduce the following joint resolution; which will be referred to the TBD Committee of the House of Representatives
JOINT RESOLUTION
To designate July 20th as "Space Exploration Day Holiday".
Whereas President John Fitzgerald Kennedy, before a joint session of Congress on May 25 th , 1961, declared that "this nation should commit itself, to achieving the goal, before this decade is out, of landing a man on the Moon and returning him safely to the Earth;" and
Whereas on July 20, 1969, the World's attention was riveted on the historic achievement of the first landing, footsteps, and exploration of our Moon; and
Whereas the nine-day mission of Apollo 11 kept the world spellbound from its July 16 th launch through its July 24 th splash down, securing its place among the epic voyages of human history with those of Magellan, Drake, Columbus and others; and
Whereas United States National Space Policy provides for a United States-led, integrated program with commercial and international partners for a human return to the Moon, followed by missions to Mars and beyond; and
Whereas the purpose of the United States space program is, and has always been, the peaceful exploration of space for the benefit of all humanity; and
Whereas the United States space program has provided immense scientific and technological benefits affecting a multitude of aspects of 21 st Century life for all humanity; and
Whereas the United States space program, through otherworldly programs such as Apollo, Viking, Voyager, Cassini-Huygens, Spirit, Opportunity, New Horizons and other missions to the planets, the Space Shuttle, the Hubble Space Telescope, the International Space Station and other great space efforts, have provided our Nation with unparalleled scientific and technological leadership in the space, aeronautics, medical, and engineering sciences; and
Whereas the National Aeronautics and Space Administration, the American aerospace industry and educational institutions throughout the Nation contribute enormously to our Nation's intellectual capacity through research and development in support of the space program, and add great strength to the United States economy; and
Whereas the space program and America's aerospace industry engage the best and the brightest minds that mirror the scientific and technical skill and quality of the highest order and the finest in American character-- sacrifice, ingenuity inventiveness, commitment and our unrelenting spirit of adventure; and
Whereas, we also honor the over 400,000 patriots, from government, industry and academia, whose exemplary efforts put our astronauts on the Moon, and recognize the millions of private sector jobs those efforts created as a result of the technological challenges they overcame to bring Project Apollo to fruition; and
Whereas the same spirit of adventure and engineering excellence that landed our Apollo space pioneers on the Moon may be applied to all noble pursuits involving peace, brotherhood, courage, unity of the human spirit and the exploration of new frontiers; and
Whereas, as a Nation, it is important to mobilize and invigorate American appreciation and enthusiasm for space, to advance science, technology, engineering and math (STEM) education through the excitement of space exploration, and to inspire today's and future generations to build upon the accomplishments of our early space pioneers so they may reach new milestones of human achievement; and
Whereas humankind will continue to explore, expand, and settle the new frontier of space with American leadership, courage, and values for the benefit of future spacefaring generations and for life on Earth; now, therefore be it
1 Resolved by the Senate and House of representatives of the United States of 2 America in Congress assembled, that July 20 th will now and forever be designated 3 as "Space Exploration Day," a nonpaid commemorative holiday. The
4 President is authorized and requested to issue a proclamation calling upon the people 5 of the United States to observe "Space Exploration Day" and the period July 16th 6 through 24th as the Apollo Space Observance, with appropriate ceremonies, 7 celebrations and activities commemorating one of the greatest scientific and 8 technological achievements of our time so we may inspire new generations to aspire 9 to ever loftier future space pioneering goals.
PRESIDENTIAL EXECUTIVE ORDER FOR SPACE EXPLORATION DAY 2019 A NON-PAID HOLIDAY
I, Donald J. Trump, President of the United States of America, do hereby issue this executive directive to establish July 20 th of each year, as the national Space Exploration Day Holiday, to commemorate and celebrate the anniversary of the first landing on another world, our Moon, recognizing Apollo 11 as the pinnacle achievement for our early space program, an epic journey for the ages, and Project Apollo as the pathfinder for humanity's future exploration and space settlement goals. We also wish to honor the over 400,000 American aerospace professionals who made Projects Mercury, Gemini, and Apollo such great successes and acknowledge that the technological advances of our early space efforts laid the foundation for millions of private sector jobs in today's economy. This permanent holiday is open to the present and all future generations. It will be established as a nonpaid holiday of the same order and official federal status as Flag Day.
July 16 – 24 of each year is hereby designated as the Apollo Space Observance, to commemorate and celebrate the nine-day anniversary of the full Apollo 11 Lunar Mission, from launch date to splashdown; one of the great defining events in human history.
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For people with intellectual and developmental disabilities
Alternatives to Guardianship
Guardianship is a legal process to determine if a person is "incapacitated." The court decides if, due to a physical or mental condition, the individual is substantially unable to manage their financial affairs or personal affairs (to provide food, clothing, or shelter for themselves, and to care for their physical health). Under a guardianship, someone is appointed to make decisions on behalf of the incapacitated person, referred to as the "ward." There are two main types of guardianships:
1. Guardian of the Person: Responsible for the physical well-being of the ward, including making medical decisions and choosing residence
2. Guardian of the Estate: Responsible for the ward's assets
Under a full guardianship of the person, an individual loses many rights, including the right to drive, choose where to live and work, vote, get married, consent to medical treatment, and more. All people
What Are Alternatives to Guardianship?
need and use support to make important life decisions. Even if a person with a disability needs extra help to make significant life decisions, their right to make their own choices should not automatically be taken away.
The Arc of the United States and The Arc of Texas believe that the majority of people with intellectual and developmental disabilities can manage their own affairs with informal assistance and guidance and do not need a guardian. The Arc of Texas continually works with a variety of stakeholders and legislators to pass legislation that protects people under guardianships and ensures that guardianship is only used after other less-restrictive alternatives have been considered. There are many such alternatives to guardianship (see sidebar) that give people with disabilities support to make decisions without taking away their rights. For example, an individual with a disability may be able to receive services through a Medicaid community-based waiver or through Community First Choice that support her/him and make guardianship unnecessary. All available formal and informal supports and services should be considered before deciding to pursue a guardianship.
This is a list of just SOME of the many ways to support people with disabilities to make decisions without taking away their rights through a guardianship. Please contact our offices at 1-800-252-9729 for more information about how to make these options work for your family.
1. Supported decision-making
2. Medical power of attorney
3. Durable power of attorney
4. Use of a representative payee
5. Establishing a joint bank account
6. Management trust
7. Special needs trust
8. Advanced medical directives
9. Medicaid services such as CFC, HCS, CLASS, etc.
10.Money management programs
For people with intellectual and developmental disabilities
In 2015, Texas became the first state to legally recognize supported decision-making agreements as an informal alternative to guardianship. Using a supported decision-making agreement, a person with a disability chooses someone they trust to serve as their supporter. This person can help the individual with a disability understand the options, responsibilities, and consequences of their decisions; obtain and understand information relevant to their decisions; and communicate their decisions to the appropriate people. The supporter cannot, however, make a decision FOR the person with a disability. Supported decision-making agreements are filled out by the individual and their supporter and specify the ways in which the supporter can help the individual make decisions. These agreements can then be provided to people like doctors and service providers.
Supported decision-making agreements and other alternatives to guardianship empower people with disabilities to use available support to make their own choices so they can live more independent and selfdirected lives. Remember that no agency or school district can require your family to seek a guardianship. You can continue to be involved in your loved one's life even without a guardianship.
Protections for People under Guardianship
Bill of Rights for Persons Under Guardianship
In 2015, the Texas legislature passed a bill of rights for persons under guardianship. Under Estates Code Section 1151.351, people under guardianship have the rights below, unless they are specifically removed by a judge.
- Live, work, and play in the most integrated setting.
- Visit with people of their choice.
- Appear before the court to express their preferences and concerns.
- Have access to a monthly personal allowance.
- Receive timely and appropriate medical care.
- Visits from the guardian at least once every three months.
- And more!
See the law for the full list of rights.
In some situations, a family may decide that pursuing a guardianship is the best option for them. In Texas, obtaining a guardianship requires hiring an attorney and going to court to determine the capacity of the person in question. Additionally, you will need your child's physician to complete a certificate of medical examination (CME). For the CME, the physician answers specific questions about the person's mental and physical capabilities and gives their professional opinion about whether the person has capacity to make her or his own decisions.
Families who choose to pursue guardianship can still take many important steps to protect the rights of their loved ones. You can obtain a limited, or partial, guardianship, in which all rights are preserved except for those specifically taken away by the court. For example, under 2015 law, it is assumed that a person under guardianship can choose their own residence, unless a preponderance of evidence shows that the person lacks the capacity to make this choice. You can also protect many other important rights for your loved one, such as the right to marry, drive, vote, consent to medical care, and more.
For people with intellectual and developmental disabilities
For more information on alternatives to guardianship, please contact our offices at 1-800-252-9729 or visit the websites below.
The Arc of Texas: Guardianship http://www.thearcoftexas.org/guardianship
The Arc of Texas: Educational Decision Making When Your Child Turns 18 http://bit.ly/1XcfBM6
The Arc of Texas Master Pooled Trust http://www.thearcoftexas.org/trust/index.php
The Arc US
http://bit.ly/1TTeK20
National Resource Center for Supported Decision-Making
http://supporteddecisionmaking.org
Texas Guardianship Association http://bit.ly/1HVOGHh
Texas Guardianship Reform and Supported Decision Making www.grsdm.org
This publication was made possible through the Developmental Disabilities Policy Fellow grant.
Financial support for the Developmental Disabilities Policy Fellow grant is provided by the Texas Council for Developmental Disabilities, with Federal funds* made available by the United States Department of Health and Human Services, Administration on Intellectual and Developmental Disabilities.
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* Recognise that living things can be grouped in a variety of ways.
* Recognise that environments can change and that this can sometimes pose dangers to living things.
* Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment.
Prior learning
Future learning
* Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees. (Y1 - Plants)
* Identify and describe the basic structure of a variety of common flowering plants, including trees. (Y1 - Plants)
* Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals. (Y1 - Animals including humans)
* Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets). (Y1 – Animals, including humans)
* Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird. (Y5 - Living things and their habitats)
* Describe the life process of reproduction in some plants and animals. (Y5 - Living things and their habitats)
* Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals. (Y6 - Living things and their habitats)
* Give reasons for classifying plants and animals based on specific characteristics. (Y6 - Living things and their habitats)
* Identify and name a variety of plants and animals in their habitats, including microhabitats. (Y2 - Living things and their habitats)
Common misconceptions
Some children may think:
* the death of one of the parts of a food chain or web has no or limited consequences on the rest of the chain
* animals are only land-living creatures
* there is always plenty of food for wild animals
* animals and plants can adapt to their habitats, however they change
* all changes to habitats are negative.
Apply knowledge in familiar related contexts, including a range of enquiries
* Identify the different types of teeth in humans and their simple functions.
* Describe the simple functions of the basic parts of the digestive system in humans.
* Construct and interpret a variety of food chains, identifying producers, predators and prey.
Common misconceptions
Some children may think:
* arrows in a food chains mean 'eats'
* there is always plenty of food for wild animals
* the death of one of the parts of a food chain or web has no, or limited, consequences on the rest of the chain
* your stomach is where your belly button is
* when you have a meal, your food goes down one tube and your drink down another
* food is digested only in the stomach
* the food you eat becomes "poo" and the drink becomes "wee".
* Compare and group materials together, according to whether they are solids, liquids or gases.
* Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C).
* Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.
Prior learning
Future learning
* Distinguish between an object and the material from which it is made. (Y1 - Everyday materials)
* Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock. (Y1 - Everyday materials)
* Describe the simple physical properties of a variety of everyday materials. (Y1 - Everyday materials)
* Compare and group together a variety of everyday materials on the basis of their simple physical properties. (Y1 - Everyday materials)
* Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses. (Y2 - Uses of everyday materials)
* Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching. (Y2 - Uses of everyday materials)
* Compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets. (Y5 - Properties and changes of materials)
* Know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution. (Y5 - Properties and changes of materials)
* Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating. (Y5 Properties and changes of materials)
* Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic. (Y5 - Properties and changes of materials)
* Demonstrate that dissolving, mixing and changes of state are reversible changes. (Y5 - Properties and changes of materials)
* Explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda. (Y5
- Properties and changes of materials)
Common misconceptions
Some children may think:
* 'solid' is another word for hard or opaque
* substances made of very small particles like sugar or sand cannot be solids
* solids are hard and cannot break or change shape easily and are often in one piece
* particles in liquids are further apart than in solids and they take up more space
* water in different forms – steam, water, ice – are all different substances
* when air is pumped into balloons, they become lighter
* all liquids boil at the same temperature as water (100 degrees)
* steam is visible water vapour (only the condensing water droplets can be seen)
* melting, as a change of state, is the same as dissolving
* clouds are made of water vapour or steam
* the changing states of water (illustrated by the water cycle) are irreversible
* the substance on windows etc. is condensation rather than water
* evaporating or boiling water makes it vanish
* evaporation is when the Sun sucks up the water, or when water is absorbed into a surface/material.
Sound
* Identify how sounds are made, associating some of them with something vibrating.
* Find patterns between the pitch of a sound and features of the object that produced it.
* Recognise that vibrations from sounds travel through a medium to the ear.
* Find patterns between the volume of a sound and the strength of the vibrations that produced it.
* Recognise that sounds get fainter as the distance from the sound source increases.
WHAT PUPILS NEED TO KNOW OR DO TO BE SECURE
Show understanding of a concept using scientific vocabulary correctly
Common misconceptions
Pitch and volume are frequently confused, as both can be described as high or low.
Some children may think:
* sound is only heard by the listener
* sound can't travel through solids and liquids
* sound only travels in one direction from the source
* high sounds are load and low sounds are quiet.
Apply knowledge in familiar related contexts, including a range of enquiries
Activities
* Classify sound sources.
* Explore making sounds with a range of objects, such as musical instruments and other household objects.
* Explore how string telephones or ear gongs work.
* Explore altering the pitch or volume of objects, such as the length of a guitar string, amount of water in bottles, size of tuning forks.
* Measure sounds over different distances.
* Measure sounds through different insulation materials.
Possible evidence
* Can explain what happens when you strike a drum or pluck a string and use a diagram to show how sounds travel from an object to the ear
* Can demonstrate how to increase or decrease pitch and volume using musical instruments or other objects
* Can use data to identify patterns in pitch and volume
* Can explain how loudness can be reduced by moving further from the sound source or by using a sound insulating medium
10
Electricity
* Identify common appliances that run on electricity.
* Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers.
* Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery.
* Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit.
* Recognise some common conductors and insulators, and associate metals with being good conductors.
11
Key vocabulary
Electricity, electrical appliance/device, mains, plug, electrical circuit, complete circuit, component, cell, battery, positive, negative, connect/connections, loose connection, short circuit, crocodile clip, bulb, switch, buzzer, motor, conductor, insulator, metal, non-metal, symbol
N.B.
Children in Year 4 do not need to use standard symbols for electrical components, as this is taught in Year 6.
Common misconceptions
Some children may think:
* electricity flows to bulbs, not through them
* electricity works by simply coming out of one end of a battery into the component.
* electricity flows out of both ends of a battery
Apply knowledge in familiar related contexts, including a range of enquiries
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SUMMER 2022
NEWSLETTER
RIGHT TO ART & CULTURE
Friends of Batahola (English) / Centro Cultural Batahola Norte (Spanish)
friends_of_batahola
www.friendsofbatahola.org
P.O. Box 36159, Cincinnati, OH 45236-0159
Message from the Co-Presidents
Recently, a tour of To Kill a Mockingbird brought the iconic story of Tom Robinson and Atticus Finch to life on stage in Cincinnati. So many people who saw it commented in conversations and on social media how this story, written over 60 years ago, continues to touch our soul deeply about what we can do to help overcome racial inequality and societal injustices. Dialogues were renewed because this story sparks something inside of us to move. The power of art, whether it be theater or music or crafts or painting or sculpture or dance, enables all of us to share our ideas and whole selves with our communities.
Your generous continued support enables children at the Center to communicate in ways where plain written or spoken word would fall short. Enjoy the stories in this newsletter about how Lex and Alejandro are so positively affected by participation in the arts at the Center as well as Ronaldo who is giving back after receiving so much from the Center.
Students in Batahola Norte do not have the privilege of arts education in their everyday school life, but the Center helps fill this important aspect of education.
We thank you for your prayers and financial support of the Center.
Tony Perazzo & Mary O'Toole
The Power of The Arts in Promoting Human Rights
Annually, the Arts and Culture
Program serves about 180 students in courses and artistic groups. This program at the Center has been paramount because it was the strategy that founders used to reach the Batahola community.
The main goal of this program is to promote the Nicaragua culture with children and adolescents from a rights-based approach. This means educating and providing a safe environment where they can actively participate in the artistic and cultural life as protagonists of their community.
technique, but art also has a significant impact on the body and its emotions. Art is a strategy for recognizing the person as a whole: validating their emotions, expressing themselves, establishing limits, and recognizing situations of violence in their lives.
Mora García Flores, Arts and Culture Program coordinator shares about the purpose of art in the lives of boys, girls, and adolescents. Art is not only a
"To understand the Arts Program means to ask the children: Why do you paint? Why do you dance? Why do you play that instrument? Everything has an objective and a purpose… it is true that you can execute the simple step, but if it does not have a right-based approach, it is just something mechanical. If you are not interested in the person who is dancing, painting, or playing the guitar, then I am very sorry, we are not doing anything."
Student Success Story: Ronaldo Murillo
Ronaldo Murillo recently joined the Center's staff, but his journey at the Center started as a student 7 years ago.
Then in 2020, he took over as guitar instructor.
At the age of 16, Ronaldo's friend encouraged him to study theater at the Center so he could play fun characters.
"I started in the theater class and after six months I was invited to join the Angel Torrellas Choir, but the director sent me to take the recorder class because I didn't know how to play it. So, I started learning to play the recorder on Saturdays."
"It was easy for me to start teaching because if I know something, I like to share that knowledge, and if someone needs my help, I will be there to provide it."
In 2021, he became the Arts and Culture Assistant which required him to spend more time at the Center, then in 2022, he moved up to the Arts and Culture Promoter position.
From 2018 to 2020, Ronaldo took on the responsibility of leading the choir for Sunday Masses at the Center.
"I have always wondered what I would be doing right now if I was not working for the Center. During my adolescence, I didn't know what I wanted to do…if I wanted to continue studying or what I wanted to study. So, the Center has been very important in my life as a student and now as an employee."
What do art and culture bring to your life?
"For as long as I have belonged to the Center, I have had an important connection with art because it is a way to express how I feel. I joined the Arts and Culture Program at 11 years old
as a music student.
"I joined the Arts and Culture program when I was 14 years old, motivated by my dream of becoming an artist. My mom found out about the Center through its official website where we read about the artistic programs.
Art for me is like a home that I am finding and building at the same time. Thanks to the Center I have developed my confidence. At the Center, people encourage me to be myself."
—Lex Palacios Téllez
Click here to Meet Ronaldo, Lex and Alejandro
Friend of Batahola: Jeannine Deis
I took my first trip to the Cultural Center in 2009 after my daughter Kate encouraged me to visit. She had been there twice and it had made a big impact on her life, and soon it made an impact on mine too. I was impressed by the bright colors and art, which inspired me to help local artisans by selling their arts and crafts back in my community. That same year I joined the Friends of Batahola Board of Directors. I am the recording secretary and I'm also part of the Communications Committee and the Executive Committee.
I am a member of the Immaculate Heart of Mary Parish and I've been involved in our twinning relationship with the Center since its inception. Also I work as a nurse and health teacher at McNicolas high school where there has always been a strong relationship to the Center through the Sisters of St. Joseph and Sister Margie. Some of the founding members were still on the board when I joined and for me, it's important to pass on their vision and legacy. I hold that responsibility very dear and take it
I began with the guitar course and now I am member of the Angel Torrellas Choir; my life has changed, for instance, now I AM JUST MYSELF, I know me better.
At the Center, we have access to instruments, and we get a wholistic education at no cost." —Alejandro Luna Artola
seriously. It exciting
has been for me
the Center to watch
change and to having
transition
local Nicaraguan
Sister Margie's vision come to leadership. It's so powerful to see
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AN ENVIRONMENT-FRIENDLY PLAY SPACE
Natural materials help Kids' Trek fit in with the landscape
From the tree stumps on the ground to the plants that carpet an adjacent roof, Kids' Trek is, literally, part of the surrounding landscape.
Constructing this half-acre play space was an exercise in sustainability, as builders, horticulturists and craftspeople worked to incorporate native plants from Northwest Trek Wildlife Park and local areas. They also employed realistic-looking, durable materials that fit with the environment.
In other words, no artificial primary colors or giant plastic play structures here. Instead, it's an imaginative playground that encourages exploration of and adventure in nature.
"Kids' Trek incorporates many of the things that people relish about Northwest Trek," Education Curator Jessica Moore said. "We wanted to ensure that Kids' Trek mirrors the lessons of the broader wildlife park in microcosm – in a space that's built especially for children."
Root wads dug out of Northwest Trek's Free-Roaming Area were put together by contractors and reinforced with shotcrete to form a root wad cave for investigating or just taking a play break.
One of the largest outdoor play spaces in Washington, Kids' Trek occupies a spot just inside the main gate at Northwest Trek, opposite the café. It's immediately recognized by a 12-foot-high, 22-foot-wide entry sign shaped from gnarly, cedar logs. The KIDS' TREK name lettered on the sign was fashioned from madrone branches.
In carving out the space for Kids' Trek, landscapers salvaged the plants that were removed - including more than 600 sword ferns - and replanted them around the playground.
Diseased, hazardous and downed trees were harvested from Northwest Trek's 435-acre Free-Roaming Area and turned by a local mill into some 60 benches situated around the Kids' Trek perimeter. And the
collection of branches in the children's construction zone? They were tumbled sticks from the Nisqually River.
Wherever possible, Kids' Trek features native plants, said Jake Pool, the wildlife park's horticulturist/arborist. There are more than 90 different plant species around the play area - even on the roof of the pump house next to the playground. The park's first "green roof" includes a mix of woodland and alpine plants, all reflective of the native habitats of Northwest Trek's animals.
On one side of the playground, a 100-foot-long stream cascades along rocks (all excavated from around the wildlife park), travels under a beaver lodge of tumbled branches and, upon reaching the two river otter sculptures, flows back underground, recycling back to its head. Water makes a more discreet appearance from a "weeping rock" in the toddler area, seeping into the sand to keep it moist.
Rocks used in the 100-foot-long stream at Kids' Trek came from Northwest Trek's grounds. The stream is about 2 inches deep.
That weeping rock is made of shotcrete, one of many Kids' Trek structures formed of long-lasting concrete and polyurethane coatings and meant to look like the real thing. The 13-foot-long slides with the look and texture of granite; the 20-foot-tall hollowed out tree trunk, with nets inside for climbing; the logs across the stream; even the hollowed out "Western red cedar" with a heron sculpture at the top and a burn mark along the side? All shotcrete.
The realistic charring on the huge tree was deliberate, Pool points out. It's meant to tell the story of a 1924 forest fire that swept through acreage that would one day become Northwest Trek. It also helps kids learn how devastating a fire – whether caused by a lightning strike or human carelessness – can be on the landscape. And how nature "resets" such an area and begins new growth.
And don't forget to follow the paths: Hundreds of leaf imprints and animal tracks are embedded around the grounds, prime for counting and naming. Which animal left those hoof prints? What kind of leaf is that?
"When you first walk in, you realize there are things to look for," Moore said. "We want kids to ask questions, to say, `Hey, did you see what I just found?' "
Those opportunities at Kids' Trek are virtually limitless.
#
Northwest Trek, accredited by the Association of Zoos & Aquariums, is a 725-acre zoological park dedicated to conservation, education and recreation by displaying, interpreting and researching native Northwest wildlife and their natural habitats. The wildlife park is a facility of Metro Parks Tacoma and is located 35 miles southeast of Tacoma off State Highway 161. | <urn:uuid:3c1d109f-5de0-4d59-8905-98d9c51d9934> | CC-MAIN-2024-22 | https://www.nwtrek.org/wp-content/uploads/2017/12/KIDS-TREK-Sustainability.pdf | 2024-05-23T02:17:34+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058588.75/warc/CC-MAIN-20240523015422-20240523045422-00377.warc.gz | 809,057,521 | 962 | eng_Latn | eng_Latn | 0.999009 | eng_Latn | 0.99911 | [
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Fitzwaryn 'Pathway through life' Curriculum
At Fitzwaryn, we believe that having a career path is important for all our pupils. Therefore, it is part of our responsibility at Fitzwaryn to help reduce the barriers that our pupils have in gaining some form of employment/Further Education after they finish school. As a result, we understand the importance of ensuring our pupils have a considered pathway for life after school. A comprehensive careers programme, embedded in all areas of school life, is key to the success of our pupil's gaining independence and developing their employability skills. Support, advice and guidance is provided throughout discussions at EHCP reviews from Year 9 onwards. Different pathways into further education and employment are explored.
The school's careers programme embraces the eight Gatsby Benchmarks of Career Guidance:
1. A stable career programme
2. Learning from career and labour market information
3. Addressing the needs of each pupil
4. Linking curriculum learning to careers
5. Encounters with employers and employees
6. Experiences of workplaces
7. Encounters with further and higher education
8. Personal guidance
This overview shows how we start preparing our pupils for adulthood right from the early stages of being at Fitzwaryn. Everything within this careers programme helps us prepare our pupils for society and enable them to access it as independently as possible. This curriculum is sequential so that pupils can revisit prior learning to consolidate and build on what they know. Every term, each Key Stage has a focus Skill from the Skills builder essential skills list. Classes will relate all work they complete to these skills, and pupils will share how they have shown these skills within weekly assemblies. Classes will display the skill they are working on, and it will be embedded across the curriculum.
Throughout their time at Fitzwaryn, pupils engage in a range of activities to ensure that they are well informed and can play an active part in determining their future pathways either at Post 16 or Post 19. As with all areas of learning within our school, these opportunities and activities are presented to pupils on an individual basis, that takes account of their individual needs and abilities. The school ensures that every pupil has the opportunity to access a range of independent advice and guidance to help them to understand their choices when they reach Post 16 and again at Post 19 where appropriate.
Key Stage
Pathway through life (Careers Education) Focus
Key Stage 4 Years 10 and 11
- Joining in with older learners carrying out vocational activities in school.
- Lessons linked to their interests.
- Employer Encounters once a year.
- Pupils continue to develop their independence across the school day.
- Provider Encounters x2
- Pupils develop their social skills and have the opportunity to join extra-curricular activities e.g. Choir
- Increased participation in the full range of on-site work related learning activities including student enterprise
- Support from Job Centre for Schools to develop understanding on processes involved in searching for and finding a job. Including developing CV's, interview techniques and applications, where appropriate
- Visits to skills and employment fairs
- Open awards qualification linked to building independence and employability skills
- External work experience
- EHCP transition reviews
- Supporting pupils with transition from school to appropriate further education
- Travel training
- Pupils follow PAT module – "Getting a job"
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Successful Learners
Areas of Learning
As Geographers we will be learning about Antarctica and what it is like to live there. We will learn about the different animals that can be found there. We will also compare and contrast this environment to where we live now.
As scientists we will be learning about plants and how they grow and linking this to healthy eating and the 5 Ways to Wellbeing.
As Mathematicians we will be concentrating on finding halves and quarters of shapes and then knowing numbers up to 100: understanding how to put the numbers in order from largest to smallest and vice versa.
As caring citizens we will be continuing our pledge to recycle paper and helping our friends in Reception to recycle plastic too.
How is the UK similar and different to Antarctica?
Christian Values
We will be thinking about the value of respect. How we respect ourselves, our belongings and our environment.
Building Learning Powers
We will be focusing on becoming more collaborative with the other children in our class. We will aim to show empathy and understanding to others by linking this to our RE learning.
Spirituality
We will be encouraging curiosity of another continent which is so different to ours and devising questions that we can send to someone who works at a research station.
Successful Learners
Areas of Learning
As readers, we will be reading a book called "The Emperor's Egg" and using this to find out information about Antarctica and then using this to extend our writing.
As design technologists we will be practicing how to join two pieces of material using the running stitch.
As information technologists we will be using code to write an algorithm to create a computer programme.
As Musicians we will be using the glockenspiels to practice playing a tuned instrument.
In Religious Education we will be learning about how the Bible is in two parts, the stories reveal Christian belief about Jesus and when people met Jesus or heard his stories, they changed their behaviour.
ST GEORGE'S CE PRIMARY SCHOOL
I can't believe we are in our final half term in year 1 …
PE – Please can you make sure that your child brings their PE kit in school if it's not here already. If your child has outgrown their kit, please can you replace it with what is needed. We will be having our PE session on WEDNESDAYs with the sports coach.
Reading Books/Library Books – our library day is still Tuesday, so all children will have a chance to visit and swaps their books. If you know you have a library book at home, please can you return them – thank you.
Water bottles – the children are loving having their very own water bottles to drink throughout the day. As the weather is hopefully getting warmer, the children's water will be topped up during the day, so they will never go without.
HOMEWORK is sent out every Friday to be in for Wednesday the following week! If you want to take photographs and send them to me so I can show the class on the big screen, then that would be brilliant – here's my email address firstname.lastname@example.org
Website – don't forget to look at our class page on the website so you can see all the learning we do in school!
Forest School – the children will have their Tuesday Forest Schools sessions again – they will be doing this every other week.
Thanks for your support – you have all been fantastic!
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RHS Qualifications
RHS Level 2 Certificate in Practical Horticulture
Qualification Specification
September 2023
Qualification number: 610/0486/8
Contents
1. RHS Qualifications contact details
2. Equality and Diversity statement
3. RHS Level 2 Certificate in Practical Horticulture
3.1. Introduction and context
3.2. Audience
3.3. Guided Learning Hours
3.4. Teaching Pattern
3.5. Qualification Structure
4. Assessment
4.1. Assessment Outcomes
4.2. Assessment Methods.
5. Learning Resources
6. Approved Centres
7. Learner Registration
8. Reasonable Adjustments and Special Consideration
9. Fees
10. Late Entries
11. Enquiry about Results Service
12. Re-mark and Feedback
13. Appeals Procedure
14. Replacement Certificates
15. Policy on Malpractice and Maladministration
1. RHS Qualifications Contact Details
RHS Qualifications is the Awarding Organisation of the Royal Horticultural Society.
RHS Qualifications RHS Garden Wisley Woking Surrey GU23 6QB UK
Tel: 01483 226500
Email: email@example.com
RHS Website: rhs.org.uk/qualifications
2. Equality and Diversity Policy Statement
RHS Qualifications is committed to policies that will promote equal opportunities in all its operations, regardless of age, disability, ethnic origin, gender, marital status, religion, sexual orientation or any other factor.
RHS Qualifications is committed to ensuring that there is no unfair discrimination in any of its operations and will consider all current legislation in relation to the equality of opportunity.
RHS Qualifications will constantly monitor and review its policies and practices pertaining to equal opportunities, to ensure that they remain consistent with its equal opportunities objectives and continue to comply with all relevant legislation. RHS Qualifications will strive to make awareness of and respect for equality and diversity, an integral part of the culture of the organisation. A copy of the RHS Qualifications Equality and Diversity Policy is available on the RHS website.
The privacy, and security of personal data is extremely important to us. Personal information that centres provide is used for the purposes of furthering our legal obligations as an awarding body for creating qualifications and issuing of certificates. For further information and a detailed explanation, please refer to our Privacy Policy on the RHS website (rhs.org.uk/privacy).
3. RHS Level 2 Certificate in Practical Horticulture
3.1. Introduction and context
The practice of plant and garden cultivation combines a deep understanding of scientific principles with the development of a wide range of craft skills. The scientific principles involve the ability to positively identify a wide range of plants, pests, diseases, pathogens and disorders. The craft skills include the planting, pruning, propagation and maintenance of plants along with the establishment and management of turf, and maintenance of garden features.
3.2. Audience
This qualification has been designed to provide learners with the breadth of horticultural knowledge and skills required to carry out routine tasks proficiently in a variety of contexts. It supports progression to employment within areas of the horticultural industries (such as professional gardening, landscaping, plant production and garden retail), as well as supporting learning in entry level roles in the early stages of a horticultural career. It is also designed to meet the needs of the amateur gardener.
It also provides learners the opportunity of personal development, including the changing of careers and engagement in their learning and offers an opportunity to develop transferable skills such as problem solving, implementing management plans / programmes, and communication as part of their applied learning.
In terms of progression, it allows learners the opportunity to progress to further learning opportunities at Level 3, allowing progression to higher education, career advancement or entry in the horticultural industries at a more advanced, technical level. There are no pre-requisites for entry to this qualification.
3.3. Guided Learning Hours (GLH) and Total Qualification Time (TQT)
The Guided Learning Hours (GLH) represent the time that the learner spends learning under the immediate guidance and supervision of a tutor and includes assessment by the tutor, as well as invigilated exams. Guided Learning Hours are always less than total qualification time, as learners are expected to complete a certain amount of study in their own time. The Guided Learning Hours for this qualification is 120.
Total Qualification Time (TQT) includes the Guided Learning Hours and represents the notional time that an average learner could reasonably expect to take to complete the learning outcomes of the units to the standard determined by the assessment criteria, and gain the qualification. It includes all face-to-face contact with tutors as well as assessment time and unsupervised directed study, coursework and practice. The Total Qualification Time for this qualification is 180.
3.4. Teaching Pattern
The qualification is designed to be studied on a part-time basis. No particular teaching pattern is specified, and centres offering courses leading to the qualification are free to define their own structure and teaching hours.
3.5. Qualification Structure
This certificate is divided into eight topics, each made up of elements covering a specific aspect of practical horticulture, as follows:
© – The Royal Horticultural Society
4
RHS Level 2 Certificate in Practical Horticulture
4. Assessment
4.1. Assessment Outcomes
The content covered in each topic of this syllabus specification is expressed in terms of 'Assessment Outcomes' (AOs).
Assessment Outcomes define the way in which learners demonstrate their abilities under test conditions. The AOs use a 'progressive mastery' model for each topic area. This qualification has three broad categories of assessment outcomes, which are:
AO1 – knowledge recall of scientific ideas, processes, techniques, procedures, and making correct use of terms, symbols and units of measurement
AO2 – application of knowledge and understanding of concepts, theories, facts to different situations and contexts through presentation of reasoned explanations and analysis and interpretation of information and ideas
AO3 – application of knowledge and understanding in an integrated and holistic way in order to reach conclusions and make judgements and recommendations.
The relevant content (elements) for each of these AOs is included against each topic area in the topic specifications below. It is therefore clear what is to be covered and the nature of how it will be assessed. Each topic will start with knowledge recall (AO1), progress to application of knowledge to situations (AO2), and ultimately make connections with other relevant topic areas i.e. holistic (AO3). The aim is that those learners who successfully meet all these progressive demands will be able to demonstrate a wide range of skills, and especially the ability to apply what they have learned in practical contexts.
4.2. Assessment methods
A range of methods will be used to assess this qualification. They include formative assessment of skills by tutors at RHS Centres, and a range of summative short answer tests as well as direct observation by RHS Assessors. All assessments must be conducted in accordance with the RHS requirements (see rhs.org.uk/qualifications for more details).
5. Learning Resources
There is a wide range of books, online material and other learning resources published which support the studies of those learning horticulture. RHS Qualifications does not recommend or endorse any specific learning resources as meeting the needs of learners studying for RHS qualifications. Learners are encouraged to seek guidance from their tutors on which learning resources will best support their studies, or to choose the most appropriate resources to support the qualification requirements and their needs from the wealth of material available.
6. Approved Centres
RHS Qualifications can only be delivered by approved centres. Further information regarding the approval process can be found at: rhs.org.uk/qualifications.
7. Learner Registration
All learners must be registered with RHS Qualifications at the commencement of this qualification through the RHS Qualifications Web Portal. More information about the registration process is available from RHS Qualifications.
8. Reasonable Adjustments and Special Consideration
RHS Qualifications is committed to ensuring fair assessment for all learners, and will facilitate access to RHS qualifications through reasonable adjustments to assessment arrangements for learners with an identified specific need. An example of a reasonable adjustment which could be made is the provision of extra time to complete a test.
Special consideration is given following the examination to learners who are present for assessment, but may have been disadvantaged by temporary illness, injury or adverse circumstances which arose at, or near, the time of assessment.
Full guidance is provided in the document 'Guidance to Centres for Reasonable Adjustments and Special Consideration'. The document is available on the RHS website (rhs.org.uk/qualifications), the RHS Qualifications Approved Centre web portal, or can be obtained from RHS Qualifications.
Applications for reasonable adjustments or special consideration must be made by the Approved Centre on behalf of the learner. Application must be made within specified timescales.
9. Fees
For a full list of fees please refer to the RHS Qualifications Fees Notice, which is available on the Qualifications page on the RHS website and on the RHS web portal. All fees are payable at registration on the qualification and prior to confirmation of entry for assessment.
10. Late Entries
RHS Qualifications regularly publishes closing dates for entry for all assessments. Entries submitted after the relevant published closing date will be subject to a late entry fee.
11. Enquiry about Results service
An enquiry about results service is available from RHS Qualifications. Applications must be submitted within the specified number of working days of the results release date. Applications received after this date will not be processed. Detailed information and regulations about this service are available from RHS Qualifications.
12. Re-mark & Feedback
The fee for a re-mark and feedback is published on the RHS Qualifications Fees Notice.
If a re-mark results in an upgrade of the original result, the re-mark fee paid will be refunded.
13. Appeals Procedure
An appeals procedure exists to conduct appeals lodged by learners against decisions made by RHS Qualifications, concerning their examination performance, the granting of an award and/or the closure of their entry to an award on academic grounds.
The procedure is also followed in instances where RHS Qualifications has imposed a penalty on a learner, tutor or invigilator, and where the Centre wishes to appeal against this decision after results are published.
A copy of the procedure is available on the RHS Qualifications web portal and on the RHS website.
14. Replacement Certificate (if lost, damaged or destroyed)
The fee for a replacement certificate can be found on the RHS Qualifications Fees Notice. Requests for a replacement certificate must be sent to the Qualifications Department.
15. Policy on Malpractice and Maladministration
Malpractice consists of those acts which undermine the integrity and validity of the assessment or examination, the certification of qualifications and/or damage the authority of those responsible for conducting the assessment, examination and certification.
RHS Qualifications will not tolerate actions or attempted actions of malpractice by learners or centres in connection with RHS qualifications. RHS Qualifications may impose penalties and/or sanctions on learners or centres where incidents, or attempted incidents, of malpractice have been proven.
A copy of the full policy is available on the RHS Qualifications web portal and on the RHS website.
© – The Royal Horticultural Society
8
RHS Level 2 Certificate in Practical Horticulture
Syllabus Specification
The specific detailed content of the syllabus now follows on the following pages. However, learners should have regard to four overarching qualification-wide outcomes:
Qualification-wide outcomes
Health and Safety:
- Knowledge and compliance of current legislation as it relates to horticulture
- The storage, care and maintenance of PPE, tools and equipment in horticultural settings.
- The management of risk within horticulture
Sustainability:
The impact of horticulture on the wider environment, with specific reference to:
- Reduction of the negative impacts of horticultural practices
- The contribution of horticulture to the three pillars of sustainability (economic viability, social equity and environmental protection).
- The concept that horticulture should be net positive, benefitting the wider environment
- The impact of horticulture on climate change
- The impact of climate change on horticulture.
Best Practice:
-
Professional approaches and techniques.
- Horticultural practices which are professional, current, effective and sustainable.
- Professional use of named plant species in a wide range of horticultural settings
- The adoption of trials results, research and development findings.
Equality and diversity:
- Knowledge and compliance with all current legislation as it relates to horticulture
- Negative impacts of poor practice to include: discrimination, victimisation and harassment
- The concepts of respect, fairness, and dignity
- The advantages of inclusive cultures.
Qualification Specification: RHS Level 2 Certificate in Practical Horticulture v5 22.08.23
Topic 1
Title: Plant Identification
Topic overview
The identification of plants and the application of scientific naming is a skill required and practiced by all horticulturists.
Accurate identification of plant material is crucial to enable horticulturists to communicate effectively, identify cultural requirements and to make sure they are working with appropriate taxa when undertaking practical tasks.
This topic, therefore, integrates very widely within this qualification.
This topic also introduces learners to a range of plant material from key horticultural categories. It builds on the ability to identify plants by genus, species and cultivar to include plant knowledge relating to growth habits, characteristics and cultivation, thus providing the learner with a holistic plant knowledge.
The concept of plant identification is introduced at AO1 with learners identifying plant material from specimens. The term non-cultivated plants refers to all plants that may be growing within garden areas that are not intentionally cultivated, for example wild flowers, self-seeded garden plants and weeds. These plants should be recognised as having both positive and negative impacts.
AO2 allows learners to apply these plant identification skills to select plants to meet a range of horticultural criteria.
AO3 offers learners the opportunity to integrate this knowledge with other topic areas to allow for the development of a holistic plant knowledge.
Please note the range of plant material assessed will be listed in an annually updated RHS specimen list.
Topic: 2
Title: Plant Establishment
Topic overview
Good plant establishment is vital for the long-term success of planted areas in a garden.
Plant establishment requires learners to apply a holistic plant knowledge, an understanding of both plant health and plant care.
Assessing a site and its characteristics informs plant selection. Good site preparation is a key factor in plant survival, accurate marking out and plant spacing is essential for both aesthetics and plant health. Good planting techniques ensure the long-term success of a scheme.
This topic affords the learner the opportunity to develop skills in assessing the relevant characteristics of a site, how to prepare the site for planting and how to set out plants from a scheme. It also covers the skills of establishing planted areas from seed and established plants, in addition to the more specific skills of tree and hedge planting and planting in a range of container types and sizes.
Learners gain an understanding of site assessments in AO1 and then apply this knowledge by carrying out site surveys in AO2, before moving on to suggest ways that site limitations can be mitigated. At AO3 consideration is given to sites where amelioration is not possible along with the impacts of climate change on rainfall patters and temperature.
Centres are encouraged to contextualise tasks to meet the needs of learners or to match the facilities available. For example, practical activities can be contextualised to include horticultural settings such as productive growing, or decorative horticulture.
AO1 introduces learners to the concepts involved in measuring and marking out sites, along with tolerances that are acceptable. In AO2 learners apply these concepts and develop the skills involved in measuring and marking out. Safe and professional working practices are developed for primary cultivations/final preparations of a site for planting, while at AO3 consideration is given to the wider aspects of monitoring soil health and ensuring the needs of individual plant species are being met.
Centres are encouraged to contextualise tasks to meet the needs of learners or to match the facilities available. For example, practical activities can be contextualised to include horticultural settings such as productive growing, or decorative horticulture.
AO1 covers the concept of setting out a planting area from a plan and includes aspects such as assessing the quality of plants and pruning of plants prior to planting, to aid in establishment.
Please note: learners do not need to have been involved in the production of the plan used.
In AO2 learners apply the concepts by carrying out the task in a practical setting, solving routine site-based issues e.g. adjusting spacings based on the site and number of plants available. At AO3 considerations such as plant health status are covered.
Centres are encouraged to contextualise tasks to meet the needs of learners or to match the facilities available. For example, practical activities can be contextualised to include horticultural settings such as productive growing, or decorative horticulture.
AO1 introduces learners to the underpinning knowledge and concepts relating to establishing plants by seed. These concepts are applied in AO2 where learners create a seedbed, and then sow a range of seeds. (Please note, topic 3.4 covers the sowing of seeds in containers.)
At AO3 a more holistic overview of seed sowing in open ground is considered.
Centres are encouraged to contextualise tasks to meet the needs of learners or to match the facilities available. For example, practical activities can be contextualised to include horticultural settings such as productive growing, or ornamental and environmental horticulture.
At AO1 learners are introduced to the underpinning knowledge and concepts relating to hedge planting, which includes the selection of appropriate species, the specification of whether plants should be bare root or containerised, spacings, use of guards and water management. This includes both the concepts of drainage and irrigation.
At AO2 where learners calculate the quantities of plant material required, prepare the site for planting and carry out the planting to include the immediate aftercare.
At AO3 learners consider suitable species for hedges, the benefits of hedges over fences from a biodiversity perspective, along with carrying out health checks on the planting material.
Centres may add context, choosing to plant either formal or informal hedges.
At AO1 learners are introduced to the underpinning knowledge / concepts which are applied in AO2 where candidates plant containers, line and plant a wire hanging basket. At AO3 consideration is given to the selection of plants, their health status and the environmental implications of growing media selection.
Further sustainability impacts are explored within AO3 including the move away from using water retaining gels, and the impacts of using resin / plastic bound fertilisers with reference to the reduction in the use of single use plastics.
Centres may add context to the planting of containers and hanging baskets, producing edible baskets and crops in pots, or ornamental and environmental horticultural alternatives.
AO1 covers the underpinning knowledge / concepts relating to tree planting which are applied in AO2 where learners plant, protect and stake a standard tree.
At AO3 considerations are given to wider aspects, such as biodiversity, plant health, planting techniques and the implication of plant specification on the planting process.
Centres may add context choosing to plant either standard fruit trees, or ornamental trees.
The purpose of this part of the syllabus is to enable learners to label plants following professional conventions. It also allows the learner to interpret the information used in formal living collections.
AO1 covers labelling conventions with AO2 applies this knowledge to create and interpret labels, while also considering the implications of poor labelling practices. At AO3 the use of labels in the management of plant health is considered.
Topic: 3
Title: Plant Propagation
Topic overview
This topic introduces learners to the facilities, the equipment and the skills involved in the propagation of a wide range of plant material.
Plant propagation is a core horticultural skill, allowing the horticulturist to raise new plant material, either from seed or by vegetative means, including cuttings and division.
Successful propagation relies on the facilities available, the quality of the propagation material, the skills of the horticulturist and a thorough understanding of plant health, which is considered in topic 4.
This topic will enable the learner to develop both skills and knowledge in the provision of a rooting environment to meet the needs of the species being propagated, the collection and the preparation of cuttings, the sowing of seed, the pricking out of seedlings, the handling and insertion of propagules, along with the maintenance and use of tools and equipment.
RHS Registered Charity No: 222879/SC038262
Qualification Specification: RHS Level 2 Certificate in Practical Horticulture v5 22.08.23
AO1 covers the underpinning knowledge / concepts relating to the environmental conditions necessary to propagate plants. AO2 builds on these concepts allowing learners to develop the skills to be able to monitor and control light, temperature, ventilation and relative humidity, while AO3 considers the interaction between environmental factors, species requirements and plant health.
AO1 identifies the range of equipment available, for example a simple mist propagation unit. AO2 builds on this knowledge with learners creating a specification for a small propagation facility, along with a maintenance programme required to keep this facility operational.
The benefits provided by propagation facilities, the running costs, the energy usage and sustainability implications along with the benefits of hygiene protocols are considered in AO3
Please note: the facilities implied by this element are to provide a small-scale propagation unit.
AO1 considers the selection of growing media to the needs of the plant, along with the environmental impacts of growing media selection.
At AO2 learners select appropriate growing media, justifying their selection by considering the ways that the growing media meets the needs of the plant, and minimises environmental damage.
AO3 integrates with topic 4 to consider the impact of growing media selection on plant health.
AO1 introduces learners to a number of key factors to ensure that seed sowing is successful.
At AO2 learners develop skill in the propagation of plants by seed, while also demonstrating an applied understanding of AO1 by specifying how the factors that affect germination can be managed by the horticulturist.
AO3 considers the factors that can affect seed viability, including the harvesting of seed, the correct practices to be observed when handling seed to avoid damage, the cleaning of seed, to include the removal of hairs and detritus, the use of seed coatings and the storage conditions necessary to preserve seed viability. AO3 also considers the area of provenance, with particular reference to the importance of provenance on selecting species to cope with the impacts of climate change.
Please note: the sowing of seed in open ground is covered in Topic 2.4, and this element can be contextualised by centres within any horticultural setting.
AO1 covers the key concepts relating to propagating plants by vegetative means, with AO2 allowing candidates to develop skills relating to propagating plants by cuttings and division. AO3 integrates wider issues which impact on successful propagation, the deliberate inclusion of virus on some plant species, along with introducing learners to biosecurity measures.
AO1 covers the range of hand tools used in propagation. AO2 allows learners to select, use and maintain hand tools, to include knife and secateurs sharpening skills. At AO3 the role of hand tools in the spreading of pest and pathogens is considered alongside biosecurity controls.
Please note: centres are reminded of the overarching assessment outcomes relating to health and safety, risk management and professional practice.
Topic: 4
Title: Plant Health
Topic overview
To manage plants within gardens and designed landscapes, horticulturists need to identify all the factors that can negatively impact on plant growth.
This topic considers the attributes of a healthy plant, before moving on to consider the many different factors that can impact on plant health.
The identification, monitoring and the control of these factors are considered along with the impact of controls on the wider environment.
Monitoring the factors that cause poor health status requires the horticulturist to be able to diagnose nutritional deficiencies and to identify a range of plant pests and pathogens.
The role of husbandry, cultivation practices and the use of formal models are considered to manage plant health.
AO1 introduces the concept of plant health by considering the characteristics of a healthy plant, prior to identifying the factors that can contribute to good plant health. At AO2 learners are offered the opportunity to identify remedial actions.
At AO3 learners are offered the opportunity to consider the ways that maintenance schedules can be used to enhance and resolve plant health issues. The concept of garden health plans is introduced. The wider environmental impact of all UK-approved garden chemicals is considered in AO3, including those certified for use in organic growing, for example, the impacts of neonicotinoids on pollinators, the impacts of chemicals on aquatic life. When learners refer to a chemical, it should be through reference to active ingredient rather than product name.
Please note: garden health plans consider the entire range of potential impacts on plant health, while considering the mitigations that can be carried out to manage these threats. Integrated Pest Management is a component part of a garden health plans, along with the management of other abiotic factors.
Garden maintenance plans consider, on an annual basis, the tasks that are required to ensure the garden area or feature is maintained to a high standard. They would include pruning, weed control, and fertiliser regimes among other considerations appropriate to the area being managed.
AO1 introduces the concept of plant nutrition, along with the terminology and application methods appropriate to the use of fertilisers. The basic formulation of fertilisers is included, which allows learners to understand the strength of different fertilisers, to allow them to judge the environmental impacts of fertiliser usage within AO3.
At AO2 learners identify and remedy nutrient deficiencies, while at AO3 the benefits of organic growing principles are considered.
Please note: centres are reminded that they can apply context to these assessment outcomes, relating this element to turf and the care of grassed surfaces, decorative horticulture or productive horticulture settings.
Please note: This element links to Topic 5 element 3
AO1 introduces learners to the identification of a range of common pests and pathogens. While the key horticulturally significant lifestyle stages of pests should be identified (e.g. cabbage white butterfly eggs, caterpillar and adult), learners are not expected to have a detailed entomological knowledge of lifecycles.
At AO2 the impacts of pests and pathogens on plant growth are evaluated, and AO3 considers how pests, diseases and disorders are controlled within an organic or traditional setting.
The annually updated RHS specimen list will include a range of pest species.
AO1 introduces learners to the concept and purpose of garden health plans, while at AO2 garden health plans are consulted to determine appropriate responses to plant health issues. At AO3 the wider impact of garden health plans on other topic areas is considered.
Please note: garden health plans consider the entire range of potential impacts on plant health, while considering the mitigations that can be carried out to manage these threats. Integrated Pest Management is a component part of garden health plans, along with the management of other abiotic factors.
Topic: 5
Title: Plant Care
Topic overview
This topic introduces learners to the care and maintenance of plants within gardens and designed landscapes.
The care of plants often involves the use of garden management and maintenance plans along with the development of cultural practices that enhance plant growth.
The role and the use of such plans is introduced to learners within the topic, along with other key areas including the irrigation, feeding, staking and supporting of plants.
The interrelationship between plant care and plant health, the management of weed populations, the use of mulching, along with the potting of plants and the management of green waste are investigated within this topic area.
This concept is introduced at AO1, applied at AO2 and integrated with other topic areas at AO3.
Please note: garden maintenance plans consider the tasks that are required on an annual basis to ensure the garden area or feature is maintained to a high standard. They include pruning, weed control, and soil management regimes, along with other considerations appropriate to the area being managed.
AO1 starts with the importance of correct plant selection for the site to reduce the water footprint of plantings, prior to introducing learners to the range of irrigation systems that are commonly used within professional horticultural settings. The concept of fertigation as the injection of liquid fertiliser into an irrigation system is also included at AO1. This knowledge is applied at AO2 allowing learners to apply the skills and knowledge to be able to make irrigation decisions based on water status and plant species. Candidates should be able to irrigate as per a plant's requirements, and understand the advantages and limitations of different irrigation systems.
At AO3 the influence of factors such as growing media and container size on irrigation frequency are considered, along with the signs of water stress within plants. The concept of taking irrigation requirements into account in plant selection, the impact of withholding irrigation on depth of rooting and building drought resistance are also considered within AO3.
The reasons for the use of fertilisers are considered at AO1, with the application rates to calculate quantities required in AO2, along with the application of granular fertilisers as base dressings.
At AO3 the selection of fertilisers for specific purposes is considered, allowing the integration of this area into other topic areas.
Please note: This element links to Topic 4 element 2
AO1 considers the purpose and range of plant support systems. Advantages and limitations can include closed circle practices such as growing hazel for plant support within the garden, the impacts of buying in timber and canes and the avoidance of single use plastics, for example netting.
In AO2 learners install support systems, which are appropriate to both plants and the horticultural setting.
AO3 considers factors that inform maintenance of systems while integrating with other topic areas, for example Pruning and Garden Features.
Please note: centres are reminded that they can add context by choosing to apply this element to a wide range of horticultural settings including productive, ornamental and environmental.
Element 5 Promoting plant health
Commentary
AO1 identifies cultural situations which may impact on plant health, with AO2 allowing learners to identify situations that are likely to impact on plant health, prior to carrying out remedial actions.
AO3 considers the wider principles of poor cultural practices on plant health.
Please note: centres are reminded that they can add context by selecting productive growing, or ornamental or environmental settings including mixed borders, shrubs and trees.
Please note: the use of garden management plans to inform horticultural operations is embedded in AO1. At Level 2 learners interpret such plans to inform maintenance decisions.
AO1 considers the overall advantages and limitation of mulching, along with identifying the range of materials that can be used as mulches.
In AO2 learners apply mulches, calculating quantities and costs.
At AO3 the wider negative impacts of incorrectly applied mulches on plant health are considered.
Please note: centres are reminded that they can add context by applying mulches in productive or ornamental or environmental settings.
AO1 considers the principles of weed control, investigating why these methods are effective and how they exploit identified weaknesses in plant lifecycles or plant biology. AO2 offers learners the opportunity to develop their weed control skills, while at AO3 the selection of the most appropriate method for a range of horticultural contexts is considered, along with the benefits of weeds.
Please note: learners should not be involved in chemical control, but they should have an understanding of the concepts, including contact, residual and translocated modes of action.
Centres are reminded that they can add their own context to the hands on weed control involved in AO2.
AO1 considers the purpose of potting, to include the identification of the optimum stage of growth. At AO2 learners develop their potting skills, while at AO3 the wider impact of potting is considered in the context of plant health and sustainability.
Please note: centres are reminded that they can add context through the selection of plants for potting on. For example, choosing tender vegetables/tomatoes in a productive setting, or trees/shrubs/perennials in a more ornamental or environmental setting.
AO1 introduces learners to the benefits and processes of composting green waste within a garden setting. At AO2 learners develop skill through management of composting systems, including the resolution of issues such as incorrect moisture levels, or the slow break down of material.
At AO3 learners consider the advantages and limitations of composted materials within the garden or designed landscape, along with the potential impacts of composted green waste on plant health.
Topic: 6
Title: Plant Pruning
Topic overview
The pruning of plants is an important horticultural skill which is used to maintain plant health, vertical boundaries, ensure productivity in cultivated fruit and which can be used to maintain shape and habit of ornamental plants.
This unit introduces learners to the principles of pruning, considering the purpose, the impacts and the timing of pruning on plant growth and biodiversity. Legal considerations when planning pruning, along with the disposal of arisings are also considered.
Learners will develop skills in pruning, with specific reference to positions of cuts and the plant health impacts. Learners will also develop skills relating to pruning hedges using both shears, and powered hedge trimmers.
The unit also considers the care, maintenance and sharpening of pruning tools and equipment.
In AO1 learners are introduced to the purpose of pruning with particular reference to the principles of pruning, the legal considerations and the impacts of pruning and disposal of arisings on biodiversity. In AO2 learners are able to identify the pruning requirements for planted areas. In AO3 a more holistic approach is taken with learners applying their knowledge of pruning principles to other topic areas.
At AO1 learners develop a knowledge of a range of pruning techniques that are required to manage a range of garden plants. At AO2 learners carry out pre pruning surveys and report on findings prior to making pruning cuts which are accurate and appropriate to the plant species. At AO3 wider considerations are considered which integrate with other topic areas.
Please note: learners within this topic will carry out pruning but must not be asked to work at height.
AO1 covers the purpose and function of hedges within gardens and designed landscapes, the situations where formal and informal pruning is required along with the advantages and disadvantages of different plant species for use in hedging.
AO2 applies these principles in a practical setting with learners using shears and powered hedge trimmers (professional) to maintain hedges.
AO3 considers the role of hedges as hosts for plant diseases.
Please note: learners within this topic will carry out pruning but must not be asked to work at height.
AO1 identifies and outlines the maintenance required for hand tools involved in pruning, while AO2 allows learners to develop their skills in sharpening cleaning, sterilising and lubricating hand tools, such as hand shears (the maintenance and sharpening of powered hedge trimmers is not part of this element, however the sterilising and after use cleaning is part of this element.). AO3 considers wider contexts such as plant health considerations when using hand tools.
Topic: 7
Title: Garden features
Topic overview
Horticulturists do not just care for the plants within gardens and designed landscapes; they also care for and maintain a wide range of garden features.
These features include timber elements, paved elements, plant supports and ponds.
Learners will develop knowledge and skills to inspect, clean and maintain features, along with reporting back on their condition.
The concept of maintenance plans, which are considered in other topic areas, is considered at AO1 and applied to the planned maintenance of garden features, with learners at AO2 interpreting such plans. Learners also identify where the skills of a professional are required to maintain health and safety, or where specialist techniques or tickets are required to comply with current legislation, for example the use of abrasive wheels when removing pointing for repair. At AO3 the impacts of maintaining garden features are considered from a sustainability context.
Please note: garden maintenance plans consider, on an annual basis, the tasks that are required to ensure the garden area or feature is maintained to a high standard. They would include pruning, weed control, and fertiliser regimes among other considerations appropriate to the area being managed.
In AO1 learners are introduced to the maintenance requirements of timber elements in the garden, while at AO2 learners carry out maintenance tasks, with AO3 considering the wider impacts of timber elements on sustainability and biodiversity.
Element 3 Paved and hard surfaces
Commentary
At AO1 learners are introduced to the maintenance requirements of paved and hard surfaces. The scope of knowledge in routine repairs is limited to rebedding a loose paving slab, and raking out and replacing pointing. A knowledge of cement and concrete mixes is not required.
At AO2 learners carry out maintenance on paved and hard surfaces. This could include controlling algae and controlling weeds by either manual or mechanical methods.
At AO3 other topic areas are integrated to consider their respective impacts on maintenance requirements.
At AO1 learners are introduced to maintenance requirements for plant supports, while at AO2 learners carry out these activities and identify works that require professional maintenance. At AO3 the broader impact of the maintenance activities is considered on plant health, sustainability and pruning.
Please note: learners within this element must not be asked to work at height.
AO1 introduces the concepts involved in the management of ponds, while AO2 includes interpreting a pond maintenance schedule, with AO3 linking the concepts of pond care across topic areas.
Topic: 8
Title: Grassed areas
Topic overview
Grassed areas are a key component of many gardens and designed landscapes. It used to be argued that at their best they can be perfect green swards of pristine horticultural beauty. However current thinking has developed to consider that such grassed areas are at their best when they are rich in wildflowers, creating biodiverse rich green spaces.
This topic covers the skills required to establish and maintain grassed areas in private and public garden settings. It will include an understanding of turf species mixes for different purposes, how to establish grassed areas, and maintenance procedures including mowing, scarifying, weed control and maintaining plant health using sustainable practices.
AO1 covers the essential knowledge relating to different types of grassed and non-grass ground cover.
AO2 requires the learner to specify a range of grasses and forbs to meet a number of relevant criteria, for example a formal lawn where only grass species would be appropriate, through to utility lawns, perhaps in shaded locations and meadows.
AO3 considers the wider implications of grassed areas on sustainability.
AO1 covers the key criteria for the establishment of grassed areas, whilst at AO2 learners develop the skill of seeding and turfing grassed areas.
AO3 relates these operations to other horticultural practices considering key similarities and differences in approach, thus integrating this topic with other topic areas. Examples of content could include the difference in tolerances when preparing sites, levelling and consolidation of the soil.
Please note: AO2 links to Topic 2.4 where learners could use the context of lawns for the broadcast sowing of grass seed.
AO1 allows learners to investigate mowing equipment and regimes to balance the needs of aesthetics, turf health and biodiversity in the mowing of grassed areas, while AO2 allows learners to demonstrate skill and competence in the use of a metal-bladed electric or petrol pedestrian-controlled lawn mower, to accurately and safely cut an area of turf.
AO3 considers the carbon footprint of lawn equipment, along with the influence of mowing regimes on biodiversity.
AO1 identifies the impact of thatch and compaction on the health of the sward. AO2 allows learners to develop the skills involved in scarifying and aerating lawns, using either hand or powered equipment, while at AO3 the broader plant health implications are considered along with the sustainable disposal of arisings.
AO1 allows learners to investigate the options available to horticulturists in the control of weeds on grassed surfaces, along with considering the impacts of such weed control measures on the environment.
AO2 allows learners to develop skills in non-chemical weed control. AO2 also allows learners to develop skills in using a quadrat and in the identification of forbs in biodiverse lawn settings.
AO3 offers learners the opportunity to investigate the beneficial impacts of forbs on biodiversity.
AO1 introduces learners to the concepts of sustainable turf health. Determining the thresholds for turf interventions is a key area of sustainable best practice and AO2 allows learners to develop a knowledge in this increasingly important area.
In AO3 the use of garden health plans to ensure all aspects of turf health is considered along with the wider concepts of organic lawn maintenance and the sustainability of turf interventions.
Please note: garden health plans consider the entire range of potential impacts on plant health, while considering the mitigations that can be carried out to manage these threats. Integrated Pest Management is a component part of a garden health plans, along with the management of other abiotic factors.
Turf pests and diseases will be included in the RHS specimen list.
AO1 allows learners to identify the appropriate actions to remedy a range of issues affecting grassed areas, while AO2 offers learners the opportunity to apply these principles when repairing grassed areas.
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Girl Scout Silver Award Checklist
Check items off your list once you have completed them. When you've checked off all the items from each section and received approval from your troop leader or council, you're ready for the next section!
Prerequisite
I am a registered Girl Scout Cadette (in grades 6–8).
I have finished a Cadette Journey, including the Journey's Take Action™ project.
I know that I need to finish my project and submit paperwork by September 30th after 8th grade is completed.
I know the Silver Award Take Action project's required elements are 1. Practicing leadership; 2. Addressing a root cause of a community issue I care about; and 3. Creating a plan to make my project sustainable.
I have completed Silver Award training from my council. (This is highly recommended if available.)
I have reviewed the Cadette Workbook for Earning Your Silver Award.
I am excited to get started!
Project Proposal
I developed a title for my project.
I provided information about myself (solo model) or myself and up to three other Cadettes (small team model) and additional adult resources.
I provided the name of the completed Cadette Journey and completion date.
I answered the Journey reflection questions to remember the lessons learned from the Journey's Take Action project.
I decided my project's expected start date and expected completion date.
I researched an issue I am passionate about and identified at least one root cause that is based on a need in my community.
I have identified my target audience (who is going to benefit).
I have identified and engaged experts and others in my community who might be able to help with my project or have knowledge of how my project issue affects my community.
I have described my plan to address my issue's root cause and make my project sustainable by using one of these three methods:
Create a permanent solution that can be used after the project is complete.
Educate and inspire others in the community or within Girl Scouts to be part of the change.
Advocate to change a rule, regulation, or law and encourage others to join.
I have worked with my team (if applicable) to identify all team members' leadership roles, which are all different and will each take approximately 50 hours of work.
I have reviewed my plan and confirm my project is Take Action and not Community Service.
I have listed potential supplies needed and estimated costs.
I am aware of my local council's requirements for any of my project's donations, money-earning activities, or the use of troop funds.
I am aware that each individual team member should spend approximately 50 hours on the project and maintain a Time Log.
Optional: I've identified how I would try to make my project measurable by making a goal to measure the project's success.
Optional: I've identified how I would try to make a national and/or global link.
I have worked with my team (if applicable) to complete all fields on this form, including all questions, lines, and signatures.
I have worked with my team (if applicable) to develop and submit one Project Proposal.
Girl Scout Silver Award Checklist | 1
Girl Scout Silver Award™ Checklist
Check items off your list once you have completed them. When you've checked off all the items from each section and received approval from your troop leader or council, you're ready for the next section!
Final Report
I have updated my Project Proposal responses, sharing my project results—including what I did, how my project went, and what my team (if applicable) and I accomplished (Section 1).
I have submitted a Budget Worksheet,* which has a record of the funds raised (donations, money earned, and troop funds) and spent, including
how they were spent. I've also provided any additional council-required documentation related to money-earning activities (Section 1).
I have identified how I let others know about my project and the impact it had (Section 2).
I have provided copies of photos, videos, flyers, or other evidence that documents what was accomplished (Section 2).
I have submitted a Time Log* of my hours. Each Cadette should spend approximately 50 hours working towards the Silver Award (Section 3).
I have included my reflection on this experience and how it has prepared me to pursue the Gold Award (Section 3).
I have worked with my team (if applicable) to complete all fields on this form, including all questions, lines, and signatures.
I have worked with my team (if applicable) to submit one Final Report, which includes individual sections that each team member completed on their own.
I have submitted the Final Report no later than September 30th after finishing 8th grade.
*Other formats are acceptable for Time Log and Budget Worksheet
© 2023 Girl Scouts of the USA. All rights reserved.
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Successful Learners
Areas of Learning
As readers we will continue to apply Phonics to develop our fluency. We will aim to develop more sight reading and build up more comprehension when reading larger texts independently.
As scientists we will be learning about germs and healthy eating. We will be thinking about the different groups of food we eat and learning to label them in the correct food groups.
As mathematicians we will begin to learn about statistics with the different ways we can represent data. We will also be learning about position and direction and how to use the correct words to describe movement.
As artist
We are trying out new techniques with various different tools and paints to create different marks and prints.
In Religious Education
We will be learning about the story of ascension and importance of Jesus coming back to earth.
Would you like to live beside the seaside?
Christian Values
The value this half term is RESPECT and we will explore why this is such an important value. We will learn how to be more respectful people within our class. Children will think about themselves and how they can become more respectful and how they can do this.
Spirituality
We will be encouraging curiosity and enquiry of another environment which is so different to ours and devising questions that we can send to someone who lives at the seaside.
Building Learning Powers
Distilling
We will work on our distilling skills by looking at different pieces of evidence and pulling out the essential information we will need. We will be using our noticing skills and making links to our other history learning and discussing similarities.
Questioning
We will be concentrating on our questioning skills and then distilling the information found to help us answer these questions by choosing the most appropriate sources.
Successful Learners
Areas of Learning
As geographers We will think about the beach and how it is different to life in the city. We will compare and observe physical and manmade features. We will think about the different environments we have observed, and we will be answering the question "would you like to live beside the seaside?"
As writers we will research and plan our writing to use key vocabulary to explain and describe the knowledge we have discovered, we will be working creating our own story from a retell of a book.
As information technologists
We will be using computers to help us learn how to research and gather facts about Southport to help our understanding of what is different to Hyde.
As musicians we will be chanting rhymes and learning a new song along with some rhythmic handclaps.
Meta-Learning
We will be talking about what skills we already have and what skills we need in order to complete our tasks, becoming more aware of our own strengths and weaknesses to improve our learning.
Welcome back to school
Welcome to the Summer Term and our final term in Year Two! If there is anything that you need, please feel free to see me and Mrs Clegg before or after school most days at the year two entrance.
Home Learning
Home learning will be set every Friday and is to be returned no later than Wednesday. Please support and check your child's homework as much as you can. Some of the tasks may require your support and collaboration.
Home learning is extremely important to support and embed learning and it would be helpful for you to check this with your child and understand how and what they are learning.
Reading
Please make sure your child has their reading book in school every day and returns their library book on Thursdays. It is extremely important that children read every day at home for at least 10 - 15 minutes to develop a good fluency and understanding. Help by asking them questions and encouraging them to respond to their reading.
PE
Please make sure your child has a full (named) PE kit in school including pumps or trainers so that it is readily available for lessons. Our PE will be on Wednesdays this half term.
Thank you for your continued support,
Mrs Potts & Miss Cokayne
St George's CE Primary School
Information
YEAR 2
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Successful Learners
Areas of Learning
As mathematicians we will use scales, measure mass in kilograms and grams and compare mass. We will use pounds and pence, convert pounds and pence, add money, subtract money and find change.
As information technologists we will sort objects using just YES/NO questions. We will complete a branching database using 2Question. We will create a branching database of the children's choice.
As historians we will explain own views about locations, giving reasons. We will use maps, atlases, globes and digital/computer mapping to locate countries and describe features. We will use fieldwork to observe and record the human and physical features in the local area using a range of methods including sketch maps, plans and graphs and digital technologies.
In R.E we will know key stories in the life of David, we will know that David is a key figure in the Old Testament, and we will know that Christians believe that the nature of God is revealed in the Psalms. We will identify values that I think are important, we will connect values and Christian beliefs to events and teaching in the bible. We will ask important questions about the stories of David.
Why would you visit Hyde?
Christian Values
This term in school we are exploring the value of Respect.
Respect – We will learn the importance of treating others with respect. We will discuss practical ways that we can acknowledge the worth of others and showing them respect regardless of our differences.
'And as you wish that others would do to you, do so to them.' (Luke 6:31)
Spirituality
Whilst exploring our local area, we will become self-aware and empathise with the experience of others in the school and wider community. We will also appreciate beauty in our surrounding areas.
Building Learning Powers
This half term we are going to be more reflective learners. In particular, we are going to stretch our reasoning muscle and give reasons for our thinking. We will gain confidence in expressing our ideas and being able to explain our answers to our friends. By stretching our reasoning muscle, we will work more systematically.
Successful Learners
Areas of Learning
As writers we will be studying different books and writing our own narrative from these as well as other genres. We will study author's skills and techniques and use this information to improve our own writing. We will focus on maintaining the correct tense throughout a piece of writing.
As readers we will continue to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference or textbooks and read books that are structured in different ways and read for a range of purposes. We will recommend books that we have read to our peers, giving reasons for our choices. As scientists we will explore rocks in the local environment, we will explore gravestones and how they differ and we will explore the nature and characteristics of different rocks. We will explore soil and make fossils from dog biscuits. As designers we will generate and develop realistic ideas. We will order the stage of making. We will investigate and evaluate shell structures, and construct strong, stiff shell structures.
Dear Parents,
What a year we have had so far! The children have worked extremely hard and we can't wait to stretch our learning muscles even further in our final half term.
Reading
Your child will be given a reading book to take home as well as a reading book which is kept in school. Your child should be reading daily at home and recording it in their diaries. In school they will take part in daily reading sessions within their English lessons.
Homework
Homework will be sent home on a Friday and is to be completed by the following Wednesday. This will link to work we have done in class, but children may need your support. Please also remember that reading and times tables need to be practiced regularly.
PE
We will be doing PE on Wednesday each week. The Wednesday session is with the sports coach. Please remember to keep your PE kit in school so that it is available for lessons. Could you please check that your child's PE kit has their names in all items to reduce the chance of loss. We still do PE lessons outside in winter so your child may wish to bring a warmer top or tracksuit bottoms to wear in these lessons too.
Chess
We are lucky to be having chess lessons this half term on a Tuesday afternoon. The children will be taught by an expert which is a brilliant opportunity for them to learn a new skill.
Times Tables Rock Stars
Please encourage your child to practice their times tables on Times Tables Rock Stars! If there are any log in issues, please let me know.
Earrings
Please remember that earrings are not part of our school uniform, and they should not be worn in school.
Thank you for your support, please feel free to come and see me if ever you have any queries or concerns or you simply want to discuss your child's progress.
Miss Shaw
St George's CE Primary School
Information
YEAR 3 Summer Term 2 2023
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All Saints' CE Primary School
Vision
Learning hand in hand together with God.
Values
Hopeful school through honesty, forgiveness and trust Achieving school through resilience, respect and ambition Nurturing school through care, compassion and friendships Developing school through wisdom, faith and fun Sharing school through kindness, celebration and love
Subject Policy: Science
Written: October 2021
Review date: October 2022
Written by: Harriet Flaherty
Vision: Learning Hand in Hand Together with God
Curriculum Intent at All Saints'
At All Saints' Church of England Primary School, our enriched curriculum enables all children to thrive as individuals and deepen their curiosity as global citizens. By learning hand in hand together with God, every child is recognised as a unique learner. We celebrate and welcome diversity within our school family.
Through our school values:
All Saints' is a:
Hopeful school through honesty, forgiveness and trust
Achieving school through resilience, respect and ambition
Nurturing school through care, compassion and friendships
Developing school through wisdom, faith and fun
Sharing school through kindness, celebration and love
…we provide the children with the essential skills and knowledge to be aspirational, successful and resilient learners.
Children leave All Saints' with a strong sense of belonging, with confidence for today and beyond.
Subject Intent
Here at All Saints' we aim to ensure that all pupils build up a body of key knowledge, understand its value and enjoy working scientifically to develop a sense of awe and wonder about the world they live in.
How does this subject reflect our Vision and Values?
Science at All Saints' links strongly to our school's Christian values of Developing through wisdom, faith and fun, and Achieving through resilience, respect and ambition. Our enriching, ambitious curriculum allows children to develop their knowledge and deepen their curiosity in the natural world around them.
How does Science look at All Saints'?
All Saints' Science curriculum fosters children's curiosity and a love of learning throughout their time at school. Our curriculum encompasses the acquisition of knowledge, concepts and working scientifically skills within the three main domains of science; biology, chemistry and physics. Through the use of our progression frameworks, we ensure that children are consistently building upon their knowledge, concepts, vocabulary and working scientifically skills.
Science is taught once per week, through a mixture of knowledge and enquiry focussed sessions. Enquiry focussed sessions give pupils the chance to embed their curriculum knowledge and working scientifically skills into one of the five types of scientific enquiry (observing over time, identifying, classifying and grouping, pattern seeking, comparative and fair testing, research using secondary sources). We ensure children have the opportunity to experience the five different types of scientific enquiry across the academic year. Staff have the flexibility to use a mixture of regular timetable slots, blocks or days as appropriate to deliver their science curriculum.
Subject Policy: Science
Vision: Learning Hand in Hand Together with God
In the Early Years Foundation Stage (EYFS), science is taught through the 'Understanding the World' strand of the EYFS curriculum. This is delivered in response to children's own interests, through science focussed inputs, and enhanced through indoor and outdoor provision. The Early Years Foundation stage fosters children's innate curiosity by encouraging them to make sense of their immediate environment and the natural world around them. Children begin to observe changes in states of matter and their own environment. All learners leave the Early Years Foundation Stage with a deepened understanding of the world around them, key vocabulary and a foundation of working scientifically skills. This instills a love of learning and equips our pupils for the Science content of the Key Stage 1 National Curriculum and beyond.
Key Stage 1
In Key Stage 1, the Science curriculum is taught through a thematic approach, where possible, and integrated into ongoing 'topic' work to provide more contextual and meaningful learning experiences. Through a cross-curricular approach, children are encouraged to form links in their learning and begin to apply their mathematical knowledge to their understanding of science, including collecting, presenting and analysing data. Working Scientifically skills are embedded within the content of biology, chemistry and physics. Pupils are given regular opportunities to apply their Science knowledge and skills within the the five types of enquiry (observing over time, identifying, classifying and grouping, pattern seeking, comparative and fair testing, research using secondary sources). Children are encouraged to be curious and ask their own scientific questions. Pupils begin to use simple scientific language, consistent with their word reading and spelling knowledge at Key Stage 1, in order to communicate their ideas. Children will consolidate and build upon this bank of knowledge, vocabulary and working scientifically skills in Key Stage 2.
Key Stage 2
In Key stage 2, the Science curriculum enables pupils to develop a deeper understanding of a wide range of scientific ideas, within the domains of biology, chemistry and physics. Science is taught as a stand alone subject and planned over a 2 year cycle, with a view of moving towards a one year cycle as the school expands into a two form entry school. Working Scientifically skills are embedded within the curriculum content. Pupils are given regular opportunities to apply their science knowledge and skills within the the five types of enquiry (observing over time, identifying, classifying and grouping, pattern seeking, comparative and fair testing, research using secondary sources). In Lower Key Stage 2, children are asking their own questions, drawing simple conclusions and beginning to make some decisions about which types of scientific enquiry are best to answer them. In Upper Key Stage 2, children are able to select the most appropriate ways to answer scientific questions using different types of enquiry. Children are able to draw sophisticated conclusions and justify these based on evidence. By the end of their journey at All Saints', pupils will have built up an extended specialist vocabulary and a sufficient understanding to engage meaningfully in more sophisticated discussion of experimental design within Key stages 3 and 4.
Vision: Learning Hand in Hand Together with God
How do we ensure all pupils learn Science?
Through the use of quality first teaching, teachers and support staff offer personalised support, ensuring that all pupils learn in a way that is suitable for them. Aspects of the science curriculum are prioritised based on the child's individual needs and in line with their EHCP.
How does Science at All Saints' reflect the school's local context and include opportunities for cultural capital, enrichment and diversity?
We take every opportunity possible to enhance the cultural capital of our learners and equip them with the knowledge and experiences needed for society. One way in which we promote cultural capital through science is to provide children with a variety of educational visits and talks with scientific professionals. By exploring scientific discoveries, learning about leaders in scientific fields, and research using quality non-fiction texts, children are exposed to a wealth of different cultures and understand how science is vital in all aspects of society.
Assessment
We are developing the use of knowledge organisers and low-stakes quizzes to aid remembering and long-term learning in all subjects.
Legal Framework and Further Reading
This policy has due regard to all relevant legislation and statutory guidance including, but not limited to, the following:
- DfE (2013) National Curriculum in England
- DfE (2021) Statutory Framework for the Early Years Foundation Stage
Also refer to Long Term Overviews and Curriculum Progression on our website: https://www.allsaintsilkley.bradford.sch.uk/curriculum-subject-overviews/
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