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CORN-SHUCK DOLLS
By Pat Cunningham
Although corn, or maize as it was known to the Indians, is now grown throughout the civilized world, it originally was harvested only in America. When the Europeans arrived here in the 1600's, Indians in North, Central, and South America were using corn as a staple in their diets.
Corn is often declared to be the vegetable responsible for the survival of the early colonists. It was preserved, steamed, dried, pickled, ground, and sometimes turned into liquid form as syrup, whiskey, or cooking oil. It fed the livestock as well as the colonists, and the shucks and cobs were also used in many ingenious ways.
They wove corn-shucks into rugs, doormats, baskets, seats for stools, for decorations, brooms, brushes, whips, bridles, horse collars, toy muskets and hobby horses for children. Many mattresses were stuffed with dried corn-shucks. Dry corn-cobs were used for kindling, to make delightful carved toys, and hallowed out cobs became pipes for smoking Indian tobacco.
One of the oldest known American handcrafted toys is a little doll made of corn-shucks. Throughout the Americas, Indian and pioneer children played with corn-shuck dolls. Today, similar dolls are mostly seen at craft shows or country stores in the Appalachians or the Ozarks. However, they are not confined to these areas. The corn-shuck dolls are still made throughout the United States, Canada, Central and South America. Those of Latin or Indian origin reflect the culture of their respective countries, while those found in the United States recall the traditional crafting style of the early pioneers. These little corn-shuck people are replicas of colonial ladies in bonnets, soldiers with muskets, farmers, brides, blacksmiths, and babies.
Patricia Cunningham is the Colonial Toymaker and an artist-in-residence at the Discovery Center, Fort Lauderdale. She has lived in Broward County since 1955.
Directions For Making Corn-Shuck Dolls
Materials needed for one doll
- inner shucks from six or seven ears of corn
- corn-silk for hair
- needlenose pliers and one piece of eighteen gauge wire
- scissors, glue, black and red felt-tip pens, heavy duty thread, a plastic bag large enough to hold all the shucks, plenty of old newspapers to work on, and paper towels or one of terry cloth
Preparation of material
- Separate inner shucks and trim off one inch from top and bottom. Spread them on newspaper to dry for one week. Shucks are ready for use when they are a light tan color.
- Lightly sprinkle dry shucks with water and seal in the plastic bag overnight. This allows the moisture to be evenly distributed. Shucks should be barely damp, not wet. If too much moisture remains, dry them by pressing them against paper towels or terry towel.
- When ready to start, tear one or two shucks into quarter inch strips to make ties. Cut six or seven pieces of heavy duty thread in one foot lengths.
Making Doll Head
Hold five or six shucks together and tie center of shucks with heavy duty thread. Then carefully peel back shucks from one end (as if peeling a banana) as far back as possible. Tie off for head about one inch from top. Now make another bundle of shucks and tie off in the center again. Place bottom part of bundle over the existing head. Tie it off in the same place as doll neck. Now peel the second top section back in same manner as first bundle and tie it off at neckline. This makes a larger and firmer head. Cover thread with a shuck tie, knot shuck tie at back, and tuck ends into body of doll.
Making arms and shoulders
Thread a length of eighteen gauge wire through a corn-shuck and roll four or five more shucks around it. Tie at wrists and at the center with heavy duty thread. Insert arms through upper body of doll. Arms will stick straight out at sides. With heavy duty thread, tie arms with a “X” tie over and around shoulders and body. Cover with corn-shuck and tie in back; again, tuck in the ends. Be sure you have selected best side of head for a face before tying off arms.
Making shoulder of dress
Make shoulder of dress by placing wide shucks on each shoulder and crisscrossing them at the waistline. Tie off with thread.
Making skirt
Place shucks in layers around the body till you have full skirt (use stem ends at bottom of skirt). Tie off at waistline. Trim those shuck ends above tie off at waist. Now use wide shuck to cover waist as a girdle. Hold it in place and tie off with narrow shuck tie. Knot it in back and wind ends around tie.
Finishing doll
Doll is dried by winding a string around the waist and tying it to a coat hanger to dry for several days. At end of drying time, doll can be trimmed at bottom and it will stand alone.
Variations on finish
Corn silk hair can be added or a corn-shuck bonnet or both. The face is made with felt tip pen. Accessories such as pocket-books, baskets, aprons, etc., can also be made and added before drying. | <urn:uuid:2d5dffe0-dd5f-4377-88c1-a7005981f5fd> | CC-MAIN-2019-35 | https://journals.flvc.org/browardlegacy/article/download/78811/76194 | 2019-08-23T07:15:45Z | crawl-data/CC-MAIN-2019-35/segments/1566027318011.89/warc/CC-MAIN-20190823062005-20190823084005-00118.warc.gz | 509,463,401 | 1,109 | eng_Latn | eng_Latn | 0.997488 | eng_Latn | 0.998433 | [
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Find the specified term of each arithmetic sequence described.
1. A stacked pile of firewood has one more log in each row than in the row above it. If there are three logs in the seventh or top row, how many logs are in the bottom row?
\[ a_7 = 3 + (7-1) \cdot d \]
\[ a_7 = 9 \text{ logs} \]
2. If Aunt Millie sent you $100 on your first birthday, then increased each successive birthday present by $10, how much will you receive on your 21st birthday?
\[ 100 + (21-1) \cdot 10 \]
\[ 100 + 20(10) = \$300 \]
3. The Apple Festival attracted 40,000 people in 1980. It has grown steadily each year by 2,500 people. How many people will attend in 1990?
\[ n = 11 \]
\[ d = 2500 \]
\[ 40000 + (11-1) \cdot 2500 \]
\[ \text{In 1990 } 65000 \text{ people} \]
4. A lecture hall has 6 seats in the first row, 8 in the second, 10 in the third, and so on, through row 12. Rows 12 through 20 (the last row) all have the same number of seats. Find the number of seats in the lecture hall.
\[ S_{12} = \frac{12}{2} (6 + 28) = 204 \]
\[ S_{13-20} = 8(28) = 224 \]
\[ a_{12} = 6 + (12-1) \cdot 2 \]
\[ 428 \text{ seats} \]
5. If the starting salary for a job is $20,000 and you get a $2,000 raise at the beginning of each subsequent year, what will your salary be during the tenth year? How much will you earn during the first ten years?
\[ 20000 + 9(2000) \]
\[ 20000 + 18000 = \$38000 \]
\[ S_{10} = \frac{10}{2} (20000 + 38000) \]
\[ = 5(58000) \]
\[ \$290000 \]
Find the specified term of each geometric sequence described.
6. Assuming a constant 9% annual increase for inflation, what will be the price in 6 years for a pen that costs $.25 today?
\[ a_6 = .25(1.09)^6 \]
\[ = \$0.42 \]
7. The number of different electronic games in the arcade seems to have doubled each month since the first one introduced a year ago. If the description is accurate, how many different games should be in the arcade today?
\[ a_1 = 1 \]
\[ a_2 = 2 \]
\[ a_3 = 4 \]
\[ S_{12} = \frac{1(2^{12}) - 1}{1-2} = 4096 \text{ games} \]
8. Starting with your parents, how many ancestors (grandparents, great grandparents, etc.) do you have for the past ten generations?
\[ a_1 = 2 \]
\[ a_2 = 4 \]
\[ a_3 = 8 \]
\[ S_{10} = \frac{2(1 - 2^{10})}{1-2} = 2046 \text{ ancestors} \]
9. If you are paid a salary of $0.01 on the first day of March, $0.03 on the second day, and your salary continues to triple each day, how much will you earn in the month of March?
\[ a_1 = 0.01 \]
\[ r = 3 \]
\[ S_{31} = \frac{-0.01(1 - 3^{31})}{1-3} = \$3080366931000 \]
10. A car that sold for $8,000 depreciates in value 25% each year. What is it worth after 5 years?
\[ r = 1 - .25 = .75 \]
\[ a_1 = 8000 \]
\[ a_6 = 8000(.75)^5 = \$398.44 \]
Select the appropriate formula and solve for the indicated value.
11. In a grocery store display, there are 9 boxes of tissue in the top level and 10 more boxes in each successive level down to the floor. If there are 10 levels, how many boxes are in the display?
\[ a_1 = 9 \]
\[ a_{10} = 9 + (10-1)10 \]
\[ S_{10} = \frac{10}{2}(9 + 99) = 540 \text{ boxes} \]
12. During the first week in January, Sue took $10 from her home cash box for hobby expenses. She increased each monthly withdrawal by $5 over the preceding month. If she started with $500 on the first of January, how much did she have on the last day of December?
\[ a_1 = 10 \]
\[ d = 5 \]
\[ S_{12} = \frac{12}{2}(10 + 65) = 450 \]
\[ a_{12} = 10 + (12-1)5 \]
\[ 500 - 450 = \text{has } \$50 \text{ left} \]
13. To join the Friendship Club, Mark must introduce himself to 5 more people on each day than on the previous day. Starting with 5 on the first day, how many new people will Mark have met by the 30th of the month?
\[ d = 5 \quad a_1 = 5 \quad a_{30} = 5 + (30-1)5 = 150 \]
\[ S_{30} = \frac{30}{2}(5 + 150) \]
\[ 2325 \text{ new people} \]
14. On the first day of production, the inspectors rejected 384 faulty radios. Each day after that, the number of rejects was half the previous day's rejects. After 7 days of production, how many faulty radios had been rejected in all?
\[ a_1 = 384 \quad r = \frac{1}{2} \]
\[ S_7 = \frac{384(1 - \left(\frac{1}{2}\right)^7)}{1 - \frac{1}{2}} = 765 \text{ faulty radios} \]
15. In January, Alli could do only one sit-up. With continued practice, she has tripled the number of sit-ups she can do every month. How many sit-ups did Alli do for the entire year?
\[ a_1 = 1 \quad r = 3 \]
\[ S_{12} = \frac{1(1 - 3^{12})}{1 - 3} = 265,720 \text{ sit-ups} \]
16. During a vacation, Sandy and Danny noticed that they spent less time on the beach each day than the previous day. If they spent 120 minutes the first day and 90 percent of each day's time on succeeding days, how much time did they spend on the beach at the end of 7 days?
\[ a_1 = 120 \quad r = .90 \]
\[ S_7 = \frac{120(1 - .90^7)}{1 - .90} = 626.04 \text{ minutes} \]
17. Find the sum of the even integers from 2 to 100, inclusive.
\[ a + 4 + \ldots + 100 \]
\[ 100 = 2 + (n-1)d \]
\[ n = 50 \]
\[ S_{50} = \frac{50}{2}(2 + 100) = 2550 \]
18. A city spends $10,000 in 1990 for pollution control. Assume that these costs increase by 7% per year. What would the city spend for pollution control in 1995? What would be its total expenditure in this category from 1990 through 1995? What would the city spend in 2003? What would be its total expenditure in pollution from 1990-2003?
\[ n = 6 \]
\[ a_6 = 10000(1.07)^5 \]
\[ \text{In 1995} = \$14035.52 \]
\[ S_6 = \frac{10000(1 - 1.07^6)}{1 - 1.07} = \$71532.91 \]
\[ 2003 \quad n = 14 \]
\[ a_{14} = 10000(1.07)^{13} = \$24098.45 \]
\[ S_{14} = \frac{10000(1 - 1.07^{14})}{1 - 1.07} = \$285504.38 \]
19. A projectile fired vertically upward rises 15,840 feet the first second, 15,808 feet the following second, and 15,776 feet in the third second. How many feet does it rise the $45^{th}$ second?
\[
a_1 = 15840 \\
a_2 = 15808 \\
a_3 = 15776 - 32 \\
a_{45} = 15840 + (45-1)(-32) \\
= 14432 \text{ feet}
\]
20. The Jones family has rented a house for the past six years. During the first year of renting, they paid $600 per month. If their rent was increased by 5% for each year after that, what is the total amount of money they have paid in rent over the past six years?
\[
S_6 = 7200 \left( \frac{1 - 1.05^6}{1 - 1.05} \right) \\
= 48,973.77
\] | <urn:uuid:dfa5ecda-672e-4e54-8ec3-55adbc61e249> | CC-MAIN-2019-35 | http://hs.moodle.lisd.net/pluginfile.php/181405/mod_resource/content/1/SS%20Applications%20Answer%20Key.pdf | 2019-08-23T06:50:52Z | crawl-data/CC-MAIN-2019-35/segments/1566027318011.89/warc/CC-MAIN-20190823062005-20190823084005-00211.warc.gz | 89,553,635 | 2,150 | eng_Latn | eng_Latn | 0.974658 | eng_Latn | 0.976915 | [
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Saving a Drug Poisoning Victim
AUTHORS:
Jodye I. Selco (Chemistry)
email@example.com
Janet L. Beery (Mathematics)
firstname.lastname@example.org
University of Redlands
Redlands, CA
EDITOR:
David C. Arney
CONTENTS:
1. Setting the Scene
2. Building a Model: Requirements 1-3
3. Using the Model: Requirements 4-7
4. Saving the Child: Requirement 8
References
Acknowledgments
Sample Solution
Notes for the Instructor
Appendix: TrueBASIC Computer Programs
About the Authors
MATHEMATICS CLASSIFICATIONS:
Calculus, Differential Equations, Mathematical Modeling
DISCIPLINARY CLASSIFICATIONS:
Chemistry, Biology, and Medicine
PREREQUISITE SKILLS:
Exponential growth and decay, Euler’s method or other numerical method for solving systems of differential equations
PHYSICAL CONCEPTS EXAMINED:
Kinetics of drug uptake and elimination
MATERIALS INCLUDED:
TrueBASIC programs
COMPUTING REQUIREMENTS:
Numerical differential equations solver, spreadsheet, computer algebra system, or any computer programming language
ILAP Modules: Tools for Teaching 2000, 31-46. © Copyright 2001 by COMAP, Inc. All rights reserved. Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice. Abstracting with credit is permitted, but copyrights for components of this work owned by others than COMAP must be honored. To copy otherwise, to republish, to post on servers, or to redistribute to lists requires prior permission from COMAP.
1. Setting the Scene
You are a physician in a hospital emergency room. A child has just been brought to the emergency room by a frantic parent. The parent takes the asthma medication theophylline in tablet form. Two hours before arriving at the hospital, the child ingested eleven 100-mg theophylline tablets. Like most oral drugs, theophylline is absorbed into the bloodstream at a rate proportional to the amount present in the gastrointestinal tract (stomach and intestines) and is eliminated from the bloodstream at a rate proportional to the amount present in the bloodstream.
Your quick check of the *Physician’s Desk Reference (PDR)* [1999] reveals that the brand of theophylline that the child took has an absorption half-life of 5 hours and an elimination half-life of 6 hours. The *PDR* also warns that a blood-level concentration of 100 mg/L or more of the drug is seriously toxic and that a concentration of 200 mg/L or more is fatal.\(^1\)
You estimate that the child has 2 L of blood. You also determine that because of the 2-hour delay, the pills already have passed from the child’s stomach to his intestines, so that it is too late to eliminate the drug by inducing vomiting. Your task is to determine if the child is in danger, and, if so, to save his life.\(^2\)
2. Building a Model
You are interested in the amount of theophylline in the child’s bloodstream over time. (Actually, you are concerned about the *concentration* of theophylline in the child’s bloodstream over time; but since the amount is slightly easier to
---
\(^1\)These values are the concentrations at which 50% of the patients exhibit these symptoms. In the fatal case, the concentration of 200 mg/L—the lethal concentration for 50% of the population—is called the LC\(_{50}\) value.
\(^2\)In reality, a physician in this situation would contact the local poison center, which would provide information about which symptoms to watch for as well as the appropriate medical treatment.
calculate than the concentration and since you can convert easily from one to the other, you decide to calculate the amount.)
To determine the amount over time, you also need to determine the amount of theophylline still in the child’s gastrointestinal tract over time. You could calculate also the amount of theophylline eliminated from the bloodstream; however, since theophylline in this form is not dangerous, you decide not to keep track of the eliminated drug. The compartment model in Figure 1 illustrates the progress of the drug through the child’s body.
**Requirement 1:** First, predict the general shape of the graph of $G(t)$, the amount of theophylline in the child’s gastrointestinal tract (in mg) after $t$ (in hours), and of the graph of $B(t)$, the amount of theophylline in the child’s bloodstream (in mg) after $t$ hours. Using time $t = 0$ as the time at which the child first ingested the theophylline, make separate rough sketches of the graphs of $G(t)$ and $B(t)$. On each graph, label the point at $t = 0$. (If $t = 0$ is the time when the child first ingested the theophylline, what are the corresponding values for $G$ and $B$?) Remembering that the half-life for absorption of theophylline from the gastrointestinal tract into the bloodstream is 5 hours, label the points at $t = 5$ and $t = 10$ on your graph of $G(t)$. You need not label any other points on the graphs or mark any other values along their axes—yet.
**Requirement 2:** Since you have more information about the rates of change of $G$ and $B$ than about $G$ and $B$ themselves, you decide to model the quantities $G$ and $B$ by writing equations for their rates of change (differential equations). Begin with the differential equation for $G$. Theophylline is absorbed into the bloodstream at a rate proportional to the amount present in the gastrointestinal tract. This means that theophylline is *leaving* the gastrointestinal tract at a rate proportional to the amount of the drug present there. Hence, taking $k$ to be the positive constant of proportionality, you have
$$\frac{dG}{dt} = -kG \text{ mg/h}, \quad G(0) = 1100 \text{ mg}.$$
Use what you know about initial value problems of this form, along with the fact that the absorption half-life of theophylline is 5 hours, to write a formula for $G(t)$, the amount of theophylline (in mg) in the gastrointestinal tract at time $t$. (That is, solve the initial value problem for $G(t)$, then solve for $k$. Record $k$ to four decimal places.) You now should have both a formula for $G(t)$ and a differential equation for $G$ in which $k$ has a numerical value.
Requirement 3: Now write a differential equation for $B$. Since theophylline is entering the bloodstream at one rate and leaving it at another rate, the differential equation for $B$ is of the form
$$\frac{dB}{dt} = \text{absorption rate} - \text{elimination rate},$$
with units of mg/h.
Consider the first term, the absorption rate. Recall that theophylline is absorbed into the bloodstream at a rate proportional to the amount present in the gastrointestinal tract with an absorption half-life of 5 hours. This should sound familiar; use your work from Requirement 2 above to write an expression for the absorption rate.
Now consider the second term, the elimination rate. Remember that theophylline is eliminated from the bloodstream at a rate proportional to the amount present in the bloodstream with a half-life of 6 hours. In order to find the constant of proportionality, assume that at some (future) time $t_1$ there is 20 mg of theophylline in the bloodstream and that no additional theophylline is entering the bloodstream—that is, assume for the moment that
$$\frac{dB}{dt} = -\text{elimination rate}, \quad B_1(t) = 20 \text{ mg}.$$
Under these assumptions, the amount of theophylline in the bloodstream is decaying exponentially. Use what you know about exponential decay to write an expression for the elimination rate. (Record the constant of proportionality to four places after the decimal point.)
You now should have a differential equation for $B$ involving the variables $G$ and $B$.
3. Using the Model
Now that you have differential equations for $G$ and for $B$, you are ready to use them to determine if the child is in danger and, if so, how to treat him.
Unlike for the differential equation for $G$, there is not a simple closed-form solution for the differential equation for $B$. That is, you may not be able to write an explicit formula for $B(t)$ but instead may have to approximate values of $B(t)$ using Euler’s method or another numerical method for solving differential equations. Your instructor will specify the degree of accuracy (number of significant figures) for your calculations.
Requirement 4: Determine the amount of theophylline in the child’s bloodstream at the time of his admission to the hospital, $t = 2$ hours. Recalling that the child has 2 L of blood and that a blood-level concentration of 200 mg/L or more of the drug is fatal, what amount of theophylline in his bloodstream, | <urn:uuid:7a1552c5-1a7a-46ed-bb09-9ed8968ff7d8> | CC-MAIN-2024-33 | http://lisarogersphd.com/wp-content/uploads/2013/02/Saving-a-Drug-Poisoning-Victim-Part-1.pdf | 2024-08-13T13:06:12+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722641076695.81/warc/CC-MAIN-20240813110333-20240813140333-00206.warc.gz | 19,718,405 | 2,015 | eng_Latn | eng_Latn | 0.968162 | eng_Latn | 0.993363 | [
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1. Evidence for DNA as the genetic material.
a. Until the 1940s, proteins were believed to be the genetic material.
b. In 1944, Oswald Avery, Maclyn McCarty, and Colin MacLeod announced that the transforming substance was DNA. They followed up on work done by Frederick Griffith in 1928 on the ability of one strain of bacteria which caused pneumonia in mice to transform a strain that could not cause pneumonia.
c. More evidence that DNA was the genetic material came from studies of the infection of bacteria by viruses.
i. In 1952, Alfred Hershey and Martha Chase showed that DNA was the genetic material of a bacteriophage. They used radioactive S to label the protein of the bacteriophage and allowed it to infect the host bacterium. After centrifugation, the radioactive protein was found in the supernatant. This showed that protein is not injected into host. Then, radioactive P was used to label the nucleic acid of the virus. After infection and centrifugation, the radiation was in the pellet with the bacterial cells. This showed that nucleic acid is injected into host bacterium during infection.
d. The fact that cells double the amount of DNA in a cell just before they divide and then distribute the DNA equally to each daughter cell provided some circumstantial evidence that DNA was the genetic material.
e. In 1947, Erwin Chargaff had made some observations regarding the composition of DNA. He noted that:
i. the DNA composition varies from species to species.
ii. in any one species, the four bases are found in characteristic, but not necessarily equal, ratios. If the bases were chosen randomly, species would be expected to have the same relative amounts of each nucleotide.
iii. in all organisms, the amount of adenine was approximately equal to the amount of thymine (\%T = \%A) and that the amount of guanine was approximately equal to the amount of cytosine (\%G = \%C).
2. The structure of DNA.
a. Maurice Wilkins and Rosalind Franklin used X-ray crystallography to study the structure of DNA.
b. James Watson and Francis Crick worked out the 3D structure of DNA using molecular models made of wire
i. The molecule consists of 2 chains wound together in a spiral (i.e., a double helix).
ii. The sides of the chains are made of alternating sugars and phosphates, like the sides of a rope ladder.
iii. The ladder forms a twist every ten bases.
iv. Pairs of nitrogenous bases, one from each strand, form the rungs of the ladder. In order for the ladder to have a uniform width, a small base must be paired with a large base. A pairs with T and C pairs with G. This is called complementary base pairing.
v. The two strands are held together by hydrogen bonding between bases.
vi. Note that the chains have direction. Each strand has a 3' end with a free OH group attached to deoxyribose and a 5' end with a free phosphate (P) group attached to deoxyribose. This arrangement is called antiparallel.
3. Replication of DNA
a. When a cell divides, the DNA must be doubled so that each daughter cell gets a complete copy. It is important for this process to be high fidelity because any errors made would be inherited by the offspring and these errors would tend to accumulate with each generation.
b. Because each strand is complementary to the other, each can form a template when separated. When a cell copies a DNA molecule, each strand serves as a template for ordering nucleotides into a new complementary strand. One at a time, nucleotides line up along the template strand according to the base-pairing rules. (paper fan model)
c. An experiment in the late 1950s by Matthew Meselson and Franklin Stahl demonstrated that replication was **semiconservative**.
(1) Bacteria that had been growing on a heavy isotope of N were allowed to grow for one generation (*i.e.*, DNA replicated once) on a light isotope of N.
(2) The cells had DNA of one weight. This meant that it was constructed from half heavy (old or parent) and half light (new or daughter) N.
(3) After a second generation (*i.e.*, another replication) the cells had DNA of two distinct weights. Some cells had DNA that was all light and some cells had DNA that was a mixture of light and heavy. This showed that replication is semi-conservative.
d. Origin of Replication
i. The replication of a DNA molecule begins at special sites, **origins of replication**. A specific sequence of nucleotides marks the origin. (a sequence of about 150 nucleotides rich in GATC)
ii. Humans have hundreds of origins from which replication proceeds on both strands in both directions.
iii. At the origins, the DNA strands are separated, forming a replication “bubble” with **replication forks** at each end. An enzyme called **helicase** separates the strands.
e. Elongating a new strand
i. After the two strands are separated, DNA polymerase reads the bases on the template strand and attaches complementary bases to form a new strand. (DNA polymerase works at a rate of about 50 nucleotides per second)
ii. DNA polymerase can only attach the 5' phosphate (P) of one nucleotide to the 3' hydroxyl (OH) of the previous nucleotide that is already part of a strand. The enzyme can only work by building a new strand in the 5' → 3' direction.
iii. The new nucleotides (*e.g.*, ATP) that are attached lose two of their three phosphates which provides the energy to form the bond.
f. Problem of antiparallel strands
i. Remember that the DNA molecule is arranged with the strands going in opposite directions so the 3' end of one strand is aligned with the 5' end of the other.
ii. DNA polymerase adds nucleotides only to the 3' end but can only do this on one strand, the **leading strand**.
iii. The other strand has a 5' P at the end rather than a 3' OH like DNA polymerase needs. This strand, the **lagging strand**, must be made in short fragments (**Okazaki fragments**) going in the direction opposite to the leading strand. Another enzyme, **DNA ligase**, then fills in the gaps by joining the fragments together. (fragments are 100-200 nucleotides in eukaryotes; 1000-2000 in prokaryotes)
g. Priming DNA synthesis
i. DNA polymerases cannot *initiate* the synthesis of a new strand of DNA.
ii. A short stretch of RNA (5-10 nucleotides) with an available 3’ end is built. This short piece is called a *primer* and is built by *primase*, a RNA polymerase.
iii. After formation of the primer, DNA polymerase can add new nucleotides to the 3’ end of the RNA primer.
iv. The leading strand requires the formation of only a single primer as the replication fork continues to separate. For synthesis of the lagging strand, each Okazaki fragment must have its own primer.
v. Another DNA polymerase then replaces the RNA nucleotides of the primers with DNA nucleotides.
h. Replication error rate, DNA damage and repair.
i. The active site of DNA polymerase must recognize all four nucleotides. This means that it is difficult to determine if a nucleotide is mistakenly in the active site. Mistakes during the initial pairing of template nucleotides and complementary nucleotides occur at a rate of one error per 100,000 base pairs.
ii. DNA polymerase checks for these errors by checking the width of the helix. The final error rate is only one per ten billion nucleotides.
iii. Constant exposure to chemicals, viruses, and radiation also cause damage to DNA so human cells have about 130 enzymes which constantly check DNA for errors.
**DNA Technology**
1. DNA profiling
a. Although 99.9% of human DNA sequences are the same in every person, some sequences are unique to each individual - like a fingerprint - so that they can be used to distinguish one individual from another.
i. The process begins with a sample of an individual’s DNA called a “*reference sample*.” To make a DNA fingerprint DNA can be collected from cheek cells, saliva, blood, semen, hair follicles, or any other tissue sample.
ii. The reference sample is then analyzed to create the individual’s DNA profile which can then be compared to another sample to determine whether they are a match.
b. A *restriction enzyme* is an enzyme that cuts DNA at or near specific nucleotide sequences known as *restriction sites*. These enzymes are found in bacteria and serve to defend against viral infection. Inside the bacterium, the restriction enzymes destroy foreign DNA by cutting it at restriction sites. Over 3000 restriction enzymes are known and more than 600 of these are available commercially.
c. DNA is cut up into pieces by restriction enzymes, making strands of varying lengths. Because each person has slight differences in their DNA, restriction enzymes will cut at different places.
d. The strands are separated based on length using the technique of gel electrophoresis. These fragments are then stained so that we can see them.
e. The unique DNA sequences of each person produce a unique collection of fragments of various lengths, which results in a unique pattern of bands on the gel. By looking at the pattern of bands, we can distinguish the DNA from different people. These differences are called **restriction fragment length polymorphisms**.
i. Some of the uses of this technique include forensics, paternity determination, and screening for genetic disorders.
2. **Recombinant DNA** molecules are DNA molecules formed by bringing together genetic material from different sources, creating sequences that would not otherwise be found naturally in organisms. DNA can be taken from living organisms or sequences that do not occur anywhere in nature may be created chemically synthesizing DNA with the desired sequence. Examples of uses include:
a. Bacterial plasmids
i. A gene from one organism is spliced (inserted) into the DNA of a bacterial plasmid. A plasmid is a small, circular piece of DNA separate from the main chromosomal DNA.
ii. The gene is duplicated along with the bacterial DNA when the cell divides and the protein is then synthesized by the bacterial cell.
iii. This is often used as a means of cheaply, mass-producing protein (*e.g.*, human growth hormone, insulin, *etc.*)
b. Plant DNA
i. Bacterial DNA coding for an antibiotic is inserted in plant DNA.
ii. The plant is grown and produces the antibiotic.
iii. This confers resistance to various pests without having to spray chemicals on the plant.
iv. Plants can be given other traits using this technique, such as improving shelf life or frost resistance.
c. Producing proteins in other organisms.
i. The gene for a particular protein (*e.g.*, antibiotics) can be placed inside yeast cells.
ii. The yeast cells can be added to feed for some domestic animals and provide a dietary source of the protein.
iii. The animal then has a source of the protein without having to use expensive supplements.
d. Research
i. A disease-causing gene can be inserted into animals to study the effects of the disease.
ii. This can help in researching treatments or prevention.
e. Gene therapy
i. Some diseases are caused by malfunctioning or damaged genes.
ii. A functional copy of the gene can be inserted into cells to alleviate (or eliminate) the symptoms. *e.g.*, cystic fibrosis, insulin-dependant diabetes. | <urn:uuid:476402e4-a527-434d-922c-4e077f8ce534> | CC-MAIN-2017-47 | http://thelessonlocker.com/materials/biology/DNA_Notes.pdf | 2017-11-18T19:34:16Z | crawl-data/CC-MAIN-2017-47/segments/1510934805023.14/warc/CC-MAIN-20171118190229-20171118210229-00156.warc.gz | 290,794,628 | 2,492 | eng_Latn | eng_Latn | 0.99799 | eng_Latn | 0.998115 | [
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March 2020
TDA's March 2020 Menu Calendar
Good Eats at Turner Pre-k Breakfast Menu
Pre-K is Straight Serve Tray will be made everyday
The Art Contest Continues!
Enter today! Deadline next month!
SquareMeals.org/ArtContest
School Breakfast Week
March 2-6
SquareMeals.org/SBW
| M | T | W | TH | F |
|---|---|---|----|---|
| Cinnamon Chex Applesauce Orange Juice White Milk | Sausage & Biscuit Mandarin Oranges Orange Juice White Milk | Breakfast Pizza Apple Slices in Bag Orange Juice White Milk | Pancake on a Stick Mandarin Oranges Orange Juice White Milk | Spring Break |
| 9 | 10 | 11 | 12 | 13 |
|---|----|----|----|----|
| Spring Break | Spring Break | Spring Break | Spring Break | Spring Break |
| 16 | 17 | 18 | 19 | 20 |
|----|----|----|----|----|
| Cinnamon Chex Applesauce Orange Juice White Milk | French Toast Sticks w/Syrup Mandarin Oranges Orange Juice White Milk | Breakfast Pizza Apple Slices in Bag Orange Juice White Milk | Hot Cakes w/Sausage Mandarin Oranges Orange Juice White Milk | Cheerios Applesauce Orange Juice White Milk |
| 23 | 24 | 25 | 26 | 27 |
|----|----|----|----|----|
| Cinnamon Chex Applesauce Orange Juice White Milk | Sausage & Biscuit Mandarin Oranges Orange Juice White Milk | Breakfast Pizza Apple Slices in Bag Orange Juice White Milk | Pancake on a Stick Mandarin Oranges Orange Juice White Milk | Cheerios Applesauce Orange Juice White Milk |
| 30 | 31 |
|----|----|
| Cinnamon Chex Applesauce Orange Juice White Milk | French Toast Sticks w/Syrup Mandarin Oranges Orange Juice White Milk |
Texas Department of Agriculture
Commissioner Sid Miller
This product was funded by USDA.
This institution is an equal opportunity provider.
I'm HADLEY HEN
MARCH 2020
TDA's March 2020 Menu Calendar
SCHOOL BREAKFAST WEEK
MARCH 2-6
SquareMeals.org/SBW
| M | T | W | TH | F |
|---|---|---|----|---|
| Fox in Socks Tots
Broccoli Grinch Dip
One Fish Two Fish
Cat in the Hat Veggies
Trufula Fruit Beezlenut Berries
White Milk | Cheesy Enchiladas
Refried Beans w/cheese
Diced Peaches
White Milk | Chicken Nugget
Mashed Potatoes w/ Gravy
Diced Pears Roll
White Milk | Pepperoni Pizza
Steamed Corn
Mandarin Oranges
White Milk | Spring Break |
| Glazed Drumstick
Baked Beans
Pineapple Tidbits
White Milk | Spaghetti w/Meat Sauce
Steamed Carrots
Diced Peaches
White Milk | Chicken Nugget
Mashed Potatoes w/ Gravy
Diced Pears Roll
White Milk | Pepperoni Pizza
Steamed Corn
Mandarin Oranges
White Milk | Cheeseburger
Fish Shapes
Emoji Fries
Rosy Applesauce
Ketchup Packets
White Milk |
| Grilled Cheese Sandwich
Steamed Broccoli
Pineapple Tidbits
White Milk | Cheesy Beef Nachos
Refried Beans w/cheese
Diced Peaches
White Milk | Steak Fingers
Mashed Potatoes w/ Gravy
Diced Pears Roll
White Milk | Pepperoni Pizza
Steamed Corn
Mandarin Oranges
White Milk | Cheeseburger
Fish Shapes
Emoji Fries
Rosy Applesauce
Ketchup Packets
White Milk |
| Sloppy Joe
Steamed Broccoli
Pineapple Tidbits
White Milk | Soft Beef Taco
Refried Beans w/cheese
Diced Peaches
White Milk |
Pre-K is Straight Serve Tray will be made everyday
The Art Contest Continues!
Enter today! Deadline next month!
SquareMeals.org/ArtContest
GOOD EATS AT
Turner Pre-k Lunch Menu
SPECIAL ANNOUNCEMENTS
Pre-K
Is Straight Serve Tray will be made everyday
This product was funded by USDA. This institution is an equal opportunity provider.
Hadley Hen was always a smart chick, but one day a radioactive ray of sunlight landed on her head and gave her super intelligence. The eggs that she lays provide protein, vitamins and minerals for kids every day at breakfast. Eggs are a smart way to make the grade and help you feel great all day!
**WHAT TO KNOW**
This month celebrate School Breakfast Week in Texas by starting each day with healthy Texas Foods.
School Breakfast Week is a great time to try foods from farms and ranches in every part of the state! There are almost 250,000 farms and ranches in Texas and that is more than any other state. Eggs, milk, lean meat, fruit, vegetables, and whole grains are all part of a good breakfast- and they’re all produced right here in Texas.
**FUN FACT**
Eggs are an “egg-cellent” source of choline, a nutrient your entire body needs to grow!
**POWER BRAIN POWER**
**HADLEY HEN’S FAVORITE ACTIVITY**
Bowling
**HOW MANY?**
Count the correct number of each fruit or vegetable below.
| Fruit/Vegetable | Count |
|-----------------|-------|
| Apple | 6 |
| Orange | 7 |
| Strawberry | 3 |
| Carrot | 8 |
| Cabbage | 5 |
| Watermelon | 2 |
**JOKES OF THE MONTH**
Q: What did Snow White call her chicken?
A: Egg White | <urn:uuid:c30f2045-c54b-4534-b246-c8b8b39f6e93> | CC-MAIN-2020-16 | https://4.files.edl.io/4cfb/03/03/20/150347-11efb06a-79b7-4376-a177-ed46cbfdaf4c.pdf | 2020-04-02T23:08:17+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370508367.57/warc/CC-MAIN-20200402204908-20200402234908-00262.warc.gz | 329,020,213 | 1,258 | eng_Latn | eng_Latn | 0.911159 | eng_Latn | 0.97583 | [
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Born in 1931 in Alexandria, Egypt, Hagoup Khoubesserian received his early education in the Armenian schools of Cairo. In 1955 he went to Rome to study at the School of Fine Arts from which he graduated in 1960. In 1961 he immigrated to Toronto, Canada, where he lives with his family and maintains his studio. He is a member of the Ontario Society of Artists. He has exhibited in Canada, the United States and France.
“Matisse makes a drawing, then he makes a copy of it. He recopies it five times, ten times, always clarifying the line. He’s convinced that the last, the most stripped down, is the best, the purest, the definitive one; and in fact, most of the time it was the first. In drawing, nothing is better than the first attempt.”
Pablo Picasso
Process: What is Ink Drawing?
Ink drawings are made with a liquid that has pigments and/or dyes which is used to colour a surface to produce an image, text, or design. Ink is used for drawing and/or writing with a pen, brush, or quill. Thicker inks, in paste form, are often used in letterpress and lithographic printing. Ink can be a complex medium, composed of solvents, pigments, dyes, resins, lubricants, solubilizers, surfactants, particulate matter, fluorescers, and other materials. The components of inks serve many purposes; the ink’s carrier, colorants, and other additives control flow and thickness of the ink and its appearance when dry.
feature work
Consisting of thousands of hatch marks each, Hagop Khoubesserian’s drawings depict scenes of general hardship and death that occurred during the Armenian Genocide of 1915 as well as specific historical events in his life. For example, in The Departure/Le Départ, Khoubesserian depicts a farewell between an individual and his family. The family members are faceless, and made indistinguishable by their common fate. Their intentional stylization transcends gender and class boundaries; for Khoubesserian, this is a “world of survivors left in an environment devoid of reference to the source of their lost identities.”
curriculum questions
In what way has the artist used variety in this piece?
What area of the drawing has the darkest colour values? What area has the lightest?
What technique do you think the artist used to get the dark areas of the artwork?
curriculum link
Grade 3, Principle of Design Focus: Variety (from The Ontario Curriculum for The Arts 2009)
Variety: slight variations on a major theme; strong contrasts (e.g., use of different lines, shapes, values, and colours to create interest [bright or light colour values, dark colour values]) | <urn:uuid:266bef93-1c35-4535-9e9b-c6a4673c9bf0> | CC-MAIN-2020-16 | https://www.stationgallery.ca/wp-content/uploads/2017/04/hagop-khoubessarian-drawing.pdf | 2020-04-02T21:22:21+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370508367.57/warc/CC-MAIN-20200402204908-20200402234908-00263.warc.gz | 1,154,051,779 | 585 | eng_Latn | eng_Latn | 0.997738 | eng_Latn | 0.997766 | [
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Pitch Charts
Shows the pitch of hole #1 blow, relative to MIDDLE C.
Use these charts to compare the pitch of various keys in different tunings.
These charts help to answer questions such as...
How does a C Melody Maker™ compare in pitch to a C Major?
Which key of the Natural Minors is the highest in pitch?
| Highest Pitch | Major Diatonic 14 Keys | Melody Maker™ 5 Keys | Natural Minor 12 Keys | Harmonic Minor 12 Keys |
|---------------|------------------------|----------------------|-----------------------|-----------------------|
| Key | #1 Blow | Key Label in 1st Position (straight harp) | Key Label in 2nd Position (cross harp) | Key Label in 1st Position (straight harp) |
| Hi G | Hi G | | | |
| F# | F# | | | |
| F | F | | | |
| E | E | | | |
| Eb | Eb | | | |
| D | D | | | |
| Db | Db | | | |
| Lowest Pitch | Middle C | C | C | G MM | C | Gm | C | Cm | C |
|--------------|----------|---|---|------|---|----|----|----|----|
| B | B | | | | | | | | |
| Bb | Bb | | | | | | | | |
| A | A | | | | | | | | |
| Ab | Ab | | | | | | | | |
| G | G | | | | | | | | |
| Lo F | Lo F | | | | | | | | |
1) Middle C is the name given to the musical note C which is in the middle of the piano keyboard.
2) Middle C is the pitch of the hole #1 blow on a C Major Diatonic harmonica.
Position of Middle C on an 88-key keyboard
Lee Oskar Enterprises, Inc. ©1997-2011 | <urn:uuid:cdab3395-987c-4eb0-bd86-face9a5fe96e> | CC-MAIN-2017-43 | http://leeoskar.com/documentation/PitchCharts.pdf | 2017-10-21T19:12:50Z | crawl-data/CC-MAIN-2017-43/segments/1508187824894.98/warc/CC-MAIN-20171021190701-20171021210701-00369.warc.gz | 187,836,898 | 523 | eng_Latn | eng_Latn | 0.995683 | eng_Latn | 0.995683 | [
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Enterovirus D68 (EV-D68)
EV-D68 is one of many non-polio enteroviruses. It was first discovered in California in 1962. Compared to other enteroviruses, EV-D68 has been rarely reported in the US for the last 40 years.
Anyone can get infected with non-polio enterovirus, but infants, children and teens are the most likely to get infected and become sick. The illness typically occurs in the summer and fall within the US.
Currently, Missouri and Illinois are experiencing an outbreak of EV-D68. Several other states are investigating clusters of children with severe respiratory illness, possibly due to EV-D68. CDC is monitoring these clusters closely.
Symptoms of EV-D68
- Respiratory symptoms such as runny nose, coughing, sneezing, in some cases there may also be a fever associated with these symptoms. The incubation period (time from exposure to onset of symptoms) averages from 3-10 days.
Transmission
- Since EV-D68 is not frequently identified, it has been less studied for the way it spreads, however, the virus can be found in respiratory secretions and is likely transmitted from person-person when an infected person coughs, sneezes, or from touching contaminated surfaces.
- The virus is also shed in stool of infected individuals.
- The virus can be shed from upper respiratory secretions from 1-3 weeks and from the stool for up to 8 weeks in an infected individual.
Treatment
- There is no specific treatment for EV-D68, however many of these infections will be mild and self-limiting, requiring only treatment of symptoms with regular cough and cold preparations and anti-fever medications if a fever is present. * Caution should be taken to ensure that cough or cold preparations do not already contain anti-fever medication before additional anti-fever medication is given to prevent the risk of overdose.
- In the Illinois and Missouri outbreak some individuals have been hospitalized for a more severe form of the illness and have required intensive supportive therapy.
There are no antiviral medications currently available for treatment for EV-D68.
**Prevention**
- There is no vaccine available for EV-D68.
- Individuals can protect themselves by:
- Washing their hands often and thoroughly with soap and water for 20 seconds, especially after changing diapers.
- Avoid touching eyes, nose and mouth with unwashed hands
- Avoid kissing, hugging, and sharing cups or eating utensils with those who are sick
- Disinfect frequently touched surfaces, such as toys and doorknobs, especially if someone is sick
**What Should I do if I develop cold/respiratory symptoms?**
- Consult with your physician and follow their instructions regarding symptom management at home.
- If condition worsens, i.e., your child develops difficulty breathing or wheezing, seek immediate medical attention
- If your child is sick, please keep them at home to reduce the likelihood of spread.
For more information, please contact Susan Dubb, Public Health Nurse for the Uncas Health District, at email@example.com or by phone at 860-823-1189 Ext. 123.
Source: Centers for Disease Control and Prevention
http://www.cdc.gov/non-polio-enterovirus/about/EV-D68.html?s_cid=cdc_homepage_whatsnew_001
http://www.cdc.gov/non-polio-enterovirus/about/overview.html
http://www.cdc.gov/mmwr/preview/mmwrhtml/mm63e0908a1.htm | <urn:uuid:fb6cd6f5-bbd0-4a66-8d3b-dbcc1b4bb98e> | CC-MAIN-2017-43 | http://saylesschool.org/nursing/UncasHealthDistrict-Enterovirus091514.pdf | 2017-10-21T19:16:45Z | crawl-data/CC-MAIN-2017-43/segments/1508187824894.98/warc/CC-MAIN-20171021190701-20171021210701-00369.warc.gz | 281,377,847 | 729 | eng_Latn | eng_Latn | 0.993475 | eng_Latn | 0.99763 | [
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The RESTORE Act holds the parties responsible for the 2010 Deepwater Horizon oil spill financially accountable for repairing damage in the Gulf. The legislation could mean billions for wildlife and habitat. Shown here are some of the projects that conservation groups say can help revive Gulf ecosystems ravaged by oil and decades of degradation, and at the same time help rebuild the region’s economy.—Geoffrey Giller
**GULF WATERS**
- **Gulf Waters**
Expand and improve the Gulf’s marine mammal stranding response and science capacity.
*Cost: $40 million*
- **Seafoor**
Map the bottom habitat of the Gulf of Mexico.
*Cost: $40 million*
- **Mississippi River Delta, Louisiana Mid-Barataria**
Slow marsh and wetlands loss with a river diversion.
*Cost: $650 million*
- **Mid-Breton**
Create roughly 20,000 acres of new marsh over the next 50 years.
*Cost: $123 million*
- **West Maurepas**
Use small river diversions to protect one of our largest baldcypress swamps.
*Cost: $120 million*
**TEXAS**
- **Galveston Bay**
Restore bird-nesting islands using dredge material and breakwaters.
*Cost: $10–$30 million*
- **South Bear Island**
Protect 40 acres of saltmarsh and elevated shrub habitat for breeding and nesting birds.
*Cost: $7 million*
- **Sundown Island**
Slow further erosion by reducing waves caused by storms, winds, and passing ships.
*Cost: $15 million*
- **Bay Ronquille Islands**
Restore 2 miles of dunes and 259 acres of marsh.
*Cost: $46 million*
- **Matagorda Bay**
Create new islands to replace ones lost to erosion.
*Cost: $12–$30 million*
- **Lower Laguna Madre**
Replace invasive plants with natives and improve predator control.
*Cost: $900,000–$1 million*
**LOUISIANA**
- **Breton NWR-Chandeleur Islands**
Restore dunes.
*Cost: $70 million*
- **Biloxi Marsh Shoreline**
Protect up to 30 miles of marsh from erosion.
*Cost: $30 million*
- **Jackson County**
Manage dredge material to maximize habitat, and monitor birds and shorebirds like pectoral sandpipers.
*Cost: $1–$1.5 million*
- **Raccoon Island**
Restore habitat with land stabilization and reduce predators.
*Cost: $30 million*
- **Gulf Shoreline**
Protect 17 miles of beachfront and dunes, and thousands of acres of adjacent marshes.
*Cost: $90–$113 million*
**MISSISSIPPI**
- **Grand Bay**
Acquire and restore several hundred acres of land.
*Cost: $100 million*
**FLORIDA**
- **Alafia Banks**
Install breakwaters to fight erosion.
*Cost: $1.8 million*
- **Lower Suwannee River & Gulf**
Preserve nearly 50,000 acres, with 10 acres for a public park.
*Cost: $21–$25 million*
- **Great Tampa Bay**
Install breakwaters to protect an important bird rookery.
*Cost: $750,000*
- **Everglades**
Replace more than six miles of the Tamiami Trail with bridges.
*Cost: $320 million*
- **Shell Island**
Buy land on this important bird stopover site.
*Cost: $10 million* | <urn:uuid:2607559a-1fb4-4deb-add5-06c57b97d4f4> | CC-MAIN-2015-11 | http://www.landtrustalliance.org/about/regional-programs/se/gulf-coast-initiative/restoring-the-gulf-coast-graphic | 2015-03-01T21:04:49Z | crawl-data/CC-MAIN-2015-11/segments/1424936462555.21/warc/CC-MAIN-20150226074102-00039-ip-10-28-5-156.ec2.internal.warc.gz | 558,715,730 | 780 | eng_Latn | eng_Latn | 0.98588 | eng_Latn | 0.98588 | [
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starting to spoonfeed your baby
When to start solids?
Breast milk provides all the nourishment your baby needs up until 6 months. It is recommended that breastfeeding should continue together with a healthy, balanced diet for up to two years or longer, if mother wishes. Formula milk is the next best substitute for breast milk.
Spoonfeeds should be introduced to your baby’s diet at 6 months if you have exclusively breastfed your baby, or at 4-6 months if you have fed your baby formula. Exclusive breastfeeding means that your baby has been given only breast milk with no other foods or fluids for the first 6 months. Early introduction of spoonfeeds (before 17-18 weeks) is not recommended (this includes giving your baby any foods such as baby rice or rusks).
Remember your baby can decide for himself/herself how much food they need - so try not to feed until the plate is empty.
Baby’s first foods
First foods should be of a puréed and soft runny consistency, without lumps.
- Introduce one new food at a time.
- Suitable first foods: baby rice, fruit and vegetable purées.
- Allow your baby to get used to this food before starting another.
- Start with one teaspoon per day, increasing gradually to 2-3 teaspoons per day.
How to start?
- Ensure you have plenty of time.
- Choose a time when your baby is not too hungry.
- The best way for a baby to learn to take foods is from a spoon. Introduce the spoon to your baby’s mouth gradually so that he or she can suck the food from it.
- Give food first and then follow with breast milk or formula milk.
**TIPS**
Never put rusks, cereals or other foods into the bottle. This makes the feed too concentrated and may be harmful to baby.
Drinks for your baby
As your baby takes more spoonfeeds, they will need less breast/formula milk. If your baby is full on milk feeds, they may not take spoonfeeds.
- Breastfed babies should be offered only breast milk up to 6 months.
- For formula fed babies, formula milk or cooled boiled water should be the only drinks given up to 4 months.
- Fruit juices should not be given in place of milk, from a bottle or at bedtime. Small amounts of well-diluted, unsweetened fruit juice (dilute 1 measure of pure juice to 4 or 5 measures of cooled boiled water) should only be given from a cup, at mealtimes, or with snacks from 6 months onwards.
- Tea, fruit drinks and fizzy drinks are unsuitable drinks for children.
**TIPS**
Your baby needs to learn how to drink from a beaker/cup, rather than drinking from a bottle. It is advised to use beakers with two handles and no lid. Start encouraging your baby to drink from a beaker from 6 months, to encourage your baby to learn how to swallow. By one year, your baby should only be drinking from a beaker. Bottles should not be taken to bed.
**Remember**
Cows milk is not suitable as a main drink for children under 1 year. Small quantities to moisten your baby’s solids may be gradually introduced from 6 months.
Preparing food for your baby
By preparing homemade foods you can have control over what exactly your baby is eating. It is good for your baby to become used to eating home-prepared foods from an early age. Home-prepared meals are often cheaper than jars of baby food.
When preparing meals for the rest of the family, remove your baby’s portion before adding seasoning (salt, pepper). Make up a supply of baby foods at the one time and freeze them. Small portions can be frozen in ice cube trays. Do not add salt to baby’s food.
To soften your baby’s food you can use
- Breast Milk/Formula Milk
- Vegetable water
- Cooled boiled water
- Cows Milk after 6 months
Avoid
- Stock Cubes, gravy and packet & jars of sauce, as these all contain a lot of salt
Commercial Foods?
- These can be expensive;
- Useful when travelling or eating away from home;
- Choose savoury meals rather than sweetened desserts and puddings which are high in sugar;
- Try not to rely on commercial foods every day.
Babies have to learn to swallow food. Your baby may seem to be spitting the food out. This does not mean they do not like it, they are just getting used to spoonfeeding. Offer your baby food that is smooth, soft and lump-free. Remember, if your baby is still taking full milk feeds, they may reject spoonfeeds as they are full.
Stage 1 - Introduction of Spoonfeeds
Suitable Foods
- Puréed meat, peas and beans
- Puréed fruit and vegetables
- Puréed potato
- Gluten-free cereals e.g. baby rice
(Purée-foods with breast milk, formula milk, boiled water or water from cooking vegetables)
Consistency
- Puréed and of a soft consistency without lumps. Start with a thin purée and make thicker as baby learns to take food from a spoon.
Suitable Drinks
- Breast milk
- Formula milk
- Cool boiled water (if necessary)
Foods to be avoided
- Gluten-containing foods e.g. bread, pasta, wheat, rye, oats, barley and breakfast cereals.
- Cow’s milk
- Yogurts, fromage frais, cheese
- Whole nuts and peanut-containing products
- Eggs
Note: Babies appetites can vary. Start with 1-2 teaspoons of food at meals and increase gradually. Remember to include puréed meat or chicken in your baby’s diet.
Suitable First Foods:
Foods to be avoided until 6 months
- Avoid foods that contain gluten (ie. wheat, oats, rye or barley). Some babies may develop an allergy to gluten if given gluten before 6 months.
- Avoid eggs before 6 months of age.
- Do not add salt or sugar to your baby’s food.
- Avoid whole nuts until your child is at least 5 years old - because of the danger of choking.
- It is recommended that children with a family history of asthma, eczema, hay fever or food allergy should avoid peanut-containing products until the age of 3 years. In some cases, it is recommended that breastfeeding mothers avoid peanuts while breastfeeding.
Avoid until 6 months:
You can offer your baby thicker puréed foods by increasing the amount of food you give and adding less liquid.
Stage 2 - Over 6 months
(Babies who start spoonfeeds at 6 months of age should move rapidly from Stage 1 puréed foods to mashed, lumpy and finger foods)
**Suitable Foods**
Foods as in Stage 1, but you can now include:
- Well cooked eggs
- Other breakfast cereals (containing gluten)
- Bread and pasta
- Cheese (pasteurised) e.g. grated Cheddar, yogurt
- Pasteurised cow’s milk can be used in small amounts in foods
**Consistency**
Minced or mashed to a less fine texture
**Suitable Drinks**
Continue to give breast milk/ formula milk
Cool boiled water (if necessary)
Well-diluted, unsweetened, pure fruit juice at mealtimes. Dilute 1 measure of pure juice to 4 or 5 measures of cooled, boiled water
**Foods to be avoided**
Whole nuts and peanut-containing products
Unpasteurised cheese (will state ‘made with raw milk’ on label)
Undercooked Eggs
Encourage chewing by giving lumpier foods at mealtimes. Your baby will also enjoy finger food for chewing practice! e.g. slices of peeled apples, banana, fingers of toast or bread, sticks of carrots, cheese cubes - but do not leave your baby alone, in case of choking.
- It is not a good idea to offer smooth purées for too long, as your baby may become lazy about chewing. Make the transition easier by adding a little mashed or grated food into their usual purées.
- Try giving some drinks such as breastmilk, formula or water, from a lidless beaker/cup, from 6 months.
- Introduce yogurt and fromage frais.
- At some meals, well-diluted unsweetened, pure fruit juice can be given.
- Don’t forget to introduce variety with new foods!
NOTE ON IRON:
Babies are born with stores of iron. At around 6 months, these stores begin to run out. It is important to ensure your baby gets enough iron in the diet for healthy growth and development. Include iron-rich foods (such as lean meat, cereals, beans and green vegetables) in the diet regularly.
Iron Rich Foods:
Let your baby feed themselves, with your help, even if it means messy fingers. Mealtimes are a time of learning and should be fun. Never leave your baby alone when they are eating.
Stage 3 – 9 to 12 months
Suitable Foods
Increase the variety of foods in the baby’s diet. Most family foods are now suitable.
Consistency
Chunky mashed texture, moving to food chopped into bite-sized pieces. Serve some finger foods that can be picked up for self-feeding.
Suitable Drinks
Continue to give breast milk/ formula milk
Cool boiled water (if necessary)
Well-diluted unsweetened pure fruit juice at mealtimes.
Foods to be avoided
Whole nuts and peanut-containing products
Unpasteurised cheese
Undercooked Eggs
Your baby’s teeth:
- Sugary snacks such as sweet biscuits, chocolate or sweets will damage your baby’s teeth.
- Frequent drinks of fruit juice, fruit drinks, squashes and fizzy drinks, between meals, will also cause tooth decay and erosion.
- Try to limit these to meal times; choose unsweetened varieties and dilute well. Milk and water (cooled boiled water, up to 1 year) are the most tooth-friendly drinks.
- Fruit juices should be unsweetened, well diluted (dilute 1 measure of pure juice to 4 or 5 measures of cooled boiled water) and only given in small amounts, at mealtimes, from a cup.
- Teeth should be cleaned gently from the time of their appearance, with a soft brush and water.
- Fluoride toothpaste is not suitable for children under 2 years of age. After two years, a pea-sized amount of toothpaste can be used.
From one year onwards
- By one year, your baby should be able to eat most of the food eaten by the rest of the family.
- Encourage a wide variety of foods, tastes and textures.
- Regular small meals are advised. Some children may need snacks in between such as yogurts, fruit or bread.
Children should be encouraged to have approximately one pint of whole cow’s milk, per day. Drinking more than this can affect your child’s appetite for food.
Low-fat milk should not be given before 2 years and skimmed milk before 5 years.
At this stage, all drinks should be from a feeding cup rather than from a bottle.
Avoid giving sweets, chocolate and other sugary food and drink. These harm the teeth, especially if taken frequently, and may replace more nutritious foods.
Do not offer whole nuts until your child is at least 5 years old, because of the danger of choking.
Remember, you are laying the foundations for a healthy eating pattern for life.
Make meals a social occasion for all the family.
Set a good example for your baby by eating healthy meals.
**Variety is important**
- Bread
- Yogurt
- Milk
- Cereal
- Meat
- Vegetables
- Fruit
- Seeds
Your Questions Answered
What should I do if my baby will not eat?
Do not worry - babies like adults can have ‘off days’. If food is refused, take the food away and give breast milk or formula milk. If the problem persists, contact your Public Health Nurse.
Do babies need follow-on-formula milk?
There should be no need for follow-on-formula milks, provided your baby has a nutritious diet with some iron-rich foods. Continue with breast/formula milk until 1 year.
Is bottled water alright for babies?
Not all bottled waters are suitable for babies. Some waters may have too much sodium present for young babies. Check this with your Public Health Nurse.
Does my baby need vitamin supplements?
Healthy infants who are breastfed or fed formula milk do not usually require additional vitamins. A good mixed diet that includes a variety of foods will provide all the necessary vitamins. Some breastfed infants however, may require Vitamin D supplements. Discuss this with your Public Health Nurse or GP.
I am worried about my baby’s hard bowel motions. Are these normal?
Bowel motions should be bulky and soft. To avoid constipation be sure to give your baby plenty to drink in addition to feeds. Cooled boiled water should be a regular drink for any baby.
Babies over 4 months should be given fruit and vegetable purées (see Stage 1, page 7); babies over six months should be offered fruit and vegetables in addition to foods recommended (see Stage 2, page 9) such as wholemeal bread and wholegrain cereals.
Is it safe to microwave babyfoods?
The use of microwave ovens for heating any foods for babies is not generally recommended, because of the dangers of uneven heating or ‘hotspots’ and the possibility of scalding a baby’s mouth. If a microwave is used, the food must be thoroughly heated, left to stand for a few moments, mixed well and allowed to cool to feeding temperature.
Recipes
Apple & pear purée
2 large eating apples, peeled and chopped
2 ripe pears, peeled and chopped
4 tablespoons water
Put the fruit and water in a small saucepan and bring to the boil. Cover and simmer for about 10 minutes, stirring occasionally. Purée the fruit in a blender or sieve.
Peach, apricot & melon can also be used.
Makes 5 portions.
Suitable from 4 months (stage 1)
Easy one pot chicken purée
Small parsnip, sliced
1 tsp oil
4oz chicken breast cut into chunks
3 medium potatoes, peeled & chopped
1 medium carrot, trimmed and sliced
½ pint water
Heat oil in the saucepan and sauté the parsnips until softened. Add the chicken breast and sauté for 3-4 minutes. Add the vegetables, pour over the water, bring to the boil & simmer, covered, for about 20 minutes or until the chicken is cooked through and the vegetables are tender. Purée in a blender until the desired consistency.
You can also use lean beef or lamb,
Makes 10 portions
Suitable from 4 months (stage 1)
Chicken delight
1oz butter/margarine
1 tablespoon plain flour
4oz milk
4oz cooked chicken
2 tablespoons (cooked) frozen vegetables
1 small mashed potato
Melt the margarine/butter in a saucepan; stir in the flour and cook for two minutes. Gradually add the milk, stirring continuously. Bring to a gentle boil. Remove from the heat. Cut the chicken into small pieces and mash with the peas & potatoes. Stir into the white sauce. (Tinned tuna fish, salmon & white fish can also be used—be careful to remove even the very small bones from the fish and drain tinned fish).
Makes 2 portions
Suitable from 6 months (stage 2)
Mince & cheese pasta
1 egg
8oz milk
2 tablespoons grated cheddar cheese
4oz cooked minced meat
1 cup cooked pasta (e.g macaroni)
Cook mince well. Boil pasta. Beat egg. Add milk and cheese to egg. Mix well - a blender is ideal. Add cheese sauce to the pasta & minced meat. Pour into a lightly greased ovenproof container. Bake in a 350°F (180°C, Gas4) oven for about 30 minutes.
Makes 3 portions
Suitable from 6 months (stage 2)
Key Points
- Introduce spoonfeeds at 6 months for exclusively breastfed babies and at 4-6 months for formula fed babies.
- Always stay with baby when eating.
- Never put rusks, cereals or other foods into the bottle.
- Avoid adding sugar or salt to food.
- Encourage your baby to drink from a lidless beaker with 2 handles from 6 months; bottles should be discouraged after the age of one year.
- Cows milk is not suitable as a main drink for children under one year.
- By one year your baby should be able to eat most of the foods eaten by the rest of the family.
The Health Promotion Unit of the Department of Health and Children acknowledges and thanks the Community Dietitian Managers in Health Promotion, in each Health Service Executive area, for their input.
In particular, the South Western Area, Northern Area and East Coast Area of the Health Service Executive, for the original production of this book. | <urn:uuid:85c58cf3-f521-409e-a64b-055bd5f7cde3> | CC-MAIN-2017-22 | http://laligadelaleche.eu/wp-content/uploads/alimentaci%C3%B3n-complementaria-Irlanda.pdf | 2017-05-25T22:05:30Z | crawl-data/CC-MAIN-2017-22/segments/1495463608617.6/warc/CC-MAIN-20170525214603-20170525234603-00602.warc.gz | 199,916,288 | 3,555 | eng_Latn | eng_Latn | 0.997726 | eng_Latn | 0.998515 | [
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| | Arithmetic Problem | Answer Box | Mark |
|---|------------------------------------------|------------|------|
| 1 | $156 + 100 =$ | | 1 |
| 2 | $81 - 10 =$ | | 1 |
| 3 | $559 + 1 =$ | | 1 |
| 4 | $\frac{1}{2}$ of $48 =$ | | 1 |
| 5 | $489 - 1 =$ | | 1 |
| 6 | $44 + 4 + 4 =$ | | 1 |
| 7 | $\frac{2}{7} + \frac{1}{7} =$ | | 1 |
| | | |
|---|---|---|
| 8 | $7 \times 4 =$ | |
| 9 | $3 \times ? = 18$ | |
| 10 | $372 + 44 =$ | |
| 11 | $33 \div 3 =$ | |
| 12 | $? \div 4 = 5$ | |
| 13 | $587 + 112$ | |
| 14 | $33 + ? = 74$ | |
| 15 | $25 \times 5 =$ | |
| | | |
|---|---|---|
| 16 | $762 - 45 =$ | □ |
| 17 | $600 - ? = 450$ | □ |
| 18 | $24 \times 8 =$ | □ |
| 19 | $\frac{2}{5}$ of 25 = | □ |
| 20 | $\frac{409}{256}$ | □ |
Mr Whoops has made THREE clumsy spelling mistakes in his sentence. Can you underline them and correct them?
Yesterday during my grammar lesson, I learned how to describe nouns using expanded noun phrases. Then in my history session, I read a very interesting book.
Can you add an appropriate preposition to complete the sentence?
After preparing her diving equipment, Polly investigated the coral ________ the Red Sea.
Now, underline the subordinate clause.
How amazing that would be
Underline the imperative verb used with the command.
Write ‘a’ or ‘an’ correctly before the items on the recipe:
____ egg
____ cupful of flour
____ teaspoon of vanilla extract
____ icing bag
Tick the sentence that is a command.
Get in the bath
Would you like to wash your hands
Underline the conjunction in each sentence:
After the celebrations had finished, the balloons drifted off into the distance.
Some of them popped because they blew into the trees.
Can you think of silent letter words to match the pictures?
English Activity
Question time!
What has Geppetto created?
Why is he so surprised?
What is the puppet’s name?
What do you think Geppetto will do next?
Do you think he has made anything magical before?
Can you make a list of all the things the woodcarver would normally make?
Do you have anything that has been carved out of wood in your house?
If you could carve something to come alive, what would it be?
Wider Curriculum Activity
Use general recycling and any resources that you have around your home (e.g. lego, playdough, craft resources, toys, lollypop sticks etc) to create a diorama to show a natural disaster.
You can choose which natural disaster you find the most interesting. You could choose a volcano, an earthquake, a hurricane, a tsunami etc.
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WHAT WAS ABRAHAM LINCOLN'S LEGACY TO AMERICAN CONSTITUTIONALISM AND CITIZENSHIP?
NOTE TO TEACHERS The two hundredth anniversary of Abraham Lincoln’s birthday, February 12, 1809, provides an occasion for teaching and learning about this great man’s contributions to American constitutionalism and citizenship. To this end, the Center for Civic Education has produced this lesson to supplement *We the People: The Citizen & the Constitution*, Level 3, a civic education text for high school students. This lesson should be used after students have completed Lessons 1–7 (Unit One) and 17 (Unit Three). The competitive hearings of the 2009 national finals will include a question on Abraham Lincoln and his legacy.
PURPOSE OF THE LESSON
This lesson traces the rise of Abraham Lincoln from his humble beginnings to the presidency of the United States. It also examines Lincoln’s ideas and decisions regarding slavery and the use of presidential power to preserve the Federal Union during the Civil War.
When you have completed this lesson, you should be able to explain how Abraham Lincoln overcame daunting disadvantages to become a great president. You should be able to analyze and evaluate President Lincoln’s decisions in response to critical constitutional issues of the Civil War. And you should understand and appreciate Lincoln’s enduring legacy to American constitutionalism and citizenship.
WHO WAS ABRAHAM LINCOLN?
Abraham Lincoln (1809–1865), the sixteenth president of the United States, is a symbol of democracy. His stirring story of hard-won achievements occupies a primary place in America’s heritage. Lincoln’s story began in Kentucky on February 12, 1809. Born in a crude, one-room log cabin, Abraham was the second child of Thomas and Nancy Hanks Lincoln. His parents were typical pioneers who had traveled west from Virginia to seek opportunity on the frontier.
In the fall of 1816, when Abraham was seven years old, his family moved north across the Ohio River to acquire 160 acres of land in the wilderness of southern Indiana. Abraham’s mother died in 1817, and his father married Sarah Bush Johnston, a widow from Kentucky, who nurtured her stepson’s ambition. Although his formal education was sporadic and limited, amounting to less than one year of school, Abraham acquired an abiding love of reading. Many years later, he wrote, “A capacity and taste for reading gives access to whatever has been discovered by others.” Lincoln’s lifelong commitment to learning was his key to self-improvement. In March of 1830, when Abraham was twenty-one years old, his family went west again in quest of a better life. The destination this time was the fertile farmland near Decatur
in Macon County, Illinois. Abraham, however, soon moved away from his family to New Salem, Illinois, where he studied law by reading legal texts on his own, pursued political interests, and won election to the Illinois state legislature in 1834. He served four two-year terms.
In 1836, Lincoln acquired a license to practice law and the following year moved to Springfield, the new state capital, where he prospered as a politician and lawyer. In 1842, Lincoln married the socially prominent Mary Todd, and from 1843 to 1853, they had four sons. In 1846, Lincoln won election to the U.S. House of Representatives. However, his outspoken criticism of President James Polk for leading the nation to war with Mexico turned public opinion against him. So, he left Congress at the end of his two-year term and temporarily withdrew from politics.
National controversy over the 1854 Kansas-Nebraska Act brought Lincoln back to intense political activity. This federal statute overturned the Missouri Compromise of 1820, which had permitted Missouri to enter the Federal Union as a slave state and banned slavery in territories north of a line extending westward from the southern boundary of Missouri. Thus, the Kansas-Nebraska Act gave the people within certain western territories the right to choose, by majority vote, whether or not slavery could lawfully exist among them. Senator Stephen A. Douglas of Illinois called it popular sovereignty. But to Abraham Lincoln, it seemed more like popular tyranny, providing the possibility that majority rule could be used to establish slavery within territories from which it had been legally and justly prohibited by the federal government. Lincoln adamantly opposed the westward extension of slavery.
Lincoln joined the new antislavery Republican Party, which nominated him to oppose Douglas, the Democratic Party’s incumbent candidate, in the 1858 Illinois senatorial election. The seven Lincoln-Douglas debates, highlights of a fiercely contested campaign, catapulted Lincoln into the national spotlight. The issues were profound, pertaining to slavery, states’ rights, individual rights, and popular sovereignty. So, the Illinois senatorial campaign attracted a national audience, including many who either passionately supported or derisively opposed Lincoln, mainly because of his position on slavery. Douglas won election to the Senate in 1858, but Lincoln won the presidential election in 1860. After gaining the Republican Party’s presidential nomination, he defeated three rivals, including Douglas. Slaveholders in the southern states, greatly disturbed by Lincoln’s election to the presidency, considered drastic options, including withdrawal from the Federal Union forged by the 1787 Constitution.
By the time Lincoln arrived in Washington, D.C., for his inauguration on March 4, 1861, seven slave states had seceded from the United States to form the Confederate States of America. Nearly six weeks later, from April 12 to 14, 1861, Confederate soldiers attacked
What was the relationship of the 1858 Lincoln-Douglas debates to Lincoln’s victory in the 1860 presidential election?
and forced the surrender of federal forces at Fort Sumter in the harbor of Charleston, South Carolina. President Lincoln responded forcefully to oppose insurrection and to fulfill his oath of office to “preserve, protect, and defend the Constitution of the United States.” Four more slave states joined the Confederacy. The Civil War was on!
At first, the war went badly for Lincoln and the Union. Events of 1863, however, turned the tide of victory toward the Union. On January 1, the president issued an Emancipation Proclamation to abolish slavery within the Confederate states. Abolitionists were disappointed by the limited scope of Lincoln’s order. They recognized, however, that it gave an inspirational moral purpose to the Union war effort. In the mid-year turning point battles of Vicksburg and Gettysburg, Union soldiers won decisive victories. By the end of 1863, the Confederacy’s chances for survival were seriously diminished.
Lincoln won a second term of office during the presidential election of 1864. This political contest, conducted constitutionally during the country’s greatest crisis, demonstrated the vitality of democracy in America. By the time of Lincoln’s Second Inaugural Address on March 4, 1865, the Civil War was winding down. Lincoln spoke movingly about the tragic conflict by which the Union would be saved and slavery ended. He concluded with these memorable and magnanimous words: “With malice toward none; with charity for all; with firmness in the right, as God gives us to see the right, let us strive on to finish the work we are in; to bind up the nation’s wounds; to care for him who shall have borne the battle, and for his widow and his orphan—to do all which may achieve and cherish a just and a lasting peace among ourselves, and with all nations.” A short time later, on April 15, 1865, Lincoln was dead, the victim of an assassin’s bullet. “Now he belongs to the ages,” said Secretary of War Edwin Stanton.
**HOW DID PRESIDENT LINCOLN USE EXECUTIVE POWER TO PRESERVE THE FEDERAL UNION?**
President Lincoln’s First Inaugural Address offered reconciliation to states that had left the Union to form the Confederate States of America and warned of dire consequences if they persisted in secession. He claimed the Union was perpetual and “that no State, upon its own mere motion, can lawfully get out of the Union.” And he pledged to faithfully carry out “the declared purpose of the Union that it will constitutionally defend and maintain itself.” Thus, when fighting began between Confederate and Union forces, Lincoln acted quickly and strongly. He called up 75,000 soldiers from the state militias, requested 42,000 volunteers to the United States military for a three-year term of duty, suspended the writ of habeas corpus to curb anti-Union activity by disloyal citizens, ordered a naval blockade of the Confederacy, and authorized the borrowing and spending of money by the federal government to pay for the war.
*Was President Lincoln’s order to blockade ports of the Confederacy unconstitutional?*
Lincoln acted without prior approval from Congress. His very broad and extraordinary interpretation of the president’s constitutional war powers was based on necessity, not precedent. Critics complained the president had acted unconstitutionally, that he had usurped power expressly granted to Congress by the Constitution. So, Lincoln called a special session of Congress on July 4, 1861, to justify his actions and to seek legislative endorsement of them. Lincoln’s “Message to Congress” emphatically expressed the president’s determination to defend the Union against insurgency. After reviewing the causes of armed conflict, he concluded that “no choice was left but to call out the war power of the Government; and so to resist force employed for its destruction by force for its preservation.” Lincoln claimed that his actions were necessary to save the Union and the Constitution, “trusting then, as now, that Congress would readily ratify them.” He “believed that nothing was done beyond the constitutional competency of Congress.” So, he asked Congress to support his policies. Congress quickly enacted laws, on July 13, to approve the president’s strong and expansive use of war powers, to greatly enlarge the Union’s military forces, and to appropriate funds in support of the war. A short time later, on August 5, a supermajority of Congress voted for a bill that said, “all the acts, proclamations, and orders of the president” since his inauguration “respecting the
army and navy of the United States, and calling out or relating to the militia or volunteers from the States, are hereby approved and in all respects legalized and made valid…as if they had been issued and done under the previous express authority and direction of the Congress of the United States.”
The *Prize Cases*, which came before the Supreme Court in 1863 (67 U.S. 635), posed another constitutional test of Lincoln’s use of war powers during an emergency. On April 19, Lincoln had proclaimed a blockade of ports in the Confederate states. Four owners of ships seized by U.S. naval forces claimed the president had exceeded his executive authority under the Constitution by blockading seaports without a declaration of war by Congress. The Court decided (5 votes to 4) against the petitioners, and concluded that the president had constitutionally used his war powers in a moment of crisis to oppose an insurrection.
**DID PRESIDENT LINCOLN VIOLATE THE CONSTITUTIONAL RIGHTS OF INDIVIDUALS?**
The Court’s slim majority and dissenting opinions in the *Prize Cases* mirrored the public controversy about Lincoln’s wartime decisions. In particular, critics claimed Lincoln’s strong use of executive power to maintain national security had produced unconstitutional violations of individual rights.
Lincoln perceived the paradox posed by his need to simultaneously exercise and limit his executive power in order to preserve the Union and its Constitution. He expressed this constitutional dilemma during his July 4, 1861, speech to Congress. “Is there, in all republics, this inherent and fatal weakness? Must a government, of necessity, be too strong for the liberties of its own people, or too weak to maintain its own existence?” Lincoln chose a course of action, based on necessity, which bordered on being “too strong.” If the government was “too weak” to achieve victory against insurgents, he believed the Constitution, and the liberties it guaranteed, might forever be lost.
At the outset of the war, Lincoln suspended the privilege of the writ of habeas corpus and approved military trials for civilians accused of aiding or abetting the Confederacy in certain areas of the country. More than 12,000 civilians were arrested and held by the military during the Civil War.
Chief Justice Roger B. Taney’s opinion, in a District of Maryland Circuit Court case (*Ex parte Merryman*, 1861), rebuked the president for unconstitutionally suspending the writ of habeas corpus. Lincoln’s decision enabled military commanders to indefinitely imprison persons suspected of disloyalty to the Union without producing evidence in a court of law to justify their detention. Article 1, Section 9 of the U.S. Constitution says, “The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it.” Taney held that the president did not have authority to suspend the writ of habeas corpus without the consent of Congress. The habeas corpus clause, said Taney, appeared within Article 1 of the Constitution, pertaining to the powers and duties of Congress. Finally, Taney ordered the release of John Merryman from the military prison in Maryland, where he had been detained for alleged pro-Confederacy actions.
In his July 4, 1861, speech to Congress, Lincoln disputed Taney’s charge that the Constitution had been violated. He noted that the habeas corpus clause in Article 1, Section 9 of the Constitution “is silent as to which, or who, is to exercise the power [of suspension]; and as the provision was plainly made for a dangerous emergency, it cannot be believed that the framers of the instrument intended that in every case the danger should run its course until Congress could be called together, the very assembling of which might be prevented, as was intended in this case, by the rebellion.” The president in 1862 issued a new executive order to increase the areas of the country where the writ of habeas corpus could be suspended by military commanders. Lincoln’s proclamation also authorized trials by military tribunals or commissions of all “rebels and insurgents, their aiders and abettors within
the United States, and all persons discouraging voluntary enlistments, resisting military drafts, or guilty of any disloyal practice, affording aid or comfort to rebels against the authority of the United States.” Congress enacted a law on March 3, 1863, ratifying the president’s decisions to suspend the writ of habeas corpus. Military trials of civilians, however, were judged constitutional only if they occurred in areas of warfare or imminent threat of armed conflict in which the civil courts were not functioning. Nearly one year after the Civil War ended, on April 3, 1866, the Supreme Court unanimously decided that a civilian, Lambdin Milligan, should not have been tried and convicted by a military court in a state, Indiana, where the civil courts were open and operational (*Ex parte Milligan*, 71 U.S. 2).
**WHAT WAS PRESIDENT LINCOLN’S POSITION ON SLAVERY?**
After winning the 1860 presidential election, Lincoln repeated his long-held opposition to the spread of slavery in the federal territories. He promised, however, that the federal government would not take action against slavery in the states where it existed. In a letter to Alexander Stephens of Georgia on December 22, 1860, Lincoln wrote, “You think slavery is right and should be extended; while we think slavery is wrong and ought to be restricted. That I suppose is the rub. It certainly is the only substantial difference between us.” After the Civil War started, Lincoln vowed to preserve the Union against secession and insurrection, but said nothing about the abolition of slavery. Lincoln explained his position in a letter on August 22, 1862, to Horace Greeley, editor of the *New York Tribune*: “My paramount objective in this struggle is to save the Union, and is not either to save or to destroy slavery. If I could save the Union without freeing any slave I would do it, and if I could save it by freeing all the slaves I would do it: and if I could save it by freeing some and leaving others alone, I would also do that.” Lincoln concluded: “I have here stated my purpose according to my view of official duty; and I intend no modification of my oft-expressed personal wish that all men everywhere could be free.”
One month later, on September 22, 1862, Lincoln publicly announced his “Preliminary Emancipation Proclamation.” It warned the rebels that unless they rejoined the Union by the first day of 1863, a final proclamation would be issued to free all slaves within the seceded states. Lincoln had been considering this decision for several weeks before choosing to announce it shortly after the Union army’s victory at Antietam, Maryland.
He waited for a military victory in order to act from strength on this sensitive matter, which the president believed would weaken the Confederacy and thereby help “to save the Union.”
The rebels ignored Lincoln’s threat, so on January 1, 1863, he issued the Emancipation Proclamation. The president proclaimed “that all persons held as slaves” in the rebellious states “are and henceforward shall be free, and that the executive government of the United States, including the military and naval authorities thereof, will recognize and maintain the freedom of said persons.” Lincoln claimed his proclamation “to be an act of justice, warranted by the Constitution, upon military necessity.” The Emancipation Proclamation did not apply to slavery in the “border states” that remained loyal to the Union. It also exempted areas of the Confederacy already controlled by the Union. However, after January 1, slaves were freed in the wake of Union military advances into the rebel states. Many emancipated slaves joined the Union army and navy, as authorized by the president’s proclamation.
---
**Why did President Lincoln issue his Preliminary Emancipation Proclamation after the battle of Antietam?**
More than fifteen months after his Emancipation Proclamation, on April 4, 1864, Lincoln explained his action in a letter to A.G. Hodges, editor of a Frankfort,
Kentucky, newspaper. “I am naturally anti-slavery. If slavery is not wrong, nothing is wrong. I cannot remember when I did not so think, and feel. And yet I have never understood that the Presidency conferred upon me an unrestricted right to act officially upon this judgment and feeling.” Thus, Lincoln justified his Emancipation Proclamation as an act of military necessity, based on power granted through the Constitution to the president in his capacity as commander in chief of the armed forces. He believed this was the best he could do within the limitations imposed by the Constitution. Lincoln understood that a constitutional amendment was required to abolish slavery immediately and everywhere in the United States. So, he advocated an anti-slavery amendment to the Constitution. Congress moved slowly to propose the amendment, but Lincoln continued to recommend it. The required two-thirds vote of members of both houses of Congress was achieved by January 31, 1865. Lincoln, however, did not live to see this work completed. The proposed Thirteenth Amendment was not ratified by the requisite three-fourths of the states until December 6, 1865.
**HOW DID LINCOLN MAINTAIN AND ADVANCE FUNDAMENTAL PRINCIPLES OF AMERICA’S FOUNDING ERA?**
Lincoln tried to revive and renew political principles that defined America at its birth in 1776. “Let us re-adopt the Declaration of Independence, and with it, the practices, and policy, which harmonize with it,” said Lincoln in an October 16, 1854, speech at Peoria, Illinois, against the spread of slavery to the western territories. In a speech at Independence Hall in Philadelphia on February 22, 1861, he said, “I have never had a feeling politically that did not spring from the sentiments embodied in the Declaration of Independence.”
Lincoln’s understanding of American constitutionalism was based on principles expressed in the Declaration of Independence. He believed the Constitution was meant to fulfill the ideas of equality, liberty, and government by consent of the people in the 1776 founding document. In his actions as president and citizen, Lincoln attempted to preserve the founding political principles and to bring them more fully and justly into the lives of Americans. Thus, he began the process through which slavery was abolished in the United States.
**Lincoln at Independence Hall. What ideas in the 1776 Declaration of Independence influenced the political thought and action of Abraham Lincoln?**
Lincoln’s Gettysburg Address, given on November 19, 1863, recognized the central importance of founding-era principles to the meaning and destiny of America. He noted that eighty-seven years had passed since the birth of “a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal.” He praised the men who fought and died at the battle of Gettysburg for the ideas that have united and sustained the American people. And he urged his fellow citizens to “resolve that these dead shall not have died in vain—that this nation, under God, shall have a new birth of freedom—and that government of the people, by the people, for the people, shall not perish from the earth.” These elegant words signify the enduring legacy of Abraham Lincoln to the people of America.
REVIEWING AND USING THE LESSON
1. What key events led to Abraham Lincoln’s rise from humble origins and relative obscurity to national prominence and the summit of political power in the United States of America?
2. Did President Lincoln usurp the constitutional authority of Congress in his exercise of executive power to defend the Union after the start of military conflict between the Union and the Confederate States?
- Evaluate Lincoln’s comments in his July 4, 1861, “Message to Congress,” about the use of executive powers in a time of national crisis.
- Evaluate the response of Congress to the president’s message.
3. Did President Lincoln’s suspensions of the writ of habeas corpus violate the Constitution?
- Evaluate Chief Justice Roger B. Taney’s opinion in *Ex parte Merryman*.
- Evaluate President Lincoln’s response to Taney in his July 4, 1861, “Message to Congress.”
4. Do you agree with Lincoln’s position about the extension of slavery to the federal government’s western territories and his opposition to the popular sovereignty provision of the Kansas-Nebraska Act?
5. What was President Lincoln’s Emancipation Proclamation? Why did he issue it?
6. What were the immediate and long-term effects of the Emancipation Proclamation?
7. Do you agree with President Lincoln’s claims that his decision to issue the Emancipation Proclamation was a constitutional exercise of his executive power?
8. Why did Lincoln think that an executive order to abolish slavery throughout the United States would have been unconstitutional? Do you agree with his position?
9. How did Lincoln connect his political ideas and actions to principles of the 1776 Declaration of Independence?
10. What is the legacy of Abraham Lincoln to constitutionalism and citizenship in America today?
FOR ADDITIONAL READING
Belz, Herman. *Abraham Lincoln, Constitutionalism, and Equal Rights in the Civil War Era* (New York: Fordham University Press, 1998).
Donald, David Herbert. *Lincoln: A Biography* (New York: Simon & Schuster, 1995).
Farber, Daniel. *Lincoln’s Constitution* (Chicago: University of Chicago Press, 2003).
Guelzo, Allen C. *Abraham Lincoln: Redeemer President* (Grand Rapids, MI: William B. Eerdmans Publishing Company, 1999).
Guelzo, Allen C. *Lincoln and Douglas: The Debates That Defined America* (New York: Simon & Schuster, 2008).
Guelzo, Allen C. *Lincoln’s Emancipation Proclamation: The End of Slavery in America* (New York: Simon & Schuster, 2004).
McPherson, James M. *Lincoln: A Presidential Life* (New York: Oxford University Press, 2009).
McPherson, James M. *Tried by War: Abraham Lincoln as Commander in Chief* (New York: Penguin Press, 2008).
Miller, William Lee. *Lincoln’s Virtues: An Ethical Biography*. (New York: Knopf, 2002).
Neely, Mark E., Jr. *The Fate of Liberty: Abraham Lincoln and Civil Liberties* (New York: Oxford University Press, 1991).
WEBSITES
www.civiced.org
The Center for Civic Education’s homepage, with information about its programs and publications, such as *We the People: The Citizen & the Constitution*.
wtpcompanion.civiced.org
The We the People companion website is designed to be used alongside the new *We the People: The Citizen & the Constitution* Level 3 text for high school students. Features include an overview of the student edition; the preface and the introduction; the full text of all unit and lesson purposes; terms with definitions; the glossary; biographies; links to Supreme Court cases; links to the full text of primary sources; an annotated bibliography; links to specially selected websites that illuminate concepts mentioned in the student text; and multimedia.
AbrahamLincolnOnline.org
Abraham Lincoln Online is a comprehensive guide to letters, speeches, and other primary documents by and about Lincoln, with links to websites that provide documents and other information pertaining to Lincoln, such as the Library of Congress and the National Archives.
memory.loc.gov/ammem/alhtml/malhome.html
Abraham Lincoln Papers at the Library of Congress includes approximately 10,000 documents and 61,000 images pertaining to Abraham Lincoln. Most of the documents are from 1850–1865.
www.alplm.org/education/home.html
The Education page of the Abraham Lincoln Presidential Library in Springfield, Illinois, includes information, educational resources, and programs about the life and time of Abraham Lincoln, with special emphasis on the bicentennial of Lincoln’s birth.
www.historyplace.com/lincoln/index.html
The History Place has a section devoted to Abraham Lincoln, with a timeline, photos, quotations, and famous primary documents, such as the Emancipation Proclamation, the Gettysburg Address, and his first and second inaugural addresses.
www.lincolnbicentennial.gov
The Lincoln Bicentennial homepage includes links to information and educational resources about Lincoln’s life and legacy, learning activities, and lesson plans for students and teachers.
ACKNOWLEDGMENTS
Copyright
© 2009, Center for Civic Education. All rights reserved. Permission is granted to freely reproduce and use this lesson for nonprofit, educational purposes. Copyright must be acknowledged on all copies. Images used in this lesson may be subject to copyright restrictions and may not be reproduced without prior written permission from the copyright holder. Please visit the Center for Civic Education’s website at www.civiced.org.
This supplemental lesson commemorating the bicentennial of Abraham Lincoln’s birth was made possible by a Motorola Lincoln Grant from the Motorola Foundation.
Author
The author of this supplemental lesson on Abraham Lincoln is John J. Patrick, Professor Emeritus of Education at Indiana University.
Image Credits
Page 1, The Granger Collection, New York; 2 (l), Lincoln in his boyhood, chromolithograph, ca. 1868, after a painting by Eastman Johnson, The Granger Collection, New York; 2 (r), An artist’s reconstruction of one of the Lincoln-Douglas debates of 1858, The Granger Collection, New York; 3, Confederate Blockade Runner and Union Man-o-War by E. Mullen, oil on canvas, 1861, The Granger Collection, New York; 4, Lincoln arriving at the U.S. Capitol for his first inauguration, February 4, 1861, color lithograph, 1861, by W. H. Overend, The Granger Collection, New York; 5, Allan Pinkerton, President Lincoln, and Major General John A. McClernand photographed at Antietam, Maryland, on October 3, 1862, by Alexander Gardner, The Granger Collection, New York; 6 (l), Lincoln reading the Emancipation Proclamation to cabinet officials (from left to right) Montgomery Blair, Edwin Stanton, Caleb Smith, Edward Bates, and Gideon Welles, oil on canvas by Albert B. Chapman, 1862, detail, The Granger Collection, New York; 6 (r), Lincoln speaking at Independence Hall, Philadelphia, on February 22, 1861, after the painting by Jean Leon Jerome Ferris, The Granger Collection, New York; 7, Lincoln Memorial, Washington, D.C., sculpture by D.C. French, The Granger Collection, New York. | <urn:uuid:882c1d34-3cf2-4c73-9fb5-d13515ad7b75> | CC-MAIN-2017-17 | http://lawanddemocracy.org/pdffiles/2009Lincoln.cce.pdf | 2017-04-24T09:25:22Z | crawl-data/CC-MAIN-2017-17/segments/1492917119225.38/warc/CC-MAIN-20170423031159-00052-ip-10-145-167-34.ec2.internal.warc.gz | 218,667,811 | 6,047 | eng_Latn | eng_Latn | 0.989607 | eng_Latn | 0.996363 | [
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Wetlands Conservation & Sustainable Management in the Nilgiris
Final Project Report
& Local Management Plan
Keystone Foundation,
Kotagiri,
Nilgiris, Tamil Nadu,
India
October 15th, 2006
Acknowledgements
We would like to express our gratitude to the Small Wetlands Programme of IUCN - The Netherlands Committee for supporting this initiative. If not for their timely recognition and support we would have not got the opportunity of diving into the world of hill wetlands. This project has led us to exploring and expanding our work on hill wetlands in the Nilgiris Biosphere Reserve which are home to Indigenous forest people and rare repository of mountain biodiversity.
Keystone Wetlands Team:
- Advisors – Rev. P.K Mulley – Cultural Anthropology; B.J Krishnan – Water Policy - Legal Aspects
- Anita Varghese, Ecology
- B. Sivaraj – Indigenous Knowledge
- Justin Raj – Local Resource Person
- Kunal Sharma – Forest Management
- Mathew John – Rural Management
- N. Rajendran – Indigenous Knowledge
- Pratim Roy – Ecology & Development
- Robert Leo – Rural Development
- Samita Vasudevan – Livelihoods
- Senthil Prasad – Geographical Information System
- Shiny Mariam Rehel – Botany
- Snehlata Nath – Livelihoods & Socio-Economy
October 12, 2006, Keystone Centre, Kotagiri, Nilgiris
Introduction
The Nilgiris are located between 11°10' and 11°30' N latitude and between 76°25' and 77°00' E longitudes at the junction of the Eastern Ghats and the Western Ghats, or Sahyadris, the two prominent mountain ranges that run almost parallel to the coastlines of Peninsular India. The Nilgiris is home to unique wetlands that are the source of sustenance of numerous animals and human communities. Wetlands are among the more important reservoirs of biodiversity that nature has painstakingly crafted over millions of years. Wetlands are highly productive are cradles of biological diversity, providing the water and primary productivity upon which countless species of plants and animals depend for survival. They form refuge areas in times of drought, provide important breeding and nursery areas for a large range of animals. An immense variety of species of microbes, plants, insects, amphibians, reptiles, birds, fish, and mammals form part of a wetland ecosystem.
The threatened wetlands of the Nilgiris
However, wetlands are also a widely neglected ecosystem. Often regarded as wastelands, wetlands continue to be among the world's most threatened regions. Most of them have been converted for agriculture, ongoing drainage, conversion, pollution, over-exploitation, fishing, real estate development and even building parks. The concern for conserving them have been steadily rising over the years and received a big push with the signing of the Ramsar Convention in 1971.
Globally and in India, wetlands are facing relentless pressure. They have been steadily and rapidly disappearing across the country over the past decades. The most severe impact has been from man and his activities that are commonly termed as anthropogenic pressure. Besides, increased threat of invasive plant species has also accelerated loss of wetland habitat.
Destroying or degrading wetlands can lead to serious consequences, such as increased flooding, extinction of species, and decline in water quality. The rich biodiversity that we often see in wetlands, though abundant, is most vulnerable to any change in wetland ecology. Much of this
biodiversity stands to be lost forever if wetland resources are not used judiciously. Whether in the hills or plains, wetlands need to be preserved. The immense loss and undermining of wetland status needs to be reviewed, active rethinking must happen and restorative action undertaken to preserve our wetlands.
In the Nilgiris, wetlands have been perceived as wastelands associated with disease, difficulty and danger. Emphasizing the negative impacts and ignoring their importance, these habitats were considered obstacles in the path of progress and hence drained, filled, despoiled and degraded for economic gains. The wetland loss has been responsible for bringing to the verge of extinction many species of animals and plants. Inadequate understanding of the crucial role and utility of wetlands is a matter of serious concern.
Historically, most wetland losses were due to agriculture. Today, the most common threat to Nilgiris wetlands is development because of fertile soil and location, many wetland areas are desirable for farming, business and housing developments and form localized high population zones within the Hill District.
In fact, a preliminary analysis suggests that the region has suffered an immense amount of loss in the number of wetlands due to agricultural interventions in the plain, fertile, valley areas. Lately, wetland losses are also due to other developmental activities like housing, community halls, toilets, schools as well as other business activities like eucalyptus oil distillation plants.
Other threats come from:
- **Invasive species**: Wattle, *Ulux spp.*, *Cytissus spp.*, *Lantana camara* is widespread at all sites. Invasive were found growing on the edges of the swamps forming potentially harmful threats to the health of wetland systems.
- **Exotics**: Eucalyptus species were found in upland regions along most of the protected wetlands. Visually, there seemed to be a lot of water around the trees. The trees were always found planted at the higher lands and near the source points.
Pesticide inflow: Most vegetable growers are located in valleys close to wetlands. In most cases, there appears to be unrestricted access for water and no controls on the inputs of agriculture. As per our interviews and data collection, chemical runoff is very high. Usage of wetland resources is taken to points of breakdown, with tea plantations being raised till the edge of the wetland and in areas like Gudalur, tea was being raised on top of wetlands. In spite of knowing from experience, that tea will not do well in these regions; farmers act in ignorance and contribute towards deterioration of these precious resources. The issue raised by farmers is "why leave the land fallow? This answer is difficult to answer but the team clearly understood that most of the surveyed wetlands have a high probability of contaminated water through chemical inflows.
Effects of Pollution – Pesticide pollution of wetlands reduces the "crop" of aquatic insects essential for the growth and development of aquatic birds. The use of pesticides on farmland has further reduced the amount of safe habitat available for birds that already have to make do with small woodlots, hedgerows, shelterbelts, and farm ponds for nesting or feeding. Habitats bordering agricultural fields can become a liability if birds are attracted into the fields and then inadvertently poisoned by toxic insecticides. Herbicide use, in plantations, may cause ground-dwelling birds to lose the leafy shelters that protect them against predators and bad weather. The potential for the herbicide spray to drift through the air and contaminate distant wetlands through water runoff is also a concern. In Nilgiris, we already see a trend where rampant usage of pesticides has led to decreased biodiversity in these places. Though, scientific evidence is lacking, yet estimations and interviews with local people who complain about the loss of biodiversity have led us to believe that pesticides do play a major role in accentuating loss in biodiversity.
Grazing: Many of the wetlands we surveyed were subjected to high levels of grazing but whether this was a pressure or a part of the ecosystem one needs to look into. Review of existing knowledge base suggests that grazing plays a positive and detrimental role in the wetland ecosystem. Local people have in fact been traditionally nurturing wetlands for the express reason of providing fodder for their cattle. Yet, as we observed in a number of places, pressure from cattle has increased manifold times and a large number of wetlands are shrinking in their
biodiversity levels. Grazing stunts growth of vulnerable plants and wildlife is forced to compete with cattle for the limited amount of fodder available.
Utilization of wetlands as grazing lands, if properly managed, proves to be a source of valuable nutrients for cattle. More villages and local people must come forward and learn from the best practices of grazing from communities that have successfully managed grazing for a long time.
**Wetland Management Plan**
The first stage of the project was concerned with collection of data on wetlands from prominent wetlands of the Nilgiris. An attempt was made to cover as many wetlands as possible and from as many representative areas in the Nilgiris. However, the more we studied about wetlands; we realized that we have barely managed to touch the most outer surface of wetlands in the Nilgiris. For, not only were there innumerable wetlands, but each was distinct in its own way. We surveyed more than 40 wetlands and comprehensively covered about 38 of them. Along the way, we found innumerable wetlands in the Nilgiris and learnt about the amazing importance wetlands have for man and wildlife. Towards the end of the first phase of the project, we compiled all knowledge on these wetlands in the form of simple report. We made posters and organised walks in the town promoting wetland awareness and protection in vulnerable urban areas. The second stage started with more awareness campaigns that included making posters on various issues regarding wetlands.
**Local management plans**
In view of the time constraints for further extensive research and scientific validation of numerous findings, the team focused on particular regions and prepared local management plans for the wetlands surveyed. Out of 38 wetlands, five have been selected for further research and specific local management plans have been prepared for these.
A General management plan and local management plans for five surveyed wetlands have been prepared in collaboration with multi-stakeholders in the particular regions. A set of criteria has been developed after thoroughly analyzing the data and applicability; the wetlands were then
classified on that basis. Management plans have been outlined based on these criteria.
These wetlands were selected considering the fact that they represented different ownerships, communities and usage. The data analysed showed these wetlands as having high socio-economic dependence as well as high ecological threat. Therefore, these wetlands required immediate attention and immediate implementation of the management plans.
**Classification criteria for the wetlands**
Legal status of the wetlands has been used to classify the wetlands. This provides us with detailed information towards the status of wetlands. This document could be used to serve as a base for initiating further legal initiatives for the conservation of wetlands.
Most wetlands are Common Property Resources (CPRs) falling within the jurisdiction of the Panchayat and utilized as well as exploited by people and often not taken much care of. Some wetlands are private and mostly managed by tea or coffee estates. The rest fall under the criteria of protected areas and are usually under the jurisdiction of forest department or (Annexure 1: table with list of wetlands and their legal status) within the domain of government departments and institutes. In some cases, the wetlands have been modified as dams. Some wetlands have been formed as a result of creation of dams, where a stream or a river previously existed. Some of them are protected and the rest are also CPRs. CPRs have been further classified as CPRs in urban areas of Nilgiris, rural areas as well as those in wilderness.
**Implementation of Management plan for Wetlands of the Nilgiris**
Preparation of a management plan for wetlands that have multiple stakeholders is a complex effort and its implementation would be an even greater challenge in the current scenario. However, the first step needs to be taken and this effort addresses that initiative.
The first step is to identify the stakeholders and quantify usage as well as existing threats from and upon the wetlands of Nilgiris. This needs to
be followed up with awareness generation campaigns and efforts to motivate stakeholders towards formation of a committee. The committee so formed would involve stakeholders including government officials from panchayat, water and sanitation departments, besides the direct stakeholders.
**Wetlands in Urban areas**
**Major Issues:** The immediate concern in urban wetlands is that majority of them have been encroached upon and converted to residential plots or as extended kitchen gardens. Besides, garbage is dumped directly into wetlands blocking the inflow as well as outflow. In totality, “Rules have been observed as commonly flouted and sanitation is namesake as houses adjacent to wetlands directly discharge the sewage into it”.
**Socio-economic status and stakeholders in urban wetlands:** In a majority of the urban wetlands, the surrounding area is inhabited by communities belonged to the lower income groups. Among the lower income group, most are directly dependent on the wetlands.
People who are directly depended on wetlands for their income activity include washer men, small vegetable growers and other small time workers like mechanics and shops owners making use of wetland water. This is not the rule, for exceptions exist, when persons belonging to higher income also occupy prime areas adjacent to the wetlands. As is common in urban areas worldwide, residents do not belong to one particular community but are from various cultural backgrounds. There are the other residents who are not depended on wetlands for economic activities but draw water from wells dug adjacent to the wetland for domestic purpose.
Urban wetland stakeholders
- Washer men
- Mechanics
- People using water for domestic usage
- Small scale business like saw mills
- Floriculturists
- Small scale agriculturalists
- Panchayat
In most urban CPRs, wetland areas have shrunk due to encroachment and the quantum of garbage is more than the original wetland vegetation leading to some wetlands resembling a garbage dump. However, in spite of low density and diversity of wetland plants in badly affected wetlands, there are remnants of original wetland plants indicating that a particular site was infact - *a wetland*.
A prime concern surrounding these wetlands is the lack of ownership and cultural significance among the residents on the town. Unlike villages of The Nilgiris, inhabited by homogenous groups and indigenous people, towns have an amalgamation of people from various cultural backgrounds. This causes lack of cultural association with wetlands, lack of ownership and corresponding lack of affiliation with wetland resources, other than for commercial and personal extraction of these resources.
**Local management plan for wetlands in urban areas**
- A stakeholder analysis by us would help explain the complex needs and values that wetland would present to them.
- Involvement of stakeholders in all dialogues between the communities and panchayat/municipal to work on measures like garbage disposal, water management, preservation of wetland, equitable and just use of wetland resources. This would involve standardizing mutually agreeable rules to limit exploitation of natural resources as well as abuse in other forms like garbage and sewage disposal. These rules could be developed in consensus with the community.
- Awareness generation using posters, media, local clubs and cultural associations.
- Involving young adults and school children in restoration and monitoring activities. School children are a highly potent means towards
achieving the goal of wetland restoration and conservation. They need to be involved in activities like tree-planting and weeding activities.
- Restoration activities with the involvement of stakeholders to restore natural environment.
- Teachers would be trained to inculcate the spirit of conservation in children who are at an impressionable ages and conduct conservation activities such as taking students for practical sessions like preparing an inventory of bird, plant, insect and other small animals.
- Community development projects and measures to alleviate poverty which causes abuse of wetlands should be specifically designed and targeted towards these stakeholders who form a large constituent of the stakeholder community.
- Facilitated by civil society organizations, stakeholders in collaboration with government officials would establish standards for development, refurbishing of the infrastructure, waste disposal, and treatment of sewage, control of litter and optimum use of the fragile ecosystem accordingly.
- Finally, responsibilities and roles for each stakeholder for implementing and monitoring the management plan.
Wetlands in rural areas
The survey and observations suggest that wetlands in rural areas can be classified into broadly two types depending on the usage.
Type I: Encroached Common Property Resources
In this category, there are wetlands which are CPRs by classification and have been encroached for construction of community halls, schools, public toilets etc. In addition the source has been tapped for supplying drinking water to towns and villages.
This case is seen in villages surrounding the major towns of Kotagiri, Coonoor and Ooty. The above constructions have been carried out by the panchayat on CPR land. Wetlands fall under this category as they are classified as 'wastelands' in legal terms.
Most of these wetlands in areas like Denad, Longwood Shola and others have been tapped to supply drinking water to Coonoor, Kotagiri and some big hattis (Badaga Villages) in the region. Construction has shrunk the size of the wetland and reduced the natural vegetation of the region. Moreover, wastes from toilets and other outlets spoil the water quality which could be harmful to animals and plants alike. This is a very serious condition and a major disease outbreak is highly likely in the near future. It would infact be extremely unhygienic to supply drinking water from these sources without taking comprehensive measures to protect the source as well as the wetland zone.
In some places, water tests detect an abnormally high presence of coliform bacteria which is a dangerous carrier of many diseases.
In these sites, the stakeholders are varied in their economic and cultural profile. However, most of the people who live adjacent to the wetlands are farmers belonging to the Badaga community, while those enjoying the benefits of the water supply live away from the source zones.
**Management Action Needed** - As Type I wetlands do not directly benefit villagers, an incentive package would be needed to be incorporated into the management plan. The town or hatti receiving the water supply would have to take up an active role and provide an incentive to the villagers for keeping the area garbage and sewage free.
Here again the panchayat would have to play an active role in keeping the area free of garbage and for diverting or treating the sewage. Water tests should be carried out and the quality monitored frequently to prevent the spread of water-borne diseases.
The principle of 'Polluter Pays', though considered impractical in Indian conditions is one of the major ways to control the growing degradation of
the wetland. In the Nilgiris, the major beneficiaries of wetland resources of this type is the Urban or homogenous village areas.
A dweller who resides in such a place should and must pay for the loss and degradation that is occurring within the wetland. He must form an association that overlooks the status of the wetland. Whether it be monetary compensation to the adjacent people or infrastructural development, the initiative is his. The 'polluter/user must pay' is not a negative term as a large number of resource users together would need to contribute a miniscule amount from his income so as to be able to protect, conserve and preserve his water source. The initiative and overall direction can be taken up by organizations like Keystone and other civil organizations but in making the Panchayat the focal point of the entire initiative lies the strength. The Panchayat is the main implementing agency and it should oversee the status changes in the wetlands lying under its jurisdiction. The Panchayat should introduce regulatory measures to ensure social, cultural and environmental sustainability.
**Type II: Direct access Stakeholders**
Wetlands in type II are either private or CPRs, the users and beneficiaries directly derive economic benefit from wetland resources.
Large areas in the valley have been converted into agricultural fields. These developments have been triggered by a host of factors, including the fallout from intrusion of the money society, large scale migration into the hills and breakdown of sustainable means of livelihood. The people who derive benefits directly fall under many categories, however they are primarily agriculturists.
In this scenario, since cultivating directly on a wetland is not possible, people have used indigenous techniques and filled the land with soil, sometimes more than three feet above the water level. They have also designed instruments that are easy to use for agriculture on such
reclaimed lands. Thus, people have adapted to the conditions and suitably modified conditions in the wetlands, so that agriculture could be carried out. It was noted, as written in the previous pages, that tea was also being grown on abnormally raised beds within wetlands. This practice is not common in the upper hill region of the Nilgiri massif but in the lower elevation regions of Gudalur taluk adjoining the Mudumalai sanctuary.
One fallout of this activity is that huge amount of pesticides are deposited into the wetland through residues emanating from agricultural fields. As most of the fields lie very close or within wetland area, pesticides get mixed within wetland surface and subsurface water quickly. Secondly, large numbers of pumps are used to extract water for agricultural purpose. In some cases such as unrestricted CPRs, there is indiscriminate extraction with innumerable pumps operating in the landscape while in other regions, an understanding on water usage and sharing has been approved between the community members.
Thirdly, we came across several eucalyptus oil distillation plants set up on private lands which use water directly from the wetlands and in many cases, from the source of wetlands.
Most wetlands have disappeared due to the spread of agricultural and grazing land. It has been difficult to access but rough estimates suggest that a large majority of the wetlands have been converted. The present threat is that a large number of the existing wetlands are continuously being degraded and destroyed. Therefore, management, conservation and wise use of the existing wetlands is imperative. The concern is immediate, not only for maintaining biodiversity in the region but also because it is an important source of water for direct use as well as indirectly by recharging the groundwater. Loss of this valuable water body would lead to irreparable damage to environment and human beings as well.
Management Action Needed: To prevent further degradation and assist in the management of such areas, long term monitoring plans to study the effects of the pesticides on birds and soil need to be carried
out. A more result oriented option is to assist farmers for conversion to an organic way of life. Efforts towards this have already been initiated by a number of organizations and these initiatives need to be further encouraged. Some farmers have converted back to natural means of farming. This is a long term initiative that has the potential of ushering a healthy pesticide free world.
**Wetlands in Private Areas**
A large number of wetlands come under the designation of privately owned wetlands. Such wetlands are under the benevolent mercy of the owners. It is indeed commendable that a large number of such wetlands have been preserved and conserved by their owners. Prominent amongst these private groups include the Chamraj Estate and Chamraj owned gardens such as Korakundha. The Korakundha estate has achieved success in conserving wetlands. As a result, tea estate thrives with biodiversity as well as ample water emanating from the innumerable wetlands that abound in the estate.
However, lack of awareness about ‘wetlands’ is appalling when we consider the quantum of privately held wetlands. Though some estates as mentioned are well managed, many have been converted or intensely exploited. Some wetland are not provided basic recognition and commonly referred to as waterlogged area where tea cannot be grown. In such cases, wetlands are not used for any purpose but are recognized as ‘wastelands’. The major threat lies in the probability of these wetlands being converted into ‘productive lands’. Estates like Korakundah can take a lead in involving estates to refrain from misunderstanding and misusing our wetlands.
The most common utilisation that we observed was check dams having been constructed on wetlands and piped water supplied to estate colonies. Some gardens were utilizing the wetlands for fodder sources and some
for small scale activities such as floriculture. These activities were generally not intensive.
**Management Action Needed:** In privately held estates, it is imperative that the owners and managers be sensitised about wetlands and its values and functions. This is because wherever the wetland is being managed artificially, it must be done without causing harm to flora and fauna and wherever it is thought of as wastelands, the wetland must be set in its natural state and a limit set for reclamation for other uses.
The following guidelines could be followed for conserving wetlands in private tea estates and agricultural fields:
- They would be encouraged to convert to organic or make minimum use of pesticides in places where runoff or flow from application may enter the wetland.
- Increasing their awareness levels and sensitizing them towards wetland conservation by which they would then
- Ensure that the pesticide sprayers should avoid over spraying of wetland areas.
- Wherever possible they would maintain buffer strips around wetlands where chemical praying is not carried out. This area would then trap the flow/runoff of pesticide from surrounding areas.
- They would be supported to explore possibilities for sustainable use of wetlands other than draining or filling for tea/agriculture/floriculture activities.
- On-site demonstration to restore/conserve wetlands to hold surface-runoff and maintain water table levels during dry season.
- Encourage their participation in-depth studies on the effects on biodiversity in their property.
Wetlands in Protected Areas
Wetlands in wilderness areas are mostly under the control of the forest department. A large number of them are located in protected areas where any form of usage is strictly prohibited. In cases of Reserve Forests, there is limited access to the forests. However, rules are flouted; fishing and other activities are carried out illegally. The same holds true for tourists who come to the area for picnicking. Due to lack of dustbins and not so strict adherence to rules such places are littered with evidences of firewood being used for cooking purposes etc.
Therefore, the major threat to these protected wetlands is from irresponsible human action (tourism, fishing, fuel wood collection). Besides, invasive and exotic species have also been observed to disturb the natural state of these wetlands.
Management Action needed: The following activities could be taken up by the Forest Department.
· At wetlands, where exotic plant species have invaded, local volunteers could be used to manually remove such vegetation.
· FD should gather information on preventing the spread of exotics and avoid future introductions.
· They should henceforth manage and monitor introduction of exotic species.
FD can seek guidance and partnerships from researchers, professionals and institutes working in this area for exotic control and eradication methods.
Ensure strict adherence to rules regarding tourism, fishing activities in the area.
For tourism activities, the following are the representative set of actions expected from department personnel and tourists as well.
**Safety measures**
- The entry of the number of tourists permissible should be kept within limits.
- Clear definitions of 'off limit activities', and 'off limit areas' (no private enterprise to be allowed in Sanctuaries/National Parks) will be strictly enforced.
- Where private sector is involved there must be collective responsibility for laying down industry standards, ethics and fair play.
- The aim should be to have lower impact on environment and minimal infrastructure requirements.
- Casual tourists shall be discouraged. It is necessary that tourists desirous of entering forests and wilderness areas should have an interest in the flora and fauna.
- Addressing ecological and environmental concerns would form an important component of Tourism Master Plans for popular destinations.
- Revenues generated would be ploughed back for the maintenance and preservation of the environment.
**Local management plans for five selected sites that represent the ecological and economical divisions within the wetlands found in the Nilgiris**
One of the major aims of our project was to study and understand the ecology and role played by wetlands in the conservation of biodiversity as well as study livelihood dependence. An attempt has been made in the previous section to make management interventions and plans for urban and rural areas. These plans are extensive in their nature and are
expected to provide a baseline set of introduction to managing wetlands properly and efficiently. The above management plans open the window for large scale interventions in the coming future.
The subsequent section of the ‘Wetland Management Plan’ is to provide a detailed procedure and necessary action points for five selected sites in the Hill District of the Nilgiris. These five sites have been short listed after intensive exploration and social as well as biodiversity importance of the region. They are considered to be representative of wetlands that have similar features; we are thus able to break down the 38 wetlands surveyed into 5 representative types.
Above and beyond, these wetlands call for immediate attention on the part of authorities, panchayats and organizations as they may either be facing threat from encroachment, be highly polluted or very pristine, may be over exploited or face a threat of exploitation in the near future.
**Taranadmund**
Taranadmund is the first of five sites chosen for preparing a management plan. It lies to the west of Ooty and can be accessed through the Ooty Gudalur road through a diversion into Glenmorgan estate. Just before the Glenmorgan estate, a diversion takes us straight to Taranadmund village, from where the wetland lies at a distance of about fifty metres.
Tarnadmund falls under the designation of a classic wetland with a complex shola-grassland relationship interspersed by numerous springs and some biotic interference. The traditional users of the wetland were Todas. However, with the opening up of remote regions such as this, access of these places has become comparatively simple, as a result of which outsiders have been able to manipulate these pristine zones for commercial reasons. In Taranadmund, some outsiders have leased the land from the Todas and practice intensive agriculture. This has affected the overall functioning of the wetland in terms of its outflow and other factors.
**Biological and Botanical condition**
Bird life is profuse and we were able to observe shrink, myna, crow, spotted dove, nilgiri laughing thrush, yellow breasted wagtail, pond heron. The Shola patches are a source of water for the wetland. Shola trees are found in the upland part of the wetland. Wattle trees were found
surrounding the Shola. Forty species of flora were identified around the wetland.\(^1\)
**Threats**
The wetland originates from a spring and is spread over a large plain area, wherein it is joined periodically by other inflows from the nearby Shola. By the time, the wetland travels six hundred metres; it becomes a typical water rich wetland. However, near the lower end of its course, the water is diverted for agriculture by outsiders, as already mentioned. Besides agriculture, there is a eucalyptus oil distillation unit located adjacent and partly on the wetland.
**Indigenous wealth of wetlands**
The Mund is an ancient habitat of the Todas and the villagers are aware of the importance of water regions such as wetlands. The team had several discussions with elders leading to much valuable information. They spoke of facets of Toda life including history, culture and relation with wetlands.
According to them, the foremost criteria for establishing a Mund are the presence of a shola, grasslands (grazing) & wetlands; In Tarnadmund, the same is followed as the origin of the wetland is adjacent to the village. Tarnadmund has 25 Toda families, more than 30 acres of cultivable land and ample land for grazing. Traditionally, the shola and wetland landscape extended to over 200 acres. This village has the biggest temple amongst all the Toda villages; and the pure line of Toda buffaloes is found here.
The wetland was earlier surrounded by grasslands and Shola forests, but is now engulfed by agricultural fields. The 30 acres of agricultural land was infact mostly a wetland. Currently, land is partly cultivated by Todas
---
\(^1\) Common wetland species have been explained in greater detail in Annexure II
themselves and partly by leasees (a large number of whom are from Karnataka region) on a partnership or lease basis. There are two types of cultivated land, namely irrigated and rain fed. The elders say that the area of cultivated depends on the water availability in the particular season.
Though a part of the original wetland has been converted for agricultural purpose, the elders maintain that the existing wetland patch would be left intact. This decision has been upheld by the village members. However, they did admit that over the years, grazing land has increased and some shola patches have gone down. They say that the Todas have a spring and water source locator as well as divider. If a person locates the source of the wetland inside a particular shola, then that particular patch is conserved. No firewood or any other kind of collection is then allowed in the patch. The discussions revealed that the Todas understood the intricate relationship between wetlands and surrounding Shola forests. According to them when a fire occurs inside a shola destroying the forest, correspondingly the wetland also dries up. They blame the artificially planted Eucalyptus and Acacia trees by the forest department for the drying up of numerous wetlands in the region, as they maintain that Eucalyptus trees tend to drain out water from the surroundings. According to them, when an Eucalyptus tree is cut, a huge amount of water pours out from the tree. They also mentioned that Shola trees need to be planted close to each other as the intertwining of roots among them enhances their growth.
The health of a wetland and Shola are directly related to one another. In the earlier days the wetlands had many seasonal flowering plants as well as tubers and yams which were consumed by the community. However, with the decrease in Sholas and increase in agriculture over the past few years in the adjacent lands, these plants have disappeared. According to the elders, the positive aspect is that the ecological/cultural significance attached to wetlands still exists and the younger generation is also fully aware of the importance of these wetlands. The traditional 'salt licking festival' in which salt is added to wetlands and the buffaloes made to drink the water are celebrated with as much enthusiasm as it was done previously. Besides, the traditional game of catching the buffaloes around the wetlands after the 'salt licking' is over is still followed.
Wetlands and grazing lands are clearly demarcated and care is taken to extract only what is needed. Only a few species such as reed are taken
from the shola. Besides, Todas prefer to use wood from Sholas for making sheds for their buffaloes.
However, presently the major concern of insufficient preservation of the wetland is clearly evident. Increasing biotic pressure and shrinking wetlands could well result in the altogether disappearance of wetlands. This needs to be observed for the long term scenario. It must be noted that the wetland is still intact and there are no invasive species. However, any attempt by invasives to threaten the wetland needs to be monitored and prompt action taken to weed out invasives.
**Management Plan for Tarnadmund**
The local management plan has been initiated in collaboration with Toda elders and the headman. According to them, the situation is increasingly getting confusing. There is lack of communication today between the Munds, although they asserted that their rituals ensure passing on of indigenous information to the younger generation.
- To bring about more cooperation between the Munds, formation of a group with one member from each Mund would be a highly innovative beginning.
- This group can be involved in the monitoring and protection activities of wetlands in Toda regions.
- The group along with the community members would ensure that the grazing land is not extended.
- The remaining small Shola patches would be conserved and subject to sustainable use.
- Currently there are no invasive species in the wetland as well as the grassland. The group would continuously keep a look-out for such species.
- Yams and other roots which were found in the wetland and consumed by the community are no longer found. Re-introducing these species could be an option.
- Agriculture on the slopes with direct drainage into the wetland is a serious threat. Intensive pesticide based cultivation is carried out presently, water contaminated with the pesticides drains into these wetlands which is used by the buffaloes and wild animals. This is one fact which the community here refuses to see. Although they accept the fact that pesticide use is high they believe it does not drain into the wetland and even if it does - it is in negligible amounts and would not cause harm to
the buffaloes. A way out for this could be conversion to organic farming. Initial technical and marketing support would have to be offered for this kind of activity. This can be linked to some of the agriculture/marketing programmes of Keystone.
A study on effects of chemical based farming on anurans is being carried out by a Ph'd student. The results from this study if proving that harmful effects are indeed there can be used to convince Todas in this settlement as well as others of the harmful effects of pesticides.
**Konnavakarai**
The wetland is in the heart of the village which has a large number of households. Moreover Konnavakarai can be considered to be an urban settlement as it lies close to Kotagiri and has a number of tea factories. The population is a mix of Badagas and Tamil speaking natives from the plains.
The wetlands is covered with prominent wetland species, infact the wetland is so densely covered with these plants that water is seldom visible to the naked eye.
**Threats**
The once continuous wetlands have today been broken down into two with encroachments on both sides. A concrete road cuts across the wetland. On one portion is the wetland, there are numerous wells dugout along the sides. Besides, there is one panchayat well supplying water. The water from this well is pumped into an overhead tank where it is treated and supplied for drinking water purpose.
**Present situation**
The wetland at both the portions has been used to dump garbage by the people in the surroundings. Human excreta on the sides of the wetland add to the filth. The houses on the upper side of the wetland have sewage
flowing into the wetland. There is a public toilet adjacent to the wetland. The panchayat office is also built on one end of the wetland. In the words of the people staying adjacent to the wetland, it is a filthy place and best stayed away from living areas.
**The local perspective**
Local people show lack of awareness and scant regard for the wetland. The very people using the wetland water were dumping waste and sewage into it. They complained of being helpless as there were no dust-bins or dumping yard in the area. Nor was any initiative being taken for regular cleaning of dumping places. They also criticized the lack of toilet facility in the area; they said that this was the reason people polluted the open areas on the sides of the wetland.
**Management Plan for Konnavakarai**
The following is the management plan for the wetland which has evolved from discussions with the people and panchayat in the area.
- There is a need for awareness generation among the people as well as the panchayat about the importance of the wetland.
- The wetland needs to be fenced to protect it from further encroachment.
- A wetland management committee would be formed including the stakeholders.
- This committee would ensure that no encroachment takes place and make certain that the wetland is cleaned up. Besides they would have to ensure that no dumping takes place in the wetland. This could be done by applying social and community pressure on the offenders.
- The committee would ensure construction of toilets based on needs. Fencing the wetland would protect it but the committee would need to ensure that the sides are also clean.
- The committee would introduce regulatory measures to ensure social, cultural and environmental Sustainability.
- If these strategies are not ensured in spirit, the wetland would become a breeding ground for many diseases and pollute the water. For example, since the wetland is not being allowed its natural flow, dirt and pollutants would seep inside the wells leading to possibility of epidemics.
Padanthorai lies in Gudalur Taluk close to the town. It lies about 5 kilometers from the town and is a predominantly rural area. Wetlands abound in the region but most of them are exploited by residents of the region. The huge wetland at Padanthorai has already been converted to an agricultural field where a diversity of crops flourish. The crops grown include bush beans, ginger, areca nut, banana and paddy.
The wetland slopes down from the tea plantation which extends from the road above. Lands with steeper gradients grow paddy even in the drier seasons as it receives water from the runoff of the adjacent hills. The wetland plain has been occupied by 75 families with most of the families owing between 1-2 acres of land. A large percentage of the land is owned by Chettis, with some owned by Malayalis and Tamils. According to them, maximum land began to be converted into agricultural land some 20 years back.
The stream which flows through the wetland originates in Munnamachi and drains into Srimadurai stream and then goes towards Theppakadu. The water table is at the ground level mostly, or often very close to it.
**Threats**
Initially there was no problem of water sharing with most people owning wells and the wetlands proving sufficient for paddy cultivation. However, in the recent few years, plantations of arecanut have sprung up in the upper portion of the watershed, which according to the people owing land in the lower portion soaks or blocks up the flow of water in their fields; a very essential condition for cultivating paddy. A major problem observed along with excessive arecanuts is that the wells in the fields are used for drinking purposes also where there is a great possibility of the water being contaminated with pesticides.
This wetland has been selected for the preparation of a management plan due to the following reasons:
- The wetland which lies at an altitude of 945 metres above sea level is lower than most wetlands surveyed during the project. It was formerly a huge wetland running into acres of land that has now been totally converted into paddy and other crop growing fields.
- The land is privately owned. The wetland agriculture has its own uniqueness as the crops grown are those which require large quantities of water.
- The sources of wetlands are springs on higher elevation. Although the wetland has been converted to agricultural field it still retains some of the wetland flora and fauna. Crabs and frogs were also found in plenty and so was insect life.
**Management Plan**
This wetland might further deteriorate if the present agricultural pattern is intensified. Therefore, the need is to raise awareness amongst the stakeholders to carry out sustainable cultivation, which not only ensures water levels but supports other life forms too. Besides it is also essential to work with the local people and support them to convert to organic agriculture. Irrigation water is also used for domestic purpose and by the wetland fauna; hence high pesticide levels may prove to be extremely harmful. Though farmers admitted to using pesticides, they maintained minimum usage and showed willingness to convert to organic.
Since most of the areas on the upper side are owned by Chettis they would play a crucial role and the strategy would be to encourage farmers to carry out the following practices to ensure minimum damage to wetlands and its biodiversity.
- Ploughing practices suited to wetlands e.g. using agricultural equipment suited to wetlands.
- Cultivating wetland suitable crops and plants, not water absorbing plants which would dry up the wetland.
- Rotate crops to increase soil fertility and break the life cycle of crop pesticide and thus reduce fertilizer and pesticide use.
Raliah combines a reservoir and a vast wetland situated in the catchment region of Coonoor town with large areas of forest of Acacia, Eucalyptus and some Sholas. There is a large water body with a dry, swampy region. There is an abundance of insectivorous plants as they are mostly found in highly nutrient deficit wetlands.\(^2\)
An interesting feature in the area was the presence of a peat bog which was small in size with red scum coating on the soil as well as on the water.
**Threats**
The wilderness and serenity of the place provide an ideal picnic spot for the local people in Coonoor, Ooty and Kotagiri.
The following issues have been identified by the team
- tourism activities leading to waste and filth in the area
- fuelwood collection and fishing activities which could affect the forest health.
- The water tests showed the presence of coliform bacteria which causes waterborne diseases.
**Management plan**
The need is for proper coordination and management among the various governing bodies namely the FD, Municipal Corporation as well as the tourism department along with the local people.
We can facilitate the stakeholders to form a committee which can then identify issues and work on the management plan.
---
\(^2\) The wetland becomes nutrient deficit when the recharge of water does not take place. In a wetland like Raliah adjoining the reservoir recharge is unlikely to happen and so the high density of insectivorous plants.
The guidelines for the management plan are:
- The committee should aim at reducing trash and pollution in the area. This could be done by enforcing dumping prohibitions and placing dust-bins.
- Fuelwood for cooking and camping should be strictly not allowed and heavy fines imposed on defaulters.
- Need to undertake water quality tests regularly and find out the reasons for the impurity.
- The wetland houses a rich diversity of flora and fauna. The FD needs to document these and carry out biological/ecological monitoring work and keep a check on invasive exotic species.
- The entry of the number of tourists permissible should be kept within limits.
**Nedugula**
This is a continuation of the Bergani valley but more extensive and large and known to be an intensive agriculture zone. Wetlands are situated in the fields and also on one end of the agricultural operation. It is as though the wetland surrounds the agriculture enclave. Sources of the stream are in the upper reaches - bringing with them significant amount of chemicals draining from agriculture operations. The agriculture is done with fork - as it is wetland and machines cannot be appropriate on soft, clayey, marshy soil. There are approximately 100 dugwells, 6 wells and 100 diesel pump sets. The wetland areas belong to the Government and agriculture land to the farmers. All depend on wetland sources for irrigation. They pay 150/ per farmer per year to use this water. This wetland has been chosen to study the management of the wetland by the locals and bring out the good practices which could be incorporated into the management plans of other wetlands.
The existing management:
The once large swathe of wetland area is now agriculture field growing vegetables. One small patch of wetland remains at the boundary of the village. This wetland is a common property resource and is managed by the community. Every year in the summers the buffer area around the wetland is set on fire. This according to the villagers clears weeds and the ash is used to increase the fertility of soil in the agricultural fields. The fire according to the villagers also ensures that the buffaloes do not get stuck in the pond. The villagers also ensure that dumping of wastes/garbage does not take place in the wetland. According to them the fire is also a good way to get rid of such wastes if any.
The following practices need to be incorporated:
The agriculture practiced needs to be environment friendly, infact it needs to be responsible. Having already converted the wetland into agricultural fields would have led to unaccounted loss for birds and insects. Wetland friendly, responsible agricultural practices need to be practiced by the farmers. Organic cultivation needs to be promoted as the effects of the pesticides on birds, toads and worms is well established by now.
Wetlands and its interlinkages with Culture of the people
TODAS
Depended on wetlands for buffalo grazing as well as reeds and edible
BADAGAS
Buffalo herders and agriculturalists. Depended on wetlands for buffalo grazing and small agriculture.
The indigenous people of the Nilgiris especially the Badagas, Todas and Kotas were inexplicably linked to the nature in their way of life. Their livelihoods and festivals revolved around nature. ‘Wetlands’ of hanni in the local terminology was also revered as it was part of nature and an important link in the chain of food and economic security.
The Todas are traditionally buffalo herders. Even today the wetland forms an important part of their life though the lure of money has seen many wetlands being converted to agricultural fields.
A shola patch, grasslands and wetland were the three important criteria for establishing a mund. The Todas very well understood the link between sholas and wetlands. They knew that the sholas stored water and were the source of water in the wetland. These wetlands were used by the buffaloes for drinking as well resting.
The wetlands were significant as they were meant for the buffaloes which were considered sacred to the Todas. Besides, the reeds from the wetlands were put to various uses. Some were made use of in thatching roofs, some for e.g. preparing the rope used for churning the curd while some of the yams like roots were used for eating also.
Today know as agriculturists and tea growers the Badagas were pastoralists who owned far more buffaloes than Todas. The wetlands
divided the Toda munds and 'hattis' and often belonged to a particular village with buffaloes from the same village grazing and lolling in the wetlands. The wetlands were well protected as they were used by the buffaloes which supplied milk and so formed the backbone of their economy.
The swamps in the forests were called 'Adavi' and the Badaga believed that the genesis of the buffaloes were from these Adavis.
The buffalo hides were given to the 'Kotas' in exchange for the axe like agricultural instrument which was used for ploughing by the Badagas. The Kotas sold the hide in exchange for iron ore and other goods in the market.
Moreover the Badagas believed that the wetlands were linked to the streams and other water bodies in the region and so were to be essentially maintained and protected.
Bergani and Nedugula were huge wetlands to which spiritual and cultural significance was attached.
'Halla Parva' is a festival celebrated by the Badagas for worshipping water. The worship takes place near a spring which is the source for wetlands. This is held once a year during the dry season between February to May in different areas across Nilgiris.
But over years the importance attached to these wetlands is changing. Since the Badagas took up agriculture to buffalo rearing the importance of these wetlands and grazing lands also dwindled.
The threats to these wetlands began with the commercialization of agricultural produce. The advent of the British in the region increased the demand for vegetables. Moreover post World War II there was a huge demand worldwide for potatoes. Realizing the potential of these markets the Badagas started large scale cultivation and in the process converted many of these wetlands into agricultural fields. The British turned these CPRs into 'patta' or revenue land which also enabled/facilitated the conversion of these wetlands into agricultural fields.
So, in the metamorphosis of a buffalo herding community into that of agricultural one saw the wetlands becoming insignificant and being converted to vegetable fields. Diversion of water resources for irrigation and industrial purpose also caused some of the wetlands to dry up.
The Kotas who are known in the region for their pottery skills depended on the wetlands for their supply of clay. They revered the wetlands and their cultural activities revolved around wetlands and pottery making.
For the Kurumbas and Irulas who occupied the lower elevations the wetlands in the forests were easy hunting grounds as for many animals the wetlands were source of drinking water.
The Chettis in the Gudulur region of Nilgiris were forced to occupy the lowlands which were the wetlands. They soon adopted agricultural practices suited to this region. In the earlier days they grew paddy though in the recent times they have shifted to vegetable and horticulture which is also leading to the drying up of wetlands.
**The way forward**
**The wetland nursery:**
In the context of the importance of plants for a wetland a nursery of wetland plants has already been set up in the campus. The species were also planted during the ‘wetland walk’ in ‘Happy valley’. The plan is to have a nursery organized which could be then utilized for future restoration activities.
**Poster:**
Posters have been prepared depicting
- wetland biodiversity and importance,
- The cultural importance and livelihood linkage of wetlands to the people of Nilgiris.
- The wetland flora and
- Wetland birds
The same was distributed to the participants in the workshop. The posters would be translated into Tamil and would be distributed to schools, government offices as well as community clubs and organizations.
**Developing a strategy and action plan for hill wetlands-a brainstorm**
The brainstorm held in Ooty was a step forward towards understanding the various complexities associated with the wetlands. The participants shared their experience and expertise with the organizers. The
discussions have given the team new ideas and directions to follow and implement on field.
**Implementation of management plan:**
The management plans prepared for the five selected wetlands would also be implemented. Further research, advocacy and implementation activities would be carried out with the involvement of the local people.
**Happy valley wetland -a pilot wetland restoration and conservation activity:**
**Happy Valley**
The mission Compound or happy wetland starts at the outskirts of Kotagiri. The happy valley wetland is unique in as much it serves as the water supply for much of Kotagiri. Besides, intensive agriculture is a common feature in the lower reaches of the valley. Being the life line of Kotagiri, it was an eye-opener for the group showcasing both sides of human behaviour - that of preservation and of exploitation.
Considering the fact that the wetland occupies a place near to the keystone office, in the heart of the town it was felt imperative to act upon. Awareness generation activity in the form of wetland walk and poster distribution was followed by implementation work in the area as an example and a first step towards conserving the wetland.
**A pilot implementation/restoration initiative:**
To raise awareness and bring to light the pathetic state of the wetland the following action was undertaken:
A walk was organized through the wetland in which school children, the local residents, keystone staff, members of Kotagiri Wildlife Association and sanitary worker from the Panchayat participated. Posters were distributed to the residents and the garbage was also cleaned up.
As part of restoration activity Shola trees were planted by the students in the catchment area.
Another major threat to the wetland area and the water is from the lack of sanitary facilities in the area. There was a need for 9 families to get toilets. These families were using the catchment area for attending nature’s call. Providing toilets to these families would ensure the waste goes into a septic tank and not into the wetlands as is happening now. Moreover it would keep the wetland free for planting suitable species ensuring the survival of the wetland.
Hence toilet construction activity for these nine families has commenced.
Annexure 1:
List of wetlands surveyed (38 nos) with legal status
PA- Protected area
| List of wetlands | Ownership |
|--------------------------|----------------------|
| Bison Swamp | PA /FD |
| Eddapalli | CPR-rural |
| Emerald | CPR-rural |
| Tirsigadi-1 | CPR-rural |
| Tirsigadi-2 | CPR-rural |
| Tirsigadi-3 | CPR-rural |
| O'valley | PVT |
| Konavakarai | CPR-rural |
| Burside / Pathimattam | PVT |
| Curzon | PVT |
| Mailoor | PVT |
| Kaatery | PA / Defence |
| Mundakund | CPR-rural |
| Governor Shola | PA / FD |
| Rifle range | CPR-Urban |
| Thalaikundah | CPR-Urban |
| Longwood Shola | PA /FD |
| Denad | CPR-rural |
| Korakundah | PVT |
| Halakarai | CPR-rural |
| Nonsuch | PVT |
| Sandynalla | PA / Central institution |
| Happy Valley | CPR-Urban |
| Cliffy estate | CPR-rural |
| Bikkapathy mund | CPR-rural |
| Thiashola | PVT |
| Manjoor Bazaar | CPR-Urban |
| Location | Type |
|-------------------|-----------------------|
| Amugal | PA |
| Tarnadmund | CPR/PA |
| Elada | PA / Kotagiri Panchayat |
| Raliah | PA /FD/Coonoor-Municipality/Defence |
| Manvayal | PVT |
| Bergani | CPR-rural |
| Nedugula | CPR-rural |
| Padanthorai | PVT |
| Kundikodmund/Lovedale | CPR-rural |
| Nadgani | PA/FD |
| Kinnakorai | CPR-rural |
**List of wetland plants in nursery:**
| Plant | Number |
|------------------------------|--------|
| Acorus calamus | 539 |
| Hedychium coronarium | 8 |
| Canarium strictum | 26 |
| Rhododendron sp. | 13 |
| Shloa spp. | 123 |
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1. (8%) In a lottery, four digits are drawn at random one at a time with replacement from 0 to 9. Suppose that you win if any permutation of your selected integers is drawn. Give the probability of winning if you select
(a) (4%) 3, 4, 5, 6
(b) (4%) 4, 4, 6, 6
2. (8%) Suppose there are four urns, where urn $U_1$ contains 3 red balls, urn $U_2$ contains 2 black balls, urn $U_3$ contains 2 red balls and 2 black balls, and urn $U_4$ contains 1 red ball and 3 black balls. The probabilities of selecting $U_1$, $U_2$, $U_3$, or $U_4$ are 1/2, 1/4, 1/8, and 1/8, respectively. An urn is selected and a ball is then drawn at random.
(a) (4%) Find the probability of drawing a red ball.
(b) (4%) Find the conditional probability that $U_4$ had been selected, given that a red ball is selected.
3. (16%) Let $X$ equal the number of flips of a fair coin that are required to observe the same face on consecutive flips.
(a) (4%) Find the probability mass function of $X$.
(b) (4%) Find the value of the mean of $X$.
(c) (4%) Find the value of the variance of $X$.
(d) (4%) Find the value of $P(X \geq 4)$.
4. (10%) Suppose that variables $X_1, \ldots, X_n$ form a random sample of size $n$ from a uniform distribution on the interval $(0,1)$ and the random variables $Y_1$ and $Y_n$ are defined as $Y_1 = \min\{X_1, \ldots, X_n\}$ and $Y_n = \max\{X_1, \ldots, X_n\}$.
(a) (5%) Determine the value of $\Pr(Y_1 \leq 0.2 \text{ and } Y_n \leq 0.7)$.
(b) (5%) Determine the probability that the interval from $Y_1$ to $Y_n$ will not contain the point $1/6$.
5. (15%) Suppose that $X$ and $Y$ have a continuous joint distribution for which the joint probability density function is as follows:
$$f(x, y) = \begin{cases}
x + y & \text{for } 0 \leq x \leq 1 \text{ and } 0 \leq y \leq 1; \\
0 & \text{otherwise}.
\end{cases}$$
Find the expectation $E(Y|X)$ and the variance $\text{Var}(Y|X)$.
6. (10%) Suppose that 25 percent of the photos in a photo collection contain skies. For each photo, its blue hue is measured by taking the average of the blue channel over all pixels. For photos that contain skies, the values of the blue hue $X$ will be normally distributed with a mean of 200 and a variance of 20. For photos that do not contain skies, the blue hue $X$ will be normally distributed with a mean of 100 and a variance of 20. Suppose that a photo is selected at random from the collection and its blue hue $X$ is measured.
(a) (5%) Determine the conditional probability that the photo contains a sky given that $X=x$.
(b) (5%) For what values of $x$ is the conditional probability in (a) greater than 0.5?
7. (15%) An email account receives 1 email every 10 minutes in average. Assume the email arrival for this account is a Poisson process. Let a random variable $X$ denote the total number of emails received in one hour by this account.
(a) (5%) Write down the probability distribution for the random variable $X$.
(b) (5%) What is the probability that this email account receives less than 2 emails in one hour?
(c) (5%) Let a random variable $Y$ denote the time (in minutes) between two emails received by this account in sequence. Write down the probability distribution function for $Y$.
8. (18%) Let $T$ be the time between emissions of particles by a radio-active atom. It is assumed that $T$ is a random variable with an exponential distribution. Its probability density function is given as follows:
$$f(t) = \begin{cases}
\lambda e^{-\lambda t} & t \geq 0 \\
0 & \text{elsewhere}
\end{cases}$$
where $\lambda$ is a positive constant.
(a) (6%) Derive the mean and variance of the random variable $T$.
(b) (6%) Derive the cumulative distribution function for the random variable $T$.
(c) (6%) What are the probabilities $P(T = 1/\lambda)$ and $P(T > 2/\lambda)$? Show your calculation. | <urn:uuid:0a612f38-1844-45a9-abdd-5fb1579bc075> | CC-MAIN-2019-43 | http://nthur.lib.nthu.edu.tw/retrieve/71917/%E6%A9%9F%E7%8E%87%E8%AB%96.pdf | 2019-10-15T13:49:36Z | crawl-data/CC-MAIN-2019-43/segments/1570986659097.10/warc/CC-MAIN-20191015131723-20191015155223-00143.warc.gz | 122,830,317 | 1,121 | eng_Latn | eng_Latn | 0.988417 | eng_Latn | 0.989387 | [
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UNLV College of Education Multicultural & Diversity Newsletter
Porter Troutman
*University of Nevada, Las Vegas*, email@example.com
Jian Wang
Steven Grubaugh
*University of Nevada, Las Vegas*, firstname.lastname@example.org
Randall L. Astramovich
*University of Nevada, Las Vegas*, email@example.com
Jennifer L. Fabbri
*University of Nevada, Las Vegas*, firstname.lastname@example.org
*See next page for additional authors*
Follow this and additional works at: https://digitalscholarship.unlv.edu/co_educ_multicultural_diversity_newsletter
Part of the Bilingual, Multilingual, and Multicultural Education Commons, and the Disability and Equity in Education Commons
Repository Citation
Troutman, P., Wang, J., Grubaugh, S., Astramovich, R. L., Fabbri, J. L., Higgins, K., Navarrete, L., Henry, J., Kyles, C., Apache, R. R., Maldonado-Daniels, C., Jaret, C., Kingsley, K. V., Sileo, N. (2004). UNLV College of Education Multicultural & Diversity Newsletter, 8(2), 1-36.
Available at: https://digitalscholarship.unlv.edu/co_educ_multicultural_diversity_newsletter/28
This Newsletter is brought to you for free and open access by the Newsletters at Digital Scholarship@UNLV. It has been accepted for inclusion in Multicultural & Diversity Newsletter by an authorized administrator of Digital Scholarship@UNLV. For more information, please contact email@example.com.
Authors
Porter Troutman, Jian Wang, Steven Grubaugh, Randall L. Astramovich, Jennifer L. Fabbri, Kyle Higgins, Lori Navarrete, Jean Henry, Carli Kyles, R. R. Apache, Cecilia Maldonado-Daniels, Chizu Jaret, Karla V. Kingsley, and Nancy Sileo
"Marriage cannot be severed from its cultural, religious and natural roots without weakening the good influence of society. Government, by recognizing and protecting marriage, serves the interests of all. Today I call upon the Congress to promptly pass, and to send to the states for ratification, an amendment to our Constitution defining and protecting marriage as a union of man and woman as husband and wife."
President George W. Bush
"Regarding homophobia in general, the good news is that there is a lot less of it than there used to be. The bad news is that it ever existed in the first place, and the worse news is that it remains far stronger than is healthy for a society dedicated in theory to equality under the law."
Massachusetts Congressman Barney Frank
INVITED GUEST COLUMN
EARLY IMPRESSIONS OF FOSTER YOUTH WHO HAVE RECENTLY GRADUATED FROM COLLEGE
By Thomas C. Lovitt, Professor Emeritus, University of Washington
The statistics with respect to foster children and education are dismal. They are: more likely than non foster children to perform below grade level; more likely to have scores on state-wide achievement tests below those of non-foster youth; more likely to have repeated one or more grades than other children; more likely to have high rates of absenteeism and tardiness; more likely to drop out of school; less likely to take college preparatory courses than other youth; less likely to have access to special programs, to advance placement courses, extracurricular activities; and less likely to attend college or a postsecondary vocational program.
Since September, 2003 I have been writing profiles of four foster youth who have graduated from college. They were awarded scholarships from the Orphan Foundation of America. The monies for those scholarships are provided by the Casey Family Programs. As one can judge from the preceding gloomy statistics about foster youth and education, it is remarkable that these youth finished high school, much less completed their undergraduate degrees. Indeed, three of the four students are now enrolled in graduate programs, and the other student is a legislative correspondent with a United States Senator.
Following are the major themes that have emerged from my conversations and correspondences with those youth. Some of the topics originated from them, but most of them were initiated by me; that is, from the questions I asked. It is interesting to note that the youth related variously to most of these themes; they were generally not of a single mind.
1. "I will do it"! At some point, all of these students said to themselves that they would attend and graduate from college. Although there was a person or two in their lives to support them, they came up with the idea on their own. One woman said, "In high school, I figured that if I wanted to get myself out of the situation I was in, the best way to do it was to go to college." When asked if she ever felt like quitting college, she said, "There were a lot of times when the pressure got really bad, but I don't think I ever wanted to drop out; that wasn't an option for me." Another student, who was equally committed to attending and graduating from college, took off a year to work following her junior year. She vowed to return, and did, eventually finishing her program.
2. "I have only one shot at it." These youth realized that they had one opportunity to go to college, and they had better make the most of it. Unlike other students—who have parents to support them financially and otherwise—who could try this college, then that one, and try this major and then another, these foster students had to get it right the first time. Relevant to this single opportunity a young man had this to say, "I had one shot at success. That was in itself a lot of pressure, that money doesn’t grow on trees. I didn’t come from a rich family, and I couldn’t afford to stay in school five or six years. I had one shot at each class, and I had to do great and keep up a decent average."
3. "I could count on someone." There was a person or two who consistently supported these youth. It was interesting, however, that these essential individuals were not always a foster parent. In two cases, aunts were the main support, one a biological aunt and the other, a foster aunt (the sister of her foster mother). For a young man it was his grandparents, and for a young woman it was a cousin. According to her, "She is very helpful. I go to her when I have a problem. She is older, about 28."
4. "My family is important to me." These youth valued what family they had. Two of them were very close to their siblings. One of the students held out hope that someday she would reunite, at least in a small way, with her biological parents. One youth mentioned that a goal was to make up time with her biological family
that was lost when she was a teenager. A young man said, “To be honest I have lost a lot of family, and my family is very important to me. I didn’t feel I had the right to be 10 hours away from them [to attend a college]. So I was in the ‘blast radius’ of my family, you could say.”
5. “Money is essential.” For these youth, even though they received scholarships, grants, and loans, money was a concern. Three of the four incurred considerable debt in attending college. One woman said, “Money was a big issue while I was in college. When you have parents, even if they don’t have a lot of money, they are going to help you. They are going to be there for you, whereas when you are a foster kid, you don’t have that support.” Another student confided that, “One of my largest worries is that I will not be able to support myself financially. This affects me both academically and personally. Because I do not receive any financial support from family and I do not live at home, I am completely responsible for myself.”
6. “It’s necessary to have a plan.” All of these students had charted a course. One woman formed what she called the “concrete plan for my life.” She intended to move eventually to Chicago, work for an advertising agency, and attend graduate school at Northwestern University. Another student projected that, “My life, as I picture it a year from now, will be very busy, yet fulfilling. It will be filled with anticipation of and excitement over future obstacles and with a sense of satisfaction and triumph concerning my past struggles. By this time, I will have accomplished many goals in my college career and in other areas of my personal life.”
7. “I feel older than I am.” These youth had to grow up quickly. Several of them at age 22 or 24 said they felt as though they were 35 or older. They knew they didn’t have time to party and fool around at college. They viewed the experience as a privilege, not as a given. One student said that, “when you go to college, you really cannot be a kid. You have to grow up real quick.” Another said that, “at the beginning of my freshman year, I found a job at an office, where I continued working until I graduated from high school. While most of my peers and friends were out enjoying their youth, I was worrying about what to do with my life.”
8. “What do I think of the system”? Their attitudes toward social workers and others in the system varied considerably. One youth did it her way. She didn’t want anyone interfering with her life. Another youth totally bought into the system and touts its benefits. According to her: “When I look back at it now, I think ‘Wow, they did so much for me.’ As a foster kid, it is really important to listen, but I know it is really hard as a teenager to hear what other people have to say to you. I really look back at it now and I see it was so important.” A young man had quite a different outlook. He said, “There is a very negative connotation attached to the idea of a social worker in my family, mainly because the social worker who was assigned to me when my parents were killed didn’t want my grandparents to have custody of me. She’s the one who kept it from happening for several months.”
9. “Health insurance was an item.” Two students had adequate health coverage while attending college and two did not. One of the latter said that now for the first time since she was 17 years old, she has health insurance because of her job as a governmental intern. She said, “I cannot tell you how many times I tried to get mental health services when I was in college, because I was very depressed.” The other student who didn’t have coverage said that, “If anything could be changed for kids coming out of foster care, I would hope that would be it [health care coverage]. That was a tough time. I always worked. We had the state welfare from being in foster care. But once we were 21—or was it 18?—that was it. We were on our own.”
10. “My involvement with extracurricular activities.” Two of the students
participated in extra activities and two did not. One woman was definitely engaged. She said, "I kept myself busy in school. In high school, I took all honors classes. I did tennis for four years, was in track and field, and was a cheerleader." One motivation for her being so occupied was to escape her foster home. She said there were several children in the home and she didn't get along with some of them. Another student didn't have time for extracurricular activities in high school because of her part-time job after school. She did note, however, "It has been an aim for me to get more involved in extracurricular activities on campus. My objective is to get the most out of my college experience both academically and socially."
11. "What about my high school counselor"? Three of the four students didn't have much good to say about their counselors. They said that when it came to knowing which courses to take, they were simply given a list of the classes and requirements and told to take care of scheduling themselves. Only one of the four students was encouraged to take advance placement classes. As for helping with financial aid, this group was likewise unimpressed with assistance from their counselors. A young woman said, "Our guidance counselor was a very nice lady, and she was there if you wanted to talk to her, but she stayed in her office and it was up to you to ask her questions." One student did say that she was always visiting her counselor because she really wanted to go to college and wanted to make sure that she did everything that needed to be done.
12. "My involvement with an Independent Living Program." Two of the students took advantage of these programs. One student knew about the programs but didn't participate, and another student was totally unaware of such services. One student who was aided said, "An Independent Living Program gave me $350 to help pay the rent. They also cosigned for the apartment and gave me some dishes and a bed that felt like a rock and kind of helped me set up my first apartment." The other student who was assisted by an Independent Living Program mentioned several things they did to help her, in addition to providing assistance with being independent and self-directed.
Throughout 2004 I will gather material and write profiles of four more foster youth who were awarded scholarships from the OFA/Casey program and who graduated from college. Information from that set of scholars will be integrated with these initial data. In time, we hope that the profiles of successful foster youth and the themes identified from them will assist educators, policy makers, and others in determining ways to increase the likelihood that more foster youth will enroll in college programs and graduate from them.
Meanwhile, we hope that an immediate benefit to being informed about successful foster youth will be that citizens' impressions of them will change. The prevailing, and certainly erroneous, notion of many individuals about these youth seems to be—because of their abuse and neglect—that they are intellectually dull, emotionally disturbed, and will never amount to anything. When reading about foster youth such as those featured here those beliefs should be significantly dispelled. These four students, and dozens like them, have demonstrated that when given the opportunity and proper encouragement they can be highly productive.
FEATURED COLUMN
HAVING YOUR “DIFFERENCE” MAKE A DIFFERENCE
By Karl Kingsley, Dental School
At a recent conference for the American Dental Education Association (ADEA) which I was attending as a faculty member of the UNLV Dental School, my mind wandered to the impending deadline for this Multicultural and Diversity Newsletter article. Then, as my leg began to twitch in nervous anticipation, my attention was diverted as the speaker, who introduced herself as a transgender woman
named Marsha, began to speak about the diverse population of lesbian, gay, bisexual and transgender (LGBT) patients, students, faculty and staff in dental schools across the country.
Marsha explained that ADEA has a new Special Interest Group, the Gay/Straight Alliance. The existence of the Gay/Straight Alliance makes a strong statement about ADEA’s commitment to value the full extent of diversity that exists in dental education. This diversity encompasses not only the students and faculty in dental education, but also the dental patients that will be treated. She stated that she was making this presentation to provide a forum for ADEA members to inquire about, and explore these issues in the hope that this would help to create a more hospitable environment in the dental community for all students, faculty, administrators and patients. I smiled to myself as I realized that this presenter had just given me a wonderful topic for this newsletter article.
I strongly believe, as an institution, we need to challenge ourselves, our colleagues, our families, and even our students to be fully inclusive of diversity, not only in terms of gender, race, ethnicity, religion, disability and national origin, but also in terms of sexual orientation. As a matter of policy, UNLV is an equal opportunity, affirmative action employer. This means that the university is committed to providing equal opportunity and treatment in employment, admission, and all academic programs and standards. The university policy states that it does not discriminate on the basis of race, ethnicity, religion, national origin, sex, age, marital status, sexual orientation, disability, political affiliation, veteran status, or status with regard to public assistance in admissions, employment or the operation of its educational programs.
Although I feel this policy is a positive force and that it is important to eliminate discrimination on the basis of sexual orientation, this should not be confused with the creation of an environment in the University setting that is open, affirming, and inclusive of lesbian, gay, bisexual and transgender persons. I was reminded, through Marsha’s presentation, that the goals of a university are much more than bringing students, books, and teachers together. We, as educators, have important community and social goals which include teaching UNLV students about the importance and value of diversity as a part of higher education and that diversity will include LGBT students, faculty and staff.
As stated by the UNLV Office of Planning, “Recognizing the individuality of each student, UNLV engenders collegial relationships and a sense of community among its members. UNLV embraces the interdependence of quality instruction, scholarly pursuits, and substantive involvement in campus and community life.” In fact, one of the goals set forth by the UNLV Planning Council is to “CREATE AN INCLUSIVE AND JUST CAMPUS ENVIRONMENT”, by raising awareness of the rights and responsibilities inherent in free expression among faculty, staff, and students.
I recognize the contributions that Carol Harter and the UNLV Planning Council have made towards developing cultural sensitivity, diversity training, and cultural competency, and feel that we are making significant progress in addressing these concerns on campus. I am also pleased to report that UNLV is providing forums for LGBT voices to be heard. For example, UNLV has its very own, newly reincarnated Gay/Straight Faculty Alliance and has no fewer than two student groups, SAGE and SPECTRUM, which focus on LGBT issues for law and other undergraduate students, respectively.
There are many challenges experienced in the university community by LGBT faculty, staff, administrators or students including concerns about harassment, social rejection, stereotyping or subjection to homophobic comments or overt discrimination. When I began to think about these concerns I realized that these concerns are not exclusive to LGBT people, but to anyone who belongs to a minority group; women, left-handers, Native Americans, etc. As Marsha and the group began to discuss the steps that could be taken which could help to bring about cultural understanding and competency for LGBT issues, I thought that these would be the most important things that I could possibly share with any member of the UNLV community as part of my experience. Following are some of the topics we discussed at the ADEA session which might initiate discussion and action here on our campus.
• Remember that the best way to make people comfortable with LGBT issues is to learn as much as you can about those people, and their feelings and beliefs, and make yourself as comfortable as possible with issues of diversity of sexual orientation.
• Remember that all staff, students and administrators are entitled to their own beliefs, opinions, and religious-based convictions. They should be valued just as you expect your differences and beliefs to be valued. There is no room and no tolerance for racist or homophobic remarks or actions at UNLV.
• Do not assume that homophobia affects only LGBT persons directly. Fear of people with differences affects everyone adversely wedging people apart rather than bringing them together. Staff, students, clients, or patients who are heterosexual may have children, grandchildren, other relatives or friends who are LGBT.
• Feel free to include LGBT information resources in your offices, community rooms, bulletin boards or orientation packets; it can be an effective recruiting tool and can serve to initiate early discussion about how to bring all members of the university community together.
• Please support your UNLV Gay/Straight Faculty Alliance and the UNLV SPECTRUM and SAGE student groups with your outreach and support.
• Make sure your forms (and I recommend the forms for all university-related materials) are inclusive and if possible, gender neutral. “Significant Other” or “Partner” can be included as another option for non-married LGBT as well as heterosexual couples. “Parent/Guardian 1” and “Parent/Guardian 2” are inclusive for a variety of family configurations, including same-sex parents, foster parents, guardians, and single parents.
These are simply some easy steps that we, as members of the UNLV community, can take to increase our cultural competence and make the environment in which we work, teach and learn more LGBT-friendly. The most important step, however, is in recognizing the need to do this and making the commitment to accomplish these goals. I want to personally thank Marsha and the ADEA for providing a very important message – each one of us has the opportunity to have our “differences” make a difference in our community.
Resources
For more information please use:
www.ADEA.org/sections (Minority Affairs, Special Interest Groups)
www.glbthealth.org (Gay, Lesbian Health Access Project)
www.verbenaehealth.org (Lesbian, transgendered health education, support)
Gay issues in the workplace, Brian McNaught, 2003
Beyond the closet: The transformation of gay and lesbian life, Steven Seidman, 2004
LGBT Health: findings and concerns, Healthy People 2010 – companion document www.healthypeople.gov
DIVERSITY WITHIN THE DIVISION OF STUDENT LIFE
By Rebecca Mills, Student Life
The Division of Student Life has made a commitment to honor the value of diversity in our work with students and with colleagues. That commitment means that we recognize our responsibility to interact with students and with one another in ways that enhance the cultural competence of members of the university community. Consistent with the university’s goal to create an inclusive and just university, we gear our interactions, programs, and services toward both the rights and responsibilities of members of the university community.
UNLV’s Office of Multicultural Student Affairs (MSA) encourages and promotes ethnic minority students’ social and academic
integration into the university through a variety of events, activities, and services. MSA also works with students to create events, activities, and services that encourage minority and majority student populations to explore their cultural identity and to participate in campus diversity efforts. Finally, all Student Life staff members promote strategies that allow students to provide leadership in and advocate for creating accessible and equitable campus environments that celebrate cultural differences and promote justice.
Members of Ethnic Student Council, a part of Multicultural Student Affairs, plan and sponsor Friendship Games and Peace Week, and they participate in Homecoming and UnityFest. Students get the opportunity to serve in leadership roles and learn event planning with guidance from Student Life staff. We find that student involvement and learning increases when students plan and implement events for other students.
ALANA is a mentor program designed for first-year minority students. First to second year retention of students of color is an important UNLV goal. Freshmen who identify as Asian, Latin, African American and/or Native American develop one-to-one relationships with UNLV faculty or professional staff members who volunteer to work with them. This investment in tomorrow's leaders has paid great dividends for both the students and their mentors.
As I write this, staff and students are preparing for this year's UnityFest, a week of events that centers on the diversity of the UNLV community. This year's theme, Rebel Against Indifference, will set the stage for entertainers, programs, and cultural experiences designed to enhance the knowledge and understanding about diversity among students, faculty, and staff.
We see our work in Student Life as providing learning opportunities outside the classroom; we are fortunate to interact with students as they learn about themselves as leaders, peers, athletes, students, and citizens. We recognize that we must design carefully learning experiences that are congruent with the values and goals of the university. This means that health care workers, psychologists, career counselors, advisors, police officers, intramural staff, residence hall coordinators, and fraternity advisors must understand and value difference as they work with an incredibly diverse group of students. They must serve as role models in the ways they interact with one another and with today's students.
As UNLV's graduates leave the university to work, live, and play they enter a world that will be increasingly more diverse. We hope that their experiences here as engaged and committed students will prepare them for that world. We hope that they will have learned to work well with those who see the world in different ways and to understand the value in hearing the perspectives of others. We hope that we can extend the faculty's commitment in the core curriculum to a multicultural perspective by offering services, programs, and materials that push students to think about their responsibilities in creating a world where diversity is celebrated and honored.
10 WAYS TO BE GAY FRIENDLY
By Marty Aleman, College of Education
I remember the day when my uncle told me that he was gay. I was seven years old, and he was twenty-seven, and my mother's twin brother—the second most important person in my life. I was jumping on his bed, watching him iron his clothes, when he asked, "Marty, do you know what being gay means?" I replied, "Yes, it means being happy." "Yes, it does mean being happy, but it also means something else..." My uncle proceeded to explain to me that being gay also meant that there were men who loved men, and women who love women, as boyfriends and girlfriends, or husbands and wives love each other. I was seven years old, and really didn't think anything wrong with that, as long as people still loved each other, it still seemed fine with me.
In the years to come, society taught me that being gay was absolutely not acceptable—and I was crushed. How could people say that my uncle, a person who I loved and admired so much, was not normal, or bad for being a homosexual? It hurt. It really hurt. While I was growing up, I felt that there was so
much peer pressure to be homophobic. It became so common to ridicule one another by gay-labeling. "You're so gay," "You queer!" and most commonly, calling each other the infamous "F" word. These phrases were almost a part of a new dialect. Growing up in the eighties, which was a very liberal time period, did influence the need for understanding and valuing diversity, yet when it addressed issues of homosexuality, society did very little to educate the mainstream of accepting homosexuality as being normal or healthy. Instead, the government campaigned educational many programs concentrated on becoming AIDS aware—which is good, and still very much needed. But, AIDS gave America one more reason to fear homosexuality. Unfortunately, I lived much of my life with a chip on my shoulder, and became defensive whenever my peers used homosexual connotations in a ridiculing way. I internalized it. I internalized it so much, that I lost relationships with many friends, and boyfriends because of their homophobic behaviors.
I am glad to say that although it has taken many people to experience the some of the same types of hurtful feelings as I had, (be they gay or straight), that society is finally beginning to educate people to accepting homosexuality as a part of the mainstream. I would never have dared to imagine that one-day same-sex marriage would be legalized. But, I bet that many homosexuals had.
Today, I am committed to researching why it is still difficult for the American education system to address issues pertaining to gay rights. I believe that it is while people are young, that it is easier to understand diversity, as the mind is still in its unbiased state. What is wrong with teaching and learning to appreciate individualism? My belief is that in order to be a truly diverse society, we must do our very best to teach awareness and acceptance of all people. Valuing diversity means that you continue to educate yourself, and others to strengthen an awareness and an acceptance of people who are culturally, (or sub-culturally) different.
As a cultural anthropologist, my research has begun by observing homosexuality on a cultural basis. I have learned that being gay has become a cultural affiliation for many individuals. Gay individuals have many similar life experiences and have shared beliefs surrounding their individuality. I have learned that like most cultures, Gay individuals have formed societal "norms." Mostly, I have learned that many gay individuals just want to educate others to be accepting of gay people. I have witnessed openly gay people as strong-hearted individuals, they appreciate diversity more than most people I know, because they have first-handedly achieved the ability to be comfortable with who they are, and accept their own individuality. But, whether homosexuals are "out", or "in the closet" there still is an instinctual fear that is driven from homophobia, homophobic biases, and behaviors that may lead to anti-gay hate crimes. There are frequent trust issues, as to whether or not an individual feels secure enough, as far as their physical safety is concerned, to be openly gay. The fear factor is still present. Once again, homophobia does influence intolerance to accepting being gay as normal, and nature's first instinct of survival of the fittest comes into play. I see this intolerance as something to be ashamed of.
So, I suggest the following ways to break free from homophobia:
1. Remember Confucius's GOLDEN RULE: Treat others the way you want to be treated
2. Remember Confucius's GOLDEN RULE: Treat others the way you want to be treated
3. Understand that being homosexual is normal and healthy
4. Do not be pressured to engage in gay-labeling or homosexual anti-bias behavior, what you do or say is completely your choice!
5. Educate yourself on LGBTQ (Lesbian, Gay, Transgendered, Queer) issues, particularly those that address civil rights
6. Do not be afraid to ask questions; as long as you are sincere and polite, more than likely a gay individual will be willing to give a truthful, honest answer regarding their sexuality /gender.
7. Never feel ashamed of a loving gay friend, or relative
8. Teach others to appreciate and understand the importance of equality, and detach themselves from homophobic peer pressure
9. Participate in LGBTQ/Straight alliance organizations, find out how you can contribute to eliminating homophobia
10. See each person as a valuable individual, and teach others to value individuality
Fighting homophobia is not difficult. It is important. It is necessary. Prejudice comes in many forms, but has always resulted in dehumanization, fear and hatred. Remember, that as educators we lead by example, and in many instances have the opportunity to teach intolerance to dehumanizing behaviors, and to value diversity in all aspects.
SPECTRUM@UNLV is an organization that is dedicated to promoting safe, educational, social and community service programs that are open to UNLV undergraduate and graduate students, faculty and staff, who are interested in promoting awareness of LGBTQ/Ally issues in the greater Las Vegas Community. SPECTRUM@UNLV meets regularly on Tuesdays, from 6:30-7:30 p.m. in the Moyer Student Union.
WHAT ARE AUTISM SPECTRUM DISORDERS?
By Amanda Boutot, College of Education
You are hearing about it more and more: Autism Spectrum Disorders. Current statistics suggest that as many as 1 in 150 people have an Autism Spectrum Disorder (ASD). This is an extraordinary number when one considers that as little as 15 years ago, the prevalence was said to be only 1 in 10,000. The reason for this increase is unknown. However, recent increases in public awareness and efforts by various organizations to help with earlier and more accurate diagnosis may be partially the reason. Our students, teachers or future teachers in the public school system, will undoubtedly encounter students with ASD in their classrooms or schools. More and more children with ASD are being educated in general education settings for all or a portion of their school day, making ASD more than just a special education issue. Having some knowledge about ASD may help these teachers (and other professionals) to better serve these children in the schools. This article describes very briefly the characteristics, causes, and treatment issues in ASD.
Typical Characteristics
Characteristics of autism range from very mild to severe. Generally speaking no two children with an ASD are alike; overgeneralized, statements such as, “all children with ASD…” or even “most children with ASD” are thus inappropriate and send a false message about the nature of these disorders. While similar in terms of diagnostic criteria, ASDs as they are currently known, manifest very differently for each individual person. Some typical characteristics may include the following:
- Delay or lack of speech (not so for Asperger’s Syndrome)
- Resistance to change or changes in routine
- Insistence on sameness
- Lack of eye contact
- Sensitivity to sensory sensations such as light, sound, touch, or certain textures
- Repetitive behaviors, known as “self-stimulatory behaviors” such as rocking, hand-flapping, or spinning objects
- Lack of pretend play
- Inability to initiate or sustain a conversation
- Lack of imitation
- Aloofness
- Preferring to be alone
- Echolalic speech, repeating what has been said
- Seeming not to hear others
Though these are only a few of the possible characteristics that a person with an ASD may experience, it should be noted again that these may occur at various degrees of severity and that every person with one of these disorders may display them differently.
Causes of ASD
At this time, there are no known causes of ASD. It is, however, generally regarded as a neurological disorder, adversely affecting development in at least one part of the brain. Whether this is due to a faulty gene, a chromosomal abnormality (such as Fragile X Syndrome), or some other damage, is not known at this time. Researchers are frantically searching for an exact cause of ASD, and it is believed that multiple causes may ultimately be identified. While several theories as to specific causal agents (such as vitamin deficiencies and
vaccines) have been studied, at this time, there seems to be no conclusive link between any one specific agent and ASD. Indeed, there may be multiple causal agents for even one person with these disorders.
**Is There a Cure?**
A primary goal in identifying the cause of ASD is to then hopefully identify a cure. At this time, however, given that no known cause has been identified, it is impossible to say that there is a cure. Many treatments have been proposed that may be effective in reducing or even eliminating symptoms, however, until the exact nature of the disorders are known, it is impossible to say that one has been “cured” of their autism.
**Prognosis**
Do not be discouraged, however, by the lack of knowledge about the causes of ASD, or by the lack of a known cure. Many people with ASD grow up to lead successful, contributing, and independent lives as adults. Early and effective intervention is key. Think of ASD similar to the “common cold”, though a “cure” per se has not been identified, treatment of the symptoms is certainly possible.
**Effective Treatment**
Education and effective treatment can be called the “aspirin” for ASD. Various educational treatments have been identified over the years, some with much success, and others with minimal success. The most important goal of any educational program or treatment is to help the person with ASD become more functionally independent. This may involve teaching her how to communicate with others, appropriate play or work skills, social skills, or modifying behaviors. Treatments generally involve at least one of three models based on theoretical perspectives: the Developmental Model, which emphasizes a child-centered, naturalistic teaching approach; the Perceptual-Cognitive Model, which focuses on teaching students with ASD to attend to and communicate with others through visual cues and sensory integration, for example; and/or the Behavioral Model, which is based primarily on Applied Behavioral Analysis (Scheuermann & Webber, 2002). Again, early intervention is key, and as each of these children have varying degrees of impairment and need, the decision as to which program is best or most appropriate must be made on an individual basis, and not on what is the “hot” treatment of the time.
**Conclusion**
While much remains a mystery in the field of ASD, more information is coming in from researchers and professionals daily. Increased awareness and understanding of ASD can help school professionals better serve these children in the public schools. Those with an interest in ASD are encouraged to visit the website of the Autism Society of America at www.autism-society.org or the Council for Exceptional Children’s Division on Developmental Disabilities (DDD) website at www.dddcec.org/ (note that DDD will hold its national conference in Las Vegas October 11-12, 2004; contact Amanda Boutot for more information on either organization).
**References**
American Psychiatric Association (1994). *Diagnostic and statistical manual of mental disorders, 4th edition.* Washington, DC: American Psychiatric Association.
Scheuermann, B. & Webber, J. (2002). *Autism: Teaching does make a difference.* Belmont, CA: Wadsworth.
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**AS MUCH AS I AM LEARNING ABOUT JAPAN, I AM LEARNING MORE ABOUT AMERICANS: A FORMER UNLV STUDENT REFLECTS ON HER EXPERIENCE WHILE HOSTING A STUDENT FROM JAPAN**
By Medley Denne, College of Education
A letter to my professor . . . I have been thinking about you lately since we have a Japanese Cultural Homestay International student living with us. I am learning a lot about our community here. This reminds me of the
conversations we had in the multicultural class last summer.
I knew very little about Japan before Chika arrived but have studied up some since she got here two weeks ago. However, I still know very little. We were given a four-page information sheet on Japan and general information on Japanese culture and traditions before Chika arrived. We (my husband and I) read it and learned many things about Japanese customs, including the notion that most Japanese do not hug nor greet Westerners by shaking hands. We also learned that Japanese usually turn off the water when taking a shower due to very small water heaters in Japan and that they do not have clothes dryers.
With this information in mind, my husband and I headed to the bus that was carrying 17 international stay students from Japan. We were appalled when the first "host mom" found her student for the first time and gave her a big hug. I cringed for the poor girl knowing this was not the appropriate way to greet someone from Japan!!! I thought to myself "Duh"!!!! Did you bother to read the information provided to you? Do you have any respect at all for other people and their culture!!! When we finally looked up after putting our heads down in shame after witnessing the hug, there was Chika. We kindly held out our hands, she shook them and nodded as we welcomed her to America. That night, we listened quietly as the water from the shower turned on, then off. Then on, off. On, off. I smiled.
We read the information sheet and learned that 84% of Japanese people in Japan practice a combination of Shinto and Buddhism with only 1% of the population being Christian. After talking with Chika, we learned she practices Buddhism. I had to leave for Las Vegas that first weekend so Chika stayed with a friend she met during the week. I met the host family and made arrangements. The host mom said they would be going to church on Sunday. I discussed this with Chika and told her it should be a different but good experience for her (Even though I am not Christian and therefore do not attend church). While in Las Vegas, I learned that the host family took Chika and her friend to see the movie, *Passion of the Christ*. I was aware of the church thing but was not informed of the movie selection until after the fact. The girls were very upset . . . horrified, in fact, as they cried through the movie, not understanding what they were seeing, unable to interpret the language due to English being their second language! I was crushed for the girls. I felt horrible. I couldn't believe someone would make such a poor decision. Again, I questioned to myself . . . "DID YOU READ THE INFORMATION SHEET?"
Many similar things have occurred with host families and their international home stay students during past week. To sum it up, I have learned that people in my community do not bother to learn about other people and their cultures. Or maybe they have learned about them but they don't care. They are very disrespectful and I am embarrassed.
I know very little about Japan, but at least I tried to learn enough to be respectful of Chika and the other students. These students do things for a reason. They wear long sleeves when it is 80 degrees for a reason! It does not matter what the reason is. It is not my place to insist they wear short sleeves because I might think they will be hot. As much as I am learning about Japan, I am learning more about America, Americans, and how and why we are viewed the way we are by people from other countries.
My point in this long letter to you is simple. It is an example of when learning really occurs. As much as I learned in your class last summer, the real learning occurs after the course when I apply the skills. I thank you, and Chika does, too!
**RECRUITING FOR DIVERSITY**
By Suzanne Devlin and Jen Fabbri, University Libraries
The UNLV strategic plan includes a commitment to hiring, motivating and rewarding superior faculty, professional and classified staff. The University is committed to an inclusive and just campus environment that respects diversity and free expression. To that end, it is a stated core value of the UNLV Libraries to hold in high regard the diversity of people and ideas. UNLV Libraries' goal is to shape our services so that they are relevant,
enticing and meet the needs of the diverse students, faculty and staff that make up our UNLV community. With this as our goal, it is critical for library staff at all levels to reflect the variety in backgrounds and perspectives of the people we serve. Attracting and interacting successfully with diverse candidates is important to our success as an organization.
One step we are taking to increase the breadth of our candidate pool is to publish and distribute our vacancy announcements as widely as possible. This year we have seven vacant positions, and for the first time, we are recruiting from several sources that provide the opportunity to communicate with qualified candidates who come from a variety of backgrounds. In addition to traditional recruiting, we have published all seven of our vacancy announcements through the following organizations: Black Caucus of the American Library Association, REFORMA, Asian/Pacific American Library Association, and the American Indian Library Association. We also send our announcements to five masters of library science degree programs that historically have a predominantly African American student body: University of Southern Mississippi, Drexel University, Clark Atlanta University, North Carolina Central University and Louisiana State University.
Most of these organizations either do not charge or charge only a nominal fee to publish our announcement to their readership. In total we incur a cost of $140 per vacancy to advertise in the publications of these organizations. The obvious benefit of this practice is reaching and communicating with targeted populations. The less obvious and perhaps more powerful benefit is that every time we post another vacancy announcement, we are building one-on-one relationships with contacts at these organizations. We believe that it is these personal relationships that will ultimately benefit our organization the most.
Increasingly standard methods of publicizing vacancy announcements are through the publications of a particular association or organization, through the websites of these organizations, or via electronic discussion lists. Below is a list of organizations, publications, and listserves that address multiculturalism and diversity in education. Please note that as search committees, it is important that you document where you have posted your vacancy announcements, so that you may report these steps or replicate them for future searches.
**Multicultural & Diversity Education Organizations and Associations**
- National Association for Multicultural Education (NAME) [http://www.nameorg.org/](http://www.nameorg.org/)
- Anti-Defamation League Education Department [http://www.adl.org/education/default.asp](http://www.adl.org/education/default.asp)
- Council for Opportunity in Education [http://www.coenet.us](http://www.coenet.us) Site includes a “Job Opportunities” listing
- Educators for Social Responsibility [http://www.esrnational.org/home.htm](http://www.esrnational.org/home.htm)
- Employment page at University of Maryland’s Diversity Website [http://www.inform.umd.edu/EdRes/Topic/Diversity/General/Employment/](http://www.inform.umd.edu/EdRes/Topic/Diversity/General/Employment/)
- Gay, Lesbian, and Straight Education Network [http://www.glsen.org/cgi-bin/iowa/home.html](http://www.glsen.org/cgi-bin/iowa/home.html)
- HBCU-Central Job Recruiting Service [http://hbcu-central.com/careercenter/](http://hbcu-central.com/careercenter/)
- Global and Multicultural Education Center [http://www.kcglobalconcepts.org/](http://www.kcglobalconcepts.org/)
- Minority and Women Doctoral Directory [http://www.mwdd.com/](http://www.mwdd.com/)
- National Association for Bilingual Education (NABE) [http://www.nabe.org/](http://www.nabe.org/) Site includes a Members Only “Discussion Forum”
- National Coalition For Women and Girls in Education [http://www.ncwge.org/](http://www.ncwge.org/)
- National Education Association Asian and Pacific Islander Caucus [http://www.geocities.com/apic4uus/](http://www.geocities.com/apic4uus/)
- Many state individual state associations for multilingual/multicultural education. Search the web by state name and “multicultural education association.” Example: Illinois Association for Multilingual Multicultural Education (IAMME) [http://www.iamme.org](http://www.iamme.org) Site includes “Employment Opportunities” section
Selected Multicultural Education Publications
- *Multicultural Perspectives*
- *NAMENews*
- *Multicultural Education*
- American Educational Research Association Special Interest Group: Association of Critical Examination of Race, Ethnicity, Class, & Gender in Education Newsletters at http://www.aera.net/sigs/newsletters/s03ce recge.pdf
Electronic Discussion Lists for Multicultural Education
- AASNET-L (African American Student Network; email firstname.lastname@example.org)
- AFAMHED (African Americans in Higher Education; email email@example.com)
- MULT-ED (Multicultural education list; email firstname.lastname@example.org)
- MULTC-ED (Multicultural education discussion; email email@example.com)
- MULTICULTURAL-ED (Multicultural education list; email firstname.lastname@example.org)
- MULTI-L (Discussion of multi-lingual education; email email@example.com)
- NAME-MCE (NAME listserv; subscribe at http://www.nameorg.org/listserv.html)
TEACHING STUDENTS FROM ALTERNATIVE ROUTE PROGRAMS IN EARLY CHILDHOOD EDUCATION
By Cathi Draper-Rodriguez and Yaoying Xu, College of Education
Over the past twenty years most states have developed alternative teacher certification programs in early childhood education and early childhood special education (ECE/ECSE) as a means to alleviate teacher shortages (Edelen-Smith & Sileo, 1996; Feistritzer & Chester, 1991; Sindelar & Marks, 1993). Alternative route programs vary from state to state and are broadly defined as any programs that are different from the traditional university teacher education program (Bradshaw, 1998; Hawley, 1990; Stoddart & Floden, 1995; Zumwalt, 1996). Alternative teacher preparation routes have been an essential component in many teacher education programs.
Like many other rural states, the state of Nevada has experienced critical teacher shortages in the area of ECE/ECSE. Therefore, alternative routes to teacher preparation programs have developed over the past ten years. These alternative route programs include both undergraduate and graduate level and involve students from the fields of ECE/ECSE as well as other areas. In general, university based alternative route programs are identical in content to traditional programs, but the format and the process of preparation are different. This article focuses on the unique characteristics of alternative ECE undergraduate programs and provides strategies for working with students in these programs.
**Characteristics of alternative route programs**
*Format*
Most alternative route programs are designed and delivered in a cohort format. Unlike traditional students who have more choices in terms of courses and time, alternative route students usually need to take the classes as a whole group in a more structured mode. The schedules are more condensed than traditional programs. Each class session lasts longer and is usually run during weekends.
*Individuals*
The characteristics of the students enrolled in alternative route to licensure programs will ultimately lead to the greater diversification of educators. Through innovative timelines and incentives, students who otherwise may not be able to receive education degrees receive undergraduate and graduate degrees. Students, who are older, who have been out of school for longer periods, and who come from lower economic backgrounds are drawn to these programs because of their speed and low cost to the student. Graduates of these programs bring more diverse backgrounds and experiences to the ECE classroom and better meet the needs of the increasingly diverse ECE student population.
Most of the students in undergraduate alternative route programs do not join the program directly after graduating from high school. This is maybe due to a number of years' experiences that are a requirement as entry in the program. The students in the program have a great range of age diversity. The mean age of these students is higher than the mean age of students in traditional programs.
This time away from an educational setting has given these students a variety of life experiences. These life experiences lead to students who have involved discussions in the classroom. Many times it is these life experiences in the field that lead the students back to school. They have a strong desire to learn more about an area that they care about and in which they have experienced.
This time away from school is also a disadvantage for these students. They may need to relearn basic survival skills. These survival skills include knowing how to study for a test, when to approach the instructor with questions, and what comments are appropriate to make during class. Many times these problems are due to a lack of time to a school setting. These students may require more time to process information given during the lecture.
This desire leads to a strong commitment from the student. These students have strong goals for themselves. They have learned from past experiences and want to use those experiences to make their future better and more economically sound. The students are emotionally invested in their education. Because of recruitment practices, students in alternative route programs are more likely to be from a diverse population. The students from these diverse populations have a different ethnic and linguistic background than many of the traditional teacher candidates. This leads to increased language diversity, including diverse languages and dialects. The need for teachers from diverse populations is acute. The culture of the teacher impacts how they interact in the classroom.
The cohort format of these programs leads to a strong relationship between the participants in the program. Students share a bigger part of each other's lives than just being classmates. They become a family. Within these groups, there are levels of closeness, but there remains a level of unity between all of them.
It is always important to remember that there is also high level of diversity within these groups. Though they all have life experiences, they are very different life experiences. Though all are from diverse populations, they are from many different diverse populations. Some strategies are suggested below to help instructors and students be successful with these types of programs.
**Strategies for teaching students in alternative route programs**
1. Allow students to build off the knowledge they have gained from working in the field. Because students from the alternative route programs are from the field, they all have more or less working experiences with young children. Use guided discussions as a process for learning. These students have strong opinions about their way of teaching young children. Let students discuss and debate with each other their techniques.
2. Be firm and consistent about the requirements of the class. Ensure that all students understand the condensed format of course instruction does not mean that the quality is lower than the traditional format. In other words, the expectations (or requirements) for the alternative route programs students are the same as those for the traditional students. The difference is in the method, not in the content.
3. Be available for students. Because of the fast pace of the course, let students know how they can get hold the instructor during the regular week beyond the office hours. Combine in class and out of class interaction via class discussion, email, and after class assignments.
4. Combine formal and informal teaching/learning methods in class. More flexibility is provided because of the intense schedule. For example, breakfast and lunch are allowed during discussion time, teacher instruction and student participation are balanced, individual and group presentations are arranged on choice and assignment. Encourage students who are shy to talk in class to add to the discussion. Encourage them to
work in groups with people they have not worked with before. They may resist in the beginning, but soon they would find out they have learned a lot from the interaction. Encourage group projects because the diversity (age, experience, culture, academic, etc.) will promote sharing, interaction, and learning from one another.
5. Be sensitive, understanding, and supportive. Many students are experiencing financial difficulties. Talk to them and provide information in seeking scholarship or other financial assistance from the university or the state. The condensed format and intense schedule cause more stress to them than to traditional students. Provide not only academic guidance, but also emotional support to students in stress. Allow students to express their different or even conflicting ideas or emotions in class. Be careful not to make any judgments or take a standpoint before listening to everyone’s story. Be fair and be a good listener. Whenever possible let the students solve the conflicts or problems, but make sure guide the discussion on the right track.
6. Provide opportunities for every student to share her/his experience in class and respect different learning/teaching styles. Provide multiple formats of evaluation methods because of the fast pace of each course and diverse backgrounds of students. In addition to direct testing in class, take home examinations, research project based on theories and practices, and fieldwork can be conducted and evaluated in an on-going basis, even after the completion of the course.
7. Teach skills in preparing developmentally and individually appropriate programs that are relevant to children with the full range of abilities. Not only the content, but also the strategies for adapting and accommodating the general education curriculum should be the focus in order to meet the diverse needs of students.
Alternative teacher preparation approach is not just a shortcut to meet the teacher shortage in the field of ECE/ECSE; it is an important component of teacher education programs. When their needs are identified, their strengths are valued, and appropriate strategies are applied, alternative route programs can prepare high quality ECE/ECSE teachers for children with diverse backgrounds.
References
Bradshaw, L. K. (1998). *Policy, politics, and contradictions of alternative teacher certification*. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA, 13-17 April.
Edelen-Smith, P., & Sileo, T. W. (1996). The alternative basic certification program in special education: In search of quantity and quality in special education, *Teacher Education and Special Education, 19*, 313-330.
Feistritzer, E., & Chester, D. (1991). *Alternative Teacher Certification: A State-by-State Analysis*. Washington, DC: National Center for Education Information.
Hawley, W. D. (1990). Systematic analysis, public policy-making and teacher education. In: Houston, W. R. (Ed.), *Handbook of Research on Teacher Education* (pp. 136-156), New York: Macmillan.
Sindelar, P. T., & Marks, L. S. (1993). Alternative route training: Implications for elementary education and special education. *Teacher Education and Special Education, 16*, 146-154.
Stoddart, T., & Floden, R. E. (1995). *Traditional and Alternative Routes to Teacher Certification: Issues, Assumptions, and Misconceptions* (Issue paper 95-2). ERIC Document Reproduction Service No. ED 383-697.
Zumwalt, K. (1996). Simple answers: Alternative teacher certification. *Education Researchers, 25*, 40-42.
MARRIAGE
By Kyle Higgins, College of Education
[(Life + Liberty + Property + Due Process)2 + (Love)2] X [(Commitment)2 + (Happiness)2] = Marriage
One of the main clauses of the Fourteenth Amendment of the U.S. Constitution is:
Section. 1. All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.
Previous Thoughts from the Supreme Court:
• In 1967 the Supreme Court announced that, "marriage is one of the most basic civil rights of man... essential to the pursuit of happiness."
• In Zablocki v. Redhail (434 U.S. 374 (1978)) the Supreme Court found: "importing into equal protection analysis the doctrines developed in substantive due process, the Court identified the right to marry as a "fundamental interest" that necessitates "critical examination" of governmental restrictions which "interfere directly and substantially" with the right."
• "The vital requirement is State responsibility," Justice Frankfurter once wrote, "Certainly, state legislation commanding a discriminatory result is state action condemned by the first section of the Fourteenth Amendment, and is void. The constitutional provision, therefore, must mean that no agency of the State, or of the officers or agents by whom its powers are exerted, shall deny to any person within its jurisdiction the equal protection of the laws. Whoever, by virtue of public position under a State government, deprives another of property, life, or liberty, without due process of law, or denies or takes away the equal protection of the laws, violates the constitutional inhibition."
The Realization
Marriage is a civil right.
Civil rights are not just for those folks we identify with--members of our ethnic group, those who speak our language, those who adhere to our cultural traditions, those with the same abilities as ourselves, those who have our sexual orientation, or members of our church. Civil Rights are not something that anyone one of us can deny another citizen of our country, simply because they differ from us. Civil rights are for ALL citizens.
A Civil Rights movement has begun.
WOMEN’S RIGHTS ARE HUMAN RIGHTS: RAISING AWARENESS ABOUT WOMEN’S ISSUES WORLDWIDE
By Karla V. Kingsley, College of Education
On Sunday, February 29, 2004 Artemis Ham Hall came alive with UNLV’s production of Eve Ensler’s play entitled “Vagina Monologues”. The performances in Vagina Monologues are based on more than 200 interviews with diverse groups of women about how they relate to their bodies, their sexuality, and to violence against women. The play is part of the larger worldwide V-Day activities, which include creative gatherings, films, theater, and benefits to raise awareness and funds to change social attitudes towards violence against women. V-Day is a non-profit corporation enlisting local citizens and volunteers, college students, church groups, and community organizations to raise funds for distribution to grassroots, national, and international organizations working to end violence against women and girls. The “V” in V-Day stands for Victory, Valentine, and Vagina. In 2001 V-Day was named one of Worth Magazine’s 100 Best Charities, and in its first six years the organization has raised over $20 million to strengthen anti-violence efforts.
and support educational and legislative endeavors to protect women throughout the world. Proceeds raised from UNLV's production of the monologues were donated to local women's shelters in Las Vegas.
V-Day, now a worldwide social and activist movement, has staged large-scale benefits, including programs at the Afghan Women's Summit, The Stop Rape Contest, Indian Country Project, and Amnesty International's "Ni Una Mas" (not one more) march in Juarez, Mexico on February 14, 2004 to protest the brutal murders of over 370 women in Juarez and Chihuahua City, Mexico. Although topics such as ending rape, battery, incest, female genital mutilation (FGM), rape as a weapon of war, and sexual slavery are a major focus of the V-Day mission, the organization also aims to stage thoughtful, humorous, provocative productions that give voice to women who historically have had none. It also sponsors operations and campaigns around the world to unite individuals, communities and organizations to empower women to create a world without violence. The V-Day movement has expanded to over 1000 events worldwide including speeches, performances, protests, and fund-raising events. Some of V-Day's action initiatives include:
- The 1% campaign, which proposes that 1% of the US defense budget be directed toward the safety and security of women and girls
- A worldwide campaign to present productions of "The Vagina Monologues" to raise money to stop violence against women and girls
- Local initiatives in Africa, the Middle East, and parts of Asia
- The Indian country project, which raises awareness of the epidemic of violence against women and girls in Native American, Native Alaskan, and First Nations (in Canada) communities
- Afghanistan is everywhere campaign, reminding us that like their Afghan sisters, women around the world courageously challenge oppression
The V-Day website (http://www.vday.org) includes links to the US Department of Justice's Office on Violence Against Women (see resources), promising practices and model programs for law enforcement, practitioners, and victim advocates, Domestic Violence Awareness Month (October), and statistics on the worldwide plague of violence against women and girls. Additionally, the website provides information on donating to V-Day, organizing a V-Day event, anti-violence resources, and information about how to register to vote. As is common at many V-Day events, UNLV's production of the Vagina Monologues provided information and paperwork to register citizens to vote. Voting in local and national elections is one more way to speak out against gender-related violence and raise awareness about issues impacting women, such as health care and education.
In addition to V-Day's (http://www.vday.org) links to listings about how to report violence, obtain information about violence prevention and/or obtaining medical or police assistance, and for more information and statistics related to violence against women, a list of additional resources follows.
- Office on Violence Against Women: http://www.ojp.usdoj.gov/vawo
- Violence Against Women online resources: http://www.vaw.umn.edu/ This site contains information about domestic violence, stalking, sexual assault, child custody and protection, and batterer intervention programs
- 2004 President's Family Justice Center Initiative: http://www.state.tn.us/finance/rds/FJC%20Sub%20Contract%20Process.doc
- National Advisory Committee on Violence Against Women: http://www.ojp.usdoj.gov/vawo/nac/welcome.html
- National Domestic Violence Hotline: (800) 799-7233
- Rape, Abuse & Incest National Network (RAINN), includes a 24-hour confidential rape hotline: (800) 656-HOPE
- National Victim Center: (800) FYI-CALL (394-2255). This hotline helps locate assistance in your community if you have been the victim of a violent crime
- Minnesota Center Against Violence & Abuse http://www.mincava.umn.edu/ This site contains articles and research, training materials, funding information, & more.
For finding and verifying statistics related to violence against women:
- World Health Organization: http://www.who.int/en/
- Family Violence Prevention Fund: http://endabuse.org/
- Immigrant & Refugee Women's Rights Project: http://endabuse.org/programs/immigrant
- Amnesty International: http://www.amnesty.org/
- NHIC Family Violence Prevention http://www.health.gov/nhic/NHICScripts/Entry.cfm?HRCode=HR3455
- For information about Domestic Violence on an International Scale: http://endabuse.org/newsflash/index.php3?Search=Article&NewsFlashID=514
For help locally in Clark County and Las Vegas, Nevada:
- Homeless Transitional Shelter for Pregnant Women
Las Vegas, NV
(702) 242-9850
- Marian Residence
Henderson, NV
- Women Ages 50-70
(702) 565-6607
- Safe Nest for Women
Las Vegas, NV
(702) 646-4981
- Salvation Army PATH
Las Vegas, NV
- Mentally Challenged Women
(702) 639-0277
- Shade Tree Shelter for Women
Las Vegas, NV
(702) 385-0072
- Women's Development Center
Las Vegas, NV
(702) 796-7770
THE SHELTERED INSTRUCTION OBSERVATION PROTOCOL (SIOP): A MODEL FOR TEACHING ENGLISH LANGUAGE LEARNERS
By Lori Navarrete, College of Education
The Sheltered Instruction Observation Protocol (SIOP) is an instrument for instructing English language learners (ELLs) in content area classes. In response to No Child Left Behind, especially as it pertains to meeting the needs of second language learners, many districts, nationwide, have adopted this model for use in regular and ESL classrooms. Several schools in Clark County School District have adopted the SIOP model as one approach to addressing the language and academic needs of their second language learners. English Language Facilitators in the district are being trained in SIOP during the 2003-2004 school year.
Background on SIOP
The first version of the SIOP instrument was developed by Echevarria and Vogt in the early 1990s to evaluate the degree to which teachers use sheltered instruction when working with English language learners. Sheltered instruction refers to a content subject (science, math, or social studies) taught to ELLs by a teacher who has certification in the content area as well as specialized training in instructional strategies for teaching linguistically diverse students. Sheltered content instruction strategies include but are not limited to the following: modeling, hands-on manipulatives, commercially made pictures, overhead projector, demonstration, multimedia, timelines, graphs, bulletin boards, maps, real-life activities, previewing new vocabulary or terms, creating a word bank, reducing the linguistic load of teacher-speech, interaction between students, linking concepts to students' background, relating content material to previous lessons, varying instructional strategies, frequent checks for understanding, varying reading options, and designing lessons to provide students with a wide variety of learning opportunities (Echevarria & Graves, 1998). Sheltered instruction offers a solution to those schools
that have a number of language groups to serve with limited staff. Typically, ELLs who would likely benefit from sheltered teaching include those:
1. who come from strong academic backgrounds in the first language;
2. with intermediate fluency in the second language that have acquired English and basic skills in the American school system;
3. who were born in the United States, but who were not given the opportunity of primary language learning and English as a second-language program; and
4. who speak a language in which bilingual staff is not available (Northcutt Gonzales cited in Ovando, Collier, 7 Combs, 2003).
In 1996, Echevarria and Short received a grant from the U.S. Department of Education through the National Center for Research on Education, Diversity & Excellence (CREDE) to develop an explicit model of sheltered instruction, 2) use that model to train teachers in effective sheltered strategies, and 3) conduct field experiments and collect data to evaluate teacher change and the effects of sheltered instruction on the English language development and content knowledge of limited English proficient students. Since then, the researchers and participating teachers collaborated to further modify the observation instruction and to create a lesson planning and delivery system for sheltered instruction.
**The Model**
The SIOP Model is organized around eight components essential for making content comprehensible for ELLs and for developing their academic English skills. The eight components are as follows: Lesson Preparation, Building Background, Comprehensible Input, Strategies, Interaction, Practice/Application, Lesson Delivery, and Review/Assessment (Short, Hudec, & Echevarria, 2002).
**Lesson Preparation.** The lesson plan should incorporate content objectives from district, state, or national standards along with systematic development of language objectives. The language objectives can be taken from the TESOL ESL standards, district or state ESL standards or language arts standards. The objectives should provide practice in the four language skills of reading, writing, listening, and speaking. They should also incorporate strategies form grammar, vocabulary, and language learning skills. It is important that the students know what the objectives are so they know what the teacher expects of them. An example of a content objective is: *Students will be able to describe the means of transportation used by Native Americans in New York in colonial America.* An example of a language objective is: *Students will be able to preview the text, interpret and discuss pictures in the chapter, and identify and define key vocabulary in bold print.*
**Building Background.** There is often a mismatch between a student's cultural background and what is being taught in the classroom. Students from diverse backgrounds may struggle to comprehend a text or a concept because their worldview does not match that of the text or the culture for which the text is written. Therefore, it is critical that the teacher incorporate strategies to activate students' background knowledge explicitly and provide linkages between the students' knowledge and experiences to the new concepts being presented. Questioning, charts, KWL, and student journals are just of few of the strategies that can be used to provide these linkages.
**Comprehensible Input.** In the SIOP Model, effective teachers adjust their speech and classroom activities so that the message to the student is understandable. The strategies for comprehensible input are especially important for ELLs who have to learn two things simultaneously: English and subject matter. Repetition, avoiding jargon, avoiding idiomatic speech and giving clear directions are some of the ways to ensure comprehensible input.
**Strategies.** Strategies are what students do to help them understand, study, and/or retain new information. English language learners at non-advanced levels of proficiency tend to not use learning strategies at all or not use them effectively (Echevarria, Voght, and Short, 2000). Instead, they focus their mental energy on such things as translating words and pronouncing new terms while learning English. Teacher must provide explicit instruction in learning strategies. They need to model the strategies and scaffold activities when students practice the strategies in their lessons.
**Interaction.** Sheltered content classes should be structured so that students are interacting with the teacher and with their peers. In the SIOP model, there needs to be a balance between teacher and student talk. Students need to be given as many opportunities as possible to develop their English skills and to learn from each other. Opportunities for interaction might include students engaging in elaboration, negotiation, clarification, and persuasion, among others.
**Practice/Application.** Visual, auditory, kinesthetic, and/or tactile learning opportunities are an important component of a well developed SIOP lesson. Like all students, ELLs have a variety of learning styles and multiple intelligences. Lessons that build in hands-on, visual, and other kinesthetic tasks benefit second language learners because they give students the opportunity to practice the language and content knowledge through multiple modalities.
**Lesson Delivery.** Planning a sheltered instruction lesson is the first major step in helping ELLs learn academic English and content. Lesson’s goals and objectives must be met during the allotted time so that learning can take place. Teachers must pace the lesson so all students are comprehending the concepts. Checks for understanding, modeling, and practices are all important components to build into a lesson. Active learning is absolutely necessary for student learning, retention, and generalization. The following quote illustrates this point clearly: *When teachers spend their time and energy teaching students the content the students need to learn, students learn the material. When students spend their time actively engaged in activities that relate strongly to the materials they will be tested on, they learn MORE of the material* (Leinhardt, Bickel, and Pallay, 1982). The following factors contribute to high levels of student engagement: well planned lessons, clear explanation of academic tasks, appropriate amount of time spent on academic task, strong classroom management skills, opportunities to apply information in meaningful ways, and active student involvement (Echevarria & Graves, 1998).
**Review/Assessment.** This component of the SIOP Model involves reviewing important concepts, providing constructive feedback through clarification and modeling, and making instructional decisions based on student responses. Teachers need to conduct formative evaluation during the lesson and adjust their plans accordingly. At the end of the lesson, teachers should schedule a protected time to evaluate the extent to which students have mastered the lesson’s objectives.
In sum, the SIOP model provides a comprehensive framework for planning and implementing effective lessons for ELLs. The model has been empirically validated and used successfully with ESL students for over ten years. The approach incorporates the use of sound pedagogical methods in teaching and assessing linguistically diverse students.
**References**
Echevarria, J., & Graves, A. (1998). *Sheltered content instruction: Teaching English-language learners with diverse abilities.* Boston, MA: Allyn and Bacon.
Echevarria, J., Voght, M.E., & Short, D. (2000). *Making content comprehensible for English language learners: The SIOP model.* Needham Heights, MA: Allyn and Bacon.
Ovando, C. J., Collier, V. P., & Combs, M. C. (2003). *Bilingual and ESL classrooms: Teaching in multicultural contexts* (3rd ed.). Boston: The McGraw-Hill Companies, Inc.
Short, D., Hudec, J. & Echevarria, J. (2002). *Using the SIOP model: Professional development manual for sheltered instruction.* Washington, DC: Center for Applied Linguistics.
IMPROVING INSTRUCTIONAL PRACTICES FOR AFRICAN-AMERICAN STUDENTS
By Michelle Richardson, College of Education
"Teachers pledge to do all good things, knowing that they are more than keepers of brothers and sisters"
Maya Angelou, Black Family Pledge
Education plays an important role in American society. Teachers in general are trained to treat every student with equal compassion and understanding during instruction. Special education teachers are trained to treat each student as an individual and deliver differential instruction. These methods have proven successful for many years and will continue to be successful overall. But what about students who are from diverse backgrounds? What about the students who have to be bussed across town daily for over an hour to get to school? What about the students who don't have time to do homework every night? What about the students who can't focus on graduating sometime in the future? What about the students who need a little more than the average teacher can offer? These questions are questions that face many African-American students in our classrooms.
Twenty-three percent of African-American children were born out of wedlock in 1960 (Bradley, 2003). That number has risen drastically since that year. The National Center for Health Services states that 68% of African-American children were born out of wedlock in 2002 (Keith, 2003). Two parent families are unusual in the African-American community. Children are affected directly by the circumstances that come with growing up in a single parent home. The income level of two parents can be substantial and can determine the difference between poverty and a better quality of life. Too often people make the assumption that the only thing children have to think about is having fun while they're growing up. Many African-American children have to worry about growing up -- period. Many African-American children must learn how to survive before they can think about learning how to read.
There has been a rise in African-American female head of households (Patton, 1999). Circumstances surrounding this increase have a direct affect on the African-American children. The Children's Defense Fund released an analysis stating that the number of African-American children living in extreme poverty was at its highest level in 23 years (Education Update, 2003). Most families' do the best they can with the little resources to raise the children. The poverty status of an African-American family of four in 1994 was 27% (Department of Labor, 1995). The income for an African-American family of three in 1994 making under $10,000 was 21% (Department of Labor, 1995). The average poverty threshold in annual income for a family of four was $18,104 in 2001 (United States Census Bureau, 2002). African-American children living in female head of household families living in poverty in 2001 was 47% (United States Census Bureau, 2002). Almost one million African-American children in 2001 lived in households making less than half the federal poverty line (Education Update, 2003).
African-American single mothers place a strong hold on children to keep a family together. A single mom has to help her children learn survival skills and independence early in life. Some of the responsibility traditionally placed on a second parent may be delegated to one or all of the children. When African-American children are old enough, they are taught to clean the house, wash clothes, iron, cook, and maintain care for younger siblings. Most African-American parents don't assign chores, they give jobs in the house. Children don't choose to do chores. Children are expected to have the house clean before parent/guardian gets home from work or suffer the consequences. That's just the way it is.
African-American parents face the challenging task of actively combating negative messages of racism while teaching children to succeed in American society (Comer & Poussaint, 1992). Many people won't admit that racism still exists, but it does. The Executive Director of the grass roots Institute for African-American Leadership suggests that subtle racism still exists in the United States (Heckel,
It is a reality for adults in African-American communities and unfortunately for the children as well. According to the Institute for the Study of Race Relations at Virginia State University, 66% of African-American people and 45% of Caucasian people in America think that race relations will continue to be a problem (Heckel, 2004). African-American children have to be taught to be alert and work twice as hard as everybody else to receive the same benefits. These children are born into a group of people who have the disadvantage of constantly having to prove themselves.
Basic survival skills are taught when toddlers start walking. Some examples may include distinguishing between what to touch as opposed to what not to touch, how far away from adults to play, and to be obedient to adults. Most African-American mothers don’t pick up all of the items off of tables and other furniture that babies can reach. They leave them within perfect grasp and show babies what not to touch. The parents are consistent and firm with the children and most babies don’t touch things on tables or furniture. This is important for survival later because kids won’t be tempted to touch, play with, or possibly take things in public places. Being accused of stealing because one looks suspicious becomes a natural part of living an African-American life. Being followed when browsing or shopping becomes irritating insulting for African-American adults. Some instances such as these can be avoided by knowledge of how to interact with objects and people in the environment without drawing unnecessary attention.
The classroom teacher will have more success with African-American children by establishing clear expectations immediately and following through with appropriate consequences for behavior. The boundaries and expectations were set when the African-American child was a baby. It’s no trouble to take on a new set of expectations at school. That feeling of uncertainty or anxiety that comes with too much freedom can make the child feel unsafe. The child then needs some way to cope or adapt to this new way of thinking. Some of them may act out to get the teacher’s attention for some feeling of security.
African-American children are taught to stay in sight or within the sound of a responsible adult’s voice at all times. This way, African-American children are at a decreased risk of being abducted and easily located when needed. The child responds immediately when the adult calls.
Teachers can establish a similar system of expectations in the classroom. As soon as a direction is given, the student should be expected to follow it immediately or suffer the consequences. This is what the African-American child is used to and will respond to right away. When there is inconsistency with delivery of appropriate consequences, the student can feel confused. The child then looks for ways to replace the confusion. The behaviors manifested may include noncompliance, talking back to teachers, entertaining other students, and ignoring further instruction. If the classroom is organized in such a way that the teacher can see every student while teaching, the student knows he/she cannot get away with anything inappropriate.
African-American caregivers in the home setting keep a close watch on children at all times. Although mainstream American culture teaches young people to take responsibility, the African-American adult feels total responsibility for any problems or accidents that may happen as a result of something the children may have done. Proactive steps are taken to reduce the chance of unnecessary injuries or illnesses. Teachers can use some of the same proactive methods in the classroom. Arranging the furniture for better student observation is one example. Delivering positive consequences for appropriate behavior and negative consequences for inappropriate behaviors immediately is another example. This leaves little room for questions or confusion about why certain things are happening in the class.
African-American children are taught to play and talk with other children or play alone when adults are talking together or interacting with one another. Children are not expected to contribute to the adult discussion or stare at the adults when they are talking. Children are expected to engage in kid things. In an African-American family, a child is considered to be rude and disrespectful if they stare or interrupt adult discussion.
Consequently, most African-American children may not immediately jump right into raising their hands or volunteering information during class discussions. They may wait until the teacher calls them on because this is what they are used to at home. Gradually inviting them into the conversation by calling on them when the answer will most likely be correct would be helpful. African-American students will become more comfortable contributing to class discussions when the new model of adults talking with children about important issues is introduced. They will eventually learn that it is acceptable to talk with adults as well as peers in the classroom environment about the topic at hand. Teachers should give several opportunities for African-American students to respond during the day.
African-American children are taught to obey their elders. When someone older is traveling with them in a vehicle, the older person always sits in the front seat. There is no such thing as calling shotgun. This phenomenon has everything to do with respect in the African-American community, even if the person is just a few years older. African-American children are accustomed to sitting in the back seat because there is usually at least one other adult riding in a vehicle. This may cause them to automatically migrate to the back of the classroom when given a seating choice. The teacher can offer an environment where the students may choose a different seat or change the seating arrangement periodically to let the student experience sitting near the front or near the instructional area. This will help African-American students understand that they don’t always have to sit near the back.
The parent or guardian of African-American students can be a valuable asset. African-American children have a great deal of respect for the parents and adults. They do not want to disappoint them for any reason. This can work in the teacher’s favor. Notifying parents of any inappropriate behavior will eliminate half of the misbehavior teachers face. The consequences should be delivered immediately to be most effective.
African-American students learn just like every other student learns. The delivery of instruction and the environment established in the classroom the first week of school can make all the difference in the world in terms of establishing support and expectations. If the teacher feels comfortable with all students and is willing to be flexible, all students can benefit from effective instruction. If the teacher is confident and “with it” at all times, the students may grant their trust. If the instructor is consistent in delivery of positive and negative consequences, the students will feel safe. If the teacher takes time to observe, he/she will witness the development of intelligent young students.
References
Bradley, A. (2003, December). Devaluing the black family. *Action Institute Commentary*.
ChildStats.gov. (2003). *Child Poverty and Family Income*. Retrieved March 10, 2004 from [http://www.childstats.gov](http://www.childstats.gov)
Comer, J. P., & Poussaint, A. F. (1992). *Raising black children*.
Education Update Online. (2003). *Number Of Black Children In Extreme Poverty Hits Record High*. Retrieved March 3, 2004 from [http://www.blackchildren.org](http://www.blackchildren.org)
Heckel, A. (2004, January). Are we living in MLK’s dream? *The Daily Camera: Boulder County*.
Keith, L. (2003, October). Blacks must address number of out-of-wedlock births. *The Detroit News*.
Patton C. A., (1999). *Black Family Values*. Retrieved March 3, 2004 from Blackseek.com [http://www.blackchildren.org](http://www.blackchildren.org)
United States Bureau of the Census. (1996). Retrieved March 10, 2004 from [http://www.census.gov](http://www.census.gov)
LOCAL SCHOOLS EMPOWERING FAMILIES THROUGH ENGAGEMENT IN THEIR CHILDREN’S LITERACY: A REVIEW OF FAMILY LITERACY PROGRAMS IN NREA SCHOOLS
By Deborah Perry Romero and Marilyn McKinney, College of Education
During the past two years (2002-2004), under the auspices of the Nevada Reading Excellence Act (NREA) and with the support and guidance of the research team at UNLV, local elementary schools have been planning and implementing intense outreach efforts to work with the families of K-3 children. Spearheaded by literacy specialists at each school, these teams have been working to design and promote specific activities that actively involve families with the aim of strengthening their children’s literacy development, both in and out of the classroom.
As part of our ongoing research to document and learn from these efforts, we have collected and analyzed quantitative and qualitative data from a range of sources including: 1) an initial on-line survey in October completed by Literacy specialists; 2) participant feedback from a workshop on family literacy in January; 3) field notes from ethnographic observations during site visits to family literacy events in Winter 2002 and Spring 2003; 4) details from family literacy activities posted on the NREA website; 5) insights from a series of site visits and interviews with Literacy specialists conducted in May 2003; 6) summary data for Family Literacy 2002 –2003 compiled during the Summer 2003; and 7) a family literacy survey completed by 1,496 parents at NREA schools. While this extensive range of data lends itself to many interesting and far-reaching analytical paths, in this article, we focus on the broad areas related to the design and implementation of activities, aspects we consider foundational components for family involvement. We hope that the lessons learned and the experiences gained from the NREA school sites will serve as an impetus to rethink how we are engaging the families and their children in our schools. Furthermore, the kinds of data and findings we are obtaining provide an exciting opportunity to broaden our notions of what counts, both as literacy and as parental involvement.
Planning and Implementation of Family Literacy Activities
In the fall of 2002, over 30 schools in southern Nevada completed an initial online survey that focused on documenting schools’ accomplishments in the area of family literacy. The data reveals that each site is developing its literacy program through a series of regular sessions or meetings designed to not only inform but also involve families. Although there is considerable variability across sites concerning the timing and frequency of events, who is involved in organizing and planning, who participates, the types of activities, and the effects of advertising and home-school communication, we found that all schools, as a result of their efforts, are gradually learning what works for them and their families in their particular context.
Design of Events
Schools report that family literacy events occur at differing times during the school day and in the evening. More than 60% of schools report holding family literacy events at least once a month, 10% meet twice a month and another 16% report weekly activities, most of which occur during the school day. For some schools this means inviting parents to drop in or stay for activities such as “Muffins with Mom” or “Donuts with Dad” in the early morning when they bring children to school. These events, which are accompanied by a light snack and last between 45-90 minutes, engage parents in shared reading activities and explicitly promote specific strategies that parents can use with their children, such as asking questions or stimulating talk about characters or events in books.
Evening school wide events, such as a Family Literacy Night that targets several grade levels, were held by 35% of the schools. These events often include a guest speaker or a variety of activities that parents and children can attend together and are typically scheduled between six and eight o’clock. In contrast to morning events, these last longer and take place less frequently.
than those that coincide with the teachers' school day; consequently these place different demands on teachers and schools.
About 5% of the total schools report holding events immediately after school or in the last hour before the school-day ends. These activities engage families through Parent Resource Centers or lending libraries where they can check out reading materials and interactive literacy support packs such as Leap Frog. Interestingly, we found that 38% of schools schedule literacy events at varying times during the day, which offers flexible opportunities for families to participate. In spite of the fact that families spend varying amounts of time in these different activities (the average was 2 hours and 12 minutes), it is important to remember that length of time is often compensated for by the frequency of events.
**Who organizes and supports family literacy events**
Although the family literacy activities tend to fall under the direct supervision of the NREA literacy specialists at each school, many of the activities reported are organized with assistance from additional participants. For example, many of the NREA schools are also Title I schools with established literacy teams and some kind of family literacy program. At other schools family literacy activities are organized in collaboration with a reading specialist(s) and/or a literacy committee, consisting of classroom teachers who work closely with the NREA literacy specialists in planning and designing activities that align with classroom and curriculum learning. Interestingly, only a few schools report that they receive direct input from the PTA, parent committee members and individual parents who volunteer.
Finally, the significance of principals' participation should not be underestimated. Those schools that appear to be doing well, in terms of attendance and frequency of events, also report a strong commitment and participation from their principals. Ultimately, we are finding that the majority of family literacy events are the result of collective decision making and planning. For all schools, the NREA support provided an additional stimulus to strengthen and expand the existing infrastructure, allowing for systematic, monthly, bi-monthly and even weekly meetings.
**Who attends family literacy events**
Despite the considerable variation in numbers of families attending, the consensus from schools reports is that participation has increased in relation to previous school years. Attendance appears to depend on the activities and the target audience on any given occasion. For example, some schools report activities directed to specific 'at-risk' students and their families, as identified by teachers and student scores; others choose to direct events to a whole grade level or a specific track; and still others show a preference for school-wide literacy nights or fairs.
Likewise, the family members who attend also vary, depending on both the nature of the event and the time of day. One common observation across schools highlights attendance by extended families, including aunts and uncles, grandparents and other relatives, as well as pre-school siblings and older brothers, sisters and cousins. This finding supports other research (Epstein, 1998) that families are eager to be involved in their children's education, and strengthens the notion of family-centred schools as welcoming spaces in the community.
Attendance fluctuates considerably across schools. School-wide family literacy events that are longer in duration and have multiple activities tend to record proportionally higher numbers. One school registered over 100 participants for a fifty-minute morning "Books and Breakfast" event. The following month, the same school at their Family Literacy Night, which lasted two hours, recorded over 230 attending! Several schools report groups of core regulars who are central in extending informal invitations within the community and across families, thus serving as an important grassroots medium to diffuse the schools' efforts and involve others.
**Family Literacy as Partnerships: Goals and Activities.**
The broad, shared goal at all schools is for these events to involve parents in their children's literacy development. Schools engage parents through a range of activities with a particular, but not exclusive, focus on literacy,
designed to provide them with both material and conceptual tools to help them help their children succeed at school and at home. Our analysis of the types of family literacy events held across all NREA schools draws on the notion of family-school partnerships (Epstein et al., 2002) to provide a broad framework through which we can conceptualize the ways in which schools and families are successfully working together to assist students. A critical feature of these partnerships concerns the kinds of opportunities that they provide for different types of involvement. In the remainder of this article we briefly describe two prevailing types observed at NREA schools: communicating with families and support for literacy learning at home.
Communicating with families
In order for schools to involve families it has been necessary for them to increase communication with families. Heightened efforts at communicating and advertising events with families have also lead to increases in attendance. Over the past two years schools have adopted several techniques, including the use of bilingual, multimodal methods to inform and invite families to forthcoming events. These range from traditional fliers and handouts sent home with children, to the creation of calendars, posters and highly visible, bilingual banners that announce in English “Family Literacy Night” and in Spanish “Noche de Alfabetización” placed outside the school the week of the event. Other methods include sending home wrist bands and stickers on children on the day of the event, personal announcements made by the principal over the loud-speaker system, and classroom visits by literacy specialists to promote the books and activities that will be presented at the event.
Increased communication implies not just bringing families into school, but also seeking ways to strengthen two-way communication via the development of opportunities for families to respond and share their ideas. Early on in the grant several schools expressed concern about their lack of bilingual staff and viewed this as an obstacle to successfully engaging parents and families who did not speak English. As a result, we recruited a pool of about 15 translators who were assigned to schools upon request and worked with parents and teachers at family literacy events to help increase comprehension and participation. Schools using translators have reported more active participation and are pleased to be able to promote bilingual events in this way.
Additional efforts to understand families have lead many schools to regularly administer short ‘exit surveys’. These consist of a brief questionnaire asking parents for feedback on the event they attended, what aspects they particularly enjoyed, and suggested areas for more assistance. Parental responses are then used as a basis for planning future events. Recently, a longer Family Literacy Survey solicited feedback, comments and suggestions from parents about their children’s literacy development and learning, and asked about their knowledge of the process and issues of interest. Completed by almost 1500 parents across 31 schools, this survey shows overwhelming support for these kinds of events and provides evidence of two-way communication between schools and families. Over 75% of families ‘strongly agreed or agreed’ that NREA schools show an understanding of families’ cultural backgrounds as reflected in the types of literacy activities being implemented. Furthermore, 75% of parents perceived that their school’s family literacy activities are “effectively designed to address the needs of parents and families and school.” Both English (54%) and Spanish (46%) versions of the surveys were completed. This linguistic diversity was further evidenced in reporting of home language use (42% indicated English as the language spoken at home, 34% Spanish, 20% both English and Spanish, and 3% of families use languages other than English or Spanish at home).
Almost 400 written comments were collected, and as exemplified below, they reflect families’ appreciation as well as an awareness of schools’ efforts:
*You are doing a very good job. Thanks for all your work, it makes learning fun and easy for kids & parents.*
*This is an excellent program and it really pleases me to see the school’s involvement and concern outside of the classroom.*
Great job guys! We all loved it. You even kept my littlest child involved. Thank you!
Les doy las gracias por dar estos cursos, porque son muy importantes que tambien las mamas y papas sepan todo sobre la escuela. Gracias. (Thank you for these courses, because it is important that the mums and dads know all there is to know about school)
Supporting literacy learning at home.
The central idea behind the family literacy events is to help parents understand their children’s literacy development and provide them with the tools they need to actively assist in this process. To accomplish this goal schools have adopted a variety of strategies and activities ranging from those with a specific focus on literacy to others that relate to more general parenting techniques or ways to offer support. Our work with literacy specialists and our research into the ways in which are schools are promoting literacy with families have lead us to consider broader, holistic accounts of what counts as literacy (Gallego & Hollingsworth, 2000). From this perspective, first, we find schools are working extremely hard to help families understand the processes involved in reading development and academic literacies through the provision of explanations and hands-on literacy activities. These tend to focus on the following kinds of activities:
- Providing information and activities concerning pre reading and basic reading skills grounded in scientific research on these aspects
- Presentations to parents on how and why to read to children with a focus promoting reading fluency and comprehension
- Engaging parents and children in read-alouds, choral, shared and paired readings to strengthen comprehension and build vocabulary
- Helping parents understand and promote phonemic awareness drawing on simplified reports or summaries from research
- Engaging families in readers’ theatre
- Teachers sharing and modelling strategies for reading and related early literacy activities with young children
A common feature at over 87% of schools is to provide parents with material resources that enable them to continue literacy and learning at home. These include handouts with recommendations and suggestions for extension activities, tips and ‘how-to’ booklets, calendars and organizational tools, take-home stories, Keep Books, folder-games, and materials on loan from the library for reading and learning English such as the Leap-frog pads.
Second, we find that schools are maximizing opportunities to engage families in other kinds of literacies, related in particular to their communities and generally providing families with the additional resources to ‘read and interpret’ the world they live in. Such events include visits or presentations from guest speakers such as community leaders, librarians, educators and language specialists. Other activities used to enrich the family literacy programs have included: promoting opportunities for writing and comprehension activities with families and parents; presenting an author study; family game nights; puppet making; offering adult ESL classes; adult book clubs; Family Book Fairs; general parent education; and informational classes about school and school services such as “How to help your child succeed” workshops aimed at helping parents prepare for teacher conferences and interpret school reports.
Further areas addressed through family literacy to promote learning at home include: helping parents develop an atmosphere for study and learning at home, assigning “home-work” that builds on the activity or content of a particular family literacy event, arranging visits to the local libraries and facilitating the acquisition of public library cards for families, presenting technology such as “Light Span” to promote literacy and other areas of learning, and offering suggestions on how parents and children can watch TV together. Finally, many schools acknowledged that events designed around meal times and sharing food with the families -- spaghetti dinners, an evening meal or snacks sponsored by a local businesses-- are highly successful. Through an immense range of activities schools are facilitating parents’ understanding of the ways in which they can promote and encourage their children’s learning
out of school and at home. One parent summarized her participation at an evening event:
*I really enjoyed going to the family literacy night. Reading the story and viewing the slides that went along with the book was great, and then separating into groups to do an activity related to the story was very enjoyable for my son and daughter, as well as for me. Thank you.*
Another parent noted:
*My child talked about what we did for several days and loved the interactive activities of the event the best.*
A pattern emerges whereby we find schools maximizing family literacy programs and promoting home-school partnerships as “caring educational environments”, a sense of what Epstein (2002) refers to as “school-like families” and “family-like schools”, where parents become active participants in their children’s literacy, reading and language development. Evidence for these claims is found in parents’ favorable assessments of schools’ and literacy specialists’ endeavors. Over two thirds acknowledged that schools have offered more opportunities for families to attend literacy events during the past year compared to previous years. Still more significantly, three quarters of all parents report that they have a clearer understanding of their children’s developing reading skills as a result of their participation at the family literacy events. Likewise, 75% report that as parents they are better able to help their children with their literacy development after participating in these events and 75% of all parents agreed with the statement that the family literacy activities appear to relate to their child’s classroom instruction.
**Reflections**
In highlighting both complexities and success stories involved when schools reach out to engage families, we have focused mainly on the organizational aspects and practical issues related to family literacy programs. In so doing, we have not addressed the other side of this complex process – the professional development that prepares and nurtures the literacy specialists and others involved. In closing, it is important to acknowledge that preparing professionals to engage the families of the children they teach and work with on a daily basis is a crucial part of teacher education. When we can see whole children, as family and community members, we are better able to understand the potentials and possibilities that emerge when families are actively involved in their children’s learning. When we view education as a collaborative, reciprocal process, we learn to think about schools as places and people who too, have much to learn from families. These are, perhaps, keys to promoting and sustaining culturally relevant and meaningful education in our increasingly diverse society.
(1. Light Span is an interactional, learning software that runs on Sony Playstation One, and hence does not require a computer, but instead is portable and connects to any television with video sockets.)
**References**
Epstein, J. L. (1996). Advances in family, community, and school partnerships. *New Schools, New Communities, 12*(3), 5-13.
Epstein, J. L., & Sanders, M. G. (2000). Connecting home, school, and community: New Directions for social research. In M. T. Hallinan (Ed.), *Handbook of the sociology of education* (pp. 285-306). New York: Kluwer Academic/Plenum.
Gallego, M., & Hollingsworth, S. (Eds.). (2000). *What Counts as Literacy. Challenging the School standards*. New York: Teachers College Press.
See also: [www.nrea.org](http://www.nrea.org) for a list of activities and related links
THE PARENT INSTITUTE: A CULTURAL CONSIDERATION
By Claire L. Tredwell, College of Education
Parents as partners in education is a concept that highly correlates to academic achievement of low-income students and those considered at risk for school failure (No Child Left Behind Act, 2001; National Institute of Education, 1985). The advantages of involving parents directly in the learning experiences of their children are: (a) increased student achievement, (b) improved school-community relationship, and (c) respected support for school programs (Berger, 1995). A continued need exists for parents to be included in a variety of school functions and learning experiences aside from traditional fundraising campaigns or field trips (Pena, 2000). Taking the first step in addressing the cultural barriers that have hindered parents from diverse groups in participating in their child's American school experience is critical (Chavkin & Gonzalez, 1995).
For example, in Las Vegas, Mexican American families choose to participate in their children's education and request training sessions that will assist them in motivating their child to improve academic skill areas. Some teachers have used parent participation in the classroom as motivators for their students (Pena, 2000). Training parents to work with children provides a positive impact in several areas. Parents tend to develop self-assertiveness toward continuing their own education, teachers gain support, and students show achievement (Henderson, 1988). Involving parents in the decision-making process at a school is an important step that typically follows the development of strong initial relationships (Henderson, 1988). Families need guidance from teachers on how to become more involved; however, teachers receive little training on implementing effective, collaborative skills with parents (Moles, 1993).
The Parent Institute, at Paradise Professional Development School on UNLV campus, is a community involvement program designed to include all parents in their child's learning experience and provide the resources needed to assist teachers and parents with the educational needs of the family. Many of the families are Mexican American and English Language Learners (ELL). The specific objectives of the Parent Institute, which is partially funded through the government Title 1 budget, are: (a) to conduct training institutes that focus on cultural needs of the family in order to improve literacy and language development, (b) to provide parents and their children modeled strategies that can be implemented at home in order to develop skills for life, (c) to involve community resources that are important to the family structure, and (d) to assess and reflect continuously on the changing dynamics of the school community and the families served. The Parent Institute sessions revolve around identified problem areas in reading, language, math, social, and community concerns. Three major institutes are held each year for three hours. Parents and their children have the opportunity to attend training sessions that address their individual needs and respect their cultural background. Teachers, staff, pre-service teachers and faculty from UNLV, parents, and other community members participate in organizing and implementing the Parent Institutes.
An outcome objective goal of the Parent Institute is for the staff to develop a cultural understanding that leads to research based strategies for teaching diverse learners. In addition, parent participation and feedback at the Parent Institute indicates that future sessions may need to focus on parent involvement in writing a *needs assessment* outline for the school community. The importance of continuous parent contact and communication can increase parent involvement and student achievement (Watkins, 1997). Requiring a concentration of study on the effects of diverse cultures and family environments can best help educators to improve the academic and social outcomes of students from racial-minority groups, students at risk, and students with disabilities (Desimone, 1999; Epstein, 1992; Schneider, 1996). Establishing effective parent involvement programs where parents develop a strong contact and communication with the school fosters a trust and improved parent participation (Feuerstein, 2000). Working collaboratively to develop a Parent Institute that exhibits a welcomed atmosphere and celebration
of diversity can guarantee educational gains for students, parents, and staff.
A basic format that can be utilized when designing parent training and collaboration programs should contain the following: (a) a committee composed of six to eight teachers, three to five parents, one administrator, and two community members, (b) a working outline that addresses the needs of families in the school community, (c) an agenda of needs for school improvement and student achievement, (d) a time frame for implementing teacher and parent training sessions, and (e) a budget outlining costs for materials, personnel, and any additional items. Open communication between all committee members is important to the overall success of the Parent Institute. The school staff and parents need to understand that parent involvement in a child’s home instruction is considered one of the most important forms of parent participation in education (Watkins, 1997). The Parent Institute is one community experience that builds a cultural bridge between home and school while providing the necessary tools parents need in order to enhance their child’s educational experience.
References
Berger, E. H. (1995). *Parents as partners in education: families and schools working together*. Englewood Cliffs, NJ: Prentice Hall.
Chavkin, N. & Gonzalez, D. L. (1995). *Forging partnerships between Mexican American parents and schools*. Washington, DC: OERI. (ERIC Document Reproduction Service No. ED 388 489).
Desimone, L. (1999). Linking parent involvement with student achievement: Do race and income matter? *The Journal of Educational Research*, 93 (1), 11-62.
Epstein, J. (1992). School and family partnerships. In M. Alkin (Ed.), *Encyclopedia of Educational Research* (6th ed., pp. 1139-1512). New York: Macmillan.
Feuerstein, A. (2000). School characteristics and parent involvement: Influences on participation in children’s schools. *The Journal of Educational Research*, 94 (1) 29-55.
Henderson, A. (1988). Parents are a school’s best friends. *Phi Delta Kappan*, 70 (2), 148-153.
Moles, O. C. (1993). Collaboration between schools and disadvantaged parents: Obstacles and openings. In N. F. Chavkin (Ed.), *Families and schools in a pluralistic society* (pp.21-49). Albany: State University of New York.
National Institute of Education. (1985). *Parent participation and the achievement of disadvantaged students*. Washington, DC: ERIC Clearinghouse on Urban Education. (ERIC Document Reproduction Service No. ED 259040)
Pena, D. C. (2000). Parent involvement: Influencing factors and implications. *The Journal of Educational Research*, 94 (1), 42-69.
Schneider, B. (1996). School, parent, and community involvement: The federal government invests in social capital. In K. M. Borman, P.W. Cookson Jr., A. R. Sandovnik, & J.Z. Spade (Eds.), *Implementing educational reform: Sociological perspectives on educational policy* (pp. 193-213). Norwood, NJ: Ablex.
U.S. Department of Education. (2001). *No Child Left Behind Act*. Retrieved March 15, 2004 from http://www.ed.gov/policy/elsec/re/edpicks.jhtml
Watkins, T. J. (1997). Teacher communications, child achievement, and parent traits in parent involvement models. *The Journal of Educational Research*, 91 (1), 3-27.
Fifty years after the Brown vs. Board of Education decision, segregation of schools has continued to increase. In a recent study by Gary Orfield and Chungmei Lee (January 2004) entitled, *Brown At 50: King’s Dream or Plessy’s Nightmare*, Orfield and Lee noted that this year of celebration should give us an opportunity to think about what we have learned, to look as closely as possible at both the gains brought about by school desegregation and the reality of the ground that has been lost in the last generation as schools are increasingly resegregating.
The most hopeful sign of a new recognition of the enduring importance of the principles in Brown came in the sweeping language of the Supreme Court’s most important civil rights decision in a generation: the June 2003 *Grutter v. Bollinger* decision upholding affirmative action in higher education. Justice O’Connor’s majority opinion concluded that “numerous studies show that student body diversity promotes learning outcomes, and ‘better prepares students for an increasingly diverse workforce and society, and better prepares them as professionals.’ “These benefits,” she concluded, “are not theoretical but real, as major American businesses have made clear that the skills needed in today’s increasingly global marketplace can only be developed through exposure to widely diverse people, cultures, ideas, and viewpoints... What is more, high-ranking retired officers and civilian leaders of the United States military assert that, ‘[b]ased on [their] decades of experience,’ a ‘highly qualified, racially diverse officer corps ... is essential to the military’s ability to fulfill its principle mission to provide national security.’ ... To fulfill its mission, the military ... must train and educate a highly qualified, racially diverse officer corps in a racially diverse setting.’ We agree that ‘[i]t requires only a small step from this analysis to conclude that our country’s other most selective institutions must remain both diverse and selective.’”
The Court strongly reaffirmed some of the basic goals of *Brown v. Board of Education* in its 2003 decision. It writes: “We have repeatedly acknowledged the overriding importance of preparing students for work and citizenship, describing education as pivotal to ‘sustaining our political and cultural heritage’ with a fundamental role in maintaining the fabric of society. *Plyler v. Doe*, 457 U. S. 202, 221 (1982). This Court has long recognized that ‘education ... is the very foundation of good citizenship.’ *Brown v. Board of Education*, 347 U. S. 483, 493 (1954). For this reason, the diffusion of knowledge and opportunity through public institutions of higher education must be accessible to all individuals regardless of race or ethnicity. Effective participation by members of all racial and ethnic groups in the civic life of our Nation is essential if the dream of one Nation, indivisible, is to be realized.” "... diminishing the force of such stereotypes is both a crucial part of the Law School’s mission, and one that it cannot accomplish with only token numbers of minority students. Just as growing up in a particular region or having particular professional experiences is likely to affect an individual’s views, so too is one’s own, unique experience of being a racial minority in a society, like our own, in which race unfortunately still matters.”
The Court’s decision in *Grutter*, was not, of course, about public K-12 schools but it was about the compelling need for integrated institutions in a profoundly multiracial society, and the legitimacy of taking race into account to achieve the goal of integration needed to obtain the benefits of diversity for all students. It explicitly relied upon and built upon the logic of *Brown*, not as something that was over, but as a living basic principle of American life. It went beyond *Brown* in finding successful integration a necessity for the American economic system and even national security. The Supreme Court had said nothing so positive about the compelling necessity of interracial education for three decades. The *Grutter* decision assured colleges and universities of their ability to pursue affirmative action, but also expressed the hope that improvements in lower levels of education would make such policies unnecessary within 25 years.
Ironically, however, rapid resegregation is denying equal opportunities to pre-college students and deepening the inequalities of their preparation. Moreover, the statistics required by the No Child Left Behind Act are dramatically documenting these inequalities by identifying "failing" schools, which all too often are schools segregated by race and poverty. It will be very important for courts and policy makers to face up to this contradiction in the coming years. It will surely resonate in the next round of decisions and arguments about the compelling need for diversity in our public schools, which educate a vastly larger share of our population than our colleges.
Reference
Grutter v. Bollinger, 123 S.Ct. 2325 (2003).
STRATEGIES FOR WORKING WITH YOUNG CHILDREN AND THEIR FAMILIES FROM HIGH-NEED COMMUNITIES
By Nancy M. Sileo and Keri L. Altig, College of Education
Nevada's young children, from high-need communities need educational opportunities and supports. Clark County qualifies as a high-need community based on part (b) of the statutory definition of a high-need community: "a political subdivision of a State that is among the 10 percent of political subdivisions of the State having the greatest numbers of those children." (Section 2151(e)(9)(B) of the ESEA.).
Nevada's Kids Count (2003) reported the population of children ages' birth to four in Clark County as 110,658 in 2001. The racial distribution for young children in Clark County was reported as: 49% Caucasian, 32% Hispanic, 12% African American, 6% Asian and 1% American Indian (2003 Nevada Kids Count Data Book, 2003). Over 70% (62,305) of children living in poverty in Nevada live in Clark County ((2003 Nevada Kids Count Data Book, 2003). Moreover, 14% of children in Clark County live in poverty. The distribution of children living in poverty, by race, are as follows: 28.9% African American, 19.4% Hispanic, 17.6% American Indian, 10.9% Caucasian, and 8.3% Asian. Concomitantly, approximately 4200 children entering kindergarten in CCSD in 2003 were English Language Learners (ELL).
CCSD has 131 eligible Title I school and serves the Title I population at 52 of those schools. Twenty-eight of the Title I schools have opted to serve the preK population. These Title I preK programs serve about 1000 young children aged three and four per year. In addition to the Title I preK programs, CCSD has 217 ECSE programs. Twenty-eight of these ECSE programs are in Title I eligible schools. Approximately 4300 children are served in ECSE programs district wide.
The majority of young children in high-need areas are "at-risk" for developmental delay or school failure. The term "at-risk" is used to refer to that class of young children (birth to age five) who have been exposed to any one of a number of medical or environmental factors that may contribute to a later developmental disability or school failure.
Families are the first offense to preventing young children from experiencing school failure. Working collaboratively with families from "high need" is one way to prevent young children from experiencing school failure. The following are things to consider when working with families of children in "high-need" communities.
1. do all early childhood staff members have a commitment to and skill in communicating with families from diverse backgrounds and lifestyles, and knowledge of family systems, and needs?
2. are family members encouraged to become involved in all aspects of programming, decision making, goal setting, implementation, and evaluations?
3. does the program provide a wide range of opportunities for families to become involved in culturally appropriate ways (e.g., observation, participation in planning, activities, lessons and assessment, implementation of strategies?)
4. are services for families individualized so the specific needs and concerns,
priorities, and resources of each family are addressed; and the family characteristics (e.g., cultural background, language spoken, socioeconomic level, values, and priorities) are considered and respected?
5. do staff members focus on children’s and families’ strengths, priorities, and resources rather than view them from a deficit model?
6. does the program have a well-defined procedure for identifying family needs and establishing a working partnership with parents?
7. do staff members view the family as a system so that the early childhood program strategies take into consideration the dynamics of the entire family, not merely the child or the child and one parent?
8. are parents supported to experience positive relationships with their children and competency in their parenting roles?
9. does the early childhood program enable and support parents to assume the various roles that they are required to play?
10. are various types of services provided by the early childhood program - general information, support, education and training, support in parent-child interactions, and help in using community resources?
11. does the program actively coordinate with other community agencies that provide services to families so that families are able to procure the range of services they may need (e.g., respite, financial, and health insurance, among other things)
12. does everyone on the staff treat families with respect and remember that parents know their children better than anyone else and that parents are the experts on their own children
References
Nevada KIDS COUNT DATA BOOK (2003).
United States Department of Education (2001). No Child Left Behind (Section 2151(e)(9)(B) of the ESEA.). http://www.ed.gov/nclb/overview/intro/index.html
ANNOUNCEMENTS AND INFORMATION ITEMS
2004 National NOW Conference
2004 National Organization for Women Conference
July 16-18, 2004
Riviera Hotel and Casino
Las Vegas, NV
Events include;
Annual Political Institute
2004 Women of courage award
2004 Women of Vision award
Entertainment by Cris Williamson
AIDS Walk Las Vegas
April 18, 2004
This is about action.
This is about making a difference.
This is about the Push to Walk.
Signup now at:
www.afanlv.org or call: 702/382-2326
GLSEN, or the Gay, Lesbian and Straight Education Network, is the leading national education organization focused on ensuring safe schools for all lesbian, gay, bisexual and transgender people. Established nationally in 1995, GLSEN envisions a world in which every child learns to respect and accept all people, regardless of sexual orientation or gender identity/expression. For more information log on to www.glsen.org.
**GLSEN Southern Nevada Upcoming Events**
**Day of Silence** - April 21, 2004: Students take a nine hour vow of silence to recognize and protest the harassment, prejudice, and discrimination that GLBT people face.
**About the Day of Silence.**
The Day of Silence, a project of GLSEN in collaboration with the United States Student Association (USSA), is a student-led day of action where those who support making anti-LGBT bias unacceptable in schools take a day-long vow of silence to recognize and protest the discrimination and harassment experienced by LGBT students and their allies. For more information log on to www.dayofsilence.org.
**Laramie Project** - April 22-24, 29-30; May 01, 2004: A theatrical portrayal about Matthew Shepard that explores the depth to which humanity can sink, and the heights of compassion of which we are also capable.
**Back 2 School** - October 2004; Second annual Back 2 School event will gather and spread information about safe schools & resources in the school district and the community.
**National Coming Out Day (NCOD)** - October 2004: Spread the resources available on coming out and how to deal with GLBT issues in the classroom and in schools.
What is tolerance? It is the consequence of humanity. We are all formed of frailty and error; let us pardon reciprocally each other's folly - that is the first law of nature. — Voltaire
| Sun | Mon | Tue | Wed | Thu | Fri | Sat |
|-----|-----|-----|-----|-----|-----|-----|
| | 1 | 2 | 3 | 4 | 5 | 6 |
| | Peace Corps established 1961
Ralph Ellison, 1919-1994 | Texan Independence from Mexico 1836
Puerto Rico becomes US territory, 1917 | Indian Appropriations Act, 1885
Doll Festival, Japan | Knute Rockne 1888-1931 | Crispus Attucks Day | Fall of the Alamo 1836
Purim begins at sundown |
| 7 | 8 | 9 | 10 | 11 | 12 | 13 |
| Purim | International Women's Day | Antonia Novello, 1st woman & 1st Latino surgeon general, 1990 | Harriet Tubman died, 1913
Hallie Q Brown, Black teacher & women's leader, 1850-1949 | Gabriele d'Annunzio, 1863-1938 | | |
| 14 | 15 | 16 | 17 | 18 | 19 | 20 |
| Albert Einstein 1879-1955 | Ruth Bader Ginsburg, 1933-Eugene Marino, 1st black Archbishop appointed 1988 | Freedom's Journal, 1st black newspaper in US, 1827 | St Patricks' Day | Hawaii admitted to Union, 1959 (50th state) | St Joseph's Day, Italy | Harriet Beecher Stowe's Uncle Toms Cabin published 1852
Vernal Equinox: 1st Day of Spring |
| 21 | 22 | 23 | 24 | 25 | 26 | 27 |
| Benito Juárez, Mexican leader 1806-1872
New Year (India)
Namibia Independence 1990 | Emancipation Day, Puerto Rico | | Canada gives blacks right to vote 1837 | Seward's Day, Alaska | Kuhio Day (Hawaii) | 1st Mormon temple dedicated 1836
Marconi sends 1st international wireless message 1899 |
| 28 | 29 | 30 | 31 | | | |
| | | US purchased Alaska from Russia, 1867 | César Chávez 1927-1993 | | | |
My spirit was never in jail. — César Chávez
Calendar created by Karla V. Kingsley
| Sun | Mon | Tue | Wed | Thu | Fri | Sat |
|-----|-----|-----|-----|-----|-----|-----|
| | | | | 1 | 2 | 3 |
| | | | | Spring Corn Dances (Pueblos)
Telugu New Year (India) | International Children's Book Day
Ponce de León landed in Florida 1513 | |
| 4 | 5 | 6 | 7 | 8 | 9 | 10 |
| Palm Sunday
Daylight savings time begins | Booker T. Washington 1865-1915 | Alexander Herzen 1812-1870
Peary & Henson reach North Pole in 1909 | Billie Holiday 1915-1959 | Buddha's Birthday 563-483 BC | Civil War ended Treaty of Appomattox 1865
African Methodist Episcopal Church est. 1816 | Dolores Huerta 1940-Joseph Pulitzer 1847-1911
Buchenwald Liberation Day 1945 |
| 11 | 12 | 13 | 14 | 15 | 16 | 17 |
| Easter Sunday | Civil War began 1861
Yuri Gargarin, 1st person to orbit earth, 1961 | Tamil New Year
Lucy Laney, black educator 1854-1933 | Abraham Lincoln killed 1865
Pan American Day
1st US abolition society 1775 | Jackie Robinson played for Brooklyn Dodgers, 1947 | Mary Eliza Mahoney, 1st black nurse 1845-1926 | World Health Day |
| 18 | 19 | 20 | 21 | 22 | 23 | 24 |
| Holocaust Remembrance Day | Revolutionary War began 1775 | | Spanish-American War began 1898 | Earth Day
US Holocaust Museum opened 1993 | | |
| 25 | 26 | 27 | 28 | 29 | 30 | |
| United Nations founded 1945
Ella Fitzgerald 1918-1996 | 1st Democratic elections in South Africa 1994
Syngman Rhee 1875-1965 | Coretta Scott King 1927-Eritrea independence from Ethiopia 1993 | Canada/US sign Goodwill treaty 1817 | Emperor's B'day, Japan
Duke Ellington 1899-1974
St. Catherine's Day, Italy | Louisiana Territory purchased 1803
Loyalists & blacks attacked Shrewsbury, NJ 1780 | Calendar created by Karla V. Kingsley |
The motto should not be: Forgive one another; rather, understand one another.
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Read the letter and answer the questions below.
(10 x 2 = 20 points)
Dear Aunt Cathy,
It’s the last week of school here in Milan, and I’m very excited. I’ve got many things to do. First, my friends and I are going to the shopping centre to look for a present for our literature teacher, Mr Conte. Then, we’re going to the market to buy food for our class party. It’s this evening. I’m going to wear my new white dress and red jacket to the party. Mum bought the clothes for me two days ago. I must get ready for my trip to visit you. How is the weather in London now? Is it hotter or colder than in Italy? Mum says that it always rains there. What type of clothes do I need? Your letter arrived yesterday. To answer your questions, I want to see Buckingham Palace, but I don’t want to go to a cricket game. I can’t wait to have some delicious fish and chips. I’m also planning to buy the newest CDs.
I’m arriving at 4.00 next Saturday. See you at the airport!
Love,
Laura
1. Why is Laura going to the shopping centre?
................................................................................................................................
2. Why is Laura going to the market?
................................................................................................................................
3. What is Laura planning to wear this evening?
................................................................................................................................
4. When did Laura get these new clothes?
................................................................................................................................
5. What does Laura ask Aunty Cathy about in her letter?
................................................................................................................................
6. What place does Laura want to visit in London?
................................................................................................................................
7. What doesn’t Laura want to do in London?
................................................................................................................................
8. What does Laura plan to eat in London?
................................................................................................................................
9. What does Laura want to buy in London?
................................................................................................................................
10. When is Laura going to arrive in London?
................................................................................................................................
Complete the chart with the words below. Give each group a name.
(10 x 1 = 10 points)
history • kitchen • boxing • basement • maths • bathroom • gymnastics
| Name of group | Words |
|---------------|-------|
| a. ............... | 1. ......................... |
| | 2. ......................... |
| b. ............... | 3. ......................... |
| | 4. ......................... |
| | 5. ......................... |
| c. ............... | 6. ......................... |
| | 7. ......................... |
Complete the sentences with the words below.
(5 x 2 = 10 points)
fingers • eggs • shelves • motorbike • cheerful
1. Hens give us ......................... to eat.
2. Dan is a ......................... person. He’s always happy.
3. A person has got five ......................... on each hand.
4. Did Jack ride his ......................... to the post office?
5. The carpenter is making the ......................... for the cupboard right now.
VEGETABLES AND CLOTHES
John Lewis is a big store on Oxford Street in London. It has got men’s clothes. John Lewis has got an unusual way to help its clients choose their new shirts, jeans, jackets and trousers. The store owners say that vegetables can help men shop for clothes and look attractive!
At the store, they divide men into four different types. Each type has got a different shape of a vegetable: a potato, a green bean, an aubergine or a parsnip. For example, some men have got a potato shape. They are short and fat. They have got short arms and legs. Some men are long and thin. They have got a green bean body.
Dark colours are good for the potato shape and light colours are good for the bean shape. At this shop, men think about their shape, not their size. They want comfortable clothes and to look good too.
1. Answer the questions according to the text.
1. Where is John Lewis?
2. How do the store owners divide men into four groups?
3. What type of man looks like a potato?
4. What colours help a short man look attractive?
5. What colours help a tall man look attractive?
2. Write four food items that each adjective can describe.
carrots — HEALTHY —
———— ———— ————
———— ———— ————
———— ———— ————
———— ———— ————
3. Describe the pictures below. Use has got, have got, hasn’t got, haven’t got, possessive adjectives and the Saxon Genitive.
Paul
Tina
Every week, the average family throws four glass bottles, thirteen cans, three plastic bottles and five kilograms of paper in their rubbish bins! In England and Wales, there is more than 100 million tons of rubbish just from people’s homes. England recycles about 14% of its litter and is going to increase this to 25% between 2005 and 2010.
A hi-tech recycling factory opened in Norfolk in 2004. The factory, called NEWS (Norfolk Environment Waste Services), is the only one in England. It collects litter from all over the country. First, the factory sorts the litter and then sends it to different places for recycling.
Recycling is important. It saves energy and helps the environment.
Did you know …
• one recycled can saves enough energy to run a television for three hours?
• it takes one tree to make 3,000 Christmas cards?
• plastic bags can make road signs and furniture for your garden?
• every ton of recycled paper saves 17 trees?
• a company in France uses plastic bottles to make jackets?
• 99% of an old fridge can be recycled?
How are you going to save energy and help the environment? Think about ways to help.
1. Answer the questions according to the text.
1. How much litter is England going to recycle by 2010?
...........................................................................................................
2. What does NEWS do?
...........................................................................................................
3. Why is recycling important?
...........................................................................................................
...........................................................................................................
4. What can you make from old plastic products?
...........................................................................................................
...........................................................................................................
2. Complete the sentences with the words below.
There are more words than you need.
pollution • weather • foxes • lizards • bear • whale
flood • turtles • air • hens
1. ......................... give you eggs.
2. Days of rain can cause a ......................... .
3. The largest sea animal is the ......................... .
4. Some ......................... can change their colour.
5. Cars and factories make ......................... .
3. Read lines 5 – 8 again of the text above. What does the pronoun ‘it’ refer to in the following lines?
1. Line 6 – ‘It’ refers to .............................................................
2. Line 7 – ‘it’ refers to .............................................................
3. Line 8 – ‘It’ refers to ............................................................
4. Write about your plans in the following situations. Use be going to or the Present Continuous.
1. Your best friend has got a birthday.
I’m going to buy him / her a present.
...........................................................................................................
2. You’ve got a history test next week.
...........................................................................................................
...........................................................................................................
3. You want to go to a rock concert.
...........................................................................................................
...........................................................................................................
4. Your parents are going away for a week.
...........................................................................................................
...........................................................................................................
5. Your room is a mess.
...........................................................................................................
RIVER THAMES TOUR
Many tourists take a boat tour on the River Thames in London because it’s a great way to see the city. The boats are big and comfortable. There are restaurants on the boats. A tour guide tells the tourists stories about the places they see from the boats.
Every day, the boats leave from one of the following places: Westminster Pier, Waterloo Pier, Tower Pier and Greenwich Pier. The boats sail every day of the year except for one, Christmas Day.
A short trip usually takes 30 minutes, but the full trip is over two and a half hours. As you sail, you see many famous places. From Westminster Pier, you can see the Houses of Parliament and from the Tower Pier, you can see the Tower of London.
Buy a ticket, and spend the day sailing on the River Thames. You can leave the boat at each stop and walk around, then get back on and sail to the next place. It’s a fun and different way to see the city!
1. Answer the questions according to the text.
1. What makes a tour on the River Thames so attractive? Give three reasons.
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
2. When aren’t there any boat tours?
...............................................................................................................................
3. What do you see from Westminster Pier?
...............................................................................................................................
...............................................................................................................................
4. Why do some people leave the boat during the ride?
...............................................................................................................................
...............................................................................................................................
2. What do you say in the following situations? Use imperatives or let’s.
1. You want to eat in a restaurant.
Let’s go and eat!
2. Your brother or sister makes too much noise.
...............................................................................................................................
3. You want the boat to stop.
...............................................................................................................................
4. You want to buy a ticket with your friends.
...............................................................................................................................
5. You don’t want your little brother to run on the boat.
...............................................................................................................................
3. The boy in the picture wants to get to the boat pier. Use the words below to give him instructions.
go straight • turn right • turn left • cross the street
4. Complete the following sentences about yourself using different types of transport.
1. In the summer, I ride my bicycle.
2. Every morning, I ..................................................
3. I often ..................................................
4. I rarely ..................................................
5. I never ..................................................
6. I don’t ..................................................
1. Read the text and answer the questions below.
Mary’s Restaurant
Mary has got a small restaurant near the market. She enjoys going to the market to get food for the restaurant. The market has got fresh food: fruit and vegetables, meat, fish and bread. Mary’s brother, Andy, works in Mary’s restaurant. Andy likes to make salads and soups with the fresh food from the market. Mary tries to make the food look attractive.
The restaurant is open from 11.00 am. Mary and Andy always wear white shirts and black trousers for work. Mary has got a small red hat. Her long hair is under the hat. On Sunday, Mary and Andy rest. The restaurant isn’t open.
Mary and Andy work very hard, but they like what they do. The restaurant is very popular because the food is fresh, attractive and delicious!
1. Where is the restaurant?
...........................................................................................................
2. Who works in the restaurant?
...........................................................................................................
3. What clothes has Andy got for work?
...........................................................................................................
...........................................................................................................
4. On what days and from what time is the restaurant open?
...........................................................................................................
5. Why is the restaurant popular?
...........................................................................................................
...........................................................................................................
2. Complete the sentences according to the text. Write one word in each blank.
1. There is ......................... food at the market.
2. Andy likes to make soups and ......................... .
3. Mary wants the food to look ......................... .
4. Andy rests on ......................... .
5. Mary has got a red ......................... .
3. Complete the sentences with the words below.
relaxed • under • mouth • sweet • popular
1. This tea isn’t ......................... . Have you got any sugar?
2. The shoes are ......................... the table.
3. Kate is always calm and ......................... .
4. Jim has got many friends. He is ......................... .
5. Your tongue is in your ......................... . | <urn:uuid:9b5a7707-a3e0-452e-a386-22125ba0d49e> | CC-MAIN-2019-43 | http://escolaeldrac.com/wp-content/uploads/2019/06/readings-6e-summer-2019.pdf | 2019-10-15T13:27:26Z | crawl-data/CC-MAIN-2019-43/segments/1570986659097.10/warc/CC-MAIN-20191015131723-20191015155223-00142.warc.gz | 60,096,481 | 2,604 | eng_Latn | eng_Latn | 0.945073 | eng_Latn | 0.964778 | [
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Description: Deciduous, fast growing small tree, 30-50' tall, usually with multiple vertical stems (not leaning or arcing). Bark is a speckled greenish-gray with irregular horizontal lenticels. Leaves: Simple, glossy dark green, round to slightly oval, 2-3" wide and 2-4" long, doubly serrate. Often with a broadly blunt or notched tip. Young leaves and buds have sticky resin. Flowers/seeds: Monoecious with separate male and female catkins. In fall, female catkins become cone-like woody structures, ¾" long, each containing many tiny flat seeds. Roots: Shallow, dense, and with nitrogen fixing nodules.
Native range: Europe and Western Asia. How arrived in U.S.: Planted as a windbreak and for firewood; accidentally used in some wetland restorations (mistaken for native *Alnus incana*).
Reproduction: Primarily by seeds, which are wind and water dispersed. Vegetatively by stump sprouts and suckering.
Habitat: Streamside woodlands, canal banks, pond edges, moist meadows, and other wetland habitats. Can tolerate drier sites but is intolerant of shade. Can form pure stands and thickets in disturbed wetlands. Its association with a nitrogen fixing bacterium allows it to establish on infertile sites.
EUROPEAN ALDER
Similar native species: Similar to all three native alder species: speckled alder (*Alnus incana*), smooth alder (*A. serrulata*), and green alder (*A. viridis*). Native alders are more shrub-like and have many arcing or leaning stems per plant. Native alders also have leaves rounded to acute at the apex vs broadly blunt for European alder.
Similar non-native species: None.
Control methods: Seedlings can be pulled up; saplings can be pulled with a weed lever or cut, but re-sprouting will occur so follow-up will be necessary. Larger trees can be cut, but will also re-sprout unless the cut stump is immediately treated with concentrated herbicide (triclopyr or glyphosate). However, this is not effective in early spring due to sap rising. Repeated follow-up cutting can control re-sprouting from cut stumps. Foliar spray can also be effective for seedlings, short saplings, or re-sprouts (glyphosate or triclopyr), as long as you can reach the top of the plant. For stems up to about 4-6" diameter, basal bark treatment can be effective any time of year (spray lower 18-24" of trunk with triclopyr in penetrating oil).
Special rules apply to herbicide use in or near wetlands and waterbodies - see the section in the back of this guide titled "Use of Herbicides to Control Invasive Plants in or Near Wetlands and Waterbodies." | <urn:uuid:96129e5f-9cb8-4235-ac36-ee207ff7dd94> | CC-MAIN-2023-50 | https://www1.maine.gov/dacf/mnap/features/invasive_plants/alnus_glutinosa.pdf | 2023-12-01T10:56:44+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100286.10/warc/CC-MAIN-20231201084429-20231201114429-00874.warc.gz | 1,189,587,829 | 621 | eng_Latn | eng_Latn | 0.995652 | eng_Latn | 0.995856 | [
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Reenactors Portray African-American Roles
Living History Comes To Essex Co.
ERIN KELLEY
History once again came to life in Essex County with a presentation given by the Gloucester County-based historical reenactment troupe "Voices of Freedom" on March 7.
"Voices of Freedom" was launched in 2000 by historians Wesley Wilson and Chauncey Herring. The organization highlights the significant roles of African-American men and women, both slave and free, Union and Confederate, in the Civil War.
These histories have been largely unexplored and underrepresented in educational examinations of the period Wilson said.
Wilson portrayed Thomas Morris Chester, the first African-American journalist hired by a major American daily newspaper. Chester served as a Civil War correspondent for the Philadelphia Press, covering battles throughout Virginia.
Wilson and Herring presented an imagined interview between Chester and James Daniel Gardner, a Gloucester native who served in the United States Colored Troops and one of fourteen African-Americans who received the Congressional Medal of Honor for their courageous actions during a September 1864 battle at New Market Heights in Henrico County.
More information about that battle and the African-American troops who have been largely ignored by history was presented in a short film entitled "The Forgotten Fourteen" produced by the National Park Service.
Joining Wilson and Herring in the production were Walter Darden, who portrayed Frederick Douglass and gave highlights and stories from the famous abolitionist's life, and Saundra Cherry, who nearly stole the show with her rousing portrayal of Harriet Tubman.
The program, held at the Angel Visit Baptist Church and sponsored by the Middle Peninsula African-American Genealogical and Historical Society of Virginia, the Essex County Museum and Historical Society, and the Essex County Sesquicentennial Committee, was the second in a series of living history events planned for Essex County during what has been recognized as a "fortnight of living history" in Essex County by the county board of supervisors.
For more information about "Voices of Freedom" visit their website at www.voicesoffreedom.info.
Chauncey Herring (l) portrayed Thomas Morris Chester, a Civil War correspondent for the Philadelphia Press, and Wesley Wilson was Medal of Honor recipient James Daniel Gardner, during a presentation at Angel Visit Baptist Church on March 7. The traveling historical troupe "Voices of Freedom" works to portray the significant roles African-Americans played in the Civil War.
Reenactors Recognized
Tappahannock Mayor Roy M. Gladding (r) presented Walter Darden and Saundra Cherry, members of the "Voices of Freedom" historical reenactment troupe, with a key to the city during a reception held at the Essex Inn on March 6. The following day, the four-member ensemble gave a presentation which highlighted the significant contributions of African-Americans in the Civil War. Bessie Caulhorn White (l) represented the Middle Peninsula African-American Genealogical and Historical Society, which sponsored the event. | <urn:uuid:f29a4d9d-5deb-4300-831a-1edddad0ed69> | CC-MAIN-2018-17 | http://mpaagenealogicalsociety.org/articles/2010-03-10-RappahannockTimes-LivingHistory.pdf | 2018-04-25T14:03:38Z | crawl-data/CC-MAIN-2018-17/segments/1524125947822.98/warc/CC-MAIN-20180425135246-20180425155246-00632.warc.gz | 217,702,228 | 611 | eng_Latn | eng_Latn | 0.994182 | eng_Latn | 0.994182 | [
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| Date/Sunday | Sunday Gospels | Bible | Catholic Faith Words | Creed | Sacraments & Liturgy | Life in Christ | Christian Prayer |
|------------|----------------|-------|----------------------|-------|---------------------|---------------|-----------------|
| September 20, 2020
25th Sunday Ordinary | Matthew 20:1–16a
God Abounds in Love | Parables teach about God’s Kingdom | parable | The Church is the People of God, the Body of Christ. (CCC, 777) | Jesus uses parables to teach | Class, personal commitments; learning about Jesus together | Vineyard prayer |
| September 27, 2020
26th Sunday Ordinary | Matthew 21:28–32
The Case of the Two Sons | Finding citations in the Bible | Ordinary Time | God makes us free to choose. (CCC, 1799–1800) | The Lectoryary; Ordinary Time | Making difficult decisions | Prayers of petition; Prayer of Saint Francis of Assisi |
| October 4, 2020
27th Sunday Ordinary | Matthew 21:33–43
The Parable of the Renters | Vineyard parables | Gospel | Jesus invites us to faith. (CCC, 179–180) | Sacrament of Confirmation | Belonging to the Church | Sign of the Cross; The Lord’s Prayer |
| October 11, 2020
28th Sunday Ordinary | Matthew 22:1–14
The Parable of the Wedding Feast | Sunday Scripture readings | liturgy | Jesus teaches us hospitality. (CCC, 561, 1971) | Eucharistic: Jesus gathers all to his table; parts of the Mass | Jesus’ followers help each other, offer hospitality | Blessing before Meals; The Lord’s Prayer |
| October 18, 2020
29th Sunday Ordinary | Matthew 22:15–21
Caesar and God | First, Second, and Third Commandments | Pharisees; commandments | The People of God build community. (CCC, 752) | Eucharistic: Preparation of the Gifts, offertory | Sharing our gifts, talents; responsible stewardship | The Lord’s Prayer; prayers of petition |
| October 25, 2020
30th Sunday Ordinary | Matthew 22:34–40
Two Great Commandments | Jesus commands us to love God, neighbor | law of love | The People of God love with whole selves. (CCC, 2055) | Eucharistic: Prayer of the Faithful | Loving God, neighbor, and self | Act of Love |
| November 1, 2020
Solemnity of All Saints | Matthew 5:1–12a
The Beatitudes | Beatitudes are blessings for all | Beatitudes | Beatitudes sustain hope, promise blessings (CCC, 1717) | Eucharistic: Communion of Saints | Who are called to be saints? | Día de los Muertos prayer service |
| November 8, 2020
32nd Sunday Ordinary | Matthew 25:1–13
The Parable of the Wise and Foolish Virgins | Psalms | psalm | Jesus will bring justice, love, and peace. We wait and watch. (CCC, 872) | Eucharistic: Responsorial Psalm | Choices and consequences | Turn to God always; the Apostles’ Creed |
| November 15, 2020
33rd Sunday Ordinary | Matthew 25:14–30
The Servant Who Did Not Use a Talent | Proverbs 31: Ideal wife; Genesis 1 | Kingdom of God | Jesus calls us to use our talents. (CCC, 942) | Eucharist: First Reading | Catholic social teaching: using talents in the service of others | Prayers of petition, gratitude |
| November 22, 2020
Solemnity of Christ the King | Matthew 25:31–46
Jesus Judges the Works of Mercy | Works of Mercy | Works of Mercy | Jesus will judge us on Works of Mercy. (CCC, 561) | Doing the Works of Mercy | The Lord’s Prayer; Thanksgiving prayer service | Reconciliation prayer service |
| November 29, 2020
1st Sunday of Advent | Mark 13:33–37
Jesus Says, “Be Alert!” | Isaiah 40: Babylonian Exile | Advent | Advent prepares us for Jesus’ coming. (CCC, 524) | Advent; Liturgical Year | Advent calendar | Prayer of Saint Francis of Assisi |
| December 6, 2020
2nd Sunday of Advent | Mark 1:1–8
Jesus is Good News | John the Baptist; Ten Commandments | sin | John the Baptist prepares Jesus’ way. (CCC, 523) | Advent; sin and reconciliation | Making a straight road: dilemmas and solutions | O Antiphons; Christmas blessing; Magnificat |
| December 13, 2020
3rd Sunday of Advent | Mark 1:6–8
John the Baptist Prepares Us for Jesus | Isaiah 61, Magnificat | Incarnation | God sends Jesus and the Spirit. (CCC, 717) | Advent: the Messiah | Nativity narratives in Luke and Matthew | Hail Mary |
| December 20, 2020
4th Sunday of Advent | Luke 1:26–38
Mary Says Yes to God | Angel messenger; King David, Jesus’ ancestors | Magnificat; Annunciation | Mary is the Mother of God (CCC, 504–509, 744) | Advent: Annunciation | Deepening trust; saying yes to God, service | Christmas carols |
| December 27, 2020
& January 3, 2021
Christmas & Epiphany | Luke 2:1–14 Jesus is Born; Matthew 2:1–12
The Wise Men Visit Jesus | New Testament: Nativity and Epiphany | Nativity | In Jesus, God becomes incarnate. Jesus is the hope of nations. (CCC, 479, 628) | Christmas; Epiphany stories | Creating Christmas, Epiphany scenes | The Lord’s Prayer; renewing baptismal promises |
| January 10, 2021
Baptism of the Lord | Mark 1:7–11
Jesus Is Baptized, the Spirit Descends Upon Him | The Holy Trinity: Father, Son, and Holy Spirit | Holy Trinity | Jesus’ mission as the suffering servant begins at his baptism. (CCC, 535–538) | Sacrament of Baptism | Living Baptism promises | Pope John XXIII, Second Vatican Council; vocations | Calling disciples to prayer |
| January 17, 2021
2nd Sunday Ordinary | Mark 1:13–45
Jesus Calls His First Followers | Disciples | vocations | Jesus is filled with the Holy Spirit, reveals God to us. (CCC, 73) | Sacraments of Baptism, Holy Orders, and Matrimony | Learning about Jesus’ home, life, ministry | Prayers of petition |
| January 24, 2021
3rd Sunday Ordinary | Mark 1:14–20
Jesus Calls Fishermen | Mark’s Gospel; Jonah | Sacred Tradition | Jesus calls us to make disciples of all nations. (CCC, 849) | Sacred Tradition | Working for the common good; living Gospel teaching | The Lord’s Prayer |
| January 31, 2021
4th Sunday Ordinary | Mark 1:21–28
Jesus Teaches with Authority | Africans in the Bible | synagogue; Sacrament of Holy Orders | Jesus has healing power, teaches with authority. (CCC, 548–550) | Reconciliation | | |
| February 7, 2021
5th Sunday Ordinary | Mark 1:29–39
Jesus Raises Up, Heals, and Feeds People | Jesus begins his healing ministry | disciples | Jesus’ life is a continual teaching. (CCC, 561) | Anointing of the Sick | Being a disciple; resolving conflicts | Healing prayer service |
| February 14, 2021
6th Sunday Ordinary | Mark 1:40–45
Jesus Heals a Man with Leprosy | Jesus’ public ministry; sharing the Good News | homily | Jesus brings healing. (CCC, 561, 620) | Eucharist: Holy Communion makes us a holy community | Welcoming, helping people who are homeless | Ash Wednesday prayer service |
| February 21, 2021
1st Sunday of Lent | Mark 1:12–15
Jesus is Tempted | God’s covenant with Noah, Israelites | covenant | Jesus faces temptation. (CCC, 538–540) | Lent: A Time to Grow | Personal, class promises; covenants make new relationships | Lenten commitments |
| February 28, 2021
2nd Sunday of Lent | Mark 3:2–10
Jesus’ Friends See Him Transfigured | Abraham and Sarah; Ten Commandments | Ten Commandments | Transfiguration is a sacrament of our own resurrection. (CCC, 556) | Lent | 4th Commandment: Honoring your parents | Teacher thank-you prayer |
| March 7, 2021
3rd Sunday of Lent | John 2:13–25
Jesus Cleanses the Temple | The Exodus; Ten Commandments | mortal sin | Jesus calls us to holiness. (CCC, 2052–2055) | Lent | 5th Commandment: Protecting life; dealing with anger | Stations of the Cross |
| March 14, 2021
4th Sunday of Lent | John 2:14–22
Jesus Gives Us Light | John 3:16; the moral law | catechumenate | Jesus shows God’s love. (CCC, 420) | Sacraments of Christian Initiation, Reconciliation, Creed | 8th Commandment: True and loving actions | Nicene, Apostles’ creeds |
| March 21, 2021
5th Sunday of Lent | John 12:20–33
Jesus Is Like a Grain of Wheat | Death and resurrection; Beatitudes | Lord’s Prayer | Jesus is like a grain of wheat. (CCC, 529, 658) | Eucharist: the Lord’s Prayer | 7th, 9th, and 10th Commandments: Respect for one another | The Lord’s Prayer: our daily bread |
| March 28, 2021
Palm/Passion Sunday | John 15:1–39
Jesus’ Passion | The Israelites’ Exodus from Egypt | Passover | Jesus leads us from death to life. (CCC, 620) | Holy Week; Triumvir | Walking with Jesus | The Apostles’ Creed |
| April 4 & April 11, 2021
Easter Sunday &
4th Sunday of Easter | John 20:1–9
Jesus is Risen; John 20:10–18
Jesus Greets His Friends | Resurrection | Resurrection | Jesus’ rising is our crowning truth. (CCC, 638) | Baptism | Church scavenger hunt | Easter prayers: O Sons and Daughters |
| April 18, 2021
3rd Sunday of Easter | Luke 24:35–48
Jesus Appears to His Disciples | Resurrection appearances | missionary | Jesus’ disciples witness him risen from death. (CCC, 638) | Eucharistic prayers give thanks to God | Missionaries spread the Good News | Eucharistic Prayer; Good news prayer |
| April 25, 2021
4th Sunday of Easter | John 10:11–18
Jesus is the Good Shepherd | Shepherd imagery | Good Shepherd | Jesus shepherds, dies for his people. (CCC, 754) | Eucharist: Responsorial Psalm | Church leaders; virtues | Prayer cards |
| May 2, 2021
5th Sunday of Easter | John 15:1–8
Jesus is the Vine; We are the Branches | Nature imagery | virtue | Jesus unifies his Church from its beginning. (CCC, 820) | Pentecost | The Holy Spirit works in our lives | Prayer to the Holy Spirit; Lord’s Prayer |
All numbers in parentheses refer to paragraphs in the Catechism of the Catholic Church. The topics included in this Scope and Sequence chart are subject to minor changes, which will be reflected in the Teaching Guides throughout the instructional year. To view more of this chart and downloadable versions, visit www.pflaum.com/venture. | <urn:uuid:75d43310-37a8-4a21-9994-e0c92cb235ea> | CC-MAIN-2021-21 | https://d2y1pz2y630308.cloudfront.net/2883/documents/2020/10/Level4.5YearA-B.pdf | 2021-05-12T03:36:58+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243991693.14/warc/CC-MAIN-20210512004850-20210512034850-00401.warc.gz | 232,625,243 | 2,658 | eng_Latn | eng_Latn | 0.921414 | eng_Latn | 0.921414 | [
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Rodenticides, Hazardous to Children, on Their Way Out
Despite non-toxic alternative controls, chemical industry fights to retain toxic chemicals
by Xoco Shinbrot
After more than a decade of research, review and revisal, the U.S. Environmental Protection Agency (EPA) is slowly moving toward the final step in canceling and restricting poisonous rodenticide products that have been shown to poison wildlife (including endangered species), pets, and children. Even though EPA has found the number of exposure incidents resulting in symptomatic diagnoses and/or requiring treatment to be unacceptably high, officials in the past have hesitated to take regulatory action, but are now poised to act.
A young mother puts out two blocks of rat poison. Two hours later, her toddler starts vomiting and his stool is colored bright green. Later, she finds the remains of a container that held rat poison behind the family’s television.
This scene has been a regular occurrence in American homes since rodenticides became commercially available. EPA has known for decades that thousands of children each year are exposed to these super-toxic poisons used to kill rodents. In 2009, approximately 40,000 children were exposed to rodenticides (blocks, granules, pellets and powder), and the majority of calls to poison control centers concern children under the age of three. Children poisoned by ingesting rodenticide products can suffer internal bleeding, coma, anemia, nosebleeds, bleeding gums, bloody urine and bloody stools. Many are anticoagulants, chemicals that prevent blood from clotting or coagulating. Manufacturers have also stood by outmoded formulations and technologies that give children and pets easy access to these poisons. The brand names still available on the market but slated for cancellation include d-CON Mouse Prufe, Hot Shot Sudden Death, Rid-a-rat, and Generation Meal Bait Packs. While EPA now is moving to restrict household use of these rodenticide products, legal and lobbying efforts by the multinational corporation that sells d-CON products is working to stop the agency from moving forward. Despite this, EPA has made it known that it intends to finalize this important rulemaking. The final cancellation order is expected in early 2013.
Children Poisoned
The rodenticide products identified by EPA for cancellation pose significant risks to human health. Children are particularly susceptible to accidental poisoning because they tend to play on floors and explore by putting items in their mouths. According to the 2010 Annual Report of the American Association Poison Control Centers’ National Poison Data System, there were over 40,000 cases of children six years and younger who experienced exposure to rodenticide products. Of those, 10,227 were from anticoagulant rodenticides. Data from New York City’s Department of Health and Mental Hygiene also indicate that between 2000 and 2010, of a total of 4,250 unintentional exposures to rodenticides, 79% were children less than six years old.
Exposure to these poisons can have long-term health effects. For example, coumarin, an anti-coagulant, has been shown to cause paralysis due to cerebral hemorrhage and is teratogenic (causes birth defects). Long-term exposure to the indandione diphacinone...
causes nerve, heart, liver, and kidney damage as well as damage to skeletal muscles.
**Secondary Exposure Risks to Wildlife**
Beyond the known health risks at home, there is strong evidence that pets and wildlife are being poisoned due to secondary exposure to rodenticide baits. Federally listed threatened and endangered species, such as the San Joaquin kit fox, Northern spotted owl, and the bald eagle have suffered lethal effects from these rodenticides, either through direct or indirect contact. Rodents, which can feed on poisoned bait multiple times before their death, contain residues that may be many times the lethal dose. Additionally, poisoned rodents make easy prey for predatory birds and other wildlife as well as for carrion predators, ensuring that many of these rodents are caught and consumed, leading to secondary poisonings. According to EPA, secondary dietary exposures for birds from the rodenticides brodifacoum and difethialone exceed levels of concern.
**Regulatory Action**
Over the past decade EPA has struggled to protect people, especially children, and wildlife from exposure to toxic rodenticides. In 1998, EPA safety regulations, which required manufacturers to include an ingredient that makes the poison taste bitter and a dye that would make it more obvious when a child ingested the poison, was revoked in 2001 after EPA announced that a “mutual agreement” was reached with the chemical manufacturers. In short, some pesticide manufacturers thought putting a bittering agent into the poisons deter rodents from eating the product. In response, the Natural Resources Defense Council (NRDC) and the West Harlem Environmental Action (WE ACT) filed a lawsuit in 2004, challenging EPA’s regulations as unprotective of children.
In 2007, EPA proposed a requirement that all over-the-counter rodenticides sold for residential use be available only in tamper-resistant bait stations to reduce the incidents of accidental exposure to children. Then, in 2008, EPA issued its risk mitigation decision requiring rodenticide manufacturers to adhere to four primary requirements:
1. Rodenticides marketed to consumers must be sold as a block or paste bait, banning the sale of granular and pellet formulations.
2. Rodenticide baits stations sold over the counter may carry no more than one pound of bait, and only in bait stations designed to keep out children and pets.
3. Highly toxic second-generation rodenticides are prohibited from the retail market, particularly anticoagulants, brodifacoum, bromadioine, difenacoum and difethialone.
4. Professional exterminators and employees of farms and businesses may continue to use loose baits and more toxic rodenticides.
Since then, three manufacturers still market products that are not in compliance with EPA standards: Reckitt Benckiser LLC, makers of D-Con rodent control products; Spectrum Group Division of United Industries Corporation, makers of Hot Shot and Rid-a-Rat rodent control products; and, Liphatech Inc., makers of Generation rodent control products (See Table 1).
**Manufacturer Decry EPA’s Decision**
EPA is within a hair’s breadth of issuing a final cancellation, but recent comments by manufacturers, most notably Rickett Benckiser, have indicated that industry will challenge EPA on its decision. While evidence shows (and EPA agrees), that these 20 rodenticides pose environmental and public health risks, Reckitt Benckiser is adamant that EPA has failed to address additional areas of interest, including the potential impact the cancellation could have on low income and minority populations, as well as the benefits that these rodenticides may provide users against infestation, disease propagation, and property destruction.
**Rodenticides Disproportionately Impact Low Income Groups**
Rickett Benckiser argues that regulation preventing the use of their product could have a significant impact on low income and minority populations. Certainly, from a poisoning perspective this is true. Black and Hispanic children living below the poverty line are disproportionately affected. For example, a study in New York found that 57 percent of children hospitalized for eating rat poison from 1990 to 1997 were African-American and 26 percent were
---
**Typical Rodenticide Products**
Rodenticides can be broken down into three categories—baits, tracking powders and fumigants. Both baits and tracking powders are rodent poisons in the traditional sense. They must be eaten to kill the pest. Baits are designed to attract the rodent to a feeding station. Tracking powders are placed along rodent runways in and around buildings, picked up by the fur as the animal passes by, and then ingested during grooming. Fumigants are poisonous gasses, designed to kill rodents in their burrows.
Multiple feed baits are the most commonly used type of rodent poisons. Typically these poisons act as anticoagulants, literally causing the rodent to bleed to death internally. The fact that these poisons must be made available to the rodent over time makes them very hazardous, as children, pets and other non-target animals have an extended opportunity to get to them.
Latino. However, low income and minority populations are also the least financially prepared to deal with the unintended consequences of rodenticide poisonings and exposure, considering the rising costs of health care. Considering the impact to low income populations, children, and wildlife, EPA has the responsibility to restrict poisonous and dangerous rodenticides.
**Defined IPM Is the Safer Alternative to Managing Rodents**
As EPA moves toward cancellation of the rodenticide products in the residential setting, the adoption of practices not reliant of poisons that hurt children and the environment are key to the agency’s registration review. One unintended consequence of restricting these rodenticides could be their replacement with another toxic chemical, bromethalin. Bromethalin, unlike anticoagulants, has no antidote and the treatment, which uses corticosteroid, is unreliable, as symptoms often return. Bromethalin works by disrupting ATP production, which impairs cellular ability to control osmosis. This damage can cause paralysis, convulsions and death. Substitution of anticoagulants for yet another toxic agent like bromethalin would be indicative of the failure of U.S. pesticide regulation to advance least-toxic methods.
Consumers must be aware that using toxic rodenticide products is not a long-term healthy solution to controlling rodent populations. Defined integrated pest management (IPM) is a low cost strategy that eliminates the need for any hazardous rodenticides by focusing on preventing rodent infestations. For instance, by always cleaning up food and food areas, placing food in airtight, sealed containers, disposing of food and food wrappers in sealed garbage containers, repairing leaky pipes and faucets, caulking up cracks and crevices, and eliminating clutter whenever possible, residents can effectively eliminate food and water sources and prevent infestations. For outdoor rodents, the key is to modify habitat and decrease food sources to help keep populations under control.
Sanitation, structural repairs, mechanical and biological control, pest population monitoring are prioritized IPM methods that improve rodent control.
**Take Action**
The public concerned about protecting the health of children must be heard. When chemical companies do not get the response they want from regulators enforcing law to protect health and the environment, they often seek a political solution by running to Congress to try to force regulators to back off. That is what is happening here.
We must let EPA protect children, as the law requires, and recognize that there are methods and products available that can manage rodents without poisoning children. Here is how you can help:
1. Support EPA’s decision to cancel. Visit Beyond Pesticides Take Action page and send your letter of support. [bit.ly/UXSy2f](http://bit.ly/UXSy2f)
2. Contact your member of Congress and let them know that EPA must move forward with the cancellation of these products in order to protect public health, especially children. Ask them to write a letter to Administrator Lisa P. Jackson, EPA to support the agency moving forward.
3. Tell your friends and family not to purchase the rodenticide products not in compliance with EPA’s decision (See Table 1).
**Table 1. Products Proposed For Cancellation**
| Manufacturer | EPA Registration Number | Product Name |
|------------------------------|-------------------------|---------------------------------------------------|
| **Reckitt Beckiser LLC** | 3232-3 | D-CON CONCENTRATE KILLS RATS & MICE |
| | 3282-4 | D-CON READY MIXED KILLS RATS & MICE |
| | 3282-9 | D-CON MOUSE PRUFE KILLS MICE |
| | 3282-15 | D-CON PELLETS KILLS RATS & MICE |
| | 3282-65 | D-CON MOUSE PRUFE II |
| | 3282-66 | D-CON PELLETS GENERATION II |
| | 3282-74 | D-CON BAIT PELLETS II |
| | 3282-81 | D-CON READY MIXED GENERATION I |
| | 3282-85 | D-CON MOUSE-PRUFE III |
| | 3282-86 | D-CON BAIT PELLETS III |
| | 3282-87 | D-CON II READY MIX BAITBITS III |
| | 3282-88 | D-CON BAIT PACKS III |
| **Liphatech Inc.** | 7173-247 | GENERATION MEAL BAIT PACKS |
| | 7173-283 | DIFETHALONE BAIT STATION |
| | 7173-285 | DIFETHALONE 6G PASTE PL PKS |
| **Spectrum Group Division of United Industries Corporation** | 8845-39 | RID-A-RAT RAT & MOUSE KILLER |
| | 8845-125 | HOT SHOT SUDDEN DEATH BRAND MOUSE KILLER |
| | 8845-126 | HOT SHOT SUDDEN DEATH BRAND RAT KILLER 1 |
| | 8845-127 | HOT SHOT SUDDEN DEATH BRAND RAT & MOUSE KILLER |
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Teaching, affirming, and recognizing trans and gender creative youth: A queer literacy framework
Mario I. Suárez
To cite this article: Mario I. Suárez (2018): Teaching, affirming, and recognizing trans and gender creative youth: A queer literacy framework, Journal of LGBT Youth
To link to this article: https://doi.org/10.1080/19361653.2018.1435329
Published online: 26 Feb 2018.
Submit your article to this journal
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sj Miller opens the introduction to his book, *Teaching, Affirming, and Recognizing Trans and Gender Creative Youth: A Queer Literacy Framework* (2016) by leading the reader through a story about Blue, who is assigned female at birth. Blue displays characteristics that may seem “tomboy-ish” at an early age, such as playing football. Without teachers who affirm Blue’s (a)gender identity, Blue does not acknowledge they are transgender until the age of 40, when he decides to transition from female “toward” male (p.17, italics in original). Blue goes through a full medical transition and for all intents and purposes, lives a happy and healthy life…one that he would not have were it not for the community of allies and resources that crossed his path. This is in fact, sj’s story. sj did not know, understand, or have the language to recognize sj was a transgender man due to a lack of exposure. Miller calls this a “recognition gap” (p. 4). sj states that “this book was written, as an attempt to bring trans” and gender creative recognition and legibility into schools. In this collection, authors model exciting and innovative approaches for teaching, affirming, and recognizing trans” and gender creative youth across pre-K-12th grades” (p. 5). Miller and chapter authors do achieve the purpose of the book, which is to bring awareness to trans” and gender creative youth’s lives through engaging lessons, by writing in a format that is accessible to practitioners, community activists, and researchers alike. The addition of the (a) before gender and sexuality throughout the book brings awareness to gender (or agender) and sexuality (or asexuality) in the classroom, and helps to close this recognition gap.
Each chapter in this edited volume presents a lesson or a unit that addresses one more of the ten principles of the Queer Literacy Framework (QLF), with specific commitments that educators can make to create a more affirming classroom environment for their transgender and gender creative youth. QLF consists of ten principles designed to prepare educators that can address (a)gender and (a)sexuality in the classroom, such as not assuming that a student has a gender or sexuality, being an advocate, relating the social construction of gender to their disciplines, among other principles. For those of us who have not been exposed to the QLF, a figure with the detailed framework is shown on page thirty-six of the book that explains each principle. Each chapter begins with the QLF principle(s) addressed, continues with either a study or vignette and rationale, followed by an overview of a lesson that can be taught at different levels, from elementary to high school. Most lessons are rich, detailed, and make use of best practice strategies commonly used in the classroom. For example, Chapter 4 addresses Kindergarten English/Language Arts objectives...
like identifying main characters and their characteristics, understanding vocabulary tied to the story, and forming judgment about the characters through the book *I Am Jazz*. Lesson objectives include making predictions based on the book’s cover to understanding bullying vocabulary. Assessments of student learning give educators evidence for whether or not the students has accomplished the lesson’s objective.
The majority of the book’s chapters contain essential questions that address (a)gender identity and (a)sexual orientation, while being broad enough so that teachers can implement them in their own classrooms. Chapter four, for example, calls these “enduring understandings” (p. 68). Some of these enduring understandings include being comfortable with difference and understanding that anatomy might not always be equivalent with gender identity. Some chapters also use LGBTQ-themed books as instructional tools, which centered around the lives of transgender and gender creative youth, such as *I Am Jazz* (in Chapter 4), *Parrotfish*, *Beautiful Music for Ugly Children*, *What Happened to Lani Garver*, *Some Assembly Required*, and *Rethinking Normal*, (all in Chapter 7) among others.
This edited collection contains 15 chapters total. Chapters 1 and 2 serve as introductions to the book and the QLF. Chapter 3 highlights two research studies where pre-service and in-service teachers were given a Likert-type survey with self-efficacy questions regarding LGBTQ issues, and a lesson that teacher educators can use to address (a)gender and (a)sexuality with their students. Chapter 4 targets kindergarten, while chapters 5 and 7 explicitly focus on the broader elementary classroom. Chapters 6 and 10 through 15 discuss the secondary classroom. Chapter 8 gives a look into the lived reality of educators in the South, often the most conservative part of the United States. Chapter 9 provides a view of how QLF principles can be used to learn vocabulary terms and themes in a Japanese Foreign Language classroom through the course of two days, in whole class, small group discussions and drawings, surrounding a reading of *Michael’s Diary*, a short story, and *Death by Bullying*, a short article.
At the end of the book, there is a glossary of some widely used terms used in the queer community. I can see this being useful for educators who might not be well informed on socially-acceptable language that will not trigger their trans* and gender creative students, with the disclaimer that some terms change as community visibility evolves. Additionally, there are terms that some educators, even allies, might not know can be offensive to the community, and Miller warns the reader that while some may have reclaimed specific term, for others, they still might be offensive. Some of the examples discussed in the glossary include use of the terms “transgender”, “intersex”, “crip”, and “queer.”
One of the major strengths of this book is the practical value it has for academics, teachers, parents, and administrators alike. Each chapter, after the introduction, includes a lesson plan with a thorough explanation of what is to be learned, tying it to the Common Core Standards and the QLF. It also gives rationales for what to say when a child asks a question that the teacher might not know the answer to or how to respond to an administration that might not be supportive. This book would also be very useful for practitioners and community organizers/activists that work with trans* and gender creative youth.
Having worked as a high school mathematics teacher, I had hoped to see examples of how the QLF could be addressed with mathematics and science educators. Miller addresses this concern toward the end when he writes, “While this book includes examples about how to teach, affirm, and support the recognition of trans* and gender creative youth for uptake by literacy educators, pre- and in-service teachers for only a few disciplines, a hope is for other disciplines across all grade levels to also apply the QLF to math, science, the humanities, technology, history, physical education, and so on” (p. 293). The concluding chapter includes a series of recommendations for pre-service teacher educators, in-service teachers, schools, districts, and community activists that wish to see a more trans* inclusive
society. For example, Miller suggests that research focus on trans* pedagogy in addition to trans* and gender creative youth, the inclusion of these with pre-service and in-service educators, having district specialists include policy safety recommendations for trans* and gender creative youth in conjunction with the teachers, and the recognition of the whole support system.
Overall, this edited collection is a great resource for pre-service and in-service teachers, as well as teacher educators and community activists that work with youth. Indeed, more work needs to be done to tie in QLF, especially in STEM contexts, but it is definitely a great start to this very complex conversation that we are starting to have with youth through curriculum. This important book takes up the call to listen our students and their hunger for learning more about (a)gender and (a)sexual orientation in the classroom. At times, depending on the audience, the book might read as a bit too academic, but most of the chapter authors do a good job at tying academic content back to a specific objective and activity making it practical and accessible. Collectively, the authors also do a good job at addressing possible scenarios and providing concrete implications for practitioners making it an important and novel contribution to the field of LGBT youth studies.
ORCID
Mario I. Suárez http://orcid.org/0000-0001-6008-1664
References
Andrews, A. (2015). *Some assembly required: The not-so-secret life of a transgender teen*. New York: Simon & Schuster.
Cronn-Mills, K. (2012). *Beautiful music for ugly children*. Minnesota: Flux.
Hertelh, J., & Jennings, J. (2014). *I am Jazz*. New York: Dial Books for Young Readers.
Hill, K. R. (2015). *Rethinking normal: A memoir in transition*. New York: Simon & Schuster.
Miller, S. (2016). *Teaching, affirming, and recognizing trans and gender creative youth: A queer literacy framework*. New York: Palgrave Macmillan.
Plum-Ucci, C. (2002). *What happened to Lani Garver*. Orlando: Harcourt.
Wittlinger, E. (2007). *Parrotfish*. New York: Simon & Schuster. | <urn:uuid:dce1702f-aa6f-41bb-b447-6aa6a8b239c0> | CC-MAIN-2022-49 | https://www.sjmiller.info/uploads/8/8/5/4/88548862/book_review_of_teaching_affirming_and_re.pdf | 2022-12-01T23:12:52+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710870.69/warc/CC-MAIN-20221201221914-20221202011914-00644.warc.gz | 1,040,390,976 | 2,055 | eng_Latn | eng_Latn | 0.941988 | eng_Latn | 0.997332 | [
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Understanding how recycled content in printing & writing paper – and all grades – reduces energy, water, chemical use, pollution and solid waste, while protecting forests.
Presented by Environmental Paper Network
Which is better for the planet: Recycled paper or virgin fiber paper?
That’s easy: Using recycled paper is better for the environment than virgin paper, for all paper grades. To protect the planet, ask for packaging, newsprint, tissue products and printing & writing paper (including office and copy paper, magazines, stationery and commercial printing) with recycled content.
Which recycled paper grade provides the most environmental benefits?
**Virgin Fiber vs. Recycled Copy Paper**
| | 1 ton virgin fiber paper | 1 ton 100% recycled paper | Environmental Savings from Recycled Content |
|------------------------|--------------------------|---------------------------|--------------------------------------------|
| Trees | 24 trees | 0 trees | 100% |
| Energy | 32 million BTUs | 22 million BTUs | 31% |
| Wastewater | 22,219 gallons | 10,372 gallons | 53% |
| Solid waste | 1,922 pounds | 1,171 pounds | 39% |
Printing & writing paper!
Without recycled content, printing & writing paper uses the most resources and creates the most pollution. But maximizing the amount of recycled content in printing & writing paper achieves the greatest environmental savings.
Then what’s the controversy?
Some publishers, paper mills and consumers claim that we should only make recycled packaging, cardboard, newsprint and tissue products – and not recycled printing & writing papers. They argue:
“There’s a shortage of paper recovered in recycling programs that manufacturers need to make new recycled paper…”
“If there’s a shortage of recovered paper, then manufacturers should only make certain types of recycled paper…”
“It is best to use recycled content for products that require the least chemical and energy use, particularly cardboard and packaging.”
So what’s the truth?
Current research shows that there are still millions of tons of paper and packaging that are not collected or recycled every year (with almost 26.7 million of those ending up in U.S. municipal solid waste landfills or incinerators).
Through improved sorting and collection, manufacturers can have enough recovered paper to include recycled content in all grades of paper.
It is particularly important to use recycled content in the products that use the most chemicals and energy because recycled content, especially in printing & writing papers, saves energy, water and resources, and also reduces greenhouse gases, chemical use, solid waste, pollution and toxics.
Choosing Better Paper
Compare Apples to Apples
Most Important: Compare virgin fiber paper with recycled paper for the same grade of paper. Each paper grade’s manufacturing process is different making it critical to evaluate paper products made through the same production methods in order to provide an accurate comparison.
When comparing office papers or printing papers, you’ll find that recycled paper is better for the environment than virgin fiber paper. This is because, from start to finish, making printing & writing papers from wood fiber requires more processing than any other grades of paper and therefore creates the greatest environmental damage (e.g. uses more energy and water, produces more greenhouse gases). Making new paper instead from recovered paper significantly avoids much of the potential environmental damage, plus it returns resources to the production process instead of wasting them.
Reduce Waste, Maximize Fiber Efficiency
Making recycled pulp is a more efficient process, requiring fewer resources with less waste, than making virgin pulp.
| Type of Pulp | Amount of Material Required to Produce 1 ton of Pulp | Fiber Efficiency |
|---------------------------------------------------|-----------------------------------------------------|-----------------|
| Virgin Fiber Printing & Writing Paper Pulp | 4.4 tons of trees | 23% |
| (Virgin Chemical/Kraft Pulp) | | |
| Recycled Printing and Writing Paper Pulp | 1.4 tons of 100% recovered paper | 71% |
| (Recycled Chemical/Kraft Pulp) | | |
Know What’s in Your Paper?
Virgin Fiber Paper is made from tree fiber that either comes from natural forests or from tree plantations. In Canada, 90% of the timber harvest comes from old-growth and primary forests. Many books, as well as office and school paper products, are printed overseas in regions without environmental and forest harvesting standards enforcement. Be sure that any virgin forest fiber in your paper is certified by the Forest Stewardship Council to be certain that it’s not contributing to the destruction of forests worldwide.
Recycled Paper is made from the paper collected from residential, office, and commercial recycling programs. Recycling old paper into new paper minimizes solid waste, reduces the need to log trees, and recycles resources into new products instead of wasting them.
Producing recycled pulp reduces overall energy use by 31%, on average, compared to mills making virgin fiber chemical pulp.\(^8\) Paper recycling greatly reduces greenhouse gas emissions. Reducing energy use also reduces global warming pollution.
**Q: But aren’t virgin paper mills using less fossil fuels?**
**A:** Some virgin paper mills state they are using less fossil fuel, even though they are using roughly the same amount of energy as comparable mills. How is this possible?
Chemical pulping of trees extracts the useable fiber and results in a leftover byproduct of water, chemicals and tree lignin called black liquor. Black liquor and tree bark are burned in boilers to generate energy in place of some fossil fuels. Burning black liquor means consuming trees for energy which releases global warming and other pollution.\(^9\)
Recycled pulp requires fewer and safer processing and bleaching chemicals than those required to make virgin wood pulp.\(^1^0\) Deinking recovered fiber at recycled fine paper mills is primarily a cleaning and mechanical process using soaps, surfactants and high pressure screens.\(^1^1\) In contrast, wood pulp mills must use toxic chemicals to break down wood fibers and then bring the brown fiber color up to white.\(^1^0\)
**Q: But doesn’t recycled paper need strong bleach to get it white?**
**A:** Actually, because recovered paper has already been bleached at least once, the deinking cleaning process requires far less bleaching than making virgin paper, which must turn brown wood into white paper.\(^1^7\) It’s important to cut down on chlorine based whitening methods because bleaching with chlorinated chemistries can release dioxins that cause cancer.\(^1^8\)
All North American kraft pulp mills (including those making pulp for printing & writing papers) use chlorine compounds for bleaching, but most recycling mills making pulp for printing and writing papers do not.
Virgin pulp and paper mills are the largest industrial users of water per ton of product in the US.\(^1^2\) The Paper Calculator shows that recycled pulp can cut wastewater discharges by more than half.
**Q: Why should I worry about wastewater?**
**A:** With some geographic areas already experiencing water shortages and water issues expected to become increasingly problematic in the future, recycling can play a critical role in reducing a mill’s demand for water.
Depending on where they are located, paper mills’ heavy reliance on process water may contribute to water scarcity in those regions.
In addition, the withdrawal and return of large amounts of water (often at different temperatures) from rivers and streams, along with increased organic pollution, can have significant ecological impacts.\(^1^9\)
Buying recycled paper maintains and strengthens the recycling system and keeps wastepaper out of landfills and incinerators. When paper decomposes in landfills, it produces methane, a climate change gas with 25 times the heat-trapping power of carbon dioxide.\(^1^3\) The heavy metals in printing inks can also pollute the groundwater, whether the paper is directly landfilled or becomes incinerator ash.\(^1^4\)
**Q: But recycling programs report ever greater diversion from landfills.\(^1^5\) Hasn’t this solved the problem?**
**A:** Recycling is the most environmentally responsible way to deal with discarded paper. Most importantly, it repurposes the resources in the paper rather than trashing them, reusing the strongest fibers to make new paper. However, “diverting” paper from landfills is not, in and of itself, “recycling,” which only happens when the materials actually reach a manufacturer and can be used to make new products.\(^2^0\) Far too much of today’s recovered paper is too poorly sorted to be used to make recycled printing & writing paper.
More attention to sorting quality would support an expansion of true recycling.
Buy Recycled Paper
Paper purchasers will continue to play an important role in protecting the environment and climate by creating the demand for recycled paper. Doing so drives market forces to collect more paper and sends a signal to manufacturers and investors that recycled paper is in demand and economically viable.
- Find the type of paper that works for you by visiting the Eco Paper Database (canopyplanet.org/EPD) or Conservatree’s Environmental Paper Listings (www.conservatree.org).
- Printing on recycled paper helps you stand out in the marketplace to the growing number of green consumers. For example, Better Paper Project promotions (betterpaper.ning.com/page/promotions-1) highlight magazines that use recycled paper at major bookstores and other retailers.
- Buying recycled paper supports green jobs. Every 1,000 tons of collected paper that is processed and remanufactured creates 7 jobs.\(^{21}\)
Other ways to shrink the environmental footprint of your paper include:
- Following the EPN’s “Common Vision”\(^{24}\) by choosing the best environmental paper available.
- Making sure your paper’s virgin forest fibers are certified by the Forest Stewardship Council.
- Ensuring your paper is whitened without chlorine chemistries.
- Using agricultural residues if possible.
- Recycling your paper — especially the paper you use in your office.
Recycle Your Paper
- Right now, Americans do a good job of recycling corrugated cardboard and newsprint, but we only collect about half the copy and office paper available — the rest is sent to landfills or incinerated. More and better office and commercial recycling collection programs could provide as much as 9 million more tons of high quality recovered fiber for making recycled printing & writing papers in North America every year.\(^{22}\)
- Even the collection programs currently in place could provide much greater amounts of usable fiber if they focused on better sorting and coordination. Once office paper is combined with newsprint, boxes, packaging and magazines into “mixed paper” bales, it cannot be used by mills making printing and office papers. Sorted out, though, it’s exactly the fiber source they need. We can expand our supply of recovered fiber just by improving current recycling programs to keep high grade paper free from contamination.
- Despite some concerns about recovered paper exports, the majority of recovered paper in North America remains onshore.\(^{23}\) Through better sorting and collection, greater supplies of uncontaminated recovered paper will be available to domestic recycled mills.
The Bottom Line
No matter how you measure it, including recycled content in printing & writing paper — and all other grades — reduces energy, water, chemical use, pollution, greenhouse gases and solid waste, as well as demand for trees.
For More Information:
For an extended discussion of the issues summarized in this fact sheet, refer to the accompanying document: “Paperwork: Comparing Recycled to Virgin Paper” which can be found at EnvironmentalPaper.org.
Learn more at these websites:
- What’s In Your Paper? www.whatsinyourpaper.org
- Canopy www.canopyplanet.org
- Conservatree www.conservatree.org
- Environmental Paper Network www.environmentalpaper.org
- ForestEthics www.forestethics.org
- Better Paper www.betterpaper.org
Sources:
1. Environmental Paper Network’s Paper Calculator: www.papercalculator.org
2. Including U.S. EPA, paperrecycles.org; Statistics Canada, Paper Task Force Report
3. Environmental Protection Agency: http://www.epa.gov/owhaz/municipal/pubs/2010_MSW_Tables_and_Figures_508.pdf
4. EPN Paper Calculator: www.papercalculator.org, with additional information at AF&PA http://www.growthevote.org/afpa/Recycling.pdf
5. Paper Task Force Report: calculator.environmentalpaper.org/documents/813_PTComplete.pdf
6. Conservatree and Environmental Defense Deinking Pulp Mill Capacity Study 2001: http://www.conservatree.org/paper/PaperTypes/DeinkCapacity.shtml
7. Global Forest Watch: http://www.globalforestwatch.org/english/canada/forests.htm
8. 2011 State of the Paper Industry: 18: http://www.environmentalpaper.org/documents/state-of-the-paper-industry-2011-full.pdf
9. Environmental Paper Network’s Paper Calculator: www.papercalculator.org
10. Reach for Unbleached Foundation: http://www.rfu.org/cacw/basic.html
11. TAPPI: http://www.tappi.org/paperu/all_about_paper/earth_answers/recycle5.htm
12. 2011 State of the Paper Industry: http://www.environmentalpaper.org/state-of-the-paper-industry-2011.php
13. Unitedgovt.org: Panel on Climate Change: http://www.ipcc.ch/
14. Choose the Right Ink: http://www.conservatree.org/learn/Essential%20Issues/EIBuyers.shtml
15. www.paperrecycles.org
16. Science Magazine: http://www.sciencemag.org/content/326/5952/527.summary
17. Reach for Unbleached Foundation: http://www.rfu.org/cacw/basic.html
18. National Research Council of the National Academies: http://www.ejnert.org/dioxin/nas2006.pdf
19. Reach for Unbleached Foundation: http://www.rfu.org/cacw/basic.html
20. Single Stream Best Practices Manual: http://www.greenalliance.org/learn/SolidWaste/bestpractices.shtml
21. More Jobs Less Pollution: http://www.bluegreenalliance.org/admin/publications/files/MoreJobsLessPollutionFinal-1.pdf
22. http://paperrecycles.org/stat_pages/recovery_printing.html
23. Paperrecycles.org: http://paperrecycles.org/stat_pages/recovered_goes.html
24. http://www.environmentalpaper.org/vision.php | <urn:uuid:105eeb53-aa63-4821-9d3f-d6ad773a3bc9> | CC-MAIN-2017-43 | http://ecocyclesolutionshub.org/wp-content/uploads/2015/05/Recycled-Paper1.pdf | 2017-10-19T19:56:11Z | crawl-data/CC-MAIN-2017-43/segments/1508187823462.26/warc/CC-MAIN-20171019194011-20171019214011-00025.warc.gz | 105,934,748 | 3,037 | eng_Latn | eng_Latn | 0.917503 | eng_Latn | 0.99211 | [
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| English | Australian |
|--------------|--------------|
| Man | Wotungi |
| Woman | Lio |
| Father | Mùami |
| Mother | Pàapie |
| Son | Piungo |
| Daughter | Muring |
| Brother | Bullardie |
| Sister | Mène |
| Head | Durut-boopi |
| Hair | Kuit-carangie|
| Eye | Mai |
| Ear | Mural-wimpoli|
| Mouth | Dhuck-chapie |
| Tongue | Màat |
| Teeth | Ruruc-leang |
| Hand | Wuin |
| Finger | Munangi |
| Foot | Jahn |
| Toe | Nagugadun |
| Belly | Meurt |
| Blood | Kuroc |
| Bone | Beagim |
| Sun | Nung |
| Moon | Bait |
| English | Australian |
|--------------|--------------|
| Morning star | Nunkumbil |
| Stars | Narre-bil |
| Sky | Nerick |
| Night | Biangri |
| Day | Beianung |
| Fire | Neic-wunapi |
| Air | Nàaung, nàandie |
| Wind | Weirreit |
| Earth | Teangi |
| Ground | Nuidt |
| River | Ludht, kolaidhe |
| Sea | No term for this word |
| Stone | Kotabi |
| Tree | Bullot-bullandi |
| Wood | Leitpar |
| Stick | Kulgi, boop |
| Bird | Waangi, warrandul |
| Egg | Bait, miki |
| Snake | Karnie |
| Eagle | Maundil |
| Crow | Wàak |
| Mopoke | Rorp-rorp, duni-dunit |
| Kangaroo | Bulukone-quangi |
Is the custom of giving the name of any natural object to a man or woman common, and on the death of the person so named is the word disused and another substituted to indicate such natural object?—The names of the deceased persons are seldom or never mentioned by them.
Such a custom, it is said, leads to great alterations in the language; are there any other obvious causes in operation leading to changes in the names of things?—I don’t know.
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Sylvia Rimm
Clinical Professor, Case Western Reserve University School of Medicine
what’s wrong with perfect?
clinical perspectives on perfectionism and underachievement
Abstract
Good, better, best.
Never let it rest,
‘Til your good is better
And your better best.
This familiar rhyme from generations past was used by parents and teachers to motivate children. Children may, in fact, internalize its message towards reasonable excellence, or may interpret it in a manner that causes them to never feel good enough unless they’re “the best”. Parents and teachers want children to strive for excellence. It is attainable and provides a sense of accomplishment. Excellence is advantageous whether it involves children’s school grades, figure skating, music, art, gymnastics, written work, or almost any skill. Striving for perfection in an area of expertise can represent a healthy development of talent. However, when perfectionism becomes pervasive and compulsive, it goes beyond excellence. It leaves no room for error. It provides little satisfaction and much self-criticism because the results never feel good enough to the doer. Perfection is impossible for children who apply unrealizable high standards to too many activities, too frequently.
Definitions of Perfectionism
Most definitions of perfectionism involve a multidimensional description (Dixon, Lapsley, and Hanchon, 2004; Hamachek, 1978; Parker, 2000; Roedell, 1984; Ross, 2006; Schuler, 1999; Silverman, 1993), delineating it from the important healthy pursuit of excellence. Hamachek (1978) described perfectionism in two ways. He called harmful perfectionism neurotic, but considered normal perfectionism desirable as a component of healthy achievement. While some researchers designate this normal achievement as healthy perfectionism, others prefer to consider all perfectionism unhealthy (Barrow and Moore, 1983; Pacht, 1984) and refer to healthy achievement motivation by another term such as “healthy excellence”
(Goldberg and Adderholdt-Elliot, 1999). Greenspon (2000) makes crystal clear his position as to the harm of perfectionism by referring to “healthy perfectionism” as an oxymoron.
**The Pressures of Perfectionism**
While the pressures of perfectionism may lead to high achievement motivation, they may also lead to underachievement. In important ways, perfectionism is very different from the motivation for excellence. That dissimilarity prevents perfectionistic children from ever feeling good enough about themselves unless they’re the best and precludes their taking risks when they fear the results will not be perfect. They may procrastinate or feel anxious and fearful when they believe they cannot meet their high standards. They may experience stomachaches, headaches, and depression when they worry that they will make mistakes or perform less well than their perfect expectations. Sometimes they avoid accomplishing the most basic work and make excuses and blame others for their problems. They may even become defiant and rebellious to hide their feelings of failure.
Some children may only be specifically or partially perfectionistic. For example, some are perfectionistic about their grades and intellectual abilities; others may be perfectionistic about their clothes and their appearance; some are perfectionistic about their athletic prowess or their musical or artistic talent; some are perfectionistic about their room organization and cleanliness; and some children are perfectionistic in two or three areas, although there are some areas that apparently don’t pressure or bother them at all. Those children who have not generalized perfectionism to all parts of their lives are more likely to be healthy perfectionists.
**How Perfectionism Affects Others**
Unhealthy perfectionism not only affects the perfectionist, but also affects those around them. In their efforts to feel very good about themselves, perfectionists may unconsciously cause others to feel less good. Spouses, siblings, or friends of perfectionists may feel angry, oppositional and never good enough; although they may not understand their own irrational feelings. Sometimes family members feel depressed and inadequate because they can’t ever measure up to the incredibly high standards of their family perfectionist. Often times, there is an underachiever in the family to balance out the perfectionist. The underachiever feels like they can never do as well as their perfect sibling so they say to themselves, “Why try?” (Rimm, 1995).
In order for perfectionists to maintain their perfect status, they may unconsciously put others down, and point out how imperfect they are, sometimes in a very “nice” way. For example, perfect sister Sally may say, “I don’t understand why my brother isn’t even trying to do his homework.” Giving others continuous unsolicited advice seems to reassure perfectionists of how knowledgeable they are. They are so determined to be perfect that causing others to feel bad has an unconsciously confirming effect on their needy sense of self. The perfectionistic spouse, in his or her effort to feel best, may also cause his or her partner to feel inadequate or less good; the perfectionistic parent may make the other parent feel continuously inadequate in his or her parenting skill. It is almost as if there is a competition about who can be the “most good.”
What Causes Perfectionism?
The pressures children feel to be perfect may originate from extreme praise they hear from the adults in their environment. The pressures may also come from watching their parents model perfectionistic characteristics, or they may simply stem from their own continuously successful experiences, which they then feel they must live up to. An easy curriculum for gifted students is often to blame for not providing opportunity for error or effort (Neumeister, 2005), thus perpetuating perfectionism (Rimm, 1995).
Some activities like ballet, gymnastics, figure skating, and music emphasize perfect performance, and children who engage in such activities strive to meet the high standards expected of them. This may be healthy, or children may generalize these expectations of perfection to other parts of their lives, and perfectionism may then become unhealthy and dissatisfying (Rimm and Rimm-Kaufman, 2001).
In the See Jane Win study of the childhoods of more than 1,000 successful women (Rimm, Rimm-Kaufman, and Rimm, 1999), the authors found that 30% of the women viewed themselves as perfectionistic in high school. For the most part, they considered their perfectionism positive. Approximately half of the women acknowledged they felt pressured, but they typically liked feeling that pressure and considered it to be a personal pressure.
There were some exceptions. For example, television news anchor Donna Draves quit many childhood activities shortly after starting them. She would tell her parents that the activity was “boring”. (That may sound familiar to educators) Donna admitted that she would drop out if she was not “best” in the activity. She would never attempt activities like sports and math because she considered her brother “best” at those. Fortunately, she was “best” at speech, and she carried excellence in speech to her career. Donna’s perfectionism even affected her eating habits. Although she was a size three, she continuously compared herself to two other girls in her class who were “skinnier” than she. She felt unattractive unless she was the thinnest. Donna is successful today, but the near pitfalls of perfectionism could have easily derailed her and prevented her from “making the mark” she so wished to make.
Gender Differences in Perfectionism
Perfectionism is usually considered more typical of girls than boys, but that conclusion seems to vary somewhat depending on the research. In a study of 5,400 middle school students 13% of third grade girls considered themselves perfectionistic and that percentage increased with each grade, so that by eighth grade 32% of the girls checked that description of themselves. For boys, percentages were much lower at each grade level and varied from 11% to only 17% by eighth grade, which was about half the percentage of the girls (Rimm, 2005). Bellamy (1993), Baker (1996) and Kline and Short (1991) also found more female perfectionists in their studies, but no gender differences were found by Schuler (1999) in her study of perfectionism among gifted, rural middle schoolers.
Parker (2000) found some components of perfectionism in middle school students were higher for boys than girls, while others, like organization, were higher for girls. Overall, differences in perfectionism between genders were not statistically significant.
Perfectionism Among Gifted Students
It has long been assumed that gifted students are at risk of dealing with the unhealthy kind of perfectionism (DeLisle, 1986; Dixon and Scheckel, 1996; Goldberg and Adderholdt-Elliot, 1999; Rimm, 1986, 1995; Sigel, 1987; Silverman, 1993; Whitmore, 1980) and thus require special support for this potential problem. Despite that assumption, there is very little or no data that support perfectionism as being more of a problem for gifted students.
The landmark longitudinal study conducted by Terman (1925) found gifted students to be mainly emotionally healthy. Other researchers confirmed those findings (Gallucci, 1988; Richardson and Benbow, 1990). Parker and Mills (1996) compared 600 identified gifted sixth grade students to 418 in the same school who were not identified as gifted and found slightly more unhealthy perfectionism among those not in gifted programming. Siegle and Schuler (2000) studied 391 students in gifted and talented programs and found mainly healthy perfectionism. Schuler (1999) found 87.5% of gifted adolescents in accelerated courses to have perfectionistic tendencies, but most of those characteristics were healthy. In the Rimm (2005) middle school study, 22% of students in gifted programs compared to 16% of regular program students indicated perfectionism. Twice the percentage of students who considered themselves far above average in intelligence considered themselves perfectionistic compared to those who described their intelligence as far below average (28% compared to 14%).
There are two great fallacies in concluding that perfectionism is not a problem for gifted children from research based on students who are identified as gifted. The first is that children with unhealthy perfectionism are often eliminated from gifted programming because of their underachievement problems. Perfectionism interferes dramatically with motivation, and unmotivated gifted students are often assumed not to be gifted. The second problem with such a conclusion is that children with apparently healthy perfectionistic tendencies are at risk of regressing to unhealthy perfectionism when the curriculum becomes more challenging or when faced with greater competition.
Samples of children who attend a psychologist’s clinic are also biased in that children are referred by parents and teachers who identify problems. While clinical examples cannot be used to quantify the extent to which gifted children suffer from unhealthy perfectionism, these case studies can be used to verify that perfectionism causes great problems for many gifted students and should be addressed.
Case Study Examples of Prevention and Correction of Perfectionism from the Family Achievement Clinic
The first two case studies represent students where perfectionism was addressed early and apparently successfully. In the latter two, perfectionism was discovered later and was much more difficult to address.
Preschooler
Gifted preschooler Charles read at the fourth grade level and did math at second grade level, but struggled with printing, cutting, coloring and fine motor skills. His quick temper, when frustrated at home, captured his parents’ attention and resulted in power
struggles. At school, his frustrations were expressed in frequent tearfulness. In the clinician's office, Charles demonstrated his perfectionism when asked to draw a picture of his family. He executed it quickly and carefully and discovered that he had run out of space without putting his sister in the picture. His response was an angry crinkling of his drawing and the beginnings of tears until the psychologist suggested he continue his family on a second piece of paper, which he then happily completed.
The background for Charles' perfectionism was that he was a long-awaited first child and first grandchild surrounded by adults who praised him frequently for his brilliance. He learned everything quickly except for small-muscle coordination tasks, so he avoided them. His entrance to school was paired with the arrival of his new sister. In school, little attention was paid to his intellectual strengths, but his problem areas received many corrections. At home, his busy parents had less time to listen to his reading and math facts, and he had to share attention with an adorable new baby.
The treatment of his problem involved curriculum adjustment for reading in school by permitting him to spend some time reading to the other children. Praise words at home were modified and directed to process, so instead of brilliant, he was told he was a good thinker and problem solver. Parents learned to make comments about his persistence when he worked hard, demonstrated patience and persisted. They spent some time alone with him drawing, completing dot-to-dot pictures, coloring and doing mazes together to help him with his coordination skills. His parents encouraged him to solve his own problems, instead of coming to his rescue and this assisted him in feeling he could learn from his mistakes. He showed rapid improvement.
**Kindergartener**
Another example of preventing perfectionism in a gifted child was Robert. Robert's profoundly gifted IQ test score encouraged the psychologist to arrange for a grade skip from kindergarten to second grade. First grade is rarely considered a good grade to skip and as usual, the principal was fearful that Robert wouldn't adjust socially. The psychologist was able to convince the principal, based on Robert's extraordinarily high IQ and achievement test scores. The purpose of encouraging the grade skip was to provide reasonable challenge to prevent perfectionism. Robert's parents followed other suggestions related to not overpraising, providing opportunities to develop other talents and skills, encouraging normal play and sports involvement and to teaching competition skills. Robert made an excellent adjustment to second grade and beyond. When Robert entered middle school, his mother contacted the clinic because he was experiencing stomachaches. The psychologist met with him, and he expressed anxiety about traveling between classes and being on time. Otherwise, he seemed reasonably happy, both academically and socially. Later that year, the television program 20/20 asked the clinic to put together a program on perfectionism. The host, John Stoeszel, interviewed Robert and asked about his stomachaches. Robert surprised all by explaining that he was a little worried about his grades, which had fallen from the typical 99's and 100's to occasional 96's or 97's.
After a few additional sessions with Robert, his stomachaches disappeared. Ten years later, 20/20 chose Family Achievement Clinic to do another show on the
perfectionism. They searched for Robert and discovered that he was a pre-medical student at the University of Wisconsin-Madison. When John Stoessel interviewed him this time, he asked if he remembered his perfectionism problems and if his therapy had helped him. Robert said he thought the therapy had helped him and that he recalled his parents getting him involved in sports where he was only an average player. Thus, he learned to participate in skills where he wasn’t as proficient. Robert concluded his interview by saying that because he was a pre-medical student, perfectionism was actually a handy habit to have.
**High School Senior**
Rebecca came to the clinic after her junior year in high school. Her school history showed her to be a perfect A student throughout elementary school. In middle school she earned her first few B’s. She ended her freshman year in high school with a 3.7 average. During her sophomore year, she studied less and occasionally missed assignments. Her grade point average decreased further. Her second semester junior grade point average was .3. With F’s on her report card, a four-year college might not be an option for Rebecca. Rebecca’s peer group had changed from students who were planning to attend college to those who might never attend. Rebecca had earned an A for a make-up, summer-school math class just before she came to the clinic.
Rebecca’s perfectionism at home had caused problems for many years. A first child, first grandchild, and first niece, she was initially the designated “queen.” Rebecca was not happy about the eventual addition of three brothers whom she bossed mercilessly. Temper tantrums were common when plans didn’t work as Rebecca wanted them to, and her tantrums were effective for many years in giving her control of the household. She manipulated her father against her mother, causing her mother to feel powerless as Rebecca and her dad blamed Mother for being too controlling.
Rebecca did not want to see a therapist, was angry, oppositional and not forthcoming in answers about her dilemma. When asked whether her concern that she couldn’t get A’s had caused her to stop doing her work, she admitted that had happened in her sophomore year, but denied it was continuing to affect her now. She claimed she was confident that she could again earn grades to get her into college; although she had no idea about what she’d like to do as a career. She told the therapist that she’d like most to be “a good person” and that was her only important goal. She was furious at her parents and her brothers for just about everything and angry at her teachers as well. She claimed she didn’t do her schoolwork because she “just didn’t feel like it.” She denied use of alcohol or drugs, but she did not make eye contact with the therapist as she voiced that denial. When asked what she might wish for if her therapist were a fairy godmother and could grant her three wishes, her first wish was to be able to control all people, her second for a million dollars and her third for a guaranteed successful career.
While Rebecca’s struggle with perfectionism is clear from a few of her hints, if she’s already become involved with alcohol and drugs, the likelihood for turn around diminishes. If she’s only experimented and can be motivated to raise her grades for college admission, there may be a chance of motivating her to achieve again. Once she’s successful, she’s even likely to enjoy her family more. The therapist will probably work with her parents at first because Rebecca is so oppositional. When
Rebecca starts to feel successful, she may be willing to talk with some insight about her perfectionism—how it controls her life and how she can use it, moderate it and again achieve. Finding an interest in which she can become truly engaged is an important part of the solution as are her peer relationships.
**College Dropout**
A final case example is a college student whose perfectionism was not as extreme or obvious at home or school until college. As a profoundly gifted child, he was accelerated several times and was indeed viewed by most as a wonder child. He only received A’s on his report card, was responsible, although somewhat disorganized, and was definitely not perfectionistic about organization. His perfectionism showed itself to a small degree in his habit of arguing until he won and never asking for help, but even those characteristics were possible to live with. He had a good family life and entered into a highly competitive, small college. He maintained reasonable, but not perfect, grades in college through two and a half years. In the second semester of his junior year, he stopped attending a class, which he would have to make up or fail. Everything fell apart in his senior year, although he told his parents nothing about his disaster. They had planned to attend graduation only to find that he had lied to them and wasn’t graduating. His inability to ask for help from anyone was at the root of his perfectionism. When you’re expected to be a wonder child, how can you admit to having problems? Presently, the young man is working to earn the money to pay his tuition, room and board because he hopes he’ll eventually be able to complete his degree. In his case, it’s likely he’ll succeed, and he is getting psychological help in order to deal with his perfectionism.
**Perfectionism and Underachievement**
Perfectionism is so closely tied to excellence, and high achievement is so tied to underachievement that it is difficult to determine when the healthy achievement will become underachievement and the healthy excellence, neurotic perfectionism. Because students always measure their accomplishments compared to those of other students, learning to cope with competition is extremely important for accomplishment. “Perfect” to many young people means the best comparative performance, instead of the best they can accomplish. Without that comparative success, they don’t feel successful at all, become depressed, feel physical symptoms, underachieve or give up entirely on productive work. Although it is difficult to estimate with quantitative accuracy of the number of perfectionists that require help, it is absolutely clear that perfectionism is a serious issue for many gifted students.
**References**
Baker, J. A. (1996). Everyday stressors of academically gifted adolescents. *Journal of Secondary Gifted Education*, 7, 356-368.
Barrow, J. C. & Moore, C. A. (1983). Group interventions with perfectionistic thinking. *Personnel and Guidance Journal*, 61, 612-615.
Bellamy, J. (1993). *Perfectionism in adolescents: A comparison of private and public school students*. Unpublished master’s thesis. University of Manitoba, Canada.
DeLisle, J. R. (1986). Death with honors: Suicide and the gifted adolescent. *Journal of Counseling and Development*, 64, 558-560.
Dixon, D. N., & Scheckel, J. R. (1996). Gifted adolescent suicide: The empirical base. *The Journal of Secondary Gifted Education, 7*, 386-392.
Dixon, F. A., Lapsley, D. K., & Hanchon, T. A. (2004, Spring). An empirical typology of perfectionism in gifted adolescents. *Gifted Child Quarterly, 48*(2), 95-106.
Gallucci, N. T. (1988). Emotional adjustment of gifted children. *Gifted Child Quarterly, 32*, 273-276.
Goldberg, J., & Adderholdt-Elliot, M. (1999). *Perfectionism: What’s bad about being good*. Minneapolis, MN: Free Spirit Publishing.
Greenspon, T. S. (2000). “Healthy perfectionism” is just oxymoron!: Reflections on the psychology of perfectionism and the sociology of science. *Journal of Secondary Gifted Education, 12*, 197-208.
Hamachek, D. E. (1978). Psychodynamics of normal and neurotic perfectionism. *Psychology, 15*, 27-33.
Kline, B. E., & Short, E. B. (1991). Changes in emotional resilience: Gifted adolescent females. *Roeper Review, 13*(3), 118-121.
Neumeister, K. L. (2005, Summer). Perfectionism and gifted children. *Indiana Association for the Gifted, 18* (3).
Pacht, A. R. (1984). Reflections on perfection. *American Psychologist, 39*, 386-390.
Parker, W. D. (2000, Summer). Healthy perfectionism in the gifted. *Journal of Secondary Gifted Education, 11*(4), p. 173.
Parker, W. D., & Mills, C. J. (1996). The incidence of perfectionism in gifted students. *Gifted Child Quarterly, 40*, 194-199.
Richardson, T. M., & Benbow, C. P. (1990). Long-term effects of acceleration on the social-emotional adjustment of mathematically precocious youth. *Journal of Educational Psychology, 82*, 464-470.
Rimm, S. (1986). *Underachievement syndrome: Causes and cures* (1st ed.). Watertown, WI: Apple Publishing.
Rimm, S. (1995). *Why bright kids get poor grades and what you can do about it*. New York: Crown.
Rimm, S. (2005). *Growing up too fast: The Rimm report on the secret world of America’s middle schoolers*. Rodale.
Rimm, S., & Rimm-Kaufman, S. (2001). *How Jane won: 55 successful women share how they grew from ordinary girls to extraordinary women*. New York: Crown Publishing.
Rimm, S., Rimm-Kaufman, S., & Rimm, I. (1999). “See Jane win”: *The Rimm report on how 1,000 girls became successful women*. New York: Crown Publishing.
Roedell, W. C. (1984). Vulnerabilities of highly gifted children. *Roeper Review, 6*, 127-130.
Ross, P. E. (2006). The expert mind. *Scientific American Mind, 17*(4), 64-71.
Schuler, P. A. (1999). *Voices of perfectionism: Perfectionistic gifted adolescents in a rural middle school* (Rm99140). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut.
Siegle, D., & Schuler, P. A. (2000). Perfectionism differences in gifted middle school students. *Roeper Review, 23*(1), p.39.
Sigel, I. E. (1987). Does hothousing rob children of their childhood? *Early Childhood Research Quarterly, 2*, 211-225.
Silverman, L. K. (1993). The gifted individual. In L. K. Silverman (Ed.), *Counseling the gifted and talented* (pp. 3-28). Denver, CO: Love.
Terman, L. M. (1925). *Genetic studies of genius: Vol. 1. Mental and physical traits of a thousand gifted children*. CA: Stanford University Press.
Whitmore, J. R. (1980). *Giftedness, conflict, and underachievement*. Boston: Allyn and Bacon.
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BIRDS OF LITTLE DIOMEDE ISLAND, ALASKA
By KARL W. KENYON and JAMES W. BROOKS
The Eskimo village of Ignalook on Little Diomede Island, Alaska, is isolated, and facilities for visitors are limited. Few ornithologists have visited the island. We are aware of no recorded observations on birds of the island in spring other than those given here. Summer observations, mostly of a general nature, were presented by Jaques (Auk, 46, 1929:230, and Nat. Hist. Mag., 1929:521–529) and Jenness (Can. Geog. Jour., 7, 1933:87–92). Brooks’ observations of 1953 were available to Gabrielson and Lincoln during preparation of the “Birds of Alaska” (1959). Much of this material, however, was not utilized. Repetition in the present paper is avoided except in a few instances where comparisons of observations of 1953 and 1958 appear desirable.
Little Diomede is situated in Bering Strait 20 nautical miles west of Cape Prince of Wales and 2.25 miles east of Big Diomede (USSR). Fairway Rock lies 8 miles and King Island 52 miles southeast of Little Diomede. The island is 2 miles long, north to south, and 1.5 miles wide, east to west. It rises steeply to a nearly flat plateau at an altitude of 1308 feet. Vegetation is sparse and limited to patches and crevices among the tumbled granitic boulders and outcrops. Beaches, except for a few narrow stretches of large cobbles, are nonexistent; steep rocks and cliffs extend directly into the sea.
In the course of studies of marine mammals, Brooks spent the period from April 25 to June 26, 1953, and Kenyon from May 10 to June 14, 1958, on Little Diomede or on the sea in its vicinity. Both of us kept systematic records of birds, although Brooks did not attempt to list all species seen. Specimens of species presumed to be unusual at this locality were collected whenever possible in 1958.
The season of 1953 was characterized by a period of unusual warmth in early April but cool weather later caused an unusually late spring. However, leads were open near Little Diomede in April and May. In 1958 only a few narrow leads opened near the island until the latter half of May when considerable areas clear of ice appeared. This condition apparently affected the arrival dates of murres at the island; however, breeding activities commenced at about the same time as in 1953. As will be noted in the following annotated list and table 2, the arrival dates of a number of species were nearly the same in both seasons, as were also the periods of passage of certain migrants going from Alaska to Siberia. A total of 40 species is listed of which 13 are known to breed on Little Diomede.
Table 1
Estimated Magnitude of Populations of Birds Known to Breed at Little Diomede
| Species | Minimum | Maximum |
|--------------------------------|---------|---------|
| Phalacrocorax pelagicus | 100 | 200 |
| Larus hyperboreus | 100 | 500 |
| Rissa tridactyla pollicaris | 20,000 | 100,000 |
| Uria (aalgé and lomvia) | 50,000 | 200,000 |
| Cephus columba | 200 | 500 |
| Cyclorrhynchus psittacula | 10,000 | 20,000 |
| Aethia cristatella | 100,000 | 500,000 |
| Aethia pusilla | 500,000 | 1,000,000 |
| Fratercula corniculata | 5,000 | 10,000 |
| Lunda cirrhata | 500 | 1,000 |
| Calcarius lapponicus alascensis| 50 | 100 |
| Plectrophenax nivalis nivalis | 200 | 500 |
Most of the small passerines observed and collected in 1958, although not previously recorded from Little Diomede, might be expected to land there en route from wintering grounds in the Old World to breeding areas in Alaska. Species wintering in North America may find the island a convenient resting place when blown from usual spring migration routes.
Few attempts were made to census populations. An attempt was made to estimate a lower and upper limit for the numbers of each species thought to be present. Large numbers are difficult to estimate, thus the order of magnitude of the populations could be expressed as an exponent of 10. However, when the estimated upper and lower limits are given we believe that a more concrete expression of the approximate order of magnitude of each population is achieved.
Table 2
Arrival Dates of Birds at Little Diomede
| Species | 1953 | 1958 | Remarks |
|-------------------------------|------------|------------|--------------------------|
| *Chen hyperborea* | May 22–24 | May 20–June 1 | Migration passed |
| *Grus canadensis* | May 15–22 | May 17–20 | Migration passed |
| *Rissa tridactyla pollicaris*| May 15 | May 14 | First sighted |
| | May 21 | May 20 | First on cliffs |
| *Uria (aalgé and lomvia)* | April 27 | May 16 | First seen |
| | May 3 | May 20 | First on cliffs |
| | June 11 | June 9 | First breeding behavior |
| *Cyclorrhynchus psittacula* | May 29 | May 26 | First on rocks |
| *Aethia cristatella* | May 22 | May 20 | First seen |
| *Aethia pusilla* | May 18 | May 23 | First seen |
| | ca. May 25 | May 27 | First on rocks |
| *Fratercula corniculata* | June 2 | June 2 | First seen |
| *Lunda cirrhata* | June 2 | May 26 | First seen |
| *Nyctea scandiaca* | May 23 | May 26 | First seen |
SPECIES LIST
*Fulmarus glacialis rodgersii*. Fulmar. Ira N. Gabrielson (*in litt.*) saw only two at Little Diomede, both white phase, near Fairway Rock on July 26, 1946. In 1953 Brooks was told by the Eskimos that the Fulmar, locally called "walrus bird" is not known to nest on Little Diomede. In 1958 Kenyon saw none near the cliffs. All those seen at Little Diomede in 1958 were of the white phase. The first was seen on May 29, flying over narrow leads among ice floes about 1 mile east of Little Diomede. Other individuals were seen on June 3, 5, and 9. On June 10, 20 Fulmars circled and fed in the channel in front of Iglulook Village. On June 13 the birds were numerous and constantly in view over the water from the village.
*Phalacrocorax pelagicus pelagicus*. Pelagic Cormorant. Brooks found cormorants present on April 25, 1953, and he believes he observed two species, one larger than the other. In 1958 only *pelagicus* was noted but no special search for *Phalacrocorax urile* was made. One cormorant was seen near the north end of the island from the aircraft before landing on May 11, 1958. The natives said that cormorants are present throughout the winter, when they feed in leads, particularly around the north point of the island. Large numbers were not seen on the cliffs until May 18. The greatest concentrations were at the north and south ends of the island. While we hunted walruses from umiaks, groups of cormorants were often seen resting on broken pressure ridges of ice floes. Croaking mating calls were heard from the cliffs frequently on May 20.
*Olor columbianus*. Whistling Swan. On May 20, 1958, two flew past Little Diomede and disappeared in the direction of Siberia. They flew low over leads, passing among ice floes. The bills appeared completely black.
*Branta nigricans*. Black Brant. On June 3, 1958, a flock of ten was seen flying westward toward Big Diomede. On June 9 a subadult was seen sitting on the hillside north of the village.
Chen hyperborea. Snow Goose. In 1953 the first flocks appeared on May 22 and by the evening of May 24 the migration had ended. On May 20, 1958, a flock of four in company with three Sandhill Cranes, flying in line, headed directly west over the ice south of the village. On May 23 a flock of six was closely observed resting on an ice floe as it drifted with the current past the south point of the island. On May 29 and 30 several flocks flew westward, and on June 1 they were heard calling while moving over the village in a westerly direction.
Anas acuta. Pintail. On May 18, 1958, an adult male circled over the village. On May 23 one pair was seen on a lead near shore at the south end of the island. On June 9 an adult male flew north along the shore near the village and a male in subadult plumage was shot on the hillside behind the village. Gonads were enlarged (25 × 7 mm.).
Anas crecca. Green-winged Teal. On June 10, 1958, an adult female (nimia or carolinensis?) was seen resting on an ice floe near the village. It was driven away by dogs and no others were subsequently seen.
Polysticta stelleri. Steller Eider. Small flocks were seen between May 25 and June 5, 1953. None was seen in 1958. Apparently the northward migrants usually stay close to continental coast lines.
Clangula hyemalis. Oldsquaw. In 1953 these ducks appeared to pass in greatest abundance near Cape Prince of Wales. On May 14, 1958, the first pair was seen in a lead at the south point of the island. Pairs and small flocks, headed north or east, were seen on the open water during the entire period.
Histrionicus histrionicus. Harlequin Duck. The first were seen on June 2, 1958, a flock of approximately ten, flying northward over open leads near the south end of the island. On June 5 two pairs were seen near shore ice north of the village.
Somateria mollissima. Common Eider. This species is often taken for food by the Eskimos. On May 16, 1958, approximately 100 were seen on open leads south of Little Diomede. Although we saw a number of flocks while on walrus hunting trips at sea, we also spent several entire days on the water in late May without seeing this species.
Somateria spectabilis. King Eider. Between May 14 and June 2, 1958, flocks of from 4 to 35 were seen on several occasions flying low over the water among ice floes. Dead individuals were seen at several Eskimo homes on May 11 and the Eskimos said that they often take them on leads in the winter and early spring. Brooks has observed that while great numbers migrate northward near Cape Prince of Wales in May relatively few are seen near the Diomede Islands.
Lampronetta fischeri. Spectacled Eider. This species did not appear numerous at Little Diomede in 1958. One adult male was brought in by a hunter on May 11 and several hunters said that they had seen a few after this date.
Grus canadensis. Sandhill Crane. In 1953 the migration passed between May 15 and 22. Flocks en route from Alaska to Siberia frequently passed both north and south of Little Diomede in mid-May, 1958. During periods of low visibility, the birds could often be heard but not seen. On May 17 four flocks were seen; on May 18 a flock of 27 and another of 24 were closely observed and a number of others were reported by Eskimos. On May 20 a flock of 62 and 3 other individuals, accompanied by 4 Snow Geese, passed by. A number of hours was spent in the field subsequent to May 20. On May 23 a particular effort was made to record the passing of cranes but none was seen during nine hours of field observations and none was reported by hunters. Apparently the entire migration passed in four days, from May 17 to 20.
Erolia alpina pacifica. Dunlin. Only stray migrants were seen. On May 20, 1958, a lone bird flew north along the edge of the ice pack and alighted on floating ice about 2 miles east of Little Diomede. Another was seen on the ice near shore rocks at the south end of the island on May 30. A male in breeding condition was taken on June 1 (USNM no. 465837) as it looked for food among rocks and snow patches at the water's edge.
Phalaropus fulicarius. Red Phalarope. A few migrants stopped at Little Diomede in late May and June. On May 29, 1958, an adult in breeding plumage, probably a female, searched for food in a pool of melt water on shore ice. On June 6, two flew among the ice floes about 8 miles south of Little Diomede. Between June 10 and 14, 10 to 15 birds searched energetically for food under and near the shore ice shelf along the west shore of Little Diomede. A male in breeding condition was taken on June 10 (USNM no. 465841).
Sternocarius pomarinus. Pomarine Jaeger. On May 20, 1958, a flock of eight, in dark plumage, was headed north in direct flight close to the water 1 mile east of Little Diomede. On May 29 five were seen and on June 10 one was seen. On June 14 and 15 several were seen at Wales where they appeared more numerous than at Little Diomede.
Larus hyperboreus. Glaucous Gull. On June 7, 1953, the Eskimos brought in about two dozen Glaucous Gull eggs, some of which were in late stages of incubation. Although some gulls nest on Little Diomede, the Eskimos say that the Fairway Rock colony is larger. Gulls were relatively scarce at Little Diomede until about May 15, 1958. On June 10 Eskimos from Diomede visited Fairway Rock and found full sets of eggs which had been laid only a few days previously.
Rissa tridactyla pollicaris. Black-legged Kittiwake. Incubation was in progress on July 26, 1946, when Ira N. Gabrielson visited the island (in litt.). In 1953, the first kittiwakes were seen at Little Diomede on May 15, the first landed on the cliffs on May 21, and egg laying had not begun on June 25.
On May 11, 1958, several flocks of 20 to 100 were seen in open leads among the ice during a flight between Nome and Little Diomede. On May 14 four were seen flying over the ice south of Little Diomede. As leads opened near the island, the birds became numerous. Twenty were seen on May 16 and on May 18 huge flocks of many thousands were present on open leads near the island. On May 20 at 8:00 a.m. thousands rested on cliff ledges, many of them on the snow. By 7:00 p.m. thousands more had come to the cliffs. Previous to May 20 not one bird had been seen on the cliffs. By 1:00 a.m. on May 21 the cliffs were again completely deserted by kittiwakes. Until May 26 no birds were seen visiting the cliffs and relatively small numbers were seen near the island over open water. On May 26 several hundred birds rested on ice and open water near shore but only about 100 to 200 were on the cliffs. The cliff population gradually increased until by May 29 every available ledge and old nest was occupied by pairs of kittiwakes. The first subadult bird was seen on June 5 and numbers had increased considerably by June 14.
The behavior of kittiwakes, in making a preliminary visit to nesting cliffs in great numbers and then deserting them completely for five days before returning to stay, is of interest because of its similarity to behavior patterns of other lariids. For example, the Sooty Tern (Sterna fuscata) approaches the colony site at first by night, then in daylight for several days before finally resting on the ground intermittently at night. The periodic approach of the flock to the colony site is described for the Herring Gull, Larus argentatus (Tinbergen, *The Herring Gull's World*, 1953:44-45).
Uria aalge and Uria lomvia. Common Murre and Thick-billed Murre. On April 27, 1953, large flocks (50 to 200) began passing Little Diomede heading north, and their migration continued until about May 5. During the same period, several thousand birds accumulated in the open leads near Little Diomede and began landing on the cliffs at the south end of the island on May 3. Breeding was observed on June 11, and the first eggs were found on June 19.
So many of these birds were seen that it was not ascertained which species was more numerous. Large flocks were seen on open water on May 11, 1958, during the flight from Nome to Little Diomede. Their number decreased sharply on the narrow leads 2 or 3 miles south of the island. None was seen near Little Diomede until May 16 when leads opened near the island, at which time flocks of several hundred were present, and by May 20 many thousands were present on the water. In the morning none rested on the cliffs, although by 7:00 p.m. many thousands were there, most of them sitting on snow and ice. Several birds were seen fighting and in one case two birds locked in combat fell to the surface of the shore ice where they continued to fight, their beating wings leaving a trail for several yards in the snow. By midnight the majority of birds had left the cliffs and by 3:00 a.m. on the morning of May 21 not one remained. Between this date and May 31 a few birds occupied the cliffs intermittently but at 1:00 p.m. on May 31 none was seen there. They again began to occupy ledges by midafternoon. From this time on the cliff population steadily increased and birds were present there at all hours. Breeding behavior was observed on June 9.
Cepphus columba. Pigeon Guillemot. In 1953 small numbers were seen on April 25, but no eggs had been found by June 25. On May 14, 1958, two were seen in a narrow lead south of Little Diomede; in the course of a day at sea on May 20 approximately 20 individuals, some in pairs, were seen. Erratic courtship flight was observed near an open lead on May 21. The number of pairs occupying open water south of the island increased. On May 26 six pairs were seen near shore. By May 31 several pairs were seen flying close to island cliffs and on June 2 several pairs occupied holes in cliffs at the south end of the island. By June 13, when open water was available all around Little Diomede, the number of Pigeon Guillemots had increased to a hundred or more pairs.
*Cyclorrhynchus psittacula*. Parakeet Auklet. In 1953 this species was first seen to settle on Little Diomede on May 29. The first flocks of five to ten individuals were seen on May 20, 1958, well offshore on open water among ice floes. By 7:00 p.m., 500 to 600 birds were seen near shore. By May 23
thousands flocked on open water near shore. On May 26 auklets were flying high above the island and a few individuals landed on the highest rocky outcrops. By May 31 large numbers began to assemble high on the rocky slopes at about 4:30 p.m. Between this date and June 4 the numbers increased rapidly. The Parakeet Auklet appears to be the least numerous of the three species of small alcids. During late May, the most auklets were in the air from late afternoon until the early morning hours in spite of the fact that daylight prevailed during 24 hours. On foggy days the auklet flights began later than on sunny days.
*Aethia cristatella*. Crested Auklet. On May 20, 1958, three were seen flying over open leads 3 miles east of Little Diomede. By May 25 flocks of from 5 to 30 birds flew high above the upper slopes of the island in early afternoon; by late afternoon the flocks approached the rocks closely and a few landed on the higher slopes. An assemblage of many thousands gathered on an open lead south of the island, then took to the air, broke into smaller flocks and circled up about the island. The citrus-like odor of this auklet is often quite noticeable, both on the water and in nesting areas. On May 29 the flocks of about 10,000 auklets was quite strong at least half a mile downwind while the birds were hidden from view by fog. Large flocks on the water increased daily until by June 3 a number of flocks consisted of an estimated 5000 to 10,000 birds. As soon as a large flock took to the air, it broke into small groups of four to ten birds and circled upward around the island. The greatest number of birds was in the air and on the rocks at about 2:00 a.m.
Aethia pusilla. Least Auklet. The first was seen on May 23, 1958, and by May 26 a few flew about the upper slopes. At 3:00 a.m. on May 27 thousands flew over the village and landed among the rocks. By June 10 Least Auklets were by far the most numerous birds about Little Diomede. The heaviest flights occurred from 9:00 p.m. to about midnight. By June 8 it appeared that the majority of available nesting areas had been taken and flocks of 500 to 600 Least Auklets, accompanied by a few of the other two species, rested on snow drifts that still covered portions of the rocky hillside. These birds appeared to be awaiting access to nesting areas. On June 10 at twelve noon not one bird could be seen flying. By 2:00 p.m. a few were flying and the number rapidly increased during the afternoon and evening hours.
Fratercula corniculata. Horned Puffin. The puffins are the last summer residents to reach Little Diomede. The first puffins arrived on June 2, 1953, and egg laying had not commenced by June 25. The first puffin was also seen flying over open water on June 2 in 1958. On June 3 two were seen on cliffs at the south end of the island and two others flying along the cliffs. On June 6 several pairs flew over open water and along the cliffs. On June 10 many hundreds occupied cliff ledges. This species outnumbered the Tufted Puffin to a considerable degree.
Lunda cirrhata. Tufted Puffin. On May 26, 1958, one bird made numerous close passes along the rocky cliffs at the south point of the island. Numbers increased slowly until June 13 when scattered pairs occupied cliffside ledges.
Nyctea scandiaca. Snowy Owl. In 1953, one was seen on May 23 and the Eskimos said that this owl is more numerous in fall than spring. One adult was seen on the top of the island on May 26, 1958.
Asio flammeus. Short-eared Owl. Two were seen flying westward past Little Diomede on May 20 and 22, 1953. The species was not observed in 1958.
Corvus corax. Raven. On April 25, 1953, three flew from Big Diomede to Little Diomede. Subsequently they were seen almost daily. On May 14, 1958, one was seen flying about near open leads south of Little Diomede and on June 1 a lone bird flew from Big Diomede toward the north end of Little Diomede. The Eskimos said that two or three Ravens always wintered at the Diomedes and that sometimes they nested on the higher outcroppings of Little Diomede. It is doubtful that any nested there in 1958. The species is apparently present in small numbers throughout the year.
Oenanthe oenanthe oenanthe. Wheatear. On June 2, 1958, a pair of birds was flushed from among large boulders near the edge of the flat top of Little Diomede. They were quite wary but a female was taken (USNM no. 465838). Although this species is recorded as breeding at Wales and a specimen was taken on Little Diomede by Dufresne in 1924 (Gabrielson and Lincoln, The Birds of Alaska, 1959:668), it is not known to breed there.
Phylloscopus borealis kennicottii. Arctic Warbler. Only one individual was seen, on June 12, 1958. It hopped about energetically among large granite boulders as it searched for food among lichens and patches of dead grass near the schoolhouse. The bird, an adult female, was taken (USNM no. 465842). Although this species is not previously recorded from Little Diomede, its presence there is not surprising. It winters in tropical Asia, has been recorded from other Bering Sea islands, and breeds in western Alaska.
Motacilla alba. White Wagtail. Single birds were seen on June 4, 10, and 13, 1958. They were very elusive and shy. Each bird passed rather rapidly along the island shore and did not return to an area after leaving it. An unsuccessful effort was made to collect each individual. Identifying characteristics were observed through binoculars. Nesting of this species on St. Lawrence Island is recorded (Fay and Cade, Univ. Calif. Publ. Zool., 63, 1959:129).
Motacilla flava tschutschensis. Yellow Wagtail. On June 13, 1958, an adult female was observed for half an hour (12:30 p.m. to 1:00 p.m.) before it was obtained (USNM no. 465844). It repeatedly flew to an altitude of about 75 feet over a selected spot, then while descending on rapidly vibrating wings uttered a high-pitched trill. One other was observed later the same afternoon as it flew rapidly along the steep Diomede hillside. The breeding range of this species includes western Alaska areas but it has not been recorded previously from Little Diomede.
Anthus cervinus. Red-throated Pipit. On June 12 and 13, 1958, several pipits were observed as they flew low over the rocks and grassy patches on the steep lower slopes of Little Diomede. The birds were quite wary and exact identification of the five or six pipits seen was not certain. However, two adult males in breeding condition were collected (USNM nos. 465843 and 465845), one on June 13.
and one on June 14. This species has not previously been recorded from Little Diomede but there is one nesting record from Wales (Bailey, Condor, 34, 1932:47). A more careful exploration of Little Diomede may show that it breeds there also. The species is represented by only three other specimens from North America.
*Acantis hornemannii*. Hoary Redpoll. One bird was seen on May 18 and another on June 13, 1958. Both were quite light colored and were thus considered to be this species. They flitted among rocks along a steep hillside and were so persistently chased by Snow Buntings that neither could be obtained. Although not previously recorded from Little Diomede, redpolls probably visit there in small numbers on migration as they do at other Bering Sea islands.
*Junco hyemalis hyemalis*. Slate-colored Junco. On June 5, 1958, one bird, a male in breeding condition, was obtained (USNM no. 465840) on the rocky hillside behind the village. The bird was chased by a White-crowned Sparrow but repeatedly returned to one area where it was taken. Two Eskimos said they had never seen a bird like it there before. The species has been found on other islands of the Bering Sea but not previously on Little Diomede.
*Zonotrichia leucophrys gambelii*. White-crowned Sparrow. On June 5, 1958, a male in breeding condition was first heard singing from the hillside behind the village where it remained for about 12 hours before being taken (USNM no. 465839). The Eskimos said that usually they saw one or two of these birds in the spring, but they had never found its nest on Little Diomede. This is a common species on the mainland of Alaska and is probably blown occasionally from its usual migration route to islands in the Bering Sea. It is not previously recorded from Little Diomede.
*Calocairis lapponicus*. Lapland Longspur. In 1953 only a single pair was observed. On May 27, 1958, an adult male was seen on a grassy stretch among rocks above the village. On May 29 several males in soaring song flight were frequently visible in this area. On June 2 about ten pairs were seen on the flat top of Little Diomede. A nest with five fresh eggs was found on June 9 about 300 yards north of the schoolhouse. On June 13 this nest contained six eggs and a second nest with seven partly incubated eggs was found nearby.
*Plectrophenax nivalis nivalis*. Snow Bunting. In 1953 the birds arrived in the first part of April. Eggs were found on June 1. Birds of this species were numerous along the lower slopes of Little Diomede on May 11, 1958. Courtship behavior was apparent on May 14. On May 18 numerous males sang and disputed territorial boundaries among rocky outcrops. Between the hours of 11:00 p.m. and 2:00 a.m. no singing was noted. Singing began about 3:00 a.m. and continued throughout the day. On May 23 four females and one male were seen to arrive at the island from the south. On May 24 females were first seen gathering nesting material and by May 31 numerous mated pairs occupied territories along the shore and hillside. Only one nest, with a female incubating, was found on June 10. One male (USNM no. 465836) was taken on May 31, 1958.
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FOR IMMEDIATE RELEASE
September 2, 2006
Gov. Blagojevich proclaims September as “Campus Fire Safety Month”
State offers tips to prevent college residence fires
SPRINGFIELD – As students settle back into their daily routines at colleges and universities throughout Illinois, Governor Rod R. Blagojevich today urged educators to teach students about fire dangers and simple steps they can take to stay safe in on- and off-campus housing.
Smoking in college dorms, as well as sorority and fraternity houses that are owned and operated by a university, is prohibited in Illinois under a measure signed this spring by Gov. Blagojevich. In addition, the Governor signed legislation in August 2004 requiring dormitories at all public and private colleges and universities in Illinois to have fire sprinkler systems installed in new and existing dorms by 2013.
In the past six years, nearly 90 people have died as a result of on- and off-campus fires and hundred more have been injured, according to the Center for Campus Fire Safety, a nonprofit organization dedicated to prevent campus-related fire issues. August and September are two of the deadliest months for these fires and almost 80% of the deaths take place in off-campus apartments or homes, which is where three-fourths of college students live.
“Many fires in college residences are preventable with just a little knowledge and some common sense,” said Dave Foreman, Illinois’ State Fire Marshal. “College is an exciting time of life for students, a time when they have a whole lifetime of possibilities ahead of them. We don’t want that cut short by tragic fire.”
Many fatal fires involving college students have four common elements: missing or disabled smoke alarms, careless disposal of smoking materials, alcohol consumption, and lack of automatic sprinkler systems.
“I want to thank Governor Rod Blagojevich for signing this proclamation that makes September, the beginning of the academic year, Campus Fire Safety Month,” said Richard Herman, Chancellor, University of Illinois at Urbana-Champaign. “During check-in last week we worked with local fire departments to emphasize the importance of fire safety to incoming students. We will sponsor a one-day community-wide event called ‘Fire Factor’ at the University of Illinois Fire Service Institute to train student leaders on fire safety. Through our investments the University is insuring that it meets twenty-first century fire safety standards.”
Carelessly disposed of cigarettes are the leading causes of fatal fires in all residences, including rental properties where college students may live, according to the National Fire Protection Association (NFPA). Fires started by open flames, such as a candle, are also a major cause of fatal campus fires.
Alcohol consumption contributes to fire deaths because it decreases inhibition and impairs judgment, which can increase a student’s risk of not waking to the sound of a smoke alarm and perhaps not surviving a fire. The NFPA also found that more than 60 percent of adults killed or injured in smoking material residential fires were either asleep or possibly impaired by alcohol. In addition, the NFPA says that while most homes and apartments, including rental properties, have smoke alarms, nearly 40 percent don’t work, often due to dead or missing batteries.
“This proclamation clearly underscores the need to address the problem of campus fire safety and a commitment to work towards a solution,” said George K. Michehl, executive director of the Illinois Fire Inspectors Association. “We look forward to the day that all campus housing, both on and off campus, is protected by both smoke detectors and automatic fire sprinkler systems.”
Tips for staying safe in on- and off-campus housing
- Install UL-listed smoke alarms in every room of an apartment or rental home. Battery-powered wireless smoke alarm use radio frequency technology to link together so that when one alarm sounds, all of the alarms sound. This immediate response helps provide early warning no matter where the fire starts, giving more time to escape.
- Test smoke alarms monthly and replace batteries as needed.
- Look for housing that is equipped with automatic fire sprinkler systems. Not every residence hall or rental property has them.
- Know two ways out of every building. A fire escape ladder can provide an alternate exit from second or third floor rooms.
- Properly dispose of smoking materials in ashtrays. After parties, check the cushions on couches and chairs for smoldering cigarettes.
- Purchase a fire extinguisher and learn how to use it before a fire breaks out. **Always notify the fire department before attempting to extinguish a fire on your own.**
- Use UL-listed extension cords and electrical appliances properly. Don’t overload electrical outlets.
- If the residence has fossil-fuel burning appliances, such as a gas stove or furnace, install UL-listed carbon monoxide alarms on every floor and near sleeping areas. Beginning January 1, 2007, all residences in Illinois will be required to have a CO detector within 15 feet of any sleeping area under a new law signed this spring by Gov. Blagojevich.
- Never leave candles unattended and keep them away from items that could easily catch fire. Be sure to put out candles before going to bed.
The text of the Governor’s proclamation follows:
**SEPTEMBER 2006 CAMPUS FIRE SAFETY MONTH PROCLAMATION**
*WHEREAS,* fire education and prevention is vital to ensuring the safety of Americans and Illinoisans; and
*WHEREAS,* college students living on their own for the first time are particularly susceptible to the danger posed by fires; and
*WHEREAS,* since January of 2000, more than 88 children, students, and parents throughout the country have died in student housing fires, and almost 80 percent of those deaths occurred in off-campus occupancies where the majority of students live unsupervised; and
*WHEREAS,* most fires can be avoided by practicing some simple commonsense behaviors and routines, such as: checking and turning off the oven and stove before going to sleep or leaving home, not overloading electrical circuits, safely stowing all dangerous and hazardous materials, keeping any electrical devices clear of water, checking and maintaining alarm and sprinkler systems, and noting the location of fire extinguishers to use in the event of an emergency; and
*WHEREAS,* education significantly helps minimize the risk of fire by raising awareness of those behaviors and routines, but many students do not receive effective fire safety education during their college career when they are generally most at risk:
*THEREFORE,* I, Rod R. Blagojevich, Governor of the State of Illinois, do hereby proclaim September 2006 as **CAMPUS FIRE SAFETY MONTH** in Illinois to encourage educators to provide educational programs on the dangers and prevention of fire as students begin and return to college. | <urn:uuid:f18bdfcb-f0b1-4c9f-91a0-2c308055cb44> | CC-MAIN-2018-47 | http://firesprinklerassoc.org/Press06/09-22%20Gove%20Release.pdf | 2018-11-18T22:52:09Z | crawl-data/CC-MAIN-2018-47/segments/1542039744750.80/warc/CC-MAIN-20181118221818-20181119003818-00425.warc.gz | 144,698,980 | 1,373 | eng_Latn | eng_Latn | 0.998718 | eng_Latn | 0.998823 | [
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RAIN GARDEN PLANT KITS FOR SALE
A rain garden is an attractive, landscaped area planted with perennial native plants which don’t mind getting wet feet. They are beautiful gardens, built in depressions, which are designed to capture and filter storm water runoff from impervious surfaces around the home, such as rooftops and driveways.
The benefits of rain gardens are multiple and include the ability to perform the following functions:
- Help keep water clean by filtering storm water runoff before it enters local waterways
- Help alleviate problems associated with flooding and drainage
- Enhance the beauty of individual yards and communities
- Provide habitat for food and wildlife including birds and butterflies
- Recharge the ground water supply
As development increases, there are more demands placed on our local environment. Impervious surfaces associated with development, such as rooftops, driveways and roads, are areas that shed rainwater. Construction activity on development sites usually compacts the soil, limiting the ground’s capacity to absorb water. Taken together, these factors reduce the ability of our landscape to absorb and filter storm water.
Impervious surfaces can negatively affect our environment as they increase storm water runoff. Consequently they increase the chance for pollution to enter our waterways through our storm drainage systems, including sewers and open ditches, which flow untreated to our streams and lakes. The type of pollution that results from storm water runoff is called nonpoint source pollution. Studies by the U.S. Environmental Protection Agency have shown that a substantial amount of the pollution in our streams, rivers and lakes is carried there by runoff from our own yards. Some of the more common nonpoint source pollutants include fertilizer, pesticides, pet wastes, grass clippings and yard debris. An easy way to help keep these pollutants out of our local waterways is to install a rain garden!
An important part of the function of a rain garden is the plants that are used. Perennial native plants must be used for the rain garden to have maximum affect. However, it can be difficult to find these native plants at your local nursery.
**Native Plant benefits:**
**Sustainability:** Able to reproduce and populate without water, fertilizer, or other chemicals.
**Habitat:** Serve as nectar and food source for pollinators; attract native animal and bird species.
**Water Quality:** Deep root systems open soil pathways to allow rain water percolation; plant top growth filters pollutants and particulates improving water table quality.
**Aesthetics:** Beautiful to the eye and alive with birds, butterflies, dragonflies, etc.
The Cuyahoga Soil and Water Conservation District is making it as easy as possible to plant a rain garden by providing an opportunity to purchase rain garden plant kits.
This year we are offering three opportunities to purchase rain garden plant kits. Each kit contains 38 native plants of 10-12 species and is enough to cover approximately 100 square feet. Plants are grown by Ohio Prairie Nursery, a local grower/distributor of plants native to the Great Lakes eco-region. **Plant kits are $105/each**
**Plant kits available to order:**
- Rain Garden (Sun)
- Rain Garden (Shade)
- Butterfly/Hummingbird Garden (not considered a rain garden)
**Rain Garden Plant Kit Sales/Distribution:**
- **June 5, 2010 - South Euclid Service Garage**
(deadline to order is May 13, 2010) Call 216/524-6580, ext 16
- **June 19, 2010 - Middleburg Heights Service Center**
(deadline to order is May 28, 2010) Call 216/524-6580, ext 14
- **September 11, 2010 - Garfield Heights Recreation Center**
(deadline to order is August 20, 2010) Call 216/524-6580, ext 22
Order forms can be found at [www.cuyahogaswcd.org/RainGardenPlantKits.htm](http://www.cuyahogaswcd.org/RainGardenPlantKits.htm)
**Cuyahoga Soil and Water Conservation District mission:**
To promote conservation of land and aquatic resources in a developed environment through stewardship, education, and technical assistance. [www.cuyahogaswcd.org](http://www.cuyahogaswcd.org)
###
RAIN GARDEN PLANT KIT SALE
Garden Kits come ready to plant!
Each Garden Kit contains 38 native plants of 10-12 species grown in a deep-cell tray.
Kits are grown locally at Ohio Prairie Nursery.
(one kit contains plants for approximately 100 sq. ft. of garden)
Three Garden Kits available:
• Rain Garden (Sun).
• Rain Garden (Shade).
• Hummingbird/Butterfly.
$105/each
June 5, 2010 - South Euclid Service Garage
(deadline to order is May 13, 2010) Call 216/524-6580, ext 16
June 19, 2010 - Middleburg Heights Service Center
(deadline to order is May 28, 2010) Call 216/524-6580, ext 14
September 11, 2010 - Garfield Heights Recreation Center
(deadline to order is August 20, 2010) Call 216/524-6580, ext 22
Order forms can be found at www.cuyahogaswed.org/RainGardenPlantKits.htm
| Plant Kit Type | Quantity per kit | Types of Plants in Kit (Common Names)* |
|----------------------------------------------------|------------------|---------------------------------------|
| Rain Garden (Sun) - plants ideal for full sun to 30% shaded area | 38 plants, 10-12 different native species | Swamp Milkweed; Lurid Sedge; Prairie Dock; Wild Senna; Purple Coneflower; Rattlesnake Master; Northern Blue Flag; Monkey Flower; Blue Vervain |
| Rain Garden (Shade) - ideal for 30% to 70% shaded area | 38 plants, 10-12 different native species | Columbine; Fringed Sedge; Joe Pye Weed; Boneset; Southern Blue Flag; Cardinal Flower; Marsh Phlox; Jacob’s Ladder; Obedient Plant; Culver’s Root |
| Hummingbird/Butterfly (Sun) - full sun area | 38 plants, 10-12 different native species | Nodding Onion; Purple Milkweed; Turtlehead; Purple Coneflower; Wild Bergamot; Orange Coneflower; Stiff Goldenrod; Ohio Spiderwort; New England Aster |
*Garden Kit content may vary slightly due to availability
A rain garden is an attractive, landscaped area planted with perennial native plants which don’t mind getting wet feet. They are beautiful gardens, built in depressions, which are designed to capture and filter storm water runoff from impervious surfaces around the home, such as rooftops and driveways.
The benefits of rain gardens are multiple and include the ability to perform the following functions:
1. Help keep water clean by filtering storm water runoff before it enters local waterways
2. Help alleviate problems associated with flooding and drainage
3. Enhance the beauty of individual yards and communities
4. Provide habitat for food and wildlife including birds and butterflies
5. Recharge the ground water supply
As development increases, there are more demands placed on our local environment. Impervious surfaces associated with development, such as rooftops, driveways and roads, are areas that shed rainwater. Construction activity on development sites usually compacts the soil, limiting the ground’s capacity to absorb water. Taken together, these factors reduce the ability of our landscape to absorb and filter storm water.
Impervious surfaces can negatively affect our environment as they increase storm water runoff. Consequently they increase the chance for pollution to enter our waterways through our storm drainage systems, including sewers and open ditches, which flow untreated to our streams and lakes. The type of pollution that results from storm water runoff is called nonpoint source pollution. Studies by the U.S. Environmental Protection Agency have shown that a substantial amount of the pollution in our streams, rivers and lakes is carried there by runoff from our own yards. Some of the more common nonpoint source pollutants include fertilizer, pesticides, pet wastes, grass clippings and yard debris. An easy way to help keep these pollutants out of our local waterways is to install a rain garden!
An important part of the function of a rain garden is the plants that are used. Perennial native plants must be used for the rain garden to have maximum affect. However, it can be difficult to find these native plants at your local nursery.
**Native Plant benefits:**
**Sustainability:** Able to reproduce and populate without water, fertilizer, or other chemicals.
**Habitat:** Serve as nectar and food source for pollinators; attract native animal and bird species.
**Water Quality:** Deep root systems open soil pathways to allow rain water percolation; plant top growth filters pollutants and particulates improving water table quality.
**Aesthetics:** Beautiful to the eye and alive with birds, butterflies, dragonflies, etc.
The Cuyahoga Soil and Water Conservation District is making it as easy as possible to plant a rain garden by providing an opportunity to purchase rain garden plant kits. | <urn:uuid:54ae185e-d816-4452-8227-3723eb172581> | CC-MAIN-2018-47 | http://www.lyndhurst-oh.com/printnews_2010/printnews17.pdf | 2018-11-18T23:30:03Z | crawl-data/CC-MAIN-2018-47/segments/1542039744750.80/warc/CC-MAIN-20181118221818-20181119003818-00424.warc.gz | 455,060,315 | 1,943 | eng_Latn | eng_Latn | 0.971212 | eng_Latn | 0.995152 | [
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English
This term, in creative writing, we have focused on Informative and Narrative texts. We have continued with our InitiaLit lessons. InitiaLit is an evidence-based whole-class literacy program providing all children with the essential core knowledge and strong foundations to become successful readers and writers. InitiaLit is a three-year program, covering the first three years of school (Kindergarten to Year 2).
Maths
We have been engaged in the Back-to-Front Math Program which is being implemented across the whole school. We have mainly focused on place value, fractions, money and financial math, position and direction.
Other KLA’s and Extras
Stage 1 have been studying the Physical World during Science lessons, focusing on the Push and Pull forces in simple machines. In Geography students have been looking at our connections to Australian places. In Sport/PE we have been restricted to only going out in class groups and have focused on modified games and team games including Basketball, T-Ball, Cricket, Gymnastics, Oz Tag and Soccer.
Stage 1 Excursion to Field of Mars
During this excursion students examined the places in which invertebrates and small vertebrate animals live. Students completed a number of sensory activities on a bushwalk through the reserve.
Gardening
This term students were involved in planting seedlings in the new garden area. We look forward to watching our seedlings grow and harvesting our crops in Term 4.
Coming Up in Term 4
In Drama, students will be learning about Puppetry. Each student will need to bring in a pair of clean socks and items to decorate their puppet. Suggested items: buttons, wool, googly eyes, pipe cleaners, pompoms, glitter glue and ribbons.
English
This term, Kindergarten students participated in InitialLit lessons for English. We focused on quality literature through InitialLit. We focused on phonics, word building, sentence construction, nouns, verbs and adjectives as well as modelled, guided and independent writing. Our story time sessions included retell, comprehension strategies and reading for pleasure.
Maths
We have been engrossed in the back to Front Math’s Program which is being implemented across the entire school. We have mainly focused on Whole Number, Partitioning Numbers, Position and Direction and identifying coins, notes and the purpose of money.
Our other KLAs
Kindergarten has been studying Motion and Push/Pull forces in Science lessons. In Geography, students have been studying People and Places. Students in K/1CM have completed alternate units of work for Geography and Science. We also joined in on the Vege Garden Day, planting some vegetables. In Sport/PE we have been restricted to only going out in class groups and have focused on fundamental movement skills and modified games. In CAPA we have been learning about rhythm and beat in Music, using different media to create some amazing artworks and role play during drama activities. | <urn:uuid:55b74e74-72cf-43c7-ad22-38a920138eb8> | CC-MAIN-2023-23 | https://surveyorsc-p.schools.nsw.gov.au/content/dam/doe/sws/schools/s/surveyorsc-p/stage-newsletters/term-3/Stage_1_Newsletter_Term_3_Week_10.pdf | 2023-06-11T00:32:42+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224646652.16/warc/CC-MAIN-20230610233020-20230611023020-00436.warc.gz | 620,534,517 | 592 | eng_Latn | eng_Latn | 0.998051 | eng_Latn | 0.998057 | [
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Many babies and older children have allergies to foods, such as milk, eggs, and peanuts. If your child has had severe reactions to foods, you need to be careful to avoid repeated exposure to that food. Rarely, allergic reactions to foods may be life-threatening, requiring immediate emergency care.
**What are food allergies?**
Food allergies occur when your child becomes hypersensitive to specific foods. They affect about 6% of children from birth to age 3. Many children “outgrow” food allergies, but others remain allergic throughout their lives.
Reactions occur within minutes to hours after your child eats the food to which he or she is allergic. The reactions can sometimes be serious, sometimes even life-threatening. If your child has serious reactions to specific foods, you must be very careful to avoid those foods.
Not all reactions to food are allergic reactions. For example, some people cannot tolerate milk because of lactose intolerance, but they are not allergic to milk.
**What do they look like?**
Food allergies may cause several different types of reactions:
- **Gastrointestinal reactions.** These may include vomiting, diarrhea, and bloody stools (most common in infants who are allergic to cow’s milk–based or soy-based baby formulas). Older children may experience itching, tingling, and swelling of the lips, mouth, and throat.
- **Skin reactions.** These may include an itchy rash (eczema, atopic dermatitis) or hives and swelling (urticaria and angioedema).
- **Respiratory reactions.** These range from mild to severe:
- Typical symptoms of hay fever, such as stuffy nose and sneezing (allergic rhinitis). These usually occur with other allergic symptoms, such as hives.
- Wheezing (high-pitched sounds coming from the lungs), difficulty breathing, tightness of the throat.
- Symptoms of **anaphylaxis**. This is a severe allergic reaction that includes difficulty breathing, chest and throat tightness, hives, and fainting.
**What causes food allergies?**
Food allergies are caused by specific foods to which your child has become allergic. The following allergens (things you are allergic to), along with wheat and fish, account for about 90% of food allergies in infants, children, and teenagers:
- **Cow’s milk or soy milk.** These allergies usually develop in infants fed baby formula. Milk allergy almost always appears before the child is 1 year old.
- **Egg.** Usually appears by age 18 months.
- **Peanut.** Usually develops after infancy.
- **Cross-reactive allergens.** If your child reacts to one type of allergen, he or she may also react to certain related food allergens. For example, a child who has hay fever caused by birch pollen may also be allergic to fruit from plants in the birch family, such as apples or cherries.
**How are food allergies diagnosed?**
It can be difficult to tell what food your child is allergic to, or if he or she has any allergy at all. Other types of reactions to foods are possible, such as various types of food intolerance. Options for identifying the cause of food allergy include:
- Keeping detailed information about what types of foods your child has eaten before reactions occur. For example, has he or she had similar reactions previously when eating the same food? Avoiding the suspected food for a while and then trying it again may provide useful information but should be done under a doctor’s orders.
- Skin tests may be helpful. However, sometimes the results will suggest that your child is allergic to a type of food that does not cause reactions.
- Special blood tests (RAST) or other tests are sometimes performed. Some children may need to see an allergist/immunologist (a specialist in treating allergic diseases) to make the diagnosis. It’s important to make sure you have identified the true source of the allergy before making major changes to your family’s diet and lifestyle.
**What are some possible complications?**
- Serious, life-threatening reactions can occur, although rarely.
- Children with food allergies often have other types of allergic reactions as well.
- Trying to avoid common foods that are served frequently can be very difficult and stressful for your family, so it’s important to find out exactly what food your child is allergic to.
**What puts your child at risk for food allergies?**
- If your child has had allergic reactions to a certain type of food, he or she may be at risk for more serious
reactions if exposed again. The risk is higher if your child has had more severe allergic reactions in the past.
- If your child has other allergic conditions—such as eczema, asthma, or hay fever—he or she may be at increased risk of food allergies.
**Can food allergies be prevented?**
- It is unknown whether food allergies can be prevented. Some experts think that if allergies run in your family, delaying introduction of allergenic foods until your baby is older may help to reduce the risk of food allergies. However, this theory is unproven.
- Breast-feeding for the first several months may help to reduce the risk of allergies.
**How are food allergies treated?**
- The best way to manage your child’s food allergies is to avoid the foods that cause reactions.
- If your child has had *anaphylaxis* and other serious reactions to foods, you should keep an emergency kit containing self-injectable epinephrine (EpiPen) handy at all times. You will be taught how to inject this medication to interrupt severe reactions. Older children can learn how to do this themselves.
- Make sure to tell those who care for your child—such as day-care providers and camp counselors—about your child’s food allergy. They must also know how and when to use the EpiPen. They should call 911 or another emergency number if your child has trouble breathing or any symptoms of anaphylaxis.
- If your child develops a large area of hives or swelling or develops wheezing or difficulty breathing, call our office or go to the emergency room.
- Various medications may be used to treat the symptoms of allergic reactions to foods:
- Beta-agonist drugs, such as albuterol, to open up blocked breathing tubes. This medication is inhaled (breathed in) and is often used to treat asthma attacks.
- Epinephrine and other emergency treatments for anaphylaxis and other serious reactions.
- Antihistamines.
Many children eventually “outgrow” their food allergies. This is most likely if your child is allergic to milk, soy, or eggs. It is also more likely if the allergy develops early and the food is eliminated from the diet. If your child is allergic to peanuts or fish or if the allergy develops later, he or she is less likely to outgrow it.
**When should I call your office?**
Call our office if:
- Your child has any symptoms of a serious allergic reaction to foods (red splotches, intense itching and swelling).
- Your child develops wheezing or difficulty breathing. Use the EpiPen, if available. Then go to the emergency room or call 911 or another emergency number. *This is an emergency!*
**Where can I get more information on food allergies?**
The Food Allergy and Anaphylaxis Network provides excellent information to help in dealing with the practical and emotional issues surrounding food allergies. Visit [www.foodallergy.org](http://www.foodallergy.org) or phone 1-800-929-4040. | <urn:uuid:811a0002-164e-40c7-a9e1-9a742fad9e07> | CC-MAIN-2018-51 | https://www.peachwoodpediatric.com/docs/FoodAllergies.pdf | 2018-12-10T12:03:56Z | crawl-data/CC-MAIN-2018-51/segments/1544376823322.49/warc/CC-MAIN-20181210101954-20181210123454-00324.warc.gz | 1,027,370,015 | 1,563 | eng_Latn | eng_Latn | 0.999018 | eng_Latn | 0.999074 | [
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Detection of Adulteratants in Milk from Different Areas of Patna
Amrita Kumari*, Roshini Charles*, Shireen Jamil*, Amita Jha**
*B.Sc. – III, Dept. of Industrial Microbiology, Patna Women’s College, Patna University
**Lecturer (Guest Faculty), Dept. of Industrial Microbiology, Patna Women’s College, Patna University
Milk, used as a basic food in India especially by children, old people and pregnant woman is being subjected to malicious practices such as adulterated by some milk vendors and khattal milkmen. Milk adulterated with toxic additives such as urea, formalin, water, salt sugar etc. should be properly checked. For this samples of khattal milk was collected from different areas of Patna namely Boring Road, Patliputra and Digha and adulterants were detected at Sudha Dairy Industry’s laboratory. One sample of Sudha dairy was also taken to compare to quality difference. No adulterants were detected in Sudha Dairy Milk but of sample from Boring Road showed the presence of water, formalin & neutralizes, from Patliputra the common adulterants were formalin, neutralizers, sugar and water and Digha sample showed the presence of neutralizer, starch, urea and water. Thus, it was deduced that water due to it’s cheap availability dominated as an adulterant in a aforementioned areas.
The adulterants pose great health hazards like they damage liver, heart & kidney, may also lead to heart attack. It’s peak time to generate awareness and strict actions should be taken by the Indian Government so that neither the Khattal owners nor the Pilot Scale Dairy Industries should perform such malicious practices.
Some remedies suggested here to preserve milk is to store it at 4+2°C i.e. to prefer chilled and pasteurized conditions to preserve milk. Also, sensing systems for frequently used milk adulterants like whey protein and detergents should be developed to test the quality of milk.
Key words: - Milk, Adulterants, Khattal Milk, Quality.
Introduction: Milk is India’s largest agricultural commodity in terms of its output value surpassing even major cereals like rice & wheat. It is an essential nutritional food for infants and adults alike. Milk is a complete food as its protein contains all the ten essential amino acids, vitamins A, D, E and K. Carbohydrates like lactose, minerals like potassium (K), Calcium (Ca), magnesium (Mg), Zinc (Zn) etc. Among these the bioavailability of calcium in milk is high & its uptake is important throughout life so, milk continues to be the most important source particularly in most unfavourable physiological condition such as achlorhydra. (Peter C Ewood, 2005) Both animal and human studies have suggested a deduction in colon cancer by calcium supplement & by milk (Cho E et al, 2004). Water is the main constituent of milk. Milk processing is designed to remove water from milk to reduce the moisture content.
But milk is also a potential carrier of microbes, chemicals or adulterants from production to transportation & poses hazards to public health that is unsafe. Due to this there are evidence that milk consumption has fallen over the past 20-25 years in many countries. This is mainly due to adulteration of milk which alters the milk characteristics Mixing something impure with something genuine or an inferior article with a superior one of the same kind (West Encyclopedia American Law, 2005) is known as adulteration.
Milk is adulterated mainly with the toxic additives like Urea, Formalin, Caustic soda etc. to increase the consistency and it is also said that such adulterated milk remains intact even for two days or more while ordinary milk goes sour within a day (V Degulmath, 2002) The huge profit margins by sales of adulterated milk has made this happen. Substances such as sodium bicarbonate (to increase the shelf life of milk), starch (to increase its viscosity), sweetening agents (to improve its taste) & Urea to lend it uniformity) are added to make it preservable and acceptable. These are the substances that are mixed to milk so that the quantity of
that milk may rise up without paying cost for that raised quantity which leads to a high profit. Stringent actions by Food and Drug administration (FDA) officials have brought many adulterants to book but it is not enough (M.S.Kamnath, 2008). Milk adulterated with chemicals was firstly detected in Kurukshetra, in November, 1994. Now, the menace of milk adulteration has spread to Rajasthan, Uttar Pradesh, Himachal Pradesh & to milk deficit areas of Madhya Pradesh, Orissa and even Bihar (Arindam Mukherjee, 1006). Some milk vendors have mastered the trick of milk adulteration from various Khattal milk & private milk dairies. Some of the reasons of adulteration are perishable nature of milk, demand and supply gap, unorganized procurement supply and lack of quality system.
**Method & Methodology:**
**Area of study**
The cow's milk sample was collected from different areas of Patna Viz Boring Road, Patliputra & Digha & one milk sample was taken from Sudha Dairy.
**Tools & Techniques:**
Glassware's:- Test tube, flasks, pipettes & Lactometer
Chemical used :- Alcohol, Rosalie acid, conc. sulphuric acid, Resorcinol hydrochloric acid, 1% Iodine, Para dimethyl amino benzaldehyde (16%), silver nitrate (0.8%) & 1% potassium dichromate.
**Sample Size & Sampling Method:**
The liquid milk samples were randomly collected from the khatal and 250ml of each sample was taken and different test was performed for each of the adulterant present.
**Method of Data Analysis:**
The milk samples were subjected to organic leptic test to detect the odour, colour & taste of the sample
The standard observation for the presence of each of the adulterant was taken.
**Result:**
On the basis of the standard, result for the milk sample of three different areas was taken.
| Area | Sample | Adulterants Detected |
|---------------|--------|--------------------------------------|
| Boring Road | A | Neutralizer, Starch, Water |
| | B | Starch, Water |
| Patliputra | A | Neutralizer, Formalin, Sugar, Water |
| | B | Neutralizer, Water |
| | C | Formalin, Water |
| | D | Formalin, Water |
| Digha | A | Neutralizer, Formalin, Sugar, Water |
| | B | Neutralizer, Water |
| | C | Salt, Starch, Water |
| | D | Formalin, Sugar, Water |
| Sudha Dairy | S | No detection |
**Discussion:**
Various adulterants detected poses different health hazards as motioned below:-
(a) Urea – It is mainly added in the preparation of synthetic milk. It is harmful to heart, liver and Kidney.
(b) Starch and Sugar – It’s addition increases the SNF Value. Their addition in milk may lead to diabetic attack and obesity
(c) Neutralizer – Neutralizers such as, caustic Soda which contains sodium acts as a slow poison for those suffering from hypertension and heart ailments
(d) Formalin – It is primarily used for preservation in view of its wide-spread use, toxicity and volatility. Formalin is a significant consideration.
**Conclusion:**
It can be concluded that the adulteration of milk is practised in large extent over different areas of Patna. India leads the world in total milk production, however, the tropical climate, unorganized milk production, laxity in quality control, a lo-psided demand and supply position coupled with evolution of recalcitrant pathogens in the dairy industry are the major factors causing the development pace to bog down significantly. The situation is further being deteriorated by reports of synthetic milk being prepared comprising of chemicals like urea, neutralizer, detergents which can get metabolized into carcinogenic and endocrine
disrupting agents thus jeopardizing the health of people. Thus, detection of adulterants is milk and other products and by-products is one need of the hour which will not only address the national need and export potential of Indian Food Processing Industry but will lead to developing of sensing technologies and therapeutics at Competitive International level. The comprehensive approach will add value by controlling the adulterated milk.
Thus it would not make sense for the basic food being adulterated and our healthy life being subjected to deterioration just for the profitability of these milkmen. Now, it is a peak time to generate an awareness and concern among people of all class before the adulterants engulf the future of the budding infants and future generations.
**Suggestion:**
(a) Development of sensing systems for frequently used milk adulterants like whey protein and detergents. In this, incorporation of sensing system occurs with the suitable sensing system so that the whole bio-sensor can be developed into quality detection kit or unorganized dairy sector level. It can also be done at industrial level.
(b) Adulteration of any kind is banned and therefore other organization associated with Dairy Industry should be given strict directions to stop such malpractices.
(c) People should be made aware of the dangers of such milk adulterations with the help of add campaigns, media, journals, etc.
(d) Pregnant women and babies should be prevented from drinking Khattal’s cow milk. Instead Packaged and Pasteurized milk available in the market should be prioritized.
(e) Rather using adulterants or preservatives milk should be kept at low temperature which prevents microbes from multiplying and rendering off tastes to its as the enzymatic activity of microbes slows down and thus milk is prevented from being curdled. Milk should always be preserved at +4°C.
**References:**
1. Arindam Mukherjee (1996) “Milk of Human Deceit” http://www.outlookindia.com/article.aspx?201444
2. Baker IA, Elwood PC (1988). “A randomized controlled trail of the provision of free school milk on the growth of children.” J Epidemiol Community Health, 34:31-34.
3. Campbell et al (1933): “Septic arthritis and unpasteurized Milk.”
<http://jcp.biomedjournals.com/cgi/content/abstract/46/11/1057>
4. Cho E, Smith Wannier et al (2004) “Dairy foods, calcium and colorectal cancer: a pooled analysis of 10 cohort studies,” J Natl Cancer Inst, 96:1015-22.
5. Du X, Zhu, Trube Q et al (2004) “School of Milk Intervention trial enhance growth and mineral accretion;” Br J Nutr 92:159-68.
6. Gueguen L, Pointillart A (2000) “The bioavailability of dietary calcium”. JAM Coll Nutr 19: 1195-365.
7. Kathirvelu, Themozhi (2007) “Testes to detect Adulteration of milk.”
8. Lore T.A.Kurvijila, L.R. and Omore A (eds) 2006, “Hygienic milk production a training guide for farm level workers and milk handlers in Easter Africa “ILRI” (International Livestock Research Institute, Narobie, Kenya
9. M.S.Kamnath (2008), “Milk adulteration is still rampant in the city,” 3:17
<http://www.dnaindia.com>Mumbai
10. Novorty R.Yihe G, Sushama A, Grover S (2004), “Dairy intake associated with lower body fat,” J Nutr.
11. O.M. Ystgaard, P.G.Homoyer and E.W.Bird (1951), “Detection of Adulteration of milk by lactomeric and freezing point method,” Journal of Dairy Sciences Vol. 34.7, 680-688.
12. Peter C Elwood (2005), “Time of Value milk” International Journal 34(5):1160.
13. Phillips SM, Bandini LG, Cyr H, Colclough-Douglas S, Naumova E, Must A (2003), “Dairy Food Consumption and body weigh and fatness studies longitudinally Int Jobes, 27:1106-13.
14. Reuss, G. Disteldorf, W Games, A.OHilt, A (2005), “Formaldehyde” Ullman’s Encyclopedia of Industrial Chemistry, Weinheim Wiley – UCH.
15. S.N. Matsvoka, Jha (2004), “Journal of Food Science and Technologies”. Association of Food Scientists and technologies (India), Vol. 41 Numb 3, Pages 313-315.
16. V.Degulmath (2002), “Milk of adulteration” <http://www.dharwad.com/deforum/dharwad/173.html#0>
Novels made into Films
Tanupriya*, Sumbul Shahid*, Priya Ghosh*, Sister Marie Jessie A.C.**
*B.A. III, 2007–2010, English Honours, Patna Women's College, Patna University, Patna
**Lecturer, Department of English, Patna Women's College, Patna University, Patna
Literature has been the mirror of society. It has found its influence in varied disciplines of life. Literature has itself been influenced by other forms of art and has also had a marked influence on other streams of art. Film making and Cinematography are such fields of art where literature and especially the genre of the novels have made immense impact. A novel like Pride and Prejudice written by a Victorian novelist continues to inspire filmmakers all over the world including India, to make a film as an adaptation of this novel in the twenty first century. This fact speaks of the universality as well as the lasting quality of the novel – as a genre of literature.
Novels have been frequently adapted for films. Adapting novel into a film has been described as boiling an ice to make a stock cube. The average genre novel today is 80-120,000 words while the average hour and a half action screenplay is only 5000 words or so. One of the greatest pleasures of movie going is seeing a beloved novel adapted for a screen, one of the big delights of novel reading is encountering a book that has been made into a favorite film.
Key Words: Adaptation, Compression, Elimination, Screenplay, Cinematography.
Introduction:
Over the ages writing has been a part and parcel of man’s quest for expression of his wishes, emotions and truth. The Renaissance period brought along the dawn of an era of literary activities wherein books became the commonest method of learning and education. Books rapidly grew to a status of being regarded not only a source of education but a means of entertainment as well. In the beginning of the nineteenth century books were mainly being published with the sole purpose of reaching out to the readers’ heart and that’s when the concept of novels came in. The writers would provide just the spice needed to quench the reader’s appetite. Nineteenth– Twentieth Century was the period of uprising of the English literature. Reading novels became a sophisticated tendency in the modern English society. Great authors like Austen, Stevenson, Maupassant, and Shakespeare enriched the English Literature with their great works. The never ending craze for appealing stories continued till the entertainment criterion was totally overtaken by the electronic media and the new television age began. Reading was overthrown as a passion by the rising television viewing statistics. Films gave a great boost to television viewership. People began to prefer visual stories over stories, the experience that books gave them.
Initially, however, films were made just to entertain the masses and contained light elements. As the time advanced the public became more and more demanding and wanted more than just fun. They began to relate movies to their personal lives and sought more of wisdom in it which they once got from intellectual piece of writing. Many of the existing novels were then converted into films which gave a live visual glimpse of those soul enriching stories which could once be only imagined. Thus as this concept got a boost a new trend of converting novels into major films began which is continued until the present day.
Novel adaptation under research study are:
1. PRIDE AND PREJUDICE {JANE AUSTEN 1813}
2. A PASSAGE TO INDIA {E.M.FORSTER 1924}
Pride and prejudice:
The novel was penned down by the great Victorian
novelist Jane Austen, in the year 1813. It happens to be Austen's most acclaimed novel. This novel has been one of the most reproduced of her works. Over the years, many filmmakers have tried out the film adaptation of the novel. The most successful being the 2005 adaptation directed by Joe Wright, screenplay by Deborah Moggach, starring Keira Knightly and Mathew McFadden. In this production, the entire story of the novel was compressed into two hours nine minutes of screen time. Some of the notable changes from the original book were observed:
Heavy time compression of several major sequences, including Elizabeth's visit to Rosings Park and Hunsford Parsonage, Elizabeth's visit to Pemberley, and Lydia's elopement and its subsequent crisis.
The elimination of several supporting characters, including Louisa Hurst, Mr. Hurst, Lady and Maria Lucas, Mr. and Mrs. Phillips, the Gardiners' children, Mrs. Annesley (Georgiana Darcy's governess), several of Lydia's friends (including Colonel and Mrs. Forster), and various military officers and townspeople.
The elimination of several sections in which characters reflect or converse on events that have recently occurred - for example, Elizabeth's chapter-long change of mind after reading Darcy's letter.
The filmmakers changed several scenes to more romantic locales than the ones in the book. For instance, in the film, Darcy first proposes outdoors in a rainstorm near a beautiful lake; in the book, this scene takes place inside a parsonage. In the film, his second proposal occurs on the misty moors as dawn breaks; in the book, he and Elizabeth are walking down a country lane in broad daylight.
Bride and Prejudice [2005, Director - Gurinder Chadda, Screenwriter – Paul Mayeda Berges ] is the modernized retelling of this classic novel. It has a beautiful Indian heroine [Aishwarya Rai] clashing with a handsome imperialist American [Martin Henderson]. This adaptation of Jane Austen's story is full of color and lively music. In order to get the story of pride and prejudice to work for a contemporary era many changes and compromises had to be made. It would be unreasonable to expect Bride and Prejudice remain completely faithful to the original novel. But the core essence of the plot remains intact. A clash of wills, of preconceived notions and cultural restrictions are what make Pride and Prejudice and Bride and Prejudice what they are.
Literary adaptations just don't get any better than director Joe Wright's 2005 version of Jane Austen's 'Pride and Prejudice'. One of the greatest love stories of all time, 'Pride and Prejudice' comes to screen in a glorious adaptation. It is the classic tale of love and misunderstanding that sparkles into romance, wit and emotional force.
A passage to India:
The novel was penned down by E.M. Forster in the year 1924. There had been two adaptation of A Passage to India. The first being a play by the daughter of an Indian diplomat. After watching the first public performance of Santha Rama Rau's dramatization of his 'A Passage to India' at Oxford in 1960, E. M. Forster, then 81 years old, walked onto the stage to express his pleasure with the performance.
"How good the actors were," said Forster. "And how pleased I am that there were so many of them. I am so used to seeing the sort of play which deals with one man and two women. They do not leave me with the feeling I have made a full theatrical meal . . . they do not give me the experience of the multiplicity of life (E.M Forster's remark after the first public performance of Santha Rama Rau's dramatization of his 'A Passage To India' at Oxford in 1960.). Forster, who died in 1970, might be equally pleased by most of David Lean's respectful, handsome new screen version, which cites as its sources the play as well as the novel. The film is very much "a full theatrical meal, (Vincent Canby "A Passage to India" New-York Times. Dec 14, 1984)" and one that conveys a lot of "the multiplicity of life" ("A Passage to India". Dec 14, 1984) one seldom sees on the screen these days. The film is vast in physical scale and is set against a tumultuous Indian background. Mr. David Lean shares with E.M. Forster an appreciation for the difficulties involved in coping with the universe. Because of the reputation the novel has acquired as a classic since its publication in 1924, one tends to forget what a smashingly good story it is – grandly sorrowful muddle that becomes a mystery for the saddest, nastiest of reasons.
Set in the fictitious provincial city of Chandrapore in the 1920's, when the British Raj was being threatened by the King-Emperor's increasingly impatient Indian subjects, *A Passage to India* is essentially a story of what can happen as a result of a succession of wrong-headed decisions and dreadful misunderstandings, of trust either given too easily or withheld far too long.
Though the initial scenes are set in London, the film really begins with the arrival of the uncommonly wise, kind and sensitive Mrs. Moore (Peggy Ashcroft) in Chandrapore. She has come out from England to visit her son Ronny Heaslop (Nigel Havers), the British Magistrate, and to chaperon Adela Quested (Judy Davis), the proper young Englishwoman to whom Ronny is unofficially engaged.
Almost immediately the liberal-minded Mrs. Moore and Adela are upset by the cloistered life of the small, hopelessly genteel British colony at Chandrapore. With the help of the local School Superintendent, Richard Fielding (James Fox), Mrs. Moore and Adela attempt to break the invisible raj-barrier.
Through Fielding, they meet an eccentric old Brahmin scholar, Professor Godbole (Alec Guinness), whose words of wisdom, being inscrutable, they hang onto with delight, and an earnest, eager-to-please young Moslem medical doctor named Aziz (Victor Banerjee), a hard-working, financially impoverished widower who both admires and loathes the British in Chandrapore.
Aziz gets carried away by the unexpected friendliness of Mrs. Moore and Adela at a small tea party. He invites them, along with Fielding and Professor Godbole, to go on an elaborate outing he cannot afford, a daylong picnic to the Marabar Caves, always called "extraordinary," though for reasons that no one can satisfactorily explain. The disastrous consequences of this outing, which occurs early in the film, set up everything that comes after, including an uproarious, agonizing courtroom melodrama during which Aziz is accused of the rape of the once dazzled, now nearly catatonic, Adela.
What happened in the Marabar Caves? This question pursued Forster throughout his life, and he always avoided answering.
Mr. Lean's screenplay is in most ways remarkably faithful to the novel. The audience knows, or at least thinks it knows, exactly what happened in the caves, which makes poor Aziz's trial even more outrageous than it is in the novel.
This conscious decision on Mr. Lean's part subtly distorts the original, but it also emphasizes some surprising revelations about Adela. Even more peculiar is Mr. Lean's decision to withhold from the audience a scene in the novel that explains Mrs. Moore's seemingly uncharacteristic actions preceding Aziz's trial. Though he has made "A Passage to India" both less mysterious and more cryptic than the book, the film remains a wonderfully provocative tale, full of vivid characters, all played to near perfection.
**Conclusion:**
One aspect about the story that remains unnoticed is that the readership surely surpassed the movie in its viewership. The movie undoubtedly takes the viewers' imagination to a level of virtual reality by including the response of senses but the fact remains that the intricate details and the spell bounding words that capture the readers' imagination and plunges them into a fiesta of enthusiasm is an experience which only reading the actual book can provide. The movie no matter how good ultimately shatters the viewer's figment of imagination. The movie ultimately is either too short, less detailed or sometimes even has a totally different adaptation of the actual interest and ultimately fails to stand up to the readers' expectations. Generally the paranoia created by the movie is short lived as compared to that of the book. Many a time, it so happens that a lot of excitement is attached to a movie adapted from a book and a little shift from it is received in a negative manner as happened with the movie adaptation of Dan Brown's much hyped book 'The Da Vinci Code'. There still continue to be stories which have not been read much and the audience come to know of them only through the channel of cinema. The recent success of the Oscar winning movie 'Slumdog Millionaire' [Directed by- Danny Boyle and Loveleen Tandon, Screenplay- Simon Beaufoy] can be attributed to the book 'Question and Answers' by Vikas Swarup, from which it has been adapted. This was an instance where the movie created a greater thrill than the novel itself.
Despite the fact that cinemas have taken over the leisure time of the modern society and reading has occupied a backstage; the lasting impact that a classic reading provides is greater than what could be provided by a two hour visual portrayal of the similar element. Hence, though cinemas provide us with an experience totally different and more realistic, yet the charm that reading and expression of emotions via writing provides is worth cherishing.
Be sure what you are remembering is what you have read not what you have seen.
References:
1. Austen Jane. (1993). Pride and Prejudice, Baines and Noble Books: New York.
2. Bluestone, George. (2003). Novels into Film: Metamorphosis of Fiction into Cinema, The John Hopkins University Press.
3. Gurinder Chadha Miramax., Director (2005). Bride and Prejudice.
4. Canby, Vincent. Dec 14, 1984. A Passage to India, New-York Times.
5. Cartmell, Deborah and Wheleham, Imelda. (2007). The Cambridge Campanion to Literature on Screen, Cambridge University Press.
6. Film India: The New Generation- 1960-1980 Louis D.Gianetti's Understanding Movies
8. Hutcheon, Linda. (2006). A Theory of Adaptation Routledge.
9. McFarlane, Brian. (1996). Novel to Film: An Introduction to the theory of Adaptation Oxford: University Press, Oxford.
10. Spark Notes. (16th February, 2006). on Pride and Prejudice.
11. Pride and Prejudice: (2005) director- Joe Wright. Forces Features.
12. Pride and Prejudice. UBSPD – 2007 Publication
13. Troost, L. and Greenfeild, S. (2001). Jane Austen in Hollywood, The University Press of Kentucky.
14. Wuthering Heights-UBSPD–2007 Publication.
15. Amazon.com Trivia and Technical data on Bride And Prejudice and Bridget Jone’s Diary – 24th Feb, 2006.
16. En. Wikipedia.org, 8th September, 2009.
17. Sawnet : Film Review www.sawnet.org/ cinema/review. (20th Sept. 2009).
18. www.damaris.org/content. (18th September, 2009)
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Work and Social Adjustment
People’s problems sometimes affect their ability to do certain day-to-day tasks in their lives. To rate your problems, look at each section and determine on the scale provided how much your problem impairs your ability to carry out the activity.
1. **WORK** – If you are returned or choose not to have a job for reasons unrelated to your problem, please tick N/A (not applicable)
| 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 |
|---|---|---|---|---|---|---|---|---|
| Not at all | Slightly | Definitely | Markedly | Very severely, I cannot work |
2. **HOME MANAGEMENT** – Cleaning, tidying, shopping, cooking, looking after home/children, paying bills etc.
| 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 |
|---|---|---|---|---|---|---|---|---|
| Not at all | Slightly | Definitely | Markedly | Very severely |
3. **SOCIAL LEISURE ACTIVITIES** – With other people, e.g. parties, pubs, outings, entertaining etc.
| 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 |
|---|---|---|---|---|---|---|---|---|
| Not at all | Slightly | Definitely | Markedly | Very severely |
4. **PRIVATE LEISURE ACTIVITIES** – Done alone, e.g. reading, gardening, sewing, hobbies, walking etc.
| 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 |
|---|---|---|---|---|---|---|---|---|
| Not at all | Slightly | Definitely | Markedly | Very severely |
5. **FAMILY AND RELATIONSHIPS** – Form and maintain close relationships with others including the people that I live with
| 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 |
|---|---|---|---|---|---|---|---|---|
| Not at all | Slightly | Definitely | Markedly | Very severely |
W&SAS total score
IAPT Phobia Scales
Choose a number from the scale below to show how much you would avoid each of the situation or objects listed below and then write the number in the box opposite the situation.
| 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 |
|---|---|---|---|---|---|---|---|---|
| Would not avoid it | Slightly avoid it | Definitely avoid it | Markedly avoid it | Always avoid it |
Social situations due to a fear of being embarrassed or making a fool of myself
Certain situations because of a fear of having a panic attack or other distressing symptoms (such as loss of bladder control, vomiting or dizziness)
Certain situations because of a fear of particular objects or activities (such as animals, heights, seeing blood, being in confined spaces, driving or flying)
IAPT Employment Status Questions
Please indicate which if the following options best describes your current status:
| Option | |
|---------------------------------------------|---|
| Employed full-time (30 hours or more per week) | □ |
| Employed part-time | □ |
| Unemployed | □ |
| Full-time student | □ |
| Retired | □ |
| Full-time homemakers or carer | □ |
Are you currently receiving Statutory Sick Pay?
| Option | |
|--------|---|
| Yes | □ |
| No | □ |
Are you currently receiving Job Seekers Allowance, Income Support or Incapacity benefit?
| Option | |
|--------|---|
| Yes | □ |
| No | □ |
Use of Psychotropic Medication
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Flabellina affinis
by Josep Mª Dacosta and Miquel Pontes
The genus name “Flabellina” derives from the Latin “flabellum” meaning “fan” and it defines a specific gender of nudibranchs that share certain physical characteristics, like having a dorsal fan of appendices called cerata. The species name, “affinis”, means “similar” in ancient Latin. So when we talk about Flabellina affinis (Fig.1 & 2) we have a nudibranch “similar to a fan”. These etymological definitions can be found in the glossary of scientific Latin names of Picton and Morrow’s book (See review page 16) NUDIBRANCHS OF THE BRITISH ISLES, or on the website of the same name at http://www.pictonb.freereserve.co.uk/nudibranchs/latin.html.
Flabellina affinis is coloured translucent violet, an attractive colour underwater, which may resemble phosphorescent to divers, and is probably used by the animal as a warning to possible predators. It is widely accepted that the size of this aeolidacean reaches a maximum of 50mm, most of which is the narrow foot.
It has two violet lamellated rhinophores, (Fig.3) with about 15 horizontal rings each, laid perpendicular to the axis of this appendix, something characteristic of this species. The cerata are also violet and are distributed in 7 or 8 groups, each attached to a lateral appendix or peduncle, which protrudes from the body. The top third of each cerata has a more intense colour than the rest and the red to dark orange digestive gland can be seen inside.
The Flabellina affinis can be distinguished from the very similar Flabellina pedata (fig.5) by having a smaller number of cerata, which end in white tips, become less in number as they progress to the tail, and protrude directly from the body, lacking the base peduncles of the cerata, (a characteristic aspect of the Flabellina affinis). The rhinophores are flat instead of annulate and the egg masses are white. Violet strings laid by Flabellina affinis. (Fig.4) As with other nudibranchs that feed on stinging polyps, the urticant cells or cnidocysts are not released when eaten, instead they are transported to a sack located in the medium intestine and from there to the tip of the cerata, and are known as “cleptocnidia” (“urticant stolen cells”). The cerata and their stinging contents are used as an active defence system by the nudibranch. When a predator attacks, one or more cerata detach, and release the active urticant cells, often deterring the attacker.
Flabellina affinis is considered common at depths of 5 to 20 meters, in shady areas with moderate hydrodynamism, the appropriate environment for its food: the Eudendrium hydrarian colonies. This nudibranch is distributed along the Mediterranean Sea and nearby Atlantic Ocean, being present the whole year round, although it seems more frequent in summer.
The Flabellina affinis, together with the Cratena peregrina (=Hervia costai) and the Peltodoris atromaculata, are three nudibranch common species found while diving or snorkelling along the coast of Spanish Costa Brava.
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Rewilding: Bring in the big beasts to fix ecosystems
By Sara Reardon
Top predators like wolves can shape entire ecosystems (Image: Joel Sartore/National Geographic Creative)
Top animals shape ecosystems, so some conservationists want to unleash big beasts like elephants and lions to restore the countryside.
THE sky is purple and the wind is fierce on top of the cliff. David Burney has to shout as he explains what we’re looking at. Below us is the Makauwahi Cave, which contains the remains of plants and animals going back thousands of years. It is revealing what the Hawaiian island of Kauai was like before people arrived. Here you can find the bones of moa-nalo, the giant flightless ducks that once ruled Hawaii.
“The moa-nalo were giant flightless ducks that once ruled the Hawaiian islands”
For millions of years, these plant-eating fowl roamed the islands, taking their pick of the lush vegetation. There were no large predators to threaten them. Then came the Polynesians. They probably started feasting on the plump, defenceless birds as soon as they had jumped out of their canoes. “It was an instant luau” – a feast – says Burney.
The ducks were soon wiped out, and the onslaught was only just beginning. European settlers introduced rabbits and goats to Hawaii, and the defences that native plants had evolved against the ducks’ thick beaks were little use against sharp teeth. Today, many of the original plant species of Kauai are extinct, replaced by invasive weeds. “For years, I documented extinction,” says Burney, who has spent much of the past two decades unearthing fossils here with his wife Lida Pigott Burney. “I felt like the county coroner.”
Then, a few years ago, the Burneys decided to go beyond studying the past, to recreating it. They searched for surviving native plants and began to plant them on disused farmland near the cave. The Makauwahi Cave Reserve was born. Here, endangered yellow hibiscus flowers called ma’o hau hele, brought from nearby islands and from Kew Gardens in London, stand out starkly against the dark sky. Burney points out a lone loulu palm tree, one of the last of its kind, which he planted after finding it in the cave’s fossil record.
But even on this small site of just a few acres, keeping weeds in check is a major battle. What if, Burney wondered, the giant ducks were still around. They might feast on the weeds in preference to the beak-resistant native plants. So he decided to try a little experiment. As we arrive at an enclosure, one of his surrogate ducks comes to meet us. It is a giant tortoise named Cal. Burney says Cal and his fellow duck impersonators are doing what he hoped. They prefer to eat non-native plants, and they are thriving and laying eggs.
The Makauwahi Cave Reserve is a tiny example of what’s come to be known as “rewilding”. The term means different things to different people, and in the widest sense of putting aside land for wildlife, it has been going on for more than a century. But the rewilding movement now springing up around the world is a bit different. Its supporters almost all agree on two things. First, that many supposedly wild areas are actually a mere shadow of what they were before our ancestors arrived on the scene. Second, that we cannot restore these ruined ecosystems to their former glory without restoring the animals that shaped them – especially the big animals at the top of the food chain.
This is where it gets controversial. In Britain, for instance, there has been opposition to reintroducing the beaver, never mind the wolves and bears that once roamed the island. What’s more, most of the world’s large animals have gone the way of the moa-nalo over the past 10,000 years or so. Undeterred, rewilding enthusiasts want to replace them with substitutes just as Burney is doing – which in North America might mean letting African cheetahs, lions and elephants loose on the great plains. Is this madness or genius?
Surprisingly, one of the most densely populated continents has taken the lead on rewilding. An initiative called Rewilding Europe has set aside ten areas of 1000 hectares that it aims to rewild by 2020. Some of these projects are well under way – red deer and ibex roam sites near the border of Portugal and Spain, for example. Director Wouter Helmer envisions these reserves becoming Europe’s version of the national parks in North America and Africa. “We are not looking backward, we are looking forward,” he says. “It’s the future harmony between man and nature in which we are interested.”
“Surprisingly, Europe has taken the lead in rewilding, setting aside ten areas”
Yet it is easy to forget that nature is red in tooth and claw. Since the 1980s, researchers in the Netherlands have been slowly introducing large grazing animals to a reclaimed marshland, about 40 kilometres from Amsterdam, called the Oostvaardersplassen. But in a particularly harsh winter in 2005, many animals died of starvation, prompting protests from the public and debate in the Dutch parliament over whether this constituted animal cruelty. But feeding the animals, the rewilders argued, would change their behaviour.
As a compromise, the site’s managers now shoot any starving animals they see and leave the bodies for scavengers, although many are not spotted. Drawn to the carrion, white-tailed eagles have returned to the Netherlands for the first time in the modern era. The site now contains thousands of red deer, miniature horses and Heck cattle, a species bred to resemble the 1500-kilogram aurochs that once roamed the area. Sooner or later, wolves are bound to move in.
Wolves were the key to one of the best known examples of rewilding. In 1995, nearly 70 years after hunters had wiped them out, wolves were reintroduced to Yellowstone National Park in the US. In the absence of large predators, deer populations had burgeoned out of control and begun to venture into nearby areas. Overabundant wapiti (also known as elk) ate trees down to their nubs, leaving beavers with no lumber for their dams, which, in turn, changed the flow of rivers. Once the wolves were restored to the park, however, deer and wapiti numbers decreased and they became less bold.
Examples like this show that restoring the animals at the top of the food chain can reshape entire ecosystems. Conservationists say this demonstrates that rewilding can have practical benefits.
To sceptics, though, such complex effects are exactly what is worrisome. “Inserting species into ecosystems with the hope they will play a specified role is incredible science hubris,” says Justin Brashares of the University of California in Berkeley. In some cases, he says, when species have been driven out of an area by people, returning them is not a problem. But history is full of examples of well-meaning introductions of species that got out of control, from cane toads in Australia to the kudzu vine in the US. So there is a lot of caution about the idea of substitute species.
But enthusiasts can point to a few small success stories. On Ile aux Aigrettes, a little island off the coast of Mauritius, 20 Aldabra giant tortoises were introduced by the Mauritian Wildlife Foundation in 2000 as a substitute for the extinct native tortoises. The restoration wasn’t motivated by nostalgia, says Christine Griffiths of the University of Bristol, UK, who leads the project. It was done to help save native plants, such as a kind of ebony tree found only on this island.
Although logging stopped in the 1980s, the trees were not recovering. Since the tortoises arrived, however, seedlings have sprung up everywhere (*Current Biology*, vol 2, p 762). The tortoises eat the trees’ fruits and disperse the seeds about the island in their faeces. The seeds are also more likely to germinate after passing through a tortoise, the team has discovered. “Tortoises would be a wonderful tool for most islands,” Griffiths enthuses.
In 2007, her group introduced Aldabra and Madagascan radiated tortoises to Round Island, also near Mauritius. Its native tortoises are extinct, too, and the island is overrun with weeds, as Kauai is. As hoped, the tortoises are feasting on the weeds and mostly leaving native plants alone, the team reported last year (*Conservation Biology*, vol 27, p 690).
Substituting one tortoise for another on a small island is a fairly safe bet. “It’s hard to imagine a runaway tortoise population,” says rewilding advocate Josh Donlan of Advanced Conservation Strategies, an environmental consultancy based near Salt Lake City, Utah. “We killed them once, we can do it again.” But Donlan wants to go much further to rewild North America.
In a 2005 article in *Nature*, Donlan, Burney and 10 other biologists pointed out that, while most conservationists think of the time before European settlers arrived as the continent’s wild state, they really should look further back. They should focus on the late Pleistocene around 13,000 years ago, before humans wiped out most of the large animals. “History is the best guide we have for creating a roadmap for biodiversity and conservation in the future,” Donlan says.
The group proposed rewilding a large swathe of North America to recreate an ecosystem as rich as the ancient one. The Bolson giant tortoise, now found only in Mexico, could be returned to its former range. Bactrian camels could stand in for North America’s extinct native camelds. African and Asian elephants, the researchers proposed, could replace the lost mammoths, mastodons and gomphotheres that helped maintain grasslands by feeding on trees. African lions could replace the extinct American lion.
The backlash was immediate. Persuading the public that dangerous creatures should be allowed to run wild near inhabited areas, many researchers pointed out, would be nearly as mammoth a task as restoring the mammoths themselves. Scant conservation funds would be better spent preserving the top predators that still survive, such as wolves.
Even with public support and funding, there would still be practical problems. For instance, an analysis by Brashares suggests that the climate in most of North America is not suitable for lions and cheetahs (*PLoS ONE*, e12899). “It’s a fun and interesting philosophical idea, but when the rubber hits the road, we can’t move things around and expect them to do well,” says Brashares.
Climate complicates things in more than one way. In Europe, for instance, one would need to go back at least 50,000 years to determine the continent’s virgin state, but this was the middle of the last ice age, so it is no surprise that the fauna and flora were very different. Go further back to the last interglacial period, 100,000 years ago, when Europe’s climate was similar to the present, and the wildlife was, well, wild. Hippopotamuses and hyenas roamed Britain, for instance. Is this what we should regard as the natural state?
Any serious rewilding effort would also need to consider why a species went extinct. In the New World, the loss of large animals was relatively recent and coincided with the spread of people. But in the Old World, there has been much debate about whether it was warming after the last ice age or ancient hunters that wiped out big animals.
Spain, for instance, had both reindeer and lions 20,000 years ago. It is thought the lions were hunted to extinction, whereas the reindeer couldn’t deal with the warming climate. If so, lions might thrive if reintroduced but reindeer might not.
**Pleistocene Park**
In western Siberia, Sergey Zimov of the Russian Academy of Sciences is turning this argument on its head. Instead of studying the causes of past extinctions to determine whether rewilding is feasible, he is rewilding to see what caused the extinctions.
Zimov has built a 125-hectare “Pleistocene Park” complete with horses, reindeer, musk ox, wapiti and moose. These large herbivores thrived on the Siberian steppe for a million years before disappearing along with the mammoths around 10,000 years ago. The vegetation of the steppe changed too, with grasses giving way to mosses and forests. Zimov suspects hunters triggered this change by killing large numbers of the herbivores. And he hopes to prove it by showing that high densities of herbivores can thrive on the steppe even in a warm climate, and that their presence will restore the original vegetation.
As part of this, Zimov and his colleagues are developing a second park in a warmer area 250 kilometres south of Moscow, containing even more large herbivores as well as, eventually, cheetahs and lions. Tourists will be able to visit this fenced “Wild Field” as if on an African safari, Zimov says.
Rewilding could have other environmental benefits, too, such as helping to slow the melting of permafrost. Undisturbed snow traps ground heat accumulated over the summer, whereas land under trampled snow cools much faster. As a result, the permafrost at Pleistocene Park, is 4 °C cooler than elsewhere, Zimov says. Grasslands also reflect more of the sun’s heat than dark forests. What’s more, Zimov thinks converting the tundra back to grassland will capture carbon from the air.
Besides combating climate change directly, rewilding could also help ameliorate some of the consequences. For instance, the UK has been suffering from severe flooding in recent years. George Monbiot, author of the rewilding manifesto *Feral*, points out that there is strong evidence that reforesting upland areas denuded by Britain’s ancient farmers will reduce water run-off.
In many places the land is deliberately kept tree-free, but in some parts the burgeoning deer population is thwarting reforestation efforts by destroying saplings. So introducing wolves could help, as in Yellowstone.
For its enthusiasts, though, rewilding is about more than practical benefits. In a world where we are bombarded by dismal news about the environment, it offers inspiration rather than gloom. “It’s a new kind of ecotourism that captures the imagination,” says Joe Bull of Imperial College London, who runs a rewilding consultancy.
**“Rewilding is a new kind of ecotourism that captures the imagination”**
Even critics such as Tim Caro of the University of California in Davis, who dismisses the idea of Pleistocene rewilding with exotic animals such as elephants as “a stupid idea”, concede this point. “It’s a more positive view of conservation rather than just talking about what went wrong,” he says.
**Leader:** “When is an artificial ecosystem no longer a fake?”
**Clarification:** Moose can cause an elk of a muddle. A possible confusion over whether this article referred to wapiti (also known as elk) or moose (known as elk in Europe) has been clarified since this article was first published.
*This article appeared in print under the headline "Return of the wild"* | <urn:uuid:ffca9a10-89b9-40f5-aa95-dce2ff7e02e5> | CC-MAIN-2023-50 | https://www.sarareardon.com/_files/ugd/f4c10a_0ae15890099241608a7e0c03bf6abb13.pdf | 2023-11-30T17:21:44+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100229.44/warc/CC-MAIN-20231130161920-20231130191920-00673.warc.gz | 1,118,467,128 | 3,262 | eng_Latn | eng_Latn | 0.99871 | eng_Latn | 0.998703 | [
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What is the electron structure in an atom?
The electron structure of an atom is very important. Scientists use the electronic structure of atoms to predict bonding in molecules, the charge(s) an atom might have, and the physical properties of elements. In order for scientists to describe the electron structure in an atom, they give the electrons “addresses.” Just like your address might include your house number, street, city, and state, an electron’s “address” has multiple parts. In this activity, you will learn how the electrons fill up the available spaces in an atom and how their “addresses” or configurations are assigned.
1. Examine the boarding house diagrams above. Choosing from the lettered list to the left (below), match the meaning of each symbol (as used in the diagrams and configurations above) with the correct description in the list to the right (below). Write the letter of each symbol on the line to the left of each description.
a.
b.
c. $1s^2\ 2s^2\ 2p^6\ 3s^1$
_______ Bunk bed for boarders
_______ Manager’s code for the number of boarders in the house, and their room assignments
_______ Boarder
2. Refer to the diagram above.
a. How many boarders were in the boarding house at 5:00 pm?
b. What two ways could you have used to determine your answer for part a.?
3. Examine each diagram in Model 1, and the corresponding manager’s code. Using the 5:00 pm manager’s code shown below, underline the floor numbers in red, circle the types of rooms in green, and draw a box around the number of boarders in yellow.
\[ 1s^2 \quad 2s^2 \quad 2p^4 \]
4. The manager of the boarding house has some very strict rules on how beds will be rented out for the night. Examine the diagrams in Model 1 and the statements below to determine the phrase that best describes the manager’s set of rules. Draw a line through the incorrect answers in the underlined portion of the sentence, so that the sentence is a correct statement.
a. The boarding house will rent out beds on the (1st, 2nd, 3rd, any) floor first.
b. Boarders are only allowed to double up in a bunk in a room when (there is an even number of boarders in the room, all bottom bunks are occupied).
c. The next floor of rooms will be opened for boarders only when (half of the bunks, at least one of the rooms, all of the bunks) on the floor below are occupied.
d. The pink room on a floor will be opened for boarders only when (all of the lower bunks in the sunny room on that floor are occupied, all of the bunks in the sunny room on that floor are occupied, the sunny room on that floor is open).
5. Finish filling in the boarding house diagram below, to represent the sleeping situation when 14 boarders are present, and then write the manager’s code on the line to the right of the diagram.
Sunny Rooms
Pink Rooms
Kitchen
_________________________
Ground State Orbital Diagrams and Electron Configurations
Compare the ground state orbital diagrams below to the boarding house diagrams on page 1. Compare the electron configurations below to the manager’s code, also on page 1.
| Increasing Energy | Hydrogen | Beryllium | Oxygen |
|-------------------|----------|-----------|--------|
| 3s | | | |
| 2p | | | |
| 1s | ↑ | ↑ | ↑ |
| | 1s<sup>1</sup> | 1s<sup>2</sup> 2s<sup>2</sup> | 1s<sup>2</sup> 2s<sup>2</sup> 2p<sup>4</sup> |
| Sodium | Aluminum | Phosphorus |
|--------|----------|------------|
| 3s | 3s | 3s |
| 2p | 2p | 2p |
| 1s | ↑↓ | ↑↓ |
| | 1s<sup>2</sup> 2s<sup>2</sup> 2p<sup>6</sup> 3s<sup>1</sup> | 1s<sup>2</sup> 2s<sup>2</sup> 2p<sup>6</sup> 3s<sup>2</sup> 3p<sup>1</sup> | 1s<sup>2</sup> 2s<sup>2</sup> 2p<sup>6</sup> 3s<sup>2</sup> 3p<sup>3</sup> |
6. Examine the orbital diagrams and electron configurations as shown above. Choosing from the lettered list to the left (below), match the meaning of each symbol (as used in the diagrams and configurations above) with the correct description in the list to the right (below). Write the letter of each symbol on the line to the left of each description.
a. 1s<sup>2</sup> 2s<sup>2</sup> 2p<sup>4</sup>
______ Single electron (individual boarder)
b. □
______ Pair of electrons with opposite spins (boarders in a bunk bed together)
c. ↑
______ Atomic orbital (room in boarding house)
d. ↑↓
______ Electron configuration (manager’s code)
e. □□□
______ Sublevel, set of orbitals having equivalent energy (rooms with the same name in boarding house)
7. Consider the orbital diagram for oxygen on the previous page 3.
a. How many electrons are present in the orbital diagram?
b. Checking the periodic table, is your answer to part (a) the correct number of electrons for oxygen?
8. Examine the electron configuration for oxygen, as compared with the corresponding 5:00 pm manager’s code shown below. Underline the energy levels in red, circle the sublevels in green, and draw a box around the number of electrons in yellow.
\[1s^2 \quad 2s^2 \quad 2p^4\]
9. The lowest potential energy arrangement of electrons in an atom is called the ground state. Ground state electron configurations can be predicted by a strict set of rules known as the Aufbau Principle (“aufbau” means filling up). Examine the diagrams on page 3 and the statements below to determine the phrase that best describes each rule. Draw a line through the incorrect answers in the underlined portion of the sentence, so that the sentence is a correct statement.
a. Based on where a single electron is placed, the lowest potential energy electron in an atom is found in the (1st, 2nd, 3rd, any) sublevel.
b. Electrons will pair up in an orbital only when (there is an even number of electrons in the sublevel, all the orbitals in the same sublevel have one electron).
c. Electrons can begin to occupy energy levels with the next highest integer designation only after (half of the orbitals, at least one of the orbitals, all of the orbitals) on the energy level below are occupied.
d. Electrons will occupy a p-orbital only after (the previous s-orbital is half full, the previous s-orbital is completely full, the previous s-orbital is empty).
10. The Pauli Exclusion Principle describes the restriction on the placement of electrons into the same orbital. The Pauli exclusion principle can be expressed as: “If two electrons occupy the same orbital, they must have (the same spin, opposite spin).”
11. Hund’s Rule describes how electrons are distributed among orbitals of the same sublevel when there is more than one way to distribute them. Hund’s rule consists of two important ideas.
a. Electrons will pair up in an orbital only when (there is an even number of electrons in the sublevel, all the orbitals in the same sublevel have one electron).
b. When single electrons occupy different orbitals of the same sublevel, (they all have the same spin, they all have different spins, their spins are random).
12. Finish filling in the orbital diagram for silicon AND write the electron configuration on the line above the diagram.
13. Put a box around all the electrons in the orbital diagram you filled in that would represent the electrons of the neon atom.
14. On the line below, to the right of the [Ne], write the electron configuration for all of the electrons in the diagram that you did NOT put a box around.
[Ne]
You have just written the condensed electron configuration for silicon.
What is the electron structure in an atom?
The electron structure of an atom is very important. Scientists use the electronic structure of atoms to predict bonding in molecules, the charge(s) an atom might have, and the physical properties of elements. In order for scientists to describe the electron structure in an atom, they give the electrons “addresses.” Just like your address might include your house number, street, city, and state, an electron’s “address” has multiple parts. In this activity, you will learn how the electrons fill up the available spaces in an atom and how their “addresses” or configurations are assigned.
1. Examine the boarding house diagrams above. Choosing from the lettered list to the left (below), match the meaning of each symbol (as used in the diagrams and configurations above) with the correct description in the list to the right (below). Write the letter of each symbol on the line to the left of each description.
a.
b.
c.
2. Refer to the diagram above.
a. How many boarders were in the boarding house at 5:00 pm?
8 boarders at 5pm
b. What two ways could you have used to determine your answer for part a.?
By counting the 8 circles or adding up the exponents in the manager’s code $1s^2 \ 2s^2 \ 2p^4$
3. Examine each diagram in Model 1, and the corresponding manager’s code. Using the 5:00 pm manager’s code shown below, underline the floor numbers in red, circle the types of rooms in green, and draw a box around the number of boarders in yellow.
\[ \text{1s}^2 \quad \text{2s}^2 \quad \text{2p}^4 \]
4. The manager of the boarding house has some very strict rules on how beds will be rented out for the night. Examine the diagrams in Model 1 and the statements below to determine the phrase that best describes the manager’s set of rules. Draw a line through the incorrect answers in the underlined portion of the sentence, so that the sentence is a correct statement.
a. The boarding house will rent out beds on the (1st, 2nd, 3rd, any) floor first.
b. Boarders are only allowed to double up in a bunk in a room when (there is an even number of boarders in the room, all bottom bunks are occupied).
c. The next floor of rooms will be opened for boarders only when (half of the bunks, at least one of the rooms, all of the bunks) on the floor below are occupied.
d. The pink room on a floor will be opened for boarders only when (all of the lower bunks in the sunny room on that floor are occupied, all of the bunks in the sunny room on that floor are occupied, the sunny room on that floor is open).
5. Finish filling in the boarding house diagram below, to represent the sleeping situation when 14 boarders are present, and then write the manager’s code on the line to the right of the diagram.
\[ \text{1s}^2 \quad \text{2s}^2 \quad \text{2p}^6 \quad \text{3s}^2 \quad \text{3p}^2 \]
Ground State Orbital Diagrams and Electron Configurations
Compare the ground state orbital diagrams below to the boarding house diagrams on page 1. Compare the electron configurations below to the manager’s code, also on page 1.
| Increasing Energy | Hydrogen | Beryllium | Oxygen |
|-------------------|----------|-----------|--------|
| 3s | | | |
| 2p | | | |
| 1s | ↑ | ↑ | ↑ |
| | 1s<sup>1</sup> | 1s<sup>2</sup> 2s<sup>2</sup> | 1s<sup>2</sup> 2s<sup>2</sup> 2p<sup>4</sup> |
| Sodium | Aluminum | Phosphorus |
|--------|----------|------------|
| 3s | 3s | 3s |
| 2p | 2p | 2p |
| 1s | ↑↓ | ↑↓ |
| | 1s<sup>2</sup> 2s<sup>2</sup> 2p<sup>6</sup> 3s<sup>1</sup> | 1s<sup>2</sup> 2s<sup>2</sup> 2p<sup>6</sup> 3s<sup>2</sup> 3p<sup>1</sup> | 1s<sup>2</sup> 2s<sup>2</sup> 2p<sup>6</sup> 3s<sup>2</sup> 3p<sup>3</sup> |
6. Examine the orbital diagrams and electron configurations as shown above. Choosing from the lettered list to the left (below), match the meaning of each symbol (as used in the diagrams and configurations above) with the correct description in the list to the right (below). Write the letter of each symbol on the line to the left of each description.
a. 1s<sup>2</sup> 2s<sup>2</sup> 2p<sup>4</sup>
c. ↑ Single electron (individual boarder)
b. □
d. ↑↓ Pair of electrons with opposite spins (boarders in a bunk bed together)
c. ↑
b. □ Atomic orbital (room in boarding house)
d. ↑↓
a. 1s<sup>2</sup> 2s<sup>2</sup> 2p<sup>4</sup> Electron configuration (manager’s code)
e. □□□
e. Sublevel, set of orbitals having equivalent energy (rooms with the same name in boarding house)
7. Consider the orbital diagram for oxygen on the previous page 3.
a. How many electrons are present in the orbital diagram? 8
b. Checking the periodic table, is your answer to part (a) is the correct number of electrons for oxygen? yes
8. Examine the electron configuration for oxygen, as compared with the corresponding 5:00 pm manager’s code shown below. Underline the energy levels in red, circle the sublevels in green, and draw a box around the number of electrons in yellow.
\[ \text{1s}^2 \quad \text{2s}^2 \quad \text{2p}^4 \]
9. The lowest potential energy arrangement of electrons in an atom is called the ground state. Ground state electron configurations can be predicted by a strict set of rules known as the Aufbau Principle (“aufbau” means filling up). Examine the diagrams on page 3 and the statements below to determine the phrase that best describes each rule. Draw a line through the incorrect answers in the underlined portion of the sentence, so that the sentence is a correct statement.
a. Based on where a single electron is placed, the lowest potential energy electron in an atom is found in the (1st, 2nd, 3rd, any) sublevel.
b. Electrons will pair up in an orbital only when (there is an even number of electrons in the sublevel, all the orbitals in the same sublevel have one electron).
c. Electrons can begin to occupy energy levels with the next highest integer designation only after (half of the orbitals, at least one of the orbitals, all of the orbitals) on the energy level below are occupied.
d. Electrons will occupy a p-orbital only after (the previous s-orbital is half full, the previous s-orbital is completely full, the previous s-orbital is empty).
10. The Pauli Exclusion Principle describes the restriction on the placement of electrons into the same orbital. The Pauli exclusion principle can be expressed as: “If two electrons occupy the same orbital, they must have (the same spin, opposite spin).”
11. Hund’s Rule describes how electrons are distributed among orbitals of the same sublevel when there is more than one way to distribute them. Hund’s rule consists of two important ideas.
a. Electrons will pair up in an orbital only when (there is an even number of electrons in the sublevel, all the orbitals in the same sublevel have one electron).
b. When single electrons occupy different orbitals of the same sublevel, (they all have the same spin, they all have different spins, their spins are random).
12. Finish filling in the orbital diagram for silicon AND write the electron configuration on the line above the diagram.
\[ \text{1s}^2 \quad \text{2s}^2 \quad \text{2p}^6 \quad \text{3s}^2 \quad \text{3p}^2 \]
13. Put a box around all the electrons in the orbital diagram you filled in that would represent the electrons of the neon atom.
14. On the line below, to the right of the [Ne], write the electron configuration for all of the electrons in the diagram that you did NOT put a box around.
\[ \text{[Ne] 3s}^2 \quad \text{3p}^2 \]
You have just written the condensed electron configuration for silicon. | <urn:uuid:6339c0c4-493b-487b-b2e3-59fda68f945d> | CC-MAIN-2018-05 | http://bluedevilchem.com/honorchem/hunits/hunits/Ddocs_files/nsD3.ElectronConfig.pdf | 2018-01-22T17:53:53Z | crawl-data/CC-MAIN-2018-05/segments/1516084891530.91/warc/CC-MAIN-20180122173425-20180122193425-00048.warc.gz | 47,862,045 | 3,962 | eng_Latn | eng_Latn | 0.994701 | eng_Latn | 0.997355 | [
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| Subject/Term 3 | Week 1 | Week 2 | Week 3 | Week 4 | Week 5 | Week 6 | Week 7 | Week 8 | Week 9 | Week 10 |
|----------------|--------|--------|--------|--------|--------|--------|--------|--------|--------|---------|
| Date | 29 Jun - 3 Jul | 6 Jul - 10 Jul | 13 Jul - 17 Jul | 20 Jul - 24 Jul | 27 Jul - 31 Jul | 3 Aug - 7 Aug | 10 Aug - 14 Aug | 17 Aug - 21 Aug | 24 Aug - 28 Aug | 31 Aug - 4 Sep |
| English | STELLAR Unit 7: The Giant’s Ice-Cream | STELLAR UNIT 8: Ants in a Hurry | STELLAR UNIT 9: Poggy Frog and the Cows |
| Math | Numbers to 100 | Addition and Subtraction Within 100 | Multiplication | Division |
| Chinese Language | 第十一课 我的同学 | 第十二课 我爱干净 | 第十三课 你看见我的袜子了吗 | 第十四课 家里这么干净啊 | 第十五课 你想吃什么 |
| Malay Language | Unit 6: Bersiar-siar | Unit 7: Aktiviti Harian | Unit 8: Belajar Apa Hari Ini | Revision |
| Tamil Language | தமிழ் 1B Unit 1: பாடத்தின் வழியம் | தமிழ் 1B Unit 2: கோட்டுருக்கள் அல்லது மொழி | தமிழ் 1B Unit 3: இலக்கண உயிர்கள் | தமிழ் 1B Unit 4: இலக்கண உயிர்கள் | தமிழ் 1B Unit 5: இலக்கண உயிர்கள் | தமிழ் 1B Unit 6: இலக்கண உயிர்கள் | Revision | தமிழ் 1B Unit 7: இலக்கண உயிர்கள் | Revision |
| Art | My Thumb-prints | Rub-A-Dub-Dub | Smooth or Rough | Warm or Cool | Term 3 Art Assessment |
| Music | Going Higher, Going Lower | Phrases | Fast and Slow | Getting Louder, Getting Softer | Term 3 Music Assessment |
| Physical Education | Games and Sports - Self-toss | Games and Sports - Bouncing | Games and Sports - Striking with a body part | Outdoor Education - Navigation skills | Physical Health and Fitness |
| Character and Citizenship Education | Let’s Speak Respectfully | Happy Family | I Am A Good Neighbour | Racial Harmony Day | Uncle Simon Says, The Two Stubborn Goats | Joyous Occasions | National Day - Let’s Celebrate Together! | Revision |
| Form Teacher Guidance Period | Making Decisions: Stop! Think! Do! | Conduct Grading | Making Decisions: Surf Safe | Racial Harmony Day | Interaction Activity: Class Link | My Feelings: What’s In A Touch? | My Learning: It’s Not My Fault | My Learning: Stay Safe from Bad Touch | My Feelings: Excitement | Managing My Emotional State: Managing Excitement |
| Learning Journey | Jacob Ballas Children’s Garden 8 July 2015 - 1/1 to 1/3 10 July 2015 - 1/4 to 1/6 |
| Others | Mother Tongue Fortnight | Racial Harmony Day 20 Jul 2015 | National Day Celebration 6 Aug 2015 | Sports Carnival & Teachers’ Day Celebration 3 Sep 2015 |
| Subject/Term 3 | Week 1 | Week 2 | Week 3 | Week 4 | Week 5 | Week 6 | Week 7 | Week 8 | Week 9 | Week 10 |
|----------------|--------|--------|--------|--------|--------|--------|--------|--------|--------|---------|
| Date | 29 Jun - 3 Jul | 6 Jul - 10 Jul | 13 Jul - 17 Jul | 20 Jul - 24 Jul | 27 Jul - 31 Jul | 3 Aug - 7 Aug | 10 Aug - 14 Aug | 17 Aug - 21 Aug | 24 Aug - 28 Aug | 31 Aug - 4 Sep |
| English | Unit 7: Food Fit for King | Stimulus-based Conversation | Unit 8: Billy McBrown | Unit 9: The Grasshopper and The Ant | Review 5 | Review 6 | Revision |
| Math | Multiplication Tables of 2 & 3 | Addition and Subtraction | Money | Shapes | Solids | Fractions |
| Chinese Language | 第十三课 小鸟和大树“包”字歌 | 第十四课 他们自己爬上来了吗/我不走了 | 第十五课 学华语/北极熊寄冰 | 第十六课 司马光救人/乌鸦喝水 | 新加坡拉/组屋歌 | Revision | 第十八课 雷公公和电婆婆/四季歌 |
| Malay Language | Unit 8: Cita-cita Saya | Unit 9: Cerita Teladan | Unit 10: Bersopan Santun | Unit 11: Menjalin Hubungan | Revision | Revision |
| Tamil Language | 2B Unit 1: உங்கள் விளையாடுதல் | 2B Unit 2: உங்கள் விளையாடுதல் | 2B Unit 3: உங்கள் விளையாடுதல் | 2B Unit 4: உங்கள் விளையாடுதல் | 2B Unit 5: உங்கள் விளையாடுதல் | 2B Unit 6: உங்கள் விளையாடுதல் | 2B Unit 7: உங்கள் விளையாடுதல் | Revision | Revision |
| Art | Alike, Yet Different! | Zoom! | Dress Me Up with | Find a Tool! | Term 3 Art Assessment |
| Music | Canons | Flutes | The Conductor | Scale | Term 3 Music Assessment |
| Physical Education | Games and Sports - Striking and trapping using the side-arm movement | Games and Sports - Striking and trapping using a long-handed implement | Games and Sports - Tapping a ball along the ground | Games and Sports - Dribble with dominant and non-dominant hand | Games and Sports - Kick using the instep of the foot | Games and Sports - kick using a smooth running transition | Physical Health and Fitness |
| Character and Citizenship Education | Our Names | We Are Friends | Uncle Simon Says, The Story of the Giant Turnip | Racial Harmony Day | Respecting Classmates | Our Festivals | Let’s Play | National Day | Revision |
| Form Teacher Guidance Period | Managing My Emotional State: I Can Cope | Conduct Grading | Interaction Activity: Everyone in Our Class is Important | Racial Harmony Day | Making Decisions: What I Do Can Affect Others | My Learning: I Can Manage IT | Interaction Activity: Class Link | Interaction Activity: Let’s Talk | Relating To Others: Rules are Important To Us | Interaction Activity: Interview Me |
| Learning Journey | | | | | | | | | | National Orchid Garden 1 Sept 2015 - 2/1 to 2/3 2 Sept 2015 - 2/4 to 2/6 |
| Enrichment | P2 Calligraphy Class for selected CL pupils | | | | | | | | P2 Calligraphy Class for selected CL pupils |
| Others | | Mother Tongue Fortnight | Racial Harmony Day 20 Jul 2015 | Parent-Teacher-Child Conference 31 Jul 2015 | National Day Celebration 6 Aug 2015 | | | | | Sports Carnival & Teachers’ Day Celebration 3 Sep 2015 |
| Subject/Term 3 | Week 1 | Week 2 | Week 3 | Week 4 | Week 5 | Week 6 | Week 7 | Week 8 | Week 9 | Week 10 |
|---------------|-----------------|-----------------|-----------------|-----------------|-----------------|-----------------|-----------------|-----------------|-----------------|-----------------|
| Date | 29 Jun - 3 Jul | 6 Jul - 10 Jul | 13 Jul - 17 Jul | 20 Jul - 24 Jul | 27 Jul - 31 Jul | 3 Aug - 7 Aug | 10 Aug - 14 Aug | 17 Aug - 21 Aug | 24 Aug - 28 Aug | 31 Aug - 4 Sep |
| English | Unit 8: The Blink-off | Unit 9: There's a Boy Under my Bed | | | | | | | | |
| | | | | | | | | | | Revision |
| Math | Measures | Measures & Graphs | Bar Graphs | Fractions | Performance Task| Time | Review 2 | | | Revision |
| Science | Diversity: Chap 5 Materials | | Systems: Chap 1 Animal System | | | | Revision | Systems: Chap 2 Plant System | |
| Chinese Language | 第十二课称赞 | | 第十三课看电视 | 第十四课红山的传说 | Presentation based on reading | 第十五课有人给我写信了 | | | Review 2 | |
| Malay Language | Unit 7: Pakaian | Unit 8: Makanan Tempatan dan Serantau | | Revision | Presentation based on reading | Unit 9: Pengembaraan Titis | | | Review 2 | |
| Tamil Language | தமிழ் மொழி 3B வருங்கள் 7 | தமிழ் மொழி 3B வருங்கள் 8 | | Revision | Presentation based on reading | தமிழ் மொழி 3B வருங்கள் 9 | தமிழ் மொழி 3B வருங்கள் 10 | | Review 2 | |
| Art | Strike a Pose! | Colour Moods | Drawing Nature | Repeat After Me | | | | Term 3 Art Assessment | |
| Music | Words and Music | Music to Inspire | Brass Instrument| Ostinato | | | | Term 3 Music Assessment | |
| Physical Education | | | | | | | | | |
| Swimming Programme | | | | | | | | | |
| Character and Citizenship Education | A Lovely Wedding | Our Singapore Memories | Racial Harmony Day | A Learning Journey | Let's Keep Our Classroom Beautiful | National Day | | Revision | |
| Form Teacher Guidance Period | Making Decisions: Be a Cyberworld Safety Ambassador | Conduct Grading | Interaction Activity: Body Word | Racial Harmony Day | My Feelings: Disappointment | Managing My Emotional State: Managing Disappointment | Interaction Activity: Everyone Counts | My Learning: Keeping Focused on my Goals | Peers and School: I Care For My Friends | Interaction Activity: Fold, Newspaper, Fold |
| Learning Journey | | | | | | | | | |
| Values In Action | | | | | | | | | |
| Class Recycling Project | | | | | | | | | |
| Others | | Mother Tongue Fortnight | Racial Harmony Day 20 Jul 2015 | Parent-Teacher Meeting 31 Jul 2015 | National Day Celebration 6 Aug 2015 | | | Sports Carnival & Teachers' Day Celebration 3 Sep 2015 | | |
*Assessments in bold. Please refer to Term 3 Holistic Assessment Plan given out on 3 July 2015.*
# P4 Collation of Activities for Term 3 2015
*Assessments in bold. Please refer to Term 3 Holistic Assessment Plan given out on 3 July 2015.*
| Subject/Term 3 | Week 1 | Week 2 | Week 3 | Week 4 | Week 5 | Week 6 | Week 7 | Week 8 | Week 9 | Week 10 |
|----------------|-----------------|-----------------|-----------------|-----------------|-----------------|-----------------|-----------------|-----------------|-----------------|-----------------|
| Date | 29 Jun - 3 Jul | 6 Jul - 10 Jul | 13 Jul - 17 Jul | 20 Jul - 24 Jul | 27 Jul - 31 Jul | 3 Aug - 7 Aug | 10 Aug - 14 Aug | 17 Aug - 21 Aug | 24 Aug - 28 Aug | 31 Aug - 4 Sep |
| English | Unit 7: Sports Day | | | | | | | | | Revision |
| Math | Decimals | Decimals & Four Operations of Decimals | Four Operations of Decimals | Four Operations of Decimals & Time | Time | Revision: Whole Numbers, Fractions, Decimals | Review 2 | Revision: Whole Numbers, Fractions, |
| Science | Energy: Chap 1 Light and Shadows | | | | | | | | | Revision |
| Chinese Language | 第十一课 “第三只手” | 第十二课 第一次参加马来人婚礼 | 第十三课 不一样的快餐店 | 第十四课 词典大楼/桐农 | 第十五课 中秋游园会 | Revision | Review 2 | Revision | 第十六课 三借芭蕉扇 |
| Malay Language | UNIT 7: OLEH-OLEH DARI SEBERANG | UNIT 8: LEGENDA | | Revision | Revision | UNIT 9: NEGARAKU SINGAPURA | Review 2 | Revision |
| Tamil Language | தமிழ்பாடல் 4B பேருந்து 7 | தமிழ்பாடல் 4B பேருந்து 8 | தமிழ்பாடல் 4B பேருந்து 9 | தமிழ்பாடல் 4B பேருந்து 10 | Revision | Review 2 | Revision |
| Art | Cartoon Characters | Deco-Textures | Fantastic Dream | | | | | | | Term 3 Art Assessment |
| Music | It’s Our Anthem! | Instrument with wood and metal bars | | | | | | | Term 3 Music Assessment |
| Physical Education | Gymnastics – Balancing | Gymnastics – Balancing and Rotating | Gymnastics – Mounting, Dismounting and Vaulting | Gymnastics - Sequencing | Dance – Jump Jam - Stop, Drop and Roll | OE – Enhancing physical health and well-being – Navigation skills |
| Character and Citizenship Education | Remembering the Past | Appreciation Day | Arif’s New Friend | Racial Harmony Day | Arif’s New Friend | Would You Care? | National Day | Revision |
| Form Teacher Guidance Period | Interaction Activity: Back to Back | Conduct Grading | Appreciating Diversity: Exploring the Internet | Racial Harmony Day | Relationship Management: Ways to Build Relationships | Interaction Activity: Body Word | P4 Camp | Interaction Activity: Everyone Counts | Team and Community: Listen, Clarify, Express! | Interaction Activity: Fold, Newspaper, Fold |
| Learning Journey | Bukit Chandu and Old Ford Factory 8 July 2015 | Math Shopping Trip (AM) | | | | | | | | |
| Values In Action | | Mother Tongue Fortnight | Racial Harmony Day 20 Jul 2015 | Parent-Teacher Meeting 31 Jul 2015 | National Day Celebration 6 Aug 2015 | P4 Camp 11-12 Aug 2015 | | | | Sports Carnival & Teachers’ Day Celebration 3 Sep 2015 |
Class Recycling Project
| Subject/Term 3 | Week 1 | Week 2 | Week 3 | Week 4 | Week 5 | Week 6 | Week 7 | Week 8 | Week 9 | Week 10 |
|---------------|-----------------|-----------------|-----------------|-----------------|-----------------|-----------------|-----------------|-----------------|-----------------|-----------------|
| Date | 29 Jun - 3 Jul | 6 Jul - 10 Jul | 13 Jul - 17 Jul | 20 Jul - 24 Jul | 27 Jul - 31 Jul | 3 Aug - 7 Aug | 10 Aug - 14 Aug | 17 Aug - 21 Aug | 24 Aug - 28 Aug | 31 Aug - 4 Sep |
| English | | | | | | Revision | Revision/Practice Papers | Prelim Listening Comprehension / PSLE Oral | | |
| Foundation English | | | | | | Prelim Oral | Revision/Practice Papers | | | |
| Math | Circles | Pie Charts | Volumes | Triangles & Four-Sided Figures | More Challenging Problems | Revision/Practice Papers | | | |
| Foundation Math | Volume | | | | | | | | |
| Science | | | | | | Problem Solving | Revision/Practice Papers | | | |
| Foundation Science | | | | | | | | | |
| Chinese Language | 第九课 想别人没想到的 | 第十课 躺在波浪上看书 | Revision | Revision and Prelim Oral | Revision/Practice Papers | Prelim Listening Comprehension / PSLE Oral | | | Revision |
| Higher Chinese Language | 第十二课 有趣的会话课 / 狐狸搬家 | Revision | | | | | | | |
| Foundation Chinese | 第十课 不一样的足球赛 | Revision | | | | | | | |
| Malay Language | Unit 5: Kita Istimewa | Unit 6: Berita Semasa | Unit 7: Pencipta dan Ciptaan | Revision | | | | | |
| Foundation Malay | Unit 4: Kami Istimewa | Unit 5: Berita Semasa | Unit 6: Tokoh Dunia | Revision | | | | | |
| Tamil Language | தமிழ் மொழி 6B பதில்கள் 7 | தமிழ் மொழி 6B பதில்கள் 8 | தமிழ் மொழி 6B பதில்கள் 9 | Revision | | | | | |
| Higher Tamil Language | | | | | | | | | |
| Foundation Tamil | | | | | | | | | |
| Music | World Percussion | | | | | | | | Term 3 Music Assessment |
| Art | Artful Thinking | | | | | | | | Term 3 Art Assessment |
| Physical Education | Badminton - Serving, Receiving, Footwork, Game Play | Tchoukball - Throwing and Catching, Game Play | Dance – ‘I Gotta Feeling’ Jump Jam |
| Character and Citizenship Education | Respecting Differences | Religious Harmony | Racial Harmony Day | Lending a Hand | National Day | Kindsville Times Activities | Preliminary Examination | Heart to Heart |
| Form Teacher Guidance Period | Appreciating Differences | Conduct Grading | Walk on Water | Racial Harmony Day | Step Right In | Many Parts to a Body | Hoop Down! | Pen It as a Group | Get Hold Of the Cheese |
| Others | | | National Education Quiz | Parent-Teacher Meeting 31 Jul 2015 | National Day Celebration 6 Aug 2015 | Sports Carnival & Teachers’ Day Celebration 3 Sep 2015 | | <urn:uuid:852e04cd-6376-401d-bcae-3443f42b1646> | CC-MAIN-2018-05 | http://jingshanpri.moe.edu.sg/cos/o.x?c=/qql/pagetree&func=download&rid=55549 | 2018-01-22T18:24:01Z | crawl-data/CC-MAIN-2018-05/segments/1516084891530.91/warc/CC-MAIN-20180122173425-20180122193425-00048.warc.gz | 171,171,533 | 4,783 | eng_Latn | eng_Latn | 0.916875 | eng_Latn | 0.914515 | [
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How children from a very young age respond to stimulating environments when they are the decision makers
Thursday 20 September 2018
Carmel Phillips (Victorian Curriculum & Assessment Authority)
Alex Price (Museum Victoria)
Cultural organisations
• Significant places of learning for children and families for life
• Collaborative environments for interactive learning
• Influencing wellbeing, identity and learning from birth
Learning in community
Broader economic, political, social and environmental influences
Community environments, networks and services
Kinship and cultural influences
Family
Child
Places of worship
Schools
Local gov
Health services
Parks
Safety
Friends
Cultural leaders
Clubs
Extended family
Early childhood education and care
Religious leaders
Neighbours
Playgrounds
Cultural organisations
Experience
Culture
Peers
Specialist services
Be the difference for children and families
Early Childhood Australia National Conference 2018
Early Childhood Australia
A voice for young children
Celebrating 80 years
Museums as powerful spaces for learning with children and families
- The role of adults (family) as both teacher and learner
- Joint inquiry with children that develops from this
- Museums as third spaces of learning alongside early childhood education and care services and schools
- Liberating spaces - families and children choose their own pathways across the museum
Pauline Gandel Children’s Gallery
Vision
A wondrous place filled with multi-sensory, child-led, play-based learning adventures where children’s minds run free.
• Targets young children (birth to 5 years) their families and early childhood educators
• Founded in developmental and early learning principles
Children experiencing a sense of wonder, delight and belonging in spaces that are places of learning
Consulting with families and carers
Visitor needs and expectations
Audience research dedicated to the Children’s Gallery has determined varying modes of behaviour of the child and the parent/carer whilst in the space.
- Child and parent/carer family playing together, investigating and exploring
- Child playing, parent/carer observing and encouraging
- Child playing, parent/carer chilling - coffee, relaxation spaces, line of sight to children
Brainstorming and testing with children
• Polyglot Theatre Company at Gowrie Victoria’s Harbour Family and Children’s Centre
• Create Your Own Museum Workshops
The Shapes Posting Wall
Children plan, create, test and retest their designs
Consulting and briefing with adults
• Health Professionals Consultation Group
• Early Learning Reference Group
Museum Generation Campaign
Museums Victoria partnered with Maternal and Child Health Nurse network to give every baby born, fostered or adopted in Victoria in 2017 a free six-month Museum Victoria Membership.
Interactions across the Museum
• Intergenerational learning between children and adults
• Exploring and investigating together
• Sharing spaces that encourage engagement, interaction and active participation
Bringing Museum content into everyday learning
Early Childhood Australia | Celebrating 80 years
EARLY CHILDHOOD AUSTRALIA NATIONAL CONFERENCE 2018
BE THE DIFFERENCE FOR CHILDREN AND FAMILIES
References
Department of Education, Employment and Workplace Relations 2010, *Belonging, Being and Becoming: Educator’s Guide to the Early Years Learning Framework for Australia*
Department of Education and Training 2016, *Victorian Early Years Learning and Development Framework: For all children from birth to eight years*, Victorian Government, East Melbourne, http://www.education.vic.gov.au/childhood/providers/edcare/Pages/veyldf.aspx
McClure, E.R, Guernsey, L. Clements, D.H. Bales, S.N. Nichols, J. Kendall-Taylor,N,& Levine M.H.(2017) , *STEM starts early: Grounding science, technology, engineering and math education in early years*. New York: The Joan Ganz Cooney Centre at Sesame Workshop
Whitty, H. 2017, Museum literacy : a sociomaterial study of families, literacies and museum objects , PhD thesis, University of Technology Sydney accessible via http://hdl.handle.net/10453/116691 | <urn:uuid:13b5b24d-865f-4bcf-9527-c00ecebb63ed> | CC-MAIN-2018-51 | http://www.ecaconference.com.au/wp-content/uploads/2018/10/Carmel_Phillips.pdf | 2018-12-13T18:29:57Z | crawl-data/CC-MAIN-2018-51/segments/1544376825029.40/warc/CC-MAIN-20181213171808-20181213193308-00264.warc.gz | 358,844,516 | 863 | eng_Latn | eng_Latn | 0.922259 | eng_Latn | 0.977669 | [
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Dyslexia and Famous People
Hans Christian Andersen - (April 2 1805 - August 4 1875) An author of children's fantasy stories, he had dyslexia and showed the world that when you want something, nothing can stop you from obtaining it. The books that he wrote have been translated into hundreds of different languages and continue to be distributed even today in millions of copies. Hans wrote books such as "The Emperor's New Clothes," "The Princess and the Pea," "Thumbelina," "The Snow Queen," "The Ugly Duckling," and "The Little Mermaid."
Cited from: http://www.disabled-world.com/artman/publish/article_2130.shtml
Some of the many other famous people with dyslexia include Albert Einstein, Pablo Picasso, Alexander Graham Bell, Thomas Edison, Leonardo da Vinci, Muhammad Ali, John Lennon and Cher.
St. Lawrence County Success Stories
Congratulations to Wilma!
Wilma works with tutor, Brenda Wainwright of Gouverneur. Wilma is employed at Northland Veterinary Clinic in Gouverneur and she takes care of the daily needs of the animals. Brenda has helped Wilma with reading skills for over three years. The following was printed in North County Now:
"Each year, for the past 70 years, the month of October has been designated National Disability Employment Awareness Month (NDEAM) during which we celebrate the many and varied contributions of America's workers with disabilities.
For the past eight years, OPWDD has marked the occasion with its annual Works for Me event which honors select employers throughout New York State who have demonstrated a great commitment to workforce diversity through the hiring of talented employees with developmental disabilities.
This year's winners were honored at the Works for Me Awards Ceremony at the NYS Museum in Albany. The winner of the Small Business was Northland Veterinary Hospital, Gouverneur, NY."
Wilma attended the ceremony and received an award for service exceeding 20 years at Northland Veterinary Hospital.
Shafa Al’omari, an ESL student from Jordan and her tutor, Tamera Rizk, have been working together diligently for the past few months. Shafa has gained enough confidence with her progress in English to pursue her Ph.D in Chemistry.
She will enter the program at Clarkson University in the fall of 2016. Her husband is currently working in research at Clarkson University.
Dust off your Scrabble® boards!
We are planning a Scrabble® fund-raiser for this spring in Watertown and are looking for volunteers to help us! We also need people who are interested in playing at the event. If you are interested, contact Cecilia at 782-4270.
Tutor Tip for ESL Learners
Helping your student master those difficult sounds
Many English sounds are challenging for all English language learners. The first language determines which sounds will cause problems. Remember, your adult student’s language may not have the sound or the context of the sound may be different in English from their language. To make these new sounds, your student needs to think about how the sound is made and combine that with the appropriate muscles and other parts inside the mouth. Think of this process as using muscles in a new way. Imagine trying to master yoga when you have never done it.
Just focus on one sound per session. Do not expect mastery but awareness. You can use several words that contain the focus sound(s). For example, to distinguish the unvoiced /th/ from the voiced /th/, choose words that contain both sounds (thin, think, moth, mouth, bath, bathe, lathe, wrath). Point out that English is the only language that has the /th/sounds. Explain that the tongue sticks out slightly between top and bottom teeth when they use /th/. Have your students close their eyes and place their fingers lengthwise across their throats. You say the words and have them repeat. Ask them to think about everything going on in their mouths. Did the tongue stay inside and make a /d/ sound instead of /th/? Did they notice the vibration in the throat with the voiced /th/?
After they achieve some mastery, have the students read words and sentences with the two /th/ sounds. It is helpful to record using the recorder app built into Windows or the recording feature on a cell phone. When you play back the recording, they can critique their pronunciation.
This is a stepping-stone awareness activity so do not expect perfection at first. Remind your students to be aware of using the /th/ sounds correctly in conversations outside of class or tutoring sessions.
List 3.5. Problem English Sounds for ESL/ELL Students
In addition to having a different set of phonemes, each language has patterns of sound use that make different sounds more or less frequently heard and used. The following sounds can be a challenge to ESL/ELL students. Auditory and articulation training and lots of practice will help students recognize these challenging sounds and correctly pronounce English words that include them.
| Native Language | Problem English Sounds |
|-----------------|------------------------|
| Chinese | b ch d dg f g j l m n ng ā sh s th ī th v z l-clusters r-clusters |
| French | ā ch ē h j ng oo oy s th th s ā |
| Greek | aw b d ē g i j m n ng oo r s w y z ā end clusters |
| Italian | a ar dg h i ng th th v ā l-clusters end clusters |
| Japanese | dg f h ī l th th oo r sh s v w ā l-clusters r-clusters |
| Korean | b l ō ow p r sh t th l-clusters r-clusters |
| Spanish | b d dg h j m n ng r sh t th v w y z s-clusters end clusters |
| Urdu | ā a d ē e f n ng s sh t th th |
| Vietnamese | ā ē k l ng p r sh s y l-clusters r-clusters |
List 3.4. English Sounds Not Used in Other Languages
Not all languages use the same set of speech sounds. The number of distinct speech sounds—phonemes—also varies across languages. English has about forty-one, depending on the dialect, and this number is greater than the average for modern spoken languages.
Children are physically capable of learning any of the phonemes. However, from birth they sort out and recognize those that are part of the language they hear. As a result, ESL/ELL students have difficulty recognizing, or “hearing,” the unfamiliar English sounds and therefore have difficulty pronouncing words that use them. Notice in the following chart that the sound /ð/ (voiced th), a common English sound, is not part of all languages. This makes pronouncing *the*, the most common English word, a challenge for many ESL/ELL students.
To master the pronunciation of sounds not used in their native languages, students need to practice recognizing the sounds, then producing them. Practice with *minimal pairs*—words that differ by one sound—to isolate the sound of interest. Example: *pit/bit* and *pit/spit*.
| Language | English Sounds Not Used in the Language |
|----------|----------------------------------------|
| Spanish | dg j sh th z |
| Chinese | b ch d dg g oa sh s th th v z |
| French | ch ee j ng oo th th |
| Greek | aw ee i oo o |
| Italian | a ar dg h i ng th th th |
| Japanese | dg f i th th oo v a | | <urn:uuid:9f0ca361-87ee-4f81-9738-359ca4985943> | CC-MAIN-2022-05 | https://www.literacynny.org/wp-content/uploads/2016/01/Newsletter-February-2016.pdf | 2022-01-24T16:42:37+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320304572.73/warc/CC-MAIN-20220124155118-20220124185118-00365.warc.gz | 901,867,337 | 1,592 | eng_Latn | eng_Latn | 0.997584 | eng_Latn | 0.998065 | [
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SECTION II.—GENERAL METEOROLOGY.
THE MELTING OF SNOW.
By Robert E. Horton, M. Am. Soc. C. E.
[Dated: 57 North Pine Avenue, Albany, N. Y., Jan. 14, 1916.]
It is a familiar fact that if there is deep snow on the ground streams do not rise as rapidly after a rain as they would if the ground were bare. On the other hand, when there is a fall of light snow followed by a warm heavy rain which removes the snow the intensities of resulting floods are sometimes greatly augmented. In general, there is a marked lag between the melting of snow and the appearance of the resulting water as run-off in the streams.
As an aid to a better understanding of the relation of snow accumulation to the flow of streams and to floods, the writer undertook a number of simple experiments.
Several cylinders with open ends were filled with snow, the average depth being $5\frac{1}{2}$ inches. The cylinders were each 2.45 inches in diameter and they were placed on end in air at a temperature of from $30^\circ$ to $32^\circ$F. The snow in the cylinders had an average density of 0.333.
Water at temperature $48^\circ$ was poured on the snow in the cylinders in varying depths from 0.16 inch to 1.46 inches. The cylinders stood in tin dishes intended to catch any percolation through the snow which might take place. In no case was there any percolation whatever through the snow after the cylinders had stood for one hour's time in this test. On removing the cylinders from the prisms of snow it was found that the water added had all percolated to the bottom of the prism and was held in a capillary column of a height proportional to the quantity of water added. It was necessary, therefore, to make a further test in order to determine the height to which water would be held in capillary suspension in the bottom of a column of snow before any percolation would take place. By adding increased quantities of water it was found that for the new sample, having density of 0.448, a capillary column 2 inches in height was supported by the snow. This was equivalent to a depth of 1.1 inches of water. It was found, however, that 1.57 inches of the water added to the snow remained therein, indicating that part of the water added remained in the unsaturated prism of snow above the capillary column. From these and other experiments described hereafter it appears that snow under suitable conditions behaves like any other permeable medium, such as a porous soil, as regards the percolation of water through it and its capillary retention in the interstices of the medium. In the experiments above described the snow prisms were placed on a solid surface. If the snow prism was placed on a capillary surface, such for example as a mass of blotting paper or a layer of moist nonsaturated soil, then the capillary lifting power of the snow column would be balanced not by gravity alone but by gravity plus the capillary downward pull of the underlying medium, and a portion of the capillary water held in the snow column would be removed.
During the past three winters there have been unusually heavy falls of snow at Albany, and on each such occasion the writer has kept a record of the progressive decrease in depth and increase in density of snow on the ground, and has performed various experiments to determine the rate of melting of the snow and the disposition of the water produced thereby. These experiments were performed in a yard nearly level but with a very slight slope toward the center from all sides, so that no surface run-off takes place. The soil is a fine-textured uniform sand into which water percolates very readily. Experiments show that water will percolate into this material even when the ground is frozen as hard as brick, owing apparently to the fact that the soil surface is never fully saturated at the time when it freezes.
The accompanying Table 1 presents the results of snow-density tests during February and March, 1914. This series of tests began immediately after a very heavy fall of snow. The depth in the writer's yard was 27.75 inches, as determined from a mean of four samples taken in a galvanized raingage can. The water equivalent was 2.04 inches. This was somewhat greater than the recorded catch at the U. S. Weather Bureau station about $2\frac{1}{2}$ miles distant. Owing to the local surroundings, it appears that the depth of snow which fell at this immediate locality was considerably greater than that which fell in other parts of the city more exposed to the wind. There was little drifting of the snow in the writer's yard.
The results of this series of observations are shown graphically in figure 1, from which it appears that the
further owing to the great difficulty of determining accurately the height of the capillary column of water retained at the base of the prism, the results given in Table 2, column 28, and in Table 3, column 25, can only be utilized for the purpose of determining the rate of melting during the earlier stages of the experiments. From these figures it appears that each degree of temperature above $32^\circ$ is able to melt a depth of snow equivalent to from 0.04 to 0.06 inch of water per 24 hours.
**Table 2.—Experiments on snow melting, Albany, N. Y., February 20, 1914.**
| Hour | Height | Mean diameter | Perimeter | Cylindrical surface | End area | Total surface | Mean surface | Diameter base | Area base | Capillary rise | Storage volume | Net water, $\frac{1}{4}$ cubic inch | Gain or loss of storage | Total drainage |
|------|--------|---------------|-----------|---------------------|----------|---------------|--------------|--------------|------------|----------------|-----------------|-----------------------------|------------------------|----------------|
| P. M. | Inches | Inches | Inches | Sq. inches | Sq. inches | Sq. inches | Sq. inches | Inches | Inches | Inches | Cu. inches | Cu. inches | Cu. inches | Ounces |
| 12:48 | 20.00 | 8.0 | 25.13 | 302.6 | 50.26 | 552.7 | 537.2 | 8.0 | 50.28 | 0 | 0 | 0 | 0 | 0 |
| 1:00 | 19.80 | 7.65 | 24.02 | 475.6 | 45.96 | 521.6 | 500.2 | 8.0 | 50.28 | 0 | 0 | 0 | + 9.6 | 0 |
| 1:30 | 19.00 | 7.32 | 22.99 | 436.8 | 42.08 | 478.8 | 444.9 | 7.8 | 47.78 | 0.25 | 11.94 | 9.6 | +25.0 | 0 |
| 2:00 | 17.70 | 6.75 | 21.20 | 375.2 | 35.78 | 411.0 | 394.4 | 7.7 | 45.57 | .98 | 43.29 | 34.6 | +1.6 | 0 |
| 2:30 | 16.60 | 6.60 | 20.73 | 343.6 | 34.21 | 377.8 | 352.3 | 7.4 | 43.00 | 1.05 | 45.15 | 36.2 | +3.6 | 12.0 |
| 3:00 | 15.50 | 6.10 | 19.16 | 297.6 | 29.22 | 326.8 | 308.6 | 7.3 | 40.72 | 1.00 | 40.72 | 32.6 | −7.77 | 24.1 |
| 3:30 | 14.80 | 5.70 | 17.91 | 264.9 | 26.82 | 290.4 | 250.9 | 6.9 | 37.39 | .83 | 31.04 | 24.83 | −12.73 | 34.1 |
| 4:30 | 12.50 | 4.90 | 15.40 | 192.5 | 18.86 | 211.4 | 6.2 | 30.20 | .50 | 15.10 | 12.1 | +2.1 | 49.1 |
| 5:40 | 11.00 | 4.70 | 14.76 | 162.3 | 17.35 | 179.0 | 156.7 | 5.5 | 23.76 | .75 | 17.82 | 14.2 | −4.76 | 65.1 |
| 6:30 | 9.00 | 4.25 | 13.35 | 132.0 | 14.19 | 134.4 | 96.1 | 5.0 | 19.63 | .60 | 11.78 | 9.44 | −6.35 | 78.6 |
| 8:47 | 6.00 | 2.75 | 8.64 | 51.8 | 5.93 | 57.8 | 28.9 | 3.5 | 9.65 | .40 | 3.86 | 3.09 | 94.1 |
| Drainage | Drainage | Time, days + 1 | Total melting | Melting per 24 hours | Melting depth of water per 24 hours | Temperature | Mean | Difference from 32° | Melting, per degree per 24 hours | Melting per square-foot per degree per 24 hours | Surface exposed | Melting, depth of water per degree per 24 hours | Cumulated melting |
|----------|----------|----------------|---------------|----------------------|------------------------------------|-------------|------|-------------------|---------------------------------------------|--------------------------------------------------|-----------------|-------------------------------------------------|------------------|
| (16) | (17) | (18) | (19) | (20) | (21) | (22) | (23) | (24) | (25) | (26) | (27) | (28) | (29) |
| Ounces | Cu. inches | Cu. inches | Cu. inches | Inches | °F. | °F. | Cu. inches | Cu. feet | Inches | Sq. feet | Cu. inches | Cu. inches | Cu. inches | Ounces |
| 0 | 0 | 48.0 | 9.6 | 460.8 | 75.5 | 75.75 | 43.75 | 3.73 | 0.021 | 9.6 | 0.0647 | 34.6 |
| 0 | 0 | 48.0 | 25.0 | 1,200 | 74.5 | 74.5 | 42.5 | 10.8 | 3.11 | 3.47 | 0.0661 | 58.96 |
| 12.0 | 20.76 | 48.0 | 22.36 | 1,075 | 73.5 | 73.5 | 41.5 | 28.9 | 9.32 | 3.10 | 0.0604 | 74.98 |
| 12.5 | 21.63 | 48.0 | 18.02 | 864 | 72.0 | 72.5 | 40.5 | 21.3 | 8.70 | 2.45 | 0.0376 | 84.51 |
| 10.0 | 17.30 | 48.0 | 9.53 | 457 | 71.0 | 71.5 | 39.5 | 11.6 | 5.42 | 2.14 | 0.0332 | 97.73 |
| 15.0 | 25.95 | 24.0 | 13.22 | 317 | 70.25 | 38.25 | 8.31 | 4.78 | 1.74 | 0.0811 | 126.54 | 144.27 |
| 15.5 | 26.81 | 20.5 | 28.81 | 590 | 69.5 | 69.25 | 37.25 | 15.9 | 11.7 | 1.36 | 0.0822 | 156.46 |
* Original weight, 97.44 ounces.
* Overflow estimated at 10 ounces, probably more.
### Table 3.—Snow-melting tests at Albany, N. Y., second series, March 18, 1914.
| Time. | Height of prism. | Base. | Top. | Prism. | Capillary rise. | Storage volume. | Net storage. | Drainage. | Total melting. |
|-------|-----------------|-------|------|--------|-----------------|-----------------|--------------|-----------|----------------|
| | (1) | (2) | (3) | (4) | (5) | (6) | (7) | (8) | (9) |
| 9:40 a.m. | In. 9.50 | In. 7.80 | Sq. in. 47.75 | In. 7.8 | Sq. in. 47.75 | Cu. in. 572.8 | Cu. in. 0 | Cu. in. 275.6 | Cu. in. 1,080.0 |
| 10:20 | 9.10 | 7.60 | 45.50 | 7.6 | 46.30 | 572.8 | 0 | 275.6 | 1,080.0 |
| 10:40 | 8.90 | 7.60 | 45.36 | 7.6 | 46.18 | 572.8 | 0 | 275.6 | 1,080.0 |
| 11:00 | 8.70 | 7.54 | 44.63 | 7.5 | 45.54 | 572.8 | 0 | 275.6 | 1,080.0 |
| 11:20 | 8.40 | 7.50 | 44.18 | 7.5 | 45.28 | 572.8 | 0 | 275.6 | 1,080.0 |
| 11:40 | 8.10 | 7.44 | 43.73 | 7.4 | 45.02 | 572.8 | 0 | 275.6 | 1,080.0 |
| 12:00 | 7.80 | 7.38 | 43.32 | 7.3 | 44.76 | 572.8 | 0 | 275.6 | 1,080.0 |
| 12:20 p.m. | 7.50 | 7.33 | 43.00 | 7.3 | 44.50 | 572.8 | 0 | 275.6 | 1,080.0 |
| 12:40 | 7.20 | 7.28 | 42.69 | 7.2 | 44.24 | 572.8 | 0 | 275.6 | 1,080.0 |
| 13:00 | 6.90 | 7.23 | 42.39 | 7.2 | 43.98 | 572.8 | 0 | 275.6 | 1,080.0 |
| 13:20 | 6.60 | 7.18 | 42.10 | 7.1 | 43.72 | 572.8 | 0 | 275.6 | 1,080.0 |
| 13:40 | 6.30 | 7.13 | 41.82 | 7.1 | 43.46 | 572.8 | 0 | 275.6 | 1,080.0 |
| 14:00 | 6.00 | 7.08 | 41.55 | 7.0 | 43.20 | 572.8 | 0 | 275.6 | 1,080.0 |
| 14:20 | 5.70 | 7.03 | 41.29 | 7.0 | 42.94 | 572.8 | 0 | 275.6 | 1,080.0 |
| 14:40 | 5.40 | 6.98 | 41.04 | 6.9 | 42.68 | 572.8 | 0 | 275.6 | 1,080.0 |
| 15:00 | 5.10 | 6.93 | 40.80 | 6.9 | 42.42 | 572.8 | 0 | 275.6 | 1,080.0 |
| 15:20 | 4.80 | 6.88 | 40.56 | 6.8 | 42.16 | 572.8 | 0 | 275.6 | 1,080.0 |
| 15:40 | 4.50 | 6.83 | 40.32 | 6.8 | 41.90 | 572.8 | 0 | 275.6 | 1,080.0 |
| 16:00 | 4.20 | 6.78 | 40.08 | 6.7 | 41.64 | 572.8 | 0 | 275.6 | 1,080.0 |
| 16:20 | 4.00 | 6.73 | 40.00 | 6.7 | 41.38 | 572.8 | 0 | 275.6 | 1,080.0 |
| 16:40 | 3.80 | 6.68 | 39.76 | 6.6 | 41.12 | 572.8 | 0 | 275.6 | 1,080.0 |
| 17:00 | 3.60 | 6.63 | 39.52 | 6.6 | 40.86 | 572.8 | 0 | 275.6 | 1,080.0 |
| 17:20 | 3.40 | 6.58 | 39.28 | 6.5 | 40.60 | 572.8 | 0 | 275.6 | 1,080.0 |
| 17:40 | 3.20 | 6.53 | 39.04 | 6.5 | 40.34 | 572.8 | 0 | 275.6 | 1,080.0 |
| 18:00 | 3.00 | 6.48 | 38.80 | 6.4 | 40.08 | 572.8 | 0 | 275.6 | 1,080.0 |
| 18:20 | 2.80 | 6.43 | 38.56 | 6.4 | 40.08 | 572.8 | 0 | 275.6 | 1,080.0 |
| 18:40 | 2.60 | 6.38 | 38.32 | 6.3 | 40.08 | 572.8 | 0 | 275.6 | 1,080.0 |
| 19:00 | 2.40 | 6.33 | 38.08 | 6.3 | 40.08 | 572.8 | 0 | 275.6 | 1,080.0 |
| 19:20 | 2.20 | 6.28 | 37.84 | 6.2 | 40.08 | 572.8 | 0 | 275.6 | 1,080.0 |
| 19:40 | 2.00 | 6.23 | 37.60 | 6.2 | 40.08 | 572.8 | 0 | 275.6 | 1,080.0 |
| 20:00 | 1.80 | 6.18 | 37.36 | 6.1 | 40.08 | 572.8 | 0 | 275.6 | 1,080.0 |
| 20:20 | 1.60 | 6.13 | 37.12 | 6.1 | 40.08 | 572.8 | 0 | 275.6 | 1,080.0 |
| 20:40 | 1.40 | 6.08 | 36.88 | 6.0 | 40.08 | 572.8 | 0 | 275.6 | 1,080.0 |
| 21:00 | 1.20 | 6.03 | 36.64 | 6.0 | 40.08 | 572.8 | 0 | 275.6 | 1,080.0 |
| 21:20 | 1.00 | 5.98 | 36.40 | 5.9 | 40.08 | 572.8 | 0 | 275.6 | 1,080.0 |
| 21:40 | 0.80 | 5.93 | 36.16 | 5.9 | 40.08 | 572.8 | 0 | 275.6 | 1,080.0 |
| 22:00 | 0.60 | 5.88 | 35.92 | 5.8 | 40.08 | 572.8 | 0 | 275.6 | 1,080.0 |
| 22:20 | 0.40 | 5.83 | 35.68 | 5.8 | 40.08 | 572.8 | 0 | 275.6 | 1,080.0 |
| 22:40 | 0.20 | 5.78 | 35.44 | 5.7 | 40.08 | 572.8 | 0 | 275.6 | 1,080.0 |
| 23:00 | 0.00 | 5.73 | 35.20 | 5.7 | 40.08 | 572.8 | 0 | 275.6 | 1,080.0 |
In figure 5 an effort has been made to determine the relation between the total amount of melting expressed as a depth of water in inches, and the amount of percolation taking place from a snow prism. The line marked "total melting, cubic inches," figure 5, has been obtained by adding together the percolation and the quantity of water accumulated or stored in the base of the snow column in the form of slush. Later experiments on the percolation of water through snow indicate, however, that this line does not represent the total amount of melting. Melting takes place at the surface and the resulting water percolates downward through the prism of snow, part of the water remaining in the portion of the prism above the saturated column as a capillary film. The experiment does, however, illustrate strikingly the lag in time between the melting and the appearance of run-off, since in the experiments illustrated in figure 5 two hours elapsed after melting began before any percolation took place. In the meantime snow equivalent to something more than 34 cubic inches of water had been melted.
As the total weight of percolation finally obtained from the melting of the prism was but slightly less than the weight of the original volume of water contained in the experimental prism, it appears that the loss from surface evaporation during these tests was comparatively slight. The more rapid melting of the less dense, newly fallen snow lying on the surface is clearly illustrated by figure 3.
It was noted in the experiments that the height of the capillary column at the base of the prism gradually increased to a maximum before percolation began.
After percolation began the process seemed to be very irregular, the water flushing out at times rapidly, then again there would be but little percolation for a time. Some of the snow crystals were apparently melted by the percolating water so that the porosity of the base of the column was increased and its capillary power decreased, thus the height of the capillary column decreased as the melting of the prism progressed.
Table 4.—Snow density tests, Albany, N. Y., December, 1915—January, 1916.
| Date | Total depth | New snow | Slush or ice bottom | Total water equivalent | Ratio | Precipitation, U. S. Weather Bureau, Albany, N. Y. | Total supply | Gain or loss | Maximum temperature | Minimum temperature |
|------|-------------|----------|---------------------|------------------------|-------|-------------------------------------------------|--------------|--------------|---------------------|---------------------|
| Dec. 13 | Inches. | Inches. | Inches. | Inches. | Inches. | Inches. | Inches. | Inches. | °F. | °F. |
| 14 | 29.82 | 29.75 | 0 | 3.465 | 0.116 | 0.368 | 3.465 | +3.465 | 32 | 18 |
| 15 | 29.82 | 29.75 | 0 | 3.465 | 0.116 | 0.368 | 3.465 | +3.465 | 27 | 19 |
| 16 | 29.82 | 29.75 | 0 | 3.465 | 0.116 | 0.368 | 3.465 | +3.465 | 30 | 16 |
| 17 | 29.82 | 29.75 | 0 | 3.465 | 0.116 | 0.368 | 3.465 | +3.465 | 33 | 13 |
| 18 | 29.82 | 29.75 | 0 | 3.465 | 0.116 | 0.368 | 3.465 | +3.465 | 39 | 36 |
| 19 | 29.82 | 29.75 | 0 | 3.465 | 0.116 | 0.368 | 3.465 | +3.465 | 37 | 30 |
| 20 | 29.82 | 29.75 | 0 | 3.465 | 0.116 | 0.368 | 3.465 | +3.465 | 32 | 23 |
| 21 | 29.82 | 29.75 | 0 | 3.465 | 0.116 | 0.368 | 3.465 | +3.465 | 32 | 22 |
| 22 | 29.82 | 29.75 | 0 | 3.465 | 0.116 | 0.368 | 3.465 | +3.465 | 32 | 15 |
| 23 | 29.82 | 29.75 | 0 | 3.465 | 0.116 | 0.368 | 3.465 | +3.465 | 36 | 31 |
| 24 | 29.82 | 29.75 | 0 | 3.465 | 0.116 | 0.368 | 3.465 | +3.465 | 32 | 25 |
| 25 | 29.82 | 29.75 | 0 | 3.465 | 0.116 | 0.368 | 3.465 | +3.465 | 45 | 34 |
| 26 | 29.82 | 29.75 | 0 | 3.465 | 0.116 | 0.368 | 3.465 | +3.465 | 46 | 23 |
| 27 | 29.82 | 29.75 | 0 | 3.465 | 0.116 | 0.368 | 3.465 | +3.465 | 35 | 26 |
| 28 | 29.82 | 29.75 | 0 | 3.465 | 0.116 | 0.368 | 3.465 | +3.465 | 38 | 22 |
| 29 | 29.82 | 29.75 | 0 | 3.465 | 0.116 | 0.368 | 3.465 | +3.465 | 22 | 8 |
| 30 | 29.82 | 29.75 | 0 | 3.465 | 0.116 | 0.368 | 3.465 | +3.465 | 20 | 2 |
A fall of 29.75 inches of snow occurred at Albany December 13–14, 1915. The results of density tests of this snow layer and of subsequent falls of snow are shown in Table 4. At the time this snow fell the ground was not saturated and was but little frozen. Snow temperature gradients have been taken in this snow as shown on figure 6. The temperature at the ground surface remained nearly constant from December 15, 1915, to January 1, 1916, at 30° to 32°. The temperature within the mass of snow gradually decreased from the bottom to the surface as long as the temperature was low. On January 1, 1916, with an air temperature of 30°, the minimum temperature of the preceding day having been −2°F., there was a sharp inversion of temperature 5 inches below the surface in the snow layer.
On December 25, 1915, an experiment was made to determine the maximum rate of percolation through a prism of this snow, treating it as a porous medium. For this purpose a prism of snow of 4.71 square inches cross section was used, its temperature being about 30° and its average density 0.64, the snow being packed into the tube as uniformly as possible. The depth of the prism was 21 inches. When the surface of this prism of snow was kept covered with water at 32°, the water flowed through the snow prism by percolation at a velocity corresponding to a depth of 2.28 inches (0.19 foot) on the surface per minute. This may be taken to represent the transmission constant analogous to the transmission constant for flow of ground-water for snow having a porosity of 36 per cent and at the given temperature.
Where snow lying on the ground contains a saturated layer or layer of slush at the bottom, the water will tend to flow along the ground surface from higher to lower levels apparently in accordance with the ordinary laws governing the flow of ground-waters. Using the transmission constant determined as above for snow of the given density and taking the height of the capillary column as $D$, the rate of horizontal flow of water along the ground surface would be
$$q = 0.19SD,$$
where $q =$ the quantity of flow in cubic feet per minute per foot of width, measured at right angles to the direction of slope; $S =$ slope of the ground surface.
Under the conditions given, with a ground-surface slope of 1 in 50 or 100 feet per mile, and with a depth of slush of 0.10 foot, the rate of flow through a layer of slush would be 1.6 cubic feet per day per linear foot. This is equivalent to about 0.1 cubic foot per second per mile and illustrates the extremely slow rate at which a stream may be fed from the melting of snow where the water must flow through the layer of snow itself.
Since the transmission constant for a porous medium increases much more rapidly than the porosity, it is probable that the rate of flow through snow of the ordinary densities—say 0.30 to 0.40—of an accumulated snow layer would be four or five times as great as through the sample tested, and freshly fallen snow of density about 0.10 offers comparatively little resistance to the flow of water over the surface of the ground. Further experiments are needed to determine the transmission constants for snow of various densities.
During the winter of 1914 the ground was thoroughly frozen when the heavy snow fell. In the snowfall of December 14, 1915, the ground was but little frozen and fairly dry. During 1914 a layer of slush and ice appeared at the bottom of the snow, as shown in Table 1. Since the snowfall of December 14, 1915, there has been little accumulation of slush or ice at the bottom of the snow, although the temperature has been above 32° much of the time and a rain of 1.35 inches fell on December 17–18, 1915. There was no appreciable difference in the appearance of the snow cover before and after this rain. The accumulated water on the ground surface before this rain was 3.34 inches, and following the rain it was 3.49 inches. This was accompanied by a decrease in depth of the snow layer from 23.5 to 14.5 inches and by an increase in density from 0.141 to 0.241. As shown by the above figures, practically none of the rainfall of December 17 or 18 remained in the body of the snow. A marked rise in the ground-water level underneath the writer's yard took place, however, a day or so following this rain, indicating that the rain had simply filtered for the most part through the snow and percolated into the ground in very much the same manner as if there had been no snow cover.
To melt 1 pound of ice or snow at 32° requires the addition of 143.8 b. t. u. or at 777.5 ft.-lbs. each, 111,804.5 ft.-lbs., or roundly 3.4 h. p. for one minute.
Let,
\[ r = \text{depth of rainfall, inches;} \]
\[ w = \text{water equivalent of accumulated snow on ground in inches;} \]
\[ t_r = \text{temperature of rain (°F.);} \]
\[ t_a = \text{temperature of air (°F.).} \]
We shall assume \( t_r = t_a = t \), and that 27.72 cu. ins. = 1 pound of water. For melting by rain alone, there will be required a rainfall such that
\[
(t - 32^\circ) \frac{r}{27.72} = 143.8 \frac{w}{27.72}
\]
or,
\[
(t - 32^\circ)r = 143.8w
\]
\[
r = \frac{143.8}{t - 32^\circ}w
\]
Thus to melt 1 inch of congealed water, or say 5 inches compact snow, or 10 inches loose fresh snow, with rain at 42° would require 14.4 inches of rain. The melting of snow by rain alone is a very slow process. High temperature, especially with direct solar radiation, is much more effective.
**CONCLUSIONS.**
Some of the experiments described in this paper must be considered as preliminary and somewhat crude. Those relative to heat absorption by snow will, in particular, bear repeating in the light of the experience gained, and with greater refinement.
The experiments and the writer's observations lead to the following conclusions which, it is believed, are correct:
1. With temperature below freezing, the snow settles by gravity without change in its crystalline structure.
2. If the snow melts at the surface or if warm rain falls on it, most of the water percolates down through the body of the snow, provided the latter is at about 32° temperature and a part of the water adheres to the snow crystals as a capillary film.
3. If alternate thawing and freezing occur or if the interior of the body of the snow has a temperature well below freezing when rain falls or when the surface is melting, the adhering films become frozen to the snow and increase the size and volume of the crystals, changing their crystalline form and increasing the density of the mass. This is apparently the cause of the snow becoming coarse grained with age. The infiltrated water melts some crystals, especially the smaller ones. The size of the pores is thus increased and the capillary supporting power of the snow decreased, as was observed in the experiments shown in figure 3.
4. There may thus result from alternate thawings and freezings, or from rain, a further increase in density independent of the decrease in depth of the snow.
5. Under suitable conditions of low snow temperature, rain may freeze at the surface, forming a crust.
6. When a thaw occurs after a cold snap, the snow at a little depth below its surface being much below freezing temperature, the water resulting from surface melting percolates to a slight depth in the snow and becomes fixed by the freezing of the liquid films on the crystals, forming stratification in the snow mass.
7. When snow and water are in temperature equilibrium (i.e., 32°), percolation and capillary action through the snow may take place in the same manner as the flow of water through a porous soil.
8. Snow in this condition will support a column of water against gravity having a height three to five times \( D \) in inches, where \( D \) is the snow density (water = 1).
9. The transmission constant for packed snow, density 0.64, was found to be about 2.28 inches depth per minute, which equals 273.6 feet per 24 hours for free downward percolation.
10. When snow stands on a sloping impervious surface, lateral flow will be proportional to the product of the depth of slush under the snow, the transmission factor, and the slope of the surface, jointly.
11. With thawing days and freezing nights, most of the water resulting from the melting of snow lying upon impervious ground will percolate to the bottom of the layer and may there be held by capillary action until subsequent cold converts it into a layer of ice. It may remain as ice until most of the snow above it is melted. This explains the layer of ice commonly observed around the margin of a snow bank as it melts, even when the snow bank lies on a steep slope.
12. The run-off to streams from melting snow, will lag behind the process of melting until, if melting temperatures continue long enough, nearly the whole snow mass will be converted into slush. In the meantime the run-off will take place only through the slow processes of capillary flow.
13. After the greater portion of the snow has been converted into slush subsequent heat—due to direct insolation or to warm rain—may rapidly break down the remaining capillary structure, and cause a relatively rapid flushing of water into the streams with resulting flood conditions. As snow melts ordinarily, the percolating water under the snow accumulates in low places, breaks through the obstructing barrier of slush into outlet channels and the actual rate of run-off is somewhat
greater than would be the case for uniform capillary flow along the surface.
14. The rate at which the snow is melted depends on the rate at which heat can be absorbed by the snow surface per unit area with air at the given temperature. The writer's experiments indicate that the melting constant is about 0.04 to 0.06 inch depth of water per 24 hours per degree of temperature above 32° F. Loose snow apparently absorbs heat at about the same rate as packed snow, but as the water equivalent of the former is lower, its rate of disappearance is much more rapid.
15. When snow overlies unfrozen ground, or frozen but porous and unsaturated soil, most of the water from melting percolates to the bottom of the snow layer and thence into the soil. The melting of snow or warm rain falling upon a snow cover under suitable conditions, is thus more favorable to the replenishment of ground water than would be an equal volume of rainfall on a bare surface, since in the presence of snow, surface run-off is greatly retarded and the opportunity for infiltration increased.
16. Under suitable conditions and especially in the woods where the ground is least frozen, a deep layer of snow on level ground may wholly disappear by invisible percolation without causing any surface run-off whatever. Where there is opportunity for infiltration, the melting of snow contributes more to the ground water and less to the surface run-off than would an equal volume of rain on a bare surface, and by providing a high ground-water level, the effect of the melting of snow cover may be felt for a longer time after the snow has disappeared than if an equal volume of rain had fallen at the same time.
METEOROLOGY AND SEISMOLOGY AT THE PAN AMERICAN SCIENTIFIC CONGRESS.
By C. Fitzhugh Talman, Professor of Meteorology.
[Dated: Weather Bureau, Washington, Jan. 20, 1916.]
In the Second Pan American Scientific Congress, which met in Washington from December 27, 1915, to January 8, 1916, inclusive, meteorology and seismology were represented by a subsection of Section II. All sessions were held in the auditorium of the Carnegie Institution.
On Tuesday morning, December 28, the Subsection on Meteorology and Seismology met in conjunction with the Subsection on Astronomy and Geodesy. Dr. R. S. Woodward, chairman of Section II, addressed the meeting, after which administrative business of the section was disposed of and a program of astronomical and geodetic papers was presented. The first separate session of the Subsection on Meteorology and Seismology was held on the afternoon of December 28.
The attendance in this subsection was gratifyingly large, and this branch of the Pan American Scientific Congress was probably more fully representative of the meteorological and seismological activities of the Americas than any scientific gathering ever before held. Owing to the length of the program, it was found necessary, after the first session, to read by title all papers the authors of which were not in attendance.
The following meteorologists and seismologists attended one or more of the sessions as members of the Congress:
Dr. C. G. Abbot, Smithsonian Institution, Washington.
Dr. H. Arctowski, New York Public Library, New York.
Prof. S. T. Bailey, Harvard College Observatory, Cambridge, Mass.
Dr. L. A. Bauer, Carnegie Institution, Washington.
E. A. Beals, U. S. Weather Bureau, Portland, Ore.
Prof. R. R. Blair, U. S. Weather Bureau, Washington.
E. H. Bowie, U. S. Weather Bureau, Washington.
C. F. Brooks, Yale University, New Haven.
Prof. J. E. Church, Jr., University of Nevada, Reno.
Dr. H. H. Clayton, Oficina Meteorológica Argentina, Buenos Aires.
Dr. I. M. Cline, U. S. Weather Bureau, New Orleans.
Prof. H. J. Cox, U. S. Weather Bureau, Chicago.
Prof. O. L. Fassig, U. S. Weather Bureau, Baltimore.
Prof. H. C. Frankenfield, U. S. Weather Bureau, Washington.
Rev. A. Galán, S. J., Woodstock College, Woodstock, Md.
Rev. M. Gutierrez-Lanza, S. J., Belén College, Habana.
Prof. A. E. Hadley, U. S. Weather Bureau, Washington.
Prof. W. H. Hobbs, University of Michigan, Ann Arbor.
Prof. W. J. Humphreys, U. S. Weather Bureau, Washington.
Prof. E. Huntington, Yale University, New Haven.
Dr. T. A. Jaggar, Volcano Observatory, Hawaii.
Prof. H. H. Kimball, U. S. Weather Bureau, Washington.
Dr. C. J. Kullmer, Syracuse University, Syracuse, N. Y.
Dr. L. Landa, director general of public instruction, Honduras.
Dr. C. Lurquin, director, Observatorio Meteorológico del Instituto Médico, Sucre, Bolivia.
Prof. C. F. Marvin, chief, U. S. Weather Bureau, Washington.
Ing. J. C. Millás y Hernández, subdirector of the National Observatory of Cuba, Habana.
Dr. F. E. Nipher, Washington University, St. Louis.
W. G. Reed, Office of Farm Management, Department of Agriculture, Washington.
Rev. S. Sarasola, S. J., director, Observatorio del Colegio de Montserrat, Cienfuegos, Cuba.
Prof. J. Warren Smith, U. S. Weather Bureau, Columbus.
Dr. W. F. G. Swann, Carnegie Institution, Washington.
Prof. C. F. Talman, U. S. Weather Bureau, Washington.
A. E. Thiessen, U. S. Weather Bureau, Salt Lake City.
Rev. L. A. Tonelli, S. J., Georgetown University, Washington.
J. F. Voorhees, U. S. Weather Bureau, Knoxville.
Prof. R. DeC. Ward, Harvard University, Cambridge, Mass.
E. L. Wells, U. S. Weather Bureau, Boise.
Dr. R. S. Woodward, president, Carnegie Institution, Washington.
The attendance included, in addition to these persons, several officials and employees of the Weather Bureau and others who were not members of the Congress.
A brief account of the proceedings follows:
SECOND PAN AMERICAN SCIENTIFIC CONGRESS, WASHINGTON, DECEMBER 27, 1915—JANUARY 8, 1916.
MINUTES OF SUBSECTION II B, METEOROLOGY AND SEISMOLOGY.
First session, Tuesday, December 28, 1915, 2:30 p. m.—The meeting was called to order by Prof. C. F. Marvin, chairman of the subsection, who delivered an address of welcome.
The following papers were read: *
"‘Investigations on the prediction of barometric variations.’" Rev. S. Sarasola, S. J.
Discussion by Messrs. Lurquin and Frankenfield.
"‘Origin and course of West Indian hurricanes.’" J. C. Millás.
Discussion by Messrs. Sarasola and Gutierrez-Lanza.
"‘Thunderstorms.’" W. H. Alexander. (Read by Prof. A. J. Henry.)
Discussion by Messrs. Church, Clayton, and Peabody (of Section I).
"‘Agricultural meteorology.’" Prof. J. Warren Smith.
Discussion by Messrs. Church, Frankenfield, and Voorhees.
Second session, Wednesday, December 29, 1915, 2:30 p. m.—Prof. C. F. Marvin, presiding.
Dr. Woodward announced the membership of the committee on resolutions, which he had been authorized to appoint at the first general meeting of the section, viz: Dr. Woodward (chairman), Prof. Marvin (U. S. A.), Sr. Millás (Cuba), Dr. Clayton (Argentina), and Prof. Morandi † (Uruguay).
* Papers whose titles are preceded by an asterisk are published in abstract on another page of this REVIEW. Some of the papers presented will appear in full in later issues of the REVIEW, e. g., Jr.
† Prof. Morandi was found not to be in attendance at the congress, and was replaced by Dr. Lurquin (Bolivia).—C. F. T. | <urn:uuid:b032bad1-04e7-46b6-aa98-a7eb71bcfeae> | CC-MAIN-2022-05 | https://higherlogicdownload.s3.amazonaws.com/AGU/31ea296c-2c70-4dad-92ef-c4681bc6a288/UploadedImages/Horton-1915_The-melting-of-snow.pdf | 2022-01-24T17:45:47+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320304572.73/warc/CC-MAIN-20220124155118-20220124185118-00369.warc.gz | 338,971,360 | 10,638 | eng_Latn | eng_Latn | 0.991239 | eng_Latn | 0.996888 | [
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God’s Letter to You
The Bible is packed with messages for life.
In this issue:
Secret Bibles
A Sound Message
Which Bible should I read?
Pull out and save
SECRET BIBLES
The word spread quickly through town. A man named William Tyndale was preaching from the Bible. He was also claiming that every one of the common people could read the Bible for themselves and find these same truths that he’d discovered.
Could this be true? Could it be that the Bible was meant for common folks like them as well? The people in town were excited about this new idea. Why shouldn’t they study the Bible for themselves? After all, wasn’t William Tyndale reading the Bible? Most important, he wasn’t a priest!
To the townsfolk of Bristol, this was startling news. At that time most people did not own a Bible. In fact, only the priests and a few wealthy people had direct access to it, and most of the time it was in Latin, which only the priests could read.
The people’s excitement lasted only a little while, because soon after Tyndale left town, the priests stormed in. They were furious that this man was going around telling the people that they could understand the Bible for themselves without the church interpreting it for them.
“Tyndale is a heretic!” they claimed. “He is teaching you falsehoods. Only the church has the authority to explain the Word of God.”
“What is to be done?” Tyndale exclaimed when he heard about what the priests were doing. “While I am sowing in one place, the enemy ravages
the field I have just left. I cannot be everywhere. Oh! If Christians possessed the Holy Scriptures in their own tongue . . .” *
Maybe that was the answer. The more Tyndale thought about it, the more convinced he became that the people of England needed the Bible in their own language. So Tyndale began translating the Bible into English, and soon Bibles were being printed and smuggled into different parts of the country.
“We must stop this madness!” the priests declared. They did everything they could to stop Tyndale’s work, but the English Bibles kept rolling off the presses and into the hands of the people.
The bishop of Durham even bought a large quantity of English Bibles in order to destroy them. He thought that this would seriously harm Tyndale’s work. Instead, the money from the sale of the Bibles allowed Tyndale to print an even better edition of the English Bible.
Finally, in the year 1535 Tyndale was captured and imprisoned. After many months as a captive he was charged with heresy and sentenced to death. Although William Tyndale ultimately paid with his life, his perseverance and sacrifice allowed the people of England to read the Bible in their own language. And thanks in part to his work, we too can read the Bible for ourselves.
*In *The Great Controversy*, p. 246 (taken from J. H. Merle D’Aubigné, *History of the Reformation of the Sixteenth Century*, book 18, chap. 4).
A Sound Message
Do you know what makes the Bible so special? Sound out the message below to discover the answer found in Ellen White’s writings.
The -ke+ble
-k G+1,3,5,7,9+’s
v+-b+ce
S+ + 2-b
Answer on p. V10
How can I be consistent in my devotional life? I’ve tried several times, but I always stop after a while.
You don’t remember this, but when you were about a year old—give or take a few months—you learned to walk. Your caregivers could tell you that you didn’t just one day stand up and jog around the living room! There was lots of falling down, and probably your parents or others kept encouraging you to try again. I suspect you’re glad you’re not still on all fours, crawling to school and everywhere else you want to be!
It’s the same way with other habits or skills we develop over time. We learn
What is this baby saying?
to do them by practice, practice, practice—but also by trial and error. Sometimes we falter. But if we really want to develop a good habit, we keep at it.
Bible study has great benefits. God is eager to spend time with us. He created us for companionship, so He is always glad when we take time to read His “journal” and tell Him whatever is on our hearts. Spending time with God helps us know the good news about how much He loves us (enough to die for us!), how we can live our lives to the max and avoid regrets, how to cope with discouragement and loneliness, how to be ready to meet Jesus with joy—and so much more!
Sometimes young people enjoy listening to the Bible or such devotional books as Ellen White’s writings on MP3 players as part of their worship-of-God time. On the whiteestate.org Web site you will find free audio downloads of young people reading easier-English versions of Ellen White’s writings.
Just open up your heart to God as you would to your best friend. Remember to thank Him for the good things in your life. Ask Him for help in managing the stressful stuff and difficult relationships. Soon your special time with God will become so important that you won’t ever want to miss it. You might even find yourself talking with God in your heart all through your day!
Give a Bible Study: Why Should I Read God’s Word?
Having trouble getting motivated to study the Bible? These texts can help!
1. 2 Timothy 3:16, 17. Scripture (the Bible) teaches doctrine, reproves, corrects, instructs, equips for service, makes the Christian complete.
2. John 5:39. Scripture tells us about Jesus.
3. Matthew 7:24, 25. Scripture study gives a solid foundation for the storms of temptation.
4. John 5:24. Scripture study leads to Jesus and eternal life.
5. Hebrews 4:12. Scripture study pierces our very thoughts and cuts away the trash from our minds.
6. Romans 15:4. Scripture study gives hope and comfort.
7. Proverbs 3:1, 2. Scripture study helps you live longer!
8. Joshua 1:8. Scripture study helps bring success. (It makes you wiser, too—Psalm 19:7.)
9. 1 Peter 1:23. Scripture study leads to rebirth (conversion).
“Whoever will study the Bible with a willingness to learn from it will find a sure guide, pointing out the way to eternal life with perfect accuracy. But what good does your Bible study do unless you actually do what it says to do? The Holy Bible helps us with our actual lives. The deeper our love for Jesus, the more we will consider the Bible to be as the voice of God speaking directly to us” (adapted from Testimonies for the Church, vol. 5, p. 303).
This Bible study was made especially for young people. You can find more Bible studies for young people at www.AdventSource.com, including the 41 Bible Studies set by Cindy Tutsch.
How well do you know the books of the Bible? Write down the book that comes after each one listed below. Then copy the letters from the colored boxes to the blank lines at the bottom of the page to discover what Ellen White wrote about the Word of God.
2 Timothy
Genesis
Joel
2 Thessalonians
1
2 Corinthians
Ezra
3 John
Exodus
Ezekiel
Mark
Joshua
Acts
Understanding the Bible’s teachings is essential for every child, for it is the Word of God, given _____________________________. (Adapted from *Counsels to Parents, Teachers, and Students*, p. 427.)
Answer on p. V10
Some people believe that the King James Version is the “original” Bible. Some might even say, “If the KJV was good enough for Paul, then it’s good enough for me!”
But did you know that the original Scriptures were not written in English at all? The Old Testament was written in Hebrew (with a tiny bit in Aramaic) and the New Testament in Greek. John Wycliffe, William Tyndale, and others were the first to translate the Scriptures into English. People who had never had the Bible in their own language were excited to finally be able to read God’s Word.
This year we celebrate the 400th anniversary of the King James Version of the Bible. The majestic expression and grand language of the KJV have blessed millions of people. However, we do not read the original KJV—that language would not be understood by us today. For that reason the KJV has undergone several revisions.
Today there are many English translations and paraphrases of the Bible. Modern translators have the advantage of nearly four centuries of important discoveries about sacred texts, ancient languages, and translation methods. Most contemporary translations are based on older manuscripts than what were available at the time the King James Version was translated. (The Dead Sea scrolls were discovered in 1947, for instance.) Usually, a translation done by a committee is closer to the meaning of the original Hebrew and Greek than a paraphrase authored by fewer or even one person.
I find paraphrases such as *The Message* or *The Clear Word* great for devotional reading. These paraphrases are written in easy-to-understand English. However, they may add insights or understandings that are not in the original text. If you come to a passage in a paraphrase that seems to go against your understanding...
of what the Bible teaches, you might want to compare that passage with a Bible version that sticks closer to the original manuscripts, such as the New King James Version (NKJV) or the *New American Standard Bible* (NASB).
Remember that in any language and in virtually every version, the Bible is God’s Word. Read it every chance you get, and ask God to help His words speak right to your heart!
**Cindy**
**What Do You Want to Know?**
Ask youth pastor Cindy Tutsch any question about Ellen White, the Seventh-day Adventist Church, or the Bible—especially questions on next quarter’s *Visionary* topic: “The Great Controversy.” Just send your e-mail to firstname.lastname@example.org. All of your questions will be answered—and we might even put some of them in a future issue of *Visionary!*
Ellen White was born in 1827 near Portland, Maine, U.S.A. Seventh-day Adventists believe that God called her to be a prophet and gave her messages through dreams and visions, as foretold in such Bible passages as Joel 2:28, 29 and Ephesians 4:11-13.
Ellen White’s writings bring messages of hope that express the love of Jesus for every person. She proclaimed that the Ten Commandments are based on God’s great love and that God will help His children keep His commandments as a response to that love. Ellen White dedicated her entire life to serving others.
The editors of Visionary invite you to read Ellen White’s writings for yourself to discover, enjoy, and build a stronger friendship with Jesus.
For more fun stories and puzzles, visit our online edition of Visionary at www.whiteestate.org/vez.
Visionary is provided by the Ellen G. White Estate.
Director: James R. Nix • Vice Director: Tim Poirier
Associate Directors: William Fagal, Cindy Tutsch, Ivan Leigh Warden
Visionary Editor: Cindy Tutsch • Associate Editors: Darryl Thompson, Helen Lee Robinson
Contract Writer: Helen Lee Robinson • Artwork and Design: Brandon Reese, Darryl Thompson
Writer-Researchers: Darryl Thompson, Cindy Tutsch, Helen Lee Robinson
Online Coordinators: Helen Lee Robinson, Darryl Thompson • Consultants: Larry Blackmer, Linda Koh, Kimberly Luste Maran
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Dad locked out of his iPad for 48 years!
Evan Osnos, a journalist in the US, has been locked out of his iPad for over 48 years after his 3-year-old entered to wrong password a lot of times!
Posting a picture of the bizarre iPad display, Mr Osnos wrote: “Uh, this looks fake but, alas, it’s our iPad today after 3-year-old tried (repeatedly) to unlock. Ideas?”
The father’s Twitter followers soon offered some words of wisdom.
“Next time just give the kid the passcode,” wrote one user.
“I would just wait it out,” added another.
“Time travel seems to be your best bet.” One follower joked.
First image of a black hole is released
Scientists have obtained the first image of a black hole, using Event Horizon Telescope (EHT) observations of the centre of the galaxy M87.
EHT is made of up eight independent observatories that are scattered across the globe, cooperating to act as one enormous detector.
The image shows a bright ring formed as light bends in the intense gravity around a black hole that is 6.5 billion times bigger than the Sun!
A black hole is a place where a large amount of mass has been squeezed into a tiny space. The gravity is so strong that not even light can escape from a black hole. Because no light can get out, people can’t see black holes. They are invisible. Space telescopes with special tools can help find black holes.
Unicorn day was celebrated!
A seven-year-old, who passes a large IKEA on her way to school in Melbourne each day, wrote to the store to ask them to change their “boring” yellow and blue flags to some that she had designed. The flags she suggested were much more colourful and included drawings of unicorns saying the word “IKEA”.
The store manager replied saying ‘We think you are right; they are a bit boring. We actually really love unicorns too, and we loved your idea so much we’ve decided to make a whole day out of it and celebrate Unicorn Day with the new flag.’ The store will fly the new flags for two weeks.
National Unicorn Day is on April 9th every year. It was created to celebrate these majestic creatures and help adults remember how much more fun life can be when we let a little magic in sometimes.
Unicorns are the official national animal of Scotland and feature on the royal coat of arms. They have been a popular mythical creature since the Ancient Greek times, when people believed they lived in India.
Has Mount Everest shrunk?
A Nepalese team are going to measure Mount Everest amid concerns it has shrunk following an earthquake that took place in 2015.
Shifting tectonic plates are believed to have altered the height of some areas in Nepal by up to 9 metres. Once they reach the top of the mountain the team will use a new Global Navigation Satellite System that can send readings about its height to colleagues who will remain at base camp. They believe the device will allow them to accurately measure the height of Everest to the nearest centimetre.
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Car-free zones are set to be trialled outside seven primary schools in Glasgow!
The scheme would see temporary pedestrian areas created at busy times in the morning and afternoon to help ensure pupils can arrive and leave school safely. The push for the pilot programme follows concerns over poor and risky driving outside schools, obstructive parking that forces pupils on to the road as well as the issues created by congestion and harmful emissions.
The proposals are currently being considered during a consultation by Glasgow City Council. The schools chosen for the pilot have a history of complaints and concerns about pupil safety on the school run.
*Would you like this to happen at your school?*
*Pictured: A typical school sign.*
---
**Children driving themselves to theatre!**
James Cook University Hospital in Middlesbrough has announced that it is trying to ease the stress of going to the operating theatre, by allowing children to drive themselves there!
The children are now driving a toy car from the hospital’s mini fleet to their operations. It is hoped that this will allow them to stay calm and make the potentially unnerving journey much more bearable.
This approach has been adopted by several hospital trusts and is proving to be popular with the young patients. Bradford Royal Infirmary’s consultant radiologist Jon Martin arranged for the tiny Tesla to be donated to the children’s ward there because he is a member of the UK Tesla Owners Group.
He said “This car will mean that our day surgery patients will be able to ferry themselves from our children’s day care unit to our operating theatres and radiology departments in style. We are hoping that it is something they’ll look forward to and will divert their attention and take their minds off the procedures ahead.”
*Pictured: Mini Tesla’s were donated by the UK Tesla Owners Group to many hospital children’s wards including Worcester Acute NHS Hospitals, picture taken from the hospital’s Twitter page.*
Nuneaton school camera captures Buzzard visit!
Every year, educators from every corner of the UK take part in the RSPB Big Schools Birdwatch, turning their students into conservation scientists and helping to track the ups and downs of birds across the country.
Pupils at Michael Drayton Junior School in Nuneaton took part this year, seeing many birds including Blue Jays and Starlings. They also saw Buzzards, Foxes and Badgers on their school camera. Many of them said they had loved the experience.
The Buzzard is now the most common and widespread UK bird of prey. It is quite large with broad, rounded wings, and a short neck and tail. It can be seen flying at any time of the year and its presence may also be given away by its plaintive, cat-like “pee-uu” call. Buzzards can grow over 50cm long with a wingspan of up to 137cm.
Did your school take part? What did you see?
British teen becomes youngest person to row solo across any ocean!
Lukas Haitzmann also known as The Wild Oarsman, rowed 4,800km from the Canary Islands to English Harbour in Antigua as part of the Talisker Whisky Atlantic Challenge.
The 18-year-old from Windsor, beat two world records by becoming the youngest person to row across any ocean solo, and the first Austrian (his father is from Austria) to row solo across the Atlantic. He was also the fastest solo rower from the 2018 challenge, completing it in 59 days, eight hours and 22 minutes.
During his nearly two months at sea Lukas saw dolphins (which he swam with), a whale swam under his boat, he also saw fish and even a turtle.
He said "I did see a lot of pollution, some which had been there for a long time, which was awful. Being out on the ocean for that long made me really respect it. There's no messing around, and you really have to have your wits about you."
Lukas is hoping his feat will help inspire other youngsters to push themselves at whatever they want.
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APPLAUSE! CARY YOUTH THEATRE PRESENTS
William Shakespeare’s
TWELFTH NIGHT
“If music be the food of love, play on!”
“Poor lady, she were better love a dream.”
“Why, this is very midsummer madness!”
Learn more about Applause!’s upcoming production.
Twelfth Night features actors ages 8-18 years old, and is appropriate for all audiences.
Viola is shipwrecked on the coast of Illyria, believing her twin brother Sebastian to be dead. With the help of a Sea Captain, she disguises herself as a young man named Cesario and goes to work for Duke Orsino. Orsino is in love with Olivia, who refuses to see any suitor while she mourns her father and brother. Orsino sends “Cesario” to woo Olivia on the Duke’s behalf. Olivia immediately falls in love with “Cesario”, forgetting her mourning and not realizing “he” is Viola in disguise. In the meantime, Viola has fallen in love with the Duke.
At Olivia’s house, Olivia’s uncle, Sir Toby Belch; a silly knight named Sir Andrew Aguecheek; Olivia’s servants Maria and Fabian; and her fool, Feste, are engaged in noisy revelry. They disturb the peace until late into the night, and are scolded by Olivia’s uptight steward Malvolio. They get back at Malvolio by planting a fake love letter from Olivia for him to find. The letter asks Malvolio to wear a ridiculous outfit and act like a lunatic, and describes how he should do this. Malvolio is delighted and starts acting out the contents of the letter for Olivia, who thinks he has gone mad and turns him over to Maria’s care. As part of the prank, Malvolio is locked in a dungeon and tormented by Feste.
Meanwhile, Sebastian – alive after being rescued by Antonio – arrives in Illyria, adding confusion of mistaken identity; he looks exactly like “Cesario”. Thinking he is “Cesario”, Olivia asks Sebastian to marry her, and they are secretly married, causing even more confusion. Finally Viola reveals she is a woman and that Sebastian is her twin brother. The play ends with a declaration of marriage between Orsino and Viola, and we learn that Sir Toby has married Maria. Malvolio threatens revenge on them all, but the play ends with a song from Feste and three happy couples.
Activity: Sink or Swim!
Have you ever noticed that you can float more easily in the sea than you can in a swimming pool? The explanation is simple: density! Saltwater is denser than fresh water, so objects – like Viola and Sebastian? – float more easily. Try this experiment to see for yourself.
MATERIALS: table salt ♦ 2 containers ♦ a Tablespoon ♦ tap water ♦ 2 raw eggs
❖ Fill both containers with tap water. Add about 6T of salt in one container and stir until completely dissolved.
❖ Place one egg in each container and see what happens. The egg in the saltwater container should float!
Activity: Love Letters
Write a love letter in the voice of a character in the play to the person he or she loves (ex: Orsino might write to Olivia). Think about the writer’s personality and get creative. Would that character write a traditional love letter? Maybe a poem? A song?
William Shakespeare was an English poet, playwright and actor, widely considered one of the greatest playwrights of all time. He is often called “The Bard of Avon” or England’s national poet.
Shakespeare was born in 1564 in Stratford-upon-Avon. Very little is known about his life, but by 1592 he was in London working as an actor, writer, and part-owner of a theater company called the Lord Chamberlain’s Men, later known as the King’s Men. In 1613, Shakespeare retired from the theatre and returned to Stratford-upon-Avon, where he died in 1616.
Shakespeare wrote at least 37 plays and collaborated on several more. His comedies include *A Midsummer Night’s Dream* and *Twelfth Night*. Among his history plays are *Henry V* and *Richard III*. The most famous among his tragedies are *Hamlet*, *Othello*, and *King Lear*. Shakespeare’s best-known poems are *The Sonnets*, first published in 1609.
Shakespeare was a respected poet and playwright in his own time, and his plays remain highly popular today. Shakespeare’s works have been translated into every major living language and are performed more often than those of any other playwright.
**Activity: Lost in Translation**
In addition to a rhythmic writing style called iambic pentameter, Shakespeare used many words and phrases that seem unfamiliar to our modern ears. Here are some original quotes from *Twelfth Night*. Can you match them to their modern-day translations?
| Original Quote | Modern Translation |
|----------------|-------------------|
| O Time! Thou must untangle this, not I; It is too hard a knot for me to untie!
*Viola, Act II, Scene 4* | Only time can work out this problem! It’s too hard for me! |
| If music be the food of love, play on; Give me excess of it, that, surfeiting, The appetite may sicken, and so die.
*Orsino, Act I, Scene 1* | Music makes me feel my love intensely. If you give me a lot of music, maybe I will feel my love so much that I’ll get sick of it. |
| Make me a willow cabin at your gate, And call upon my soul within the house...
*Viola, Act I, Scene 5* | I would live outside your house, and call out to you, my true love. |
Twelfth Night takes place during festivities on the last day of the twelve days after Christmas, and uses themes of FUN, CONFUSION, and REVELATION throughout the play. Music, merry-making, mistaken identities, and more – plus scenery and costume inspiration from the bright colors of Vaudeville – it’s a great big, funny, fantastic experience!
Shakespeare’s plays were originally performed in the Early Modern theatre style, which had some distinct characteristics. Today, we call those characteristics Original Practices.
**ORIGINAL PRACTICES (watch for some of these in Applause!’s production!):**
- Theatres had three stories, with audience galleries facing a Discovery Space (“DS”).
- Three openings at the rear of the stage were used as entrances/exits for the actors (“E”).
- Actors were males only! Female parts were played by young boy actors in women’s costume.
- Actors often played more than one role in the production.
- Actors often interacted with the audience during the play.
- Actors usually wore contemporary clothing, using costume pieces for different characters.
- Instead of using lighting effects, plays were performed under natural light or candlelight.
- No fixed or elaborate scenery was used, only set pieces like a throne, table, or chair.
**Activity: A Case of Mistaken Identity**
There are lots of deceptions in Twelfth Night, including mistaken identities, misrepresentations, and changes of mind. Can you think of a character from another story or play who pretended to be someone they were not, misrepresented him/herself to impress someone, or changed his/her mind to please others?
Having trouble thinking of an example? HINT: Think DISNEY!
GLOSSARY
Bard: Poet or storyteller
Comedy: A play that is light and amusing, with a mixture of humor and sadness; ends happily.
Density: How heavy something is, in relation to its volume or size.
History Play: A play based on an historical story or person, often set sometime in the past.
Iambic Pentameter: A metered style of writing in which each line has 10 syllables: 5 stressed, and 5 unstressed. This form of writing is very close to the pattern of everyday conversation, making it helpful for actors trying to memorize lines. Each 2-syllable section of a line is called a “foot”.
Steward: Chief servant
Tragedy: A play dealing with serious or somber themes, often about a great person with a character flow or conflict; ends in downfall or destruction.
Vaudeville: A theatrical genre of variety entertainment popular from the early 1880s-early 1930s. Performances offered a variety of short, comedic acts including scenes, songs, acrobats, magicians, and more.
BIBLIOGRAPHY
- http://americanplayers.org/assets/documents/Twelfth_Night_Study_Guide.pdf
- www.calshakes.org/v4/educ/pdf/TeachersGuide_TwelfthNight_2008.pdf
- http://explorable.com/salt-water-egg-experiment
- www.bl.uk/treasures/shakespeare/basics.html
- www.lagunaplayhouse.com/downloads/glossaryoftheatreterms.pdf
- http://extranet.oakarts.org/~theatre/S007054C7
- http://en.wikipedia.org
- www.dictionary.com
WANT TO KNOW MORE?
Search “Applause” at www.townofcary.org or call (919) 465-4792.
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Police tackle plastic crocodile in Devon
Police, who were called to reports of a crocodile lurking in a pond, were relieved to discover it was a plastic toy submerged in the water. Officers received a call from a dog walker, who thought they saw a real-life crocodile in a public pond near a popular footpath in Kingsbridge, Devon. Police went to investigate and were shocked when they saw the head of the reptile sticking out the water. But on closer investigation, the officers from Devon and Cornwall Police realised the crocodile was actually made from plastic. The sighting was first reported on the Spotted Kingsbridge Facebook page with a local resident saying: “Little crocodile seen at Woodleigh whilst walking the dogs.”
Pictured: Police Dog Harry with a plastic crocodile taken from the Devon Dog Handlers Twitter page.
Ideas to explore moon caves?
The Moon’s surface has been well-documented by several satellite missions, but how would you design a system to detect, map and explore under the surface of the Moon, specifically lunar caves? This is the question the European Space Agency (ESA) are asking budding space experts. The ESA is keen to hear from those who think they could design a system capable of supporting such an expedition, which it says could identify areas on the surface that may eventually be suitable places to build bases of operation for astronauts. The ideal home for lunar bases could be the former site of lava tubes, where molten rock once flowed under the surface.
Do you have any ideas about exploring moon caves?
Underwater robot used to track sharks
Researchers used an underwater robot to better understand basking sharks in Scotland. The information gathered will be used to see whether the area should become the world's first marine protected area for the animals. This is the first time the autonomous, underwater robot, REMUS Sharkcam has been used in UK waters. It tracked the basking sharks and transmitted video of them and data back to scientists on the surface. Dr Matthew Witt, from the University of Exeter, explained what they are hoping to learn, "For several years, we've been gathering information about how they move, where they go. But we've never really understood whether they find mates, whether they are eating and how they might socialise with other individuals."
New hope for northern white rhino
There are only two northern white rhinos left in the world, both female and unable to carry a baby. A team of vets have managed to harvest 10 eggs from the two surviving rhinos, a mother and a daughter called Najin and Fatu, who live under 24-hour armed guard at Ol Pejeta in central Kenya. Scientists hope to fertilise the eggs using frozen sperm from the last male of the species, Sudan, who died of old age in 2018. A southern white rhino would then be a surrogate and carry the baby. Experts are hopeful that this could save the species! | <urn:uuid:cc434bf4-c9f4-4c65-b5bc-e3522ea0355a> | CC-MAIN-2019-51 | http://broadoak.manchester.sch.uk/serve_file/361361 | 2019-12-15T06:15:32 | crawl-data/CC-MAIN-2019-51/segments/1575541301598.62/warc/CC-MAIN-20191215042926-20191215070926-00548.warc.gz | 25,472,543 | 590 | eng_Latn | eng_Latn | 0.99952 | eng_Latn | 0.999566 | [
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NEW: INDIGENOUS PEOPLES' GUIDE "False Solutions To Climate Change"
by Earth Peoples
Tuesday, 21 April 2009
Our planet is heating up at an alarming rate, threatening our very survival. What needs to be done is simple: The pollution and destruction of Earth must be stopped immediately. But instead, there is a lot of greed, false solutions and lies about how to save our future. It seems that leaders of the world are more concerned about making money than solving the climate crisis.
This is a quick guide to the truth about false solutions to climate change. These market-based scams allow polluters to avoid reducing their pollution, continue to destroy nature and make millions while they are at it. The United Nations, the World Bank, industry, multinationals, governments and even some NGOs promote this climate fraud. Could it be that crimes against humanity and the planet are being committed and nobody knows?
But what does all this have to do with Indigenous Peoples?
Unfortunately, most of these false solutions are violating not only the law of nature but also Indigenous Peoples' rights. Many of these so-called "solutions" to Climate Change are grabbing Indigenous Peoples' land and devastating our planet. Indigenous Peoples need to know what's going on so that they fight back.
"Capitalism is in deep crisis, but it still has a green card to play. Rather than taking effective action against climate change - which would mean a radical reduction of industrialized countries' emissions and questioning the forced growth of the capitalist system itself - they are reaping mega profits from biofuels and carbon trading. These market mechanisms and techno fixes will be a disaster for the poor, and will result in a new form of colonialism. They are already privatizing the atmosphere and subsidizing enormous corporate land grabs of peoples' lands and forests in the Global South. Instead of business as usual, emissions must be drastically reduced, which means that fossil fuels must stay in the ground." - Oliver Demarcellus, Youth Climate Advocate
Three Types of False Solutions:
The Carbon Market buys and sells permits to pollute called "carbon credits". It claims to solve the climate crisis but really just allows polluters to buy their way out of reducing their emissions. This multibillion-dollar pollution trading mechanism privatizes the air and commodifies the atmosphere. The International Indigenous Peoples' Forum on Climate Change opposes the carbon market. "We cannot condone activities that defile the sacredness of Mother Earth. Carbon trade-induced conflicts endanger our survival." Northern polluters can also get permits to pollute through projects in the South like a dam or a tree plantation under the Clean Development Mechanism (CDM). The International Indigenous Peoples' Forum on Climate Change calls the CDM "a new form of colonialism." Permits to pollute could also soon be generated by promising not to cut down forests and plantations that absorb pollution. This is called Reducing Emissions from Deforestation and Degradation (REDD). The International Indigenous Peoples' Forum on Climate Change says "REDD will not benefit Indigenous Peoples, but in fact, will result in more violations of Indigenous Peoples' Rights. Under REDD, States and Carbon Traders will take more control over our forests."
Dirty "Clean" Energy (Nuclear Energy, "Clean" Coal, Natural Gas, Dams, Agrofuels and Hydrogen) - What got us into this mess in the first place is certainly not what's going to get us out! Fossil fuels and other energy sources that cause environmental devastation and violate human rights are being green-washed, labeled "clean" and wrongly called solutions to climate change. Indigenous Peoples worldwide have suffered from nuclear energy and nuclear testing, fossil fuel extraction, big dams and plantations. Now comes more destruction in the name of saving the climate.
Playing God - Let's dump tons of iron filings in the ocean, spray the stratosphere with banned sulfates, genetically modify trees and wrap the deserts in white plastic! Is that a way to save your children's future? Crazy schemes that sound like comic book science fiction are being implemented to sell permits to pollute and to try to modify the weather. Needless to say, these climate change mitigation strategies corrupt the sacred.
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Revised Framework for Literacy
Support for Writing
Text Types Guidance &
Progression Papers
Non-fiction texts are wide ranging and occur in many forms in everyday life. The following tables and supporting guidance select the most common forms of non-fiction.
Many non-fiction texts in real life blur the boundaries between text types and their features. The most common language features are listed for each text type but variants of all text types occur, especially when they are used in combination.
The features listed are often but not always present.
Non-fiction – Discussion texts
Discussion texts are not limited to controversial issues but polarised views are generally used to teach this text type as this makes it easier to teach children how to present different viewpoints and provide evidence for them. Discussions contrast with persuasion texts, which generally only develop one viewpoint and may present a biased view, often the writer’s own. Like all text types, discussion texts vary widely and elements of discussion writing are often found within other text types.
Purpose:
To present a reasoned and balanced overview of an issue or controversial topic. Usually aim to provide two or more different views of an issue, each with elaborations, evidence and/or examples.
| Generic structure | Language features | Knowledge for the writer |
|-------------------|------------------|--------------------------|
| The most common structure includes:
- a statement of the issues involved and a preview of the main arguments;
- arguments for, with supporting evidence/examples;
- arguments against or alternative views, with supporting evidence/examples. | Written in simple present tense.
Generalises the participants and things it refers to using uncountable noun phrases (some people, most dogs), nouns that categorise (vehicles, pollution) and abstract nouns (power).
Uses connectives (for example, therefore, however).
Generic statements are often followed by specific examples (Most vegetarians disagree. Dave Smith, a vegetarian for 20 years, finds that ...)
Sometimes combined with diagrams, illustrations, moving images and sound to provide additional information or give evidence. | Questions often make good titles. (Should everyone travel less to conserve global energy?)
Use the introduction to show why you are debating the issue. (There is always a lot of disagreement about x and people’s views vary a lot.)
Make sure you show both/all sides of the argument fairly.
Support each viewpoint you present with reasons and evidence.
If you opt to support one particular view in the conclusion, give reasons for your decision.
Don’t forget that discussion texts can be combined with other text types depending on your audience and purpose. |
| Another common structure presents the arguments ‘for’ and ‘against’ alternatively.
Discussion texts usually end with a summary and a statement of recommendation or conclusion. The summary may develop one particular viewpoint using reasoned judgements based on the evidence provided. | | |
Non-fiction – Explanatory texts
Explanatory texts generally go beyond simple ‘description’ in that they include information about causes, motives or reasons. Explanations and reports are sometimes confused when children are asked to ‘explain’ and they actually provide a report, e.g. what they did (or what happened) but not how and why. Like all text types, explanatory texts vary widely and are often found combined with other text types.
Purpose:
To explain how or why, e.g. to explain the processes involved in natural/social phenomena or to explain why something is the way it is.
| Generic structure | Language features | Knowledge for the writer |
|-------------------|-------------------|--------------------------|
| ▪ A general statement to introduce the topic being explained.
▪ (In the winter some animals hibernate.)
▪ The steps or phases in a process are explained logically, in order. *(When* the nights get longer … *because* the temperature begins to drop … *so* the hedgehog looks for a safe place to hide.) | ▪ Written in simple present tense. *(Hedgehogs wake up again in the spring.)*
▪ Use of temporal connectives, e.g. first, then, after that, finally.
▪ Use of causal connectives, e.g. so, because of this. | ▪ Choose a title that shows what you are explaining, perhaps using why or how. *(How do hedgehogs survive the winter? Why does it get dark at night?)*
▪ Decide whether you need to include images or other features to help your reader, e.g. diagrams, photographs, a flow chart, a text box, captions, a list or a glossary.
▪ Use the first paragraph to introduce what you will be explaining.
▪ Plan the steps in your explanation and check that you have included any necessary information about how and why things happen as they do.
▪ Add a few interesting details.
▪ Interest the reader by talking directly to them *(You’ll be surprised to know that … Have you ever thought about the way that …?)* or by relating the subject to their own experience at the end *(So next time you see a pile of dead leaves in the autumn …).*
▪ Re-read your explanation as if you know nothing at all about the subject. Check that there are no gaps in the information.
▪ Remember that you can adapt explanatory texts or combine them with other text types to make them work effectively for your audience and purpose. |
Non-fiction – Instructional/Procedural texts
Like all text types, variants of instructions occur and they can be combined with other text types. They may be visual only, (eg. a series of diagrams with an image for each step in the process) or a combination of words and images. Instructions and procedural texts are found in all areas of the curriculum and include rules for games, recipes, instructions for making something and directions.
Purpose:
To ensure something is done effectively and/or correctly with a successful outcome.
| Generic structure | Language features | Knowledge for the writer |
|-------------------|------------------|--------------------------|
| Begin by defining the goal or desired outcome. (How to make a board game.) | Use of imperative verbs (commands), e.g. Cut the card … Paint your design. Instructions may include negative commands. (Do not use any glue at this stage.) Additional advice (It’s a good idea to leave it overnight if you have time. If the mixture separates…) or suggested alternatives (If you would like to make a bigger decoration, you could either double the dimensions of the base or just draw bigger flowers). | Use the title to show what the instructions are about. (How to look after goldfish.) Work out exactly what sequence is needed to achieve the planned goal. Decide on the important points you need to include at each stage. Decide how formal or informal the text will be. (Cook for 20 minutes/Pop your cheesecake in the oven for 20 minutes. Present the text clearly. Think about using bullet points, numbers or letters to help your reader keep track as they work their way through each step. Keep sentences as short and simple as possible. Avoid unnecessary adjectives and adverbs or technical words, especially if your readers are young. Appeal directly to the reader’s interest and enthusiasm. (You will really enjoy this game. Why not try out this delicious recipe on your friends? Only one more thing left to do now.) Include a final evaluative statement to wrap up the process. (Now go and enjoy playing your new game. Your beautiful summer salad is now ready to eat.) Re-read your instructions as if you know nothing about the procedure involved. Make sure you haven’t missed out any important stages or details and check that the language is as simple and clear as possible. Use procedural texts within other text types when you need a set of rules, guidelines or instructions to make something really clear for the reader. |
Non-Fiction – Persuasion Texts
Persuasive texts can be written, oral or written to be spoken, eg. a script for a television advert or presentation. The persuasive intention may be covert and not necessarily recognised by the reader or listener. Texts vary considerably according to context and audience so that persuasion is not always a distinct text-type that stands alone. Elements of persuasive writing are found in many different texts including moving image texts and digital multimedia texts. Some examples may include evidence of bias and opinion being subtly presented as facts.
Purpose:
To argue a case from a particular point of view and to encourage the reader/listener towards the same way of seeing things.
| Generic structure | Language features | Knowledge for the writer |
|----------------------------------------------------------------------------------|-----------------------------------------------------------------------------------|----------------------------------------------------------------------------------------|
| ▪ An opening statement that sums up the viewpoint being presented. (Greentrees Hotel is the best in the world. School uniform is a good idea). | ▪ Written in simple present tense. | ▪ Decide on the viewpoint you want to present and carefully select the information that supports it. |
| ▪ Strategically organised information presents and then elaborates on the desired viewpoint. (Vote for me because I am very experienced. I have been a school councillor three times and I have ...) | ▪ Often refers to generic rather than specific participants (Vegetables are good for you. They ...). | ▪ Organise the main points to be made in the best order and decide which persuasive information you will add to support each. |
| ▪ A closing statement repeats and reinforces the original statement. (All the evidence shows that... It’s quite clear that... Having seen all that we offer you, there can be no doubt that we are the best.) | ▪ Uses logical rather than temporal connectives (This proves that ... So it’s clear ... Therefore ...). Tends to move from general to specific when key points are being presented. (The hotel is comfortable. The beds are soft, the chairs are specially made to support your back and all rooms have thick carpet.) | ▪ Plan some elaboration/explanation, evidence and example(s) for each key point but avoid ending up with text that sounds like a list. |
| | ▪ Use of rhetorical questions. (Do you want to get left behind in the race to be fashionable? Want to be the most relaxed person in town? So what do you have to do to?) | ▪ Think about counter arguments your reader might come up with and include evidence to make them seem incorrect or irrelevant. |
| | ▪ Text is often combined with other media to emotively enhance an aspect of the argument, e.g. a photo of a sunny, secluded beach, the sound of birds in a forest glade or a picture of a cute puppy. | ▪ Try to appear reasonable and use facts rather than emotive comments. |
| | | ▪ Choose strong, positive words and phrases and avoid sounding negative. |
| | | ▪ Use short sentences for emphasis. |
| | | ▪ Use techniques to get the reader on your side: |
| | | - address them directly (This is just what you’ve been waiting for.); |
| | | - adopt a friendly and informal tone; |
| | | - use memorable or alliterative slogans (Happy Holidays at Hazel House); |
| | | - use simple psychology to appeal to the reader’s judgement. (Everyone knows that ... Nine out of ten people agree that ... Choosing this will make you happy and contented. You’d be foolish not to sign up.) |
| | | ▪ Re-read the text as if you have no opinion and decide if you would be persuaded. |
| | | ▪ Remember that you can use persuasive writing within other text types. |
Non-Fiction – Non-Chronological Reports
Non-chronological reports describe things the way they are, so they usually present information in an objective way. Sometimes, the selection of information by the writer can result in a biased report. As with all text types, variants occur and non-chronological reports can be combined with other text types. A text that is essentially a non-chronological report written in the present tense may include other text types such as other types of report, e.g. when a specific example is provided to add detail to a statement. (Sharks are often seen around the coasts of Britain but they rarely attack people. In 2006, a man was surfing in Cornwall when he was badly bitten but it was the only incident recorded there for twenty years.)
Purpose:
To provide detailed information about the way things are or were.
To help readers/listeners understand what is being described by organising or categorising information.
| Generic structure | Language features | Knowledge for the writer |
|-------------------|-------------------|--------------------------|
| Although they have no temporal (chronological) structure where events happen in a particular order, non-chronological reports usually have a logical structure. They tend to group information, often moving from general to more specific detail and examples or elaborations. A common structure includes: an opening statement, often a general classification (Sparrows are birds); sometimes followed by a more detailed or technical classification (Their Latin name is…); a description of whatever is the subject of the report organised in some way to help the reader make sense of the information. For example: its qualities (Like most birds, sparrows have feathers.); its parts and their functions (The beak is small and strong so that it can …); its habits/behaviour/ uses (Sparrows nest in …). | Often written in the third person and present tense. (They like to build their nests … It is a cold and dangerous place to live.) Sometimes written in the past tense, as in a historical report. (Children as young as seven worked in factories. They were poorly fed and clothed and they did dangerous work.) The passive voice is frequently used to avoid personalisation, to avoid naming the agent of a verb, to add variety to sentences or to maintain an appropriate level of formality for the context and purpose of writing. (Sparrows are found in … Sharks are hunted … Gold is highly valued …) Tends to focus on generic subjects (Dogs) rather than specific subjects (My dog Ben). Description is usually an important feature, including the language of comparison and contrast. (Polar bears are the biggest carnivores of all. They hibernate, just like other bears. A polar bear’s nose is as black as a piece of coal.) Description is generally used for precision rather than to create an emotional response so imagery is not heavily used. | Plan how you will organise the information you want to include, e.g. use paragraph headings, a spidergram or a grid. Gather information from a wide range of sources and collect it under the headings you’ve planned. Consider using a question in the title to interest your reader (Vitamins – why are they so important?). Try to find a new way to approach the subject and compose an opening that will attract the reader or capture their interest. Use the opening to make very clear what you are writing about. Include tables, diagrams or images (e.g. imported photographs or drawings) that add or summarise information. Find ways of making links with your reader. You could ask a direct question (Have you ever heard of a hammerhead shark?) or add a personal touch to the text (So next time you choose a pet, think about getting a dog). Re-read the report as if you know nothing about its subject. Check that information is logically organised and clear. Use other text-types within your report if they will make it more effective for your purpose and audience. |
Non-Fiction - Recounts
Recounts are sometimes referred to as ‘accounts’. They are the most common text type we encounter as readers and listeners, not least because they are the basic form of many storytelling texts. Stories and anecdotes can have a range of purposes, frequently depending on the genre being used, and they often set out to achieve a deliberate effect on the reader/listener. In non-fiction texts they are used to provide an account of events. Recounts can be combined with other text types, for example, newspaper reports of an event often consist of a recount that includes elements of explanation.
Purpose:
The primary purpose of recounts is to retell events. Their most common intentions are to inform and/or entertain.
| Generic structure | Language features | Knowledge for the writer |
|-------------------|------------------|--------------------------|
| Structure often includes:
- orientation such as scene-setting or establishing context (It was the school holidays. I went to the park …);
- an account of the events that took place, often in chronological order (The first person to arrive was …);
- some additional detail about each event (He was surprised to see me.);
- reorientation, e.g. a closing statement that may include elaboration. (I hope I can go to the park again next week. It was fun.)
- Structure sometimes reorganises the chronology of events using techniques such as flashbacks, moving the focus backwards and forwards in time, but these strategies are more often used in fiction recounts. | Usually written in the past tense. Some forms may use present tense, e.g. informal anecdotal storytelling (Just imagine – I’m in the park and I suddenly see a giant bat flying towards me!). Events being recounted have a chronological order so temporal connectives are common (then, next, first, afterwards, just before that, at last, meanwhile). The subject of a recount tends to focus on individual or group participants (third person: they all shouted, she crept out, it looked like an animal of some kind). Personal recounts are common (first person: I was on my way to school … We got on the bus). | Plan how you will organise the way you retell the events. You could use a timeline to help you plan. Details are important to create a recount rather than a simple list of events in order. Try using When? Where? Who? What? Why? questions to help you plan what to include. Decide how you will finish the recount. You’ll need a definite ending, perhaps a summary or a comment on what happened (I think our school trip to the Science Museum was the best we have ever had). Read the text through as if you don’t know anything about what it is being recounted. Is it clear what happened and when? Is the style right for the genre you are using? (Technical/formal language to recount a science experiment, powerful verbs and vivid description to recount an adventure, informal, personal language to tell your friends about something funny that happened to you.) |
Children write many different types of narrative through KS1 and KS2. Although most types share a common purpose, (to tell a story in some way) there is specific knowledge children need in order to write particular narrative text types.
While there is often a lot of overlap (for example, between myths and legends) it is helpful to group types of narrative to support planning for range and progression. Each unit of work in the Primary Framework provides suggestions for teaching the writing of specific forms or features of narrative. For example: genre (traditional tales), structure (short stories with flashbacks and extended narrative), content (stories which raise issues and dilemmas), settings (stories with familiar settings, historical settings, imaginary worlds) and style (older literature, significant authors).
Narrative
Narrative is central to children’s learning. They use it as a tool to help them organise their ideas and to explore new ideas and experiences. Composing stories, whether told or written, involves a set of skills and authorial knowledge but is also an essential means for children to express themselves creatively and imaginatively.
The range of narrative that children will experience and create is very wide. Many powerful narratives are told using only images. ICT texts tell stories using interactive combinations of words, images and sounds. Narrative poems such as ballads tell stories and often include most of the generic features of narrative. Narrative texts can be fiction or non-fiction. A single text can include a range of text types, such as when a story is told with the addition of diary entries, letters or email texts.
Purpose:
The essential purpose of narrative is to tell a story, but the detailed purpose may vary according to genre. For example, the purpose of a myth is often to explain a natural phenomenon and a legend is often intended to pass on cultural traditions or beliefs.
| Generic structure | Language features | Knowledge for the writer |
|-------------------|------------------|--------------------------|
| The most common structure is:
- an opening that establishes setting and introduces characters;
- a complication and resulting events;
- a resolution/ending.
Effective writers are not constrained by predictable narrative structure. Authors and storytellers often modify or adapt a generic structure, e.g. changing chronology by not telling the events in order (time shifts, flashbacks, backtracking). Children can add these less predictable narrative structures to their own writing repertoires. | Language features vary in different narrative genres.
**Common features:**
- presented in spoken or written form;
- may be augmented/supplemented/partially presented using images (such as illustrations) or interactive/multimedia elements (such as hypertext/ images/ video/ audio);
- told/written in first or third person (I, we, she, it, they);
- told/written in past tense (sometimes in present tense);
- chronological (plot or content have a chronology of events that happened in a particular order);
- main participants are characters with recognisable qualities, often stereotypical and contrasting (hero/villain);
- typical characters, settings and events are used in each genre;
- connectives are widely used to move the narrative along and to affect the reader/listener:
- to signal time (later that day, once);
- to move the setting (meanwhile back at the cave, on the other side of the forest);
- to surprise or create suspense (suddenly, without warning). | Decide on your intended style and impact.
Plan before writing/telling to organise chronology and ensure main events lead towards the ending.
Visualise the setting and main characters to help you describe a few key details.
Rehearse sentences while writing to assess their effectiveness and the way they work together.
Find some different ways of telling what characters think and feel, e.g. describe what they did or said.
Use some strategies to connect with the reader/listener e.g. use repetition of the same phrase or the same language pattern; ask them a question or refer to the reader as ‘you’. What on earth was happening? Who do you think it was?
Show how the main character has changed or moved on in some way at the end.
Read or listen to the whole text as if you are the reader/listener or try it out on someone else: check that it makes sense and change anything that could work better. |
## Narrative – Adventure
**Purpose:**
To entertain
| Generic structure | Language features | Knowledge for the writer |
|----------------------------------------------------------------------------------|------------------------------------------------------------------------------------|----------------------------------------------------------------------------------------|
| Typically a recount or retelling of a series of exciting events leading to a high impact resolution. The most common structure is a chronological narrative. Building excitement as the hero faces and overcomes adversity is an important element, so more complex structures such as flashbacks are less common. Archetypical characters are the norm and much of the building tension comes from the reader predicting who or what represents the threat (the villain) and what is likely to go wrong for the hero. | An effective blend of action, dialogue and description develops archetypical characters who the reader will care about, at the same time as moving the plot along at an exciting pace. Description adds to the sense of adventure by heightening the reader’s awareness, e.g. a sense of potential danger (The cliffs were high and jagged ...) or dropping clues to encourage involvement through prediction (The captain welcomed them aboard but his eyes were narrow and cruel-looking ...) Dialogue is an element of characterisation but is used more to advance the action than to explore a character’s feelings or motivation. “What was that noise? Did you hear it too?” Language usually has a cinematic quality, with powerful, evocative vocabulary and strong, varied verbs for action scenes. (He leaped from his horse, charged into the banquet hall and hurtled himself onto the table where the prince was devouring a chicken.) | Create characters your readers will have a strong opinion about. Make the reader like your hero so they want him/her to succeed. Create a villain that is a good match for the hero, someone the reader definitely doesn’t want to win in the end. Don’t forget that villains we dislike most often work in subtle ways. They do sneaky, mean things that they might just get away with. Keep the plot moving but vary the pace: - use fast-moving action to create excitement at a high point; - slow things down a little with description or dialogue when you want to build tension and create suspense. Can you surprise the reader at the end? Perhaps someone who seemed insignificant saves the day and turns out to be a real hero, or perhaps a character that appeared good and helpful turns out to be two-faced. |
| Longer narratives build tension in waves, with one problem after another accelerating the adventure in several sections or chapters, with the high point of tension near the end. | | |
| The story can take place in any setting where there is the potential for adventure through a danger or threat. | | |
| ICT ‘adventure’ texts often employ different structures, allowing the user to select different routes through the order of events, sometimes with different resolutions that depend on the choices made by the reader. | | |
Narrative – Contemporary Fiction
Purpose:
To entertain and, sometimes, to create empathy with familiar characters.
| Generic structure | Language features | Knowledge for the writer |
|-------------------|-------------------|--------------------------|
| - Contemporary settings are often familiar ones.
- This type of narrative includes school stories, things that happen in the home or in local settings that children either know themselves or recognise. Stories therefore often reflect children’s own experiences, are often personal and structured as a recount. | - Dialogue plays an important part in the characterisation.
- Characters tend to use language familiar to children.
- Contemporary language features include the informal dialogue children use themselves, as well as familiar phrases from adults at home and school (Don’t let me tell you again!) | - Hero and villain characters are more difficult to create because the characters look like ordinary people, not superheroes or monsters. You can still create strong characters because they aren’t always what they seem on the outside – a nervous little boy might turn out to be a brave hero and a smiling old lady might not really be a kind character.
- You don’t need to write everything that is said to tell the story. Make sure you only use dialogue because it helps to create a character, provides information for the reader or moves the action along. |
Narrative – Dialogue, Playscripts, and Film Narrative
Purpose:
Although these forms of storytelling differ from narrative in that they are not necessarily ‘narrated’, they usually share the same purposes: to tell a story and to have a deliberate effect on the viewer/listener/reader. They include scripts for film/digital viewing or audio (e.g. digital audio recording or radio plays) and stories told using images and speech bubbles (such as comic strips) sometimes supplemented with an additional narrative element.
| GENERIC STRUCTURE | LANGUAGE FEATURES | KNOWLEDGE FOR THE WRITER |
|-------------------|-------------------|--------------------------|
| - Structural conventions for scripting vary, particularly in their layout on the page or screen but they usually include:
- Name of character and the words they speak;
- Organisational information;
- Stage directions
- Comic strip and some digital animations usually include speech bubbles within the images; interactive texts may include combinations of on-screen speech bubbles and audio dialogue, e.g. accessed by rollover or mouse click. | - Exclusive use of direct speech and absence of narrative text.
- Dialogue (conversation between two or more characters) or monologue (one character speaking).
- Any necessary narrative information is provided by images (as in comic strip or animations) by stage directions (as in a playscript) or by supplementary narrative, e.g. when a comic strip with speech bubbles also includes some narrative below each picture. | - Use only direct speech.
- Playscripts: apply the presentational conventions of a script consistently throughout.
- Comic strip with speech bubbles, animations, multimedia and other dialogue: keep the text fairly short and only include dialogue that moves the story on or gives important information; make the images and words work well together so they each add something special to the story. |
Narrative – Stories that Raise Dilemmas
Purpose:
To entertain and to explore issues or dilemmas.
| Generic structure | Language features | Knowledge for the writer |
|----------------------------------------------------------------------------------|-----------------------------------------------------------------------------------|----------------------------------------------------------------------------------------|
| The strength of the story often depends on a character facing a difficult (or | Characterisation is fundamental. The main characters are often well-established | Make sure the dilemma or issue to be faced is a really tricky one to deal with. If there |
| seemingly impossible) dilemma, with a limited choice of actions. A strong, | from the beginning with additional detail such as background, history or interests | is no easy or obvious answer, it will be even more interesting to read what your main |
| simple story structure usually leads the character to the dilemma quite quickly | included. The reader understands why a character feels the way they do. Key | character decides to do. |
| and then makes the reader wait to find out how it is dealt with. | characters also develop and change over time, usually as a result of the events | If characters change during the story, decide how to show this. |
| The narrative makes the waiting interesting by adding to the suspense, for | that take place in the story and particularly as a result of the dilemma they face | Do they behave differently? Do they speak differently? |
| example by increasing the complexity or gravity of the dilemma or by | and their resulting actions. Description, action and dialogue are all important | |
| threatening the right/chosen course of action. (The main character has decided | for developing and deepening character and showing both why and how someone has | |
| to apologise just in time and is on the way to do so but has an accident and is | changed. | |
| taken to hospital - soon it will be too late.) | | |
| Most forms of narrative can include stories which raise dilemmas. | | |
Narrative – Fantasy
Purpose:
To entertain and to fuel the imagination.
| Generic structure | Language features | Knowledge for the writer |
|----------------------------------------------------------------------------------|-----------------------------------------------------------------------------------|----------------------------------------------------------------------------------------|
| May simply be a basic chronological narrative set in a fantasy world but some | Description is very important because fantasy uses settings (and often characters) | Choose adjectives carefully to describe the places and things in the story. Use similes |
| fantasy narratives extend the ‘fantastic’ element to the structure as well. For | that must be imagined by the reader. Imagery plays an important role in helping to | to help the reader imagine what you are describing more clearly. (The glass castle was |
| example, the story may play with the concept of time so that characters find | describe places and things the reader has never seen. | as big as a football field and as tall as a skyscraper. Its clear walls sparkled like |
| themselves moving through time in a different way. Some fantasy structures focus | | blocks of ice in the sun.) Don’t make everything so fantastic that it is unbelievable. |
| on character development or description of setting at the expense of plot so that| | Make what happens as interesting and detailed as the setting where it happens. Don’t get |
| the actual order of events becomes less important or even impossible to follow. | | so involved in creating amazing places and characters that you forget to tell a good |
| | | story about what happens to them. |
Narrative – Historical Fiction
Purpose:
To entertain and, sometimes, to inform.
| Generic structure | Language features | Knowledge for the writer |
|-------------------|-------------------|--------------------------|
| The narrative is about something that has already happened in the past so a series of events is usually the underlying structure. | Historical settings need detail to make them authentic and to give important ‘mapping’ clues to the reader. When was this happening? Whereabouts is this story taking place? Appropriate archaic language is used, including old-fashioned words that have fallen out of usage, e.g. Let me carry thy basket, old dame. It can also include models of sentence grammar no longer commonly or informally used, e.g. That which you seek, you shall find in the forest. | Include accurate historical detail to create the setting (The winter of 1509 was bitterly cold and many poor country folk were starving) or let the reader work it out (The young prince had just been crowned King Henry VIII when a country boy called Tom arrived in London). Use the right kind of old-fashioned language when characters speak to one another. Description is important for the setting and characters but you can add historical detail in different ways to give variety: Description: The little girl was wearing a long cloak and woollen hood. Action: He threw his sword to the floor and rushed down the stone spiral staircase. Dialogue: Wait, I’ll get a candle to light our way. |
Narrative – Science Fiction
Purpose:
To entertain and, sometimes, to speculate about the future.
| Generic structure | Language features | Knowledge for the writer |
|-------------------|-------------------|--------------------------|
| Can use any of the varied structures typical of narrative. The setting is often a time in the future so may use structures that play with the time sequence, such as flashbacks and time travel. Science Fiction typically includes detail about the way that people might live in the future, predicting in a creative and imaginative way how technology might advance. | The plot usually includes adventure so action is fast-moving. Where futuristic characters are created, dialogue may use unusual forms and vocabulary, or even alternative languages. Description is important to convey imagined settings, technology, processes and characters. | Even if the story is set in the future, you still need to create a setting, characters and plot that readers can believe possible. Make sure you have main characters the reader will care about (e.g. a likeable hero) even if the characters are non-human. Use description carefully when you want your reader to imagine something they have never seen. |
Narrative – Mystery
Purpose:
To intrigue and entertain.
| Generic structure | Language features | Knowledge for the writer |
|-------------------|-------------------|--------------------------|
| Structure is often chronological, even in a longer narrative, but complex structural techniques are sometimes used for effect. Different structures can be used for layering of information or drip-feeding facts to build up a full picture for the reader, e.g. using flashbacks to fill in information needed that wasn’t provided earlier in the story or organising sections so they tell the story both before and after a key event. Knowing what is going to happen and then reading about it happening can add to the suspense. | The narrator uses questions to exaggerate the mystery, e.g. Who could it be? Why had the car suddenly stopped? Language is used to intensify the mystery, particularly adjectives and adverbials. Some typical vocabulary is associated with this narrative type (puzzling, strange, peculiar, baffling, weird, odd, secretive, unexplained, bewildering). Use of pronouns to create mystery by avoiding naming or defining characters, especially when they first appear in the story. (First line: He climbed in through the window on the stroke of midnight. The wind howled and there was no moon.) Use of the pronoun ‘it’ to suggest a non-human or mysterious character. (And that’s when I saw it, creeping carefully along behind the hedge. It wasn’t much taller than me.) | Use questions to highlight key moments as the mystery deepens (A sudden noise! What could be making that low mumbling sound?). Decide what the mystery is before you begin writing and introduce it fairly soon so the reader wants to find out the solution. Keep readers interested by hinting and suggesting but don’t give too much away too soon. Drop clues and puzzles for the reader to pick up and think about along the way. Make adventurous word choices to make your reader really think about what you’re describing. Don’t just say someone is ‘mysterious’, make them seem mysterious by describing them, their actions or what they say. Don’t describe everything in detail. What is left out can often be scarier than what is described. |
Narrative – Traditional Tales
Traditional or ‘folk’ tales include myths, legends, fables and fairy tales. Often originating in the oral tradition, examples exist in most cultures, providing a rich, culturally diverse resource for children’s reading and writing.
Many of these stories served an original purpose of passing on traditional knowledge or sharing cultural beliefs. They tend to have themes that deal with life’s important issues and their narrative structures are often based on a quest, a journey or a series of trials and forfeits. Characters usually represent the archetypical opposites of good and evil, hero and villain, strong and weak or wise and foolish.
The style of traditional stories usually retains links with their origins in oral storytelling: rich, evocative vocabulary, repetition and patterned language, and strong use of imagery. When written in a traditional style, they also use some archaic language forms and vocabulary. Many regional stories include localised vocabulary and dialect forms.
Different types of traditional tales tend to have some narrative features (purpose, characters, language, style, structure) of their own.
Narrative – Traditional Tales – Fables
Purpose:
A fable sets out to teach the reader or listener a lesson they should learn about life. The narrative drives towards the closing moral statement, the fable’s theme: the early bird gets the worm, where there’s a will there’s a way, work hard and always plan ahead for lean times, charity is a virtue. The clear presence of a moral distinguishes fables from other folk tales.
| Generic structure | Language features | Knowledge for the writer |
|-------------------|------------------|--------------------------|
| There is a shared understanding between storyteller and audience that the events told did not actually happen so fables do not need to convince and their structure is usually simple. They are often very short with few characters – sometimes only two. Structure is typically the simplest kind of narrative with a beginning, a complication and a resolution. Two characters (often animals) meet, an event occurs and they go on their way with one of them having learned an important lesson about life. | The short and simple structure of the narrative leaves little room for additional details of description or character development. Dialogue is used to advance the plot or to state the moral, rather than to engage a reader with the characters and their qualities. Characterisation is limited but specific: A lazy duck was making its way to the river … A crafty raven was sitting on a branch … There is limited use of description because settings are less important than the events that take place. Action and dialogue are used to move the story on because the all-important moral is most clearly evident in what the main characters do and say. Connectives are an important language feature to show cause and effect and to give coherence to a short narrative. | They are portrayed as simple stereotypes rather than multidimensional heroes or villains. If your main characters are animals, make them behave like human stereotypes: a brave little ant, a wise old turtle, a cunning fox, a lazy donkey. Use the main characters to give your fable a title: The Ant and the Elephant. State the moral of your fable clearly at the end: a wise person always plans ahead. Establish the setting in the first line and introduce the two main characters as soon as you can. Give clues to your reader about what might happen: a greedy but impatient fox was watching the chickens from behind a tree. Don’t add too much detail of description and only use dialogue that helps to tell what happened. Use connectives when characters talk to one another, to explain or show cause and effect: “If you will give me your hand, I will help you over the river”, said the wolf. “I can’t possibly eat you because I’m a vegetarian,” lied the bear. Use connectives to show your reader quickly and easily when things happened and how time passed: (One morning… as he was… first he saw… then he saw… When winter came… And then the grasshopper understood…) Questions are often the way one character introduces themselves to another in a fable: Why do you howl so loudly? What are you writing so busily in your book, little bird? |
Specific Features of Fables
Theme
Although they use many of the typical themes, characters and settings of traditional stories, fables have a very specific purpose that strongly influences their content. A fable sets out to teach the reader or listener a lesson they should learn about life. The narrative drives towards the closing moral statement, the fable’s theme: the early bird gets the worm, where there’s a will there’s a way, work hard and always plan ahead for lean times, charity is a virtue. The clear presence of a moral distinguishes fables from other folk tales.
Plot and structure
Plot is overtly fictitious as the point of the story is its message, rather than an attempt to convince the reader of a real setting or characters. There is a shared understanding between storyteller and audience that the events told did not actually happen. They are used as a means to an end, a narrative metaphor for the ethical truth being promoted. For this reason, fables do not carry any non-essential narrative baggage. There are usually few characters and often only two who are portrayed as simple stereotypes rather than multidimensional heroes or villains. Narrative structure is short (sometimes just a few sentences) and simple and there is limited use of description. Action and dialogue are used to move the story on because the all-important moral is most clearly evident in what the main characters do and say.
Character
The main characters are often named in the title (the town mouse and the country mouse, the North wind and the sun) and they are also frequently animals, another subtle way of signalling the fictional, ‘fabulous’ nature of the story and its serious purpose. Animal characters speak and behave like human beings, allowing the storyteller to make cautionary points about human behaviour without pointing the finger at real people.
Style
Many fables use the rich vocabulary, imagery and patterned language common in traditional tales but generally speaking, the shorter the fable, the more simple its use of language. In these short texts, use of vocabulary is often pared down and concise.
Fables tend to use:
- Formulaic beginnings that establish setting and character very quickly (One day a farmer was going to market … A hungry fox was sitting by the roadside … In a field, one spring morning …);
- connectives to explain or show cause and effect (If you will give me … so the wolf …);
- temporal connectives that hold the narrative together and give it a chronological shape (One morning … as he was … first he saw … then he saw … When winter came … And then the grasshopper understood …);
- simple dialogue between two main characters, often questions and answers (Why do you howl so loudly?) or statements that reflect on a situation (You seem to have a wonderful life here in the town. My feathers may not be beautiful but they keep me warm in winter.).
Narrative – Traditional Tales – Legends
Purpose:
To provide information about the way particular people lived, and what they believed. Legends also help us to reflect on our own lives because they often deal with issues that are cross-cultural and relevant today.
| Generic structure | Language features | Knowledge for the writer |
|-------------------|-------------------|--------------------------|
| Structure is usually chronological, with one episode told after another, for example as the phases of a journey or the stages of an ongoing battle. Some legends tell the whole life story of their hero as a series of linked episodes; each one may be a story in its own right. Common structures include: - chronological episodes; - journey stories; - sequential stories; - life stories and community histories. | Language features are very similar to those of myths: rich, evocative vocabulary; memorable language use; use of rhythm and repetition techniques; formulaic openings and endings; imagery: simile, metaphor and symbolism. Legends written in a traditional style often use more literary language than fairy tales or fables. Modern versions such as twenty-first century retellings or new legends may use more contemporary, informal language. | Work out how the story will tell of a struggle, e.g. between good and evil, friend and foe, wise and foolish. When you’ve decided on your main character, decide on the structure you will use and what will be included in each episode/each stage of the journey or quest. Consider adding ingredients of magic or the supernatural to make your legend different from other kinds of stories. Use symbols your reader will recognise to help them get involved in the story, e.g. red for anger/danger, darkness for danger/evil, a light or flame for goodness and hope. |
Specific Features of Legends
Plot and character
There are a great many similarities between myths and legends. Although legends often include mythical beings and supernatural events, they are more closely connected to the real world of human history. The events in legends tend to seem more likely and less fictionalised than those in myths. Legends are usually based on real characters and events, even though these have been richly embellished and exaggerated over time. This gives the narrative an exciting quality because all the events seem to be within the realm of possibility, even when the plot has become so widely adapted or updated that it is completely fictional. The plot of a legend usually focuses on an individual character, a cultural hero or a person respected and remembered: (Jason, King Arthur, Robin Hood) but there are also legends about places; (Atlantis, Shangri-La), objects; (the Holy Grail, the Philosopher’s Stone) and legendary animals; (the Yeti, Loch Ness Monster).
Structure and Style
Structure is usually episodic, as in the phases of a journey over several years or the stages of a great battle. Some legends tell the entire life story of their hero as a series of linked episodes, each one a story in its own right, as in the King Arthur stories and the sagas of German-speaking and Northern European countries. Common structures include:
- chronological episodes;
- journey stories;
- sequential stories;
- life stories and community histories.
Like myths, legends sometimes use a more literary style than fairy tales or fables. For example:
- rich, evocative vocabulary;
- memorable language use;
- use of rhythm and repetition techniques;
- formulaic openings and endings;
- imagery: simile, metaphor and symbolism.
Theme
Legends employ many of the typical themes of traditional stories:
- good and evil;
- friend and foe;
- magic;
- the supernatural;
- rich and poor/rags to riches/riches to rags;
- wise and foolish;
- strong and weak;
- just and unjust;
- a quest or search;
- a journey;
- trials and forfeits.
Legends, like myths, reveal information about the way people lived, what they believed, what was important to them, what they valued and what they were afraid of. They also convey meaning about the way we live our lives that make them relevant and interesting across cultures and time. This makes them worth repeating through generations and publishing as new versions or adaptations for twenty-first century readers. Brand new legends continue to be developed as part of contemporary literary and oral storytelling cultures.
Narrative – Traditional tales – Myths
Purpose:
To provide a fictional explanation for natural phenomena. Many cultures use myths to explain the world and its mysteries by handing them down from one generation to the next. Myths can also pass on cultural, religious or spiritual beliefs and traditions.
| Generic structure | Language features | Knowledge for the writer |
|-------------------|------------------|--------------------------|
| The plot is often based on a long and dangerous journey, a quest or a series of trials for the hero. | Rich vocabulary evoking the power and splendour of the characters and settings: Hercules hurled the glittering spear with all the strength of a mighty army. | Make the characters larger than life by giving them supernatural powers or strong characteristics like courage and wisdom. |
| The plot usually includes incredible or miraculous events, where characters behave in superhuman ways using unusual powers or with the help of superhuman beings. | Use of imagery to help the reader imagine. Simile is used widely to help convey grand settings and describe awe-inspiring characters: Thor’s hammer was as heavy as a mountain. | Create a negative character who is the opposite of your hero: good and evil, brave and cowardly, strong and weak. |
| Myths are often much longer texts than other traditional stories (apart from some legends) especially in their original form. They provide a very useful contrast with shorter forms of traditional narrative such as fables. | Vivid description of characters and settings. Fast-moving narration of action to keep the drama moving along. Myths tend to make less use of dialogue and repetition than some other types of traditional story. | Consider including a character who is a ‘trickster’ to add to the fun or to create twists in the plot. |
| | Myths often provide good examples of the use of symbols: Theseus unwinds a thread behind him in the Minotaur’s den – a thread could be seen as a symbol of his link between the real world of humans and the supernatural world of the gods. | Choose a setting that gives a dramatic backdrop for the action: (a huge, dense forest, a mountain shrouded in icy fog or a wide, sun-baked desert). |
| | | Weave description, dialogue and action together but don’t slow down the story with too much detail about who said what. |
Specific Features of Myths
Purpose
The usual purpose of a myth is to provide an explanation for the origins of phenomena (thunder, day and night, winter) by telling the story of how they came to be. Most cultures used myths, handed down orally from generation to generation from an anonymous source, to explain the world and its mysteries, so mythology from different regions usually reflects the wonders that people saw around them in their own environment. Myths often provide narrative clues that help to build a picture of the beliefs, lifestyles and ideology of the people who first told them. There are many similarities between the myths of different cultures (Why the Crow is Black: Aboriginal Australian, Sioux and Dakota, Filipino and ancient Greek).
Themes
Myths are set in the past, usually a distant and non-specific past, and are presented (unlike fables) as something that actually happened. There is evidence that the content of some myths is based on real events and places that may have existed. Myths explain why the world is the way it is and, for this reason, they reflect the basic principles of the religion or spirituality of the people. For example, Norse and Greek myths narrate what the gods did and how they interacted with humans. The most famous Hindu myths, *The Mahabharata* and *The Ramayana*, are epic tales that contain the teachings of Hindu sages told as exciting stories about the lives of people and gods. The social and religious status of myths varies from culture to culture but for some they continue to be sacred texts. Opposites occur frequently in myths as themes, including:
- good and evil;
- night and day;
- calm and storm;
- wise and foolish;
- old and young;
- beautiful and ugly;
- mean and generous;
- just and unjust.
Like other traditional stories, myths use quests, journeys and trials as themes. The hero or heroine often has to undergo some kind of test (the trials of Hercules) or set off on a long and difficult journey where dangers arise at each stage (the *Odyssey*).
Plot and structure
The plot of a myth usually includes incredible or miraculous events, where characters behave in superhuman ways using unusual powers or with the help of superhuman beings. Myths are often much longer texts than other traditional stories (apart from some legends) especially in their original form. They provide a very useful contrast with shorter forms of traditional narrative such as fables.
Characters
Characters typical of traditional stories appear in myths (talking animals, rich kings, foolish young men, clever villains) although the ‘trickster’ character is often a mischievous god (Loki, for example). The most notable character types in this sub-class are classic heroes and supernatural beings. Characterisation is an interesting focus for composition when children write their own myths or retell versions because the characters need to be awe-inspiring and larger-than-life.
Style
Rich, evocative vocabulary and use of imagery are typical but style is often more literary than other types of tales so that some versions offer a more challenging read for children. Myths often include very vivid description of characters and settings (dense, mysterious rainforest or icy, mist-shrouded mountain peaks) and fast-moving narration of action. They tend to make less use of dialogue and repetition than some other types of traditional story. Simile is used widely to help convey grand settings and describe awe-inspiring characters. Myths also provide good examples of the use of symbols. For example, the thread that Theseus unwinds behind him in the Minotaur’s den could be seen as a symbol of his link between the real world of humans and the supernatural world of the gods. The labyrinth itself could represent the confusion in his own life – he doesn’t know ‘which way to turn’ to solve his problems. He feels ‘lost’.
Narrative – Traditional tales – Fairy tales
Purpose:
Fairy tales were originally intended for adults and children. They were passed down orally to amuse and to convey cultural information that influences behaviour, such as where it is safe to travel and where it is dangerous to go.
Fairy tales are found in most cultures and many derive from the oldest stories ever told. Some modern fairy tales could be included in the more recently categorised genre of ‘fantasy’.
| Generic structure | Language features | Knowledge for the writer |
|----------------------------------------------------------------------------------|-----------------------------------------------------------------------------------|----------------------------------------------------------------------------------------|
| Setting is nearly always vague. | Formulaic sentences are used: | Characters may be fairy folk or even talking animals but make sure they are still |
| (Once upon a time … A long, long time ago …) | Once upon a time … There was once a … Long ago in the … And it came to pass… | interesting, believable characters your reader will care about, e.g. a good-hearted |
| Structure is most typically a recount in chronological order, where events retell what happened to a main character that came into contact with the ‘fairy world’. | Language often reflects the settings, in the past, using archaic or regional | hero, a scheming villain, a wise helper. |
| Often the hero or heroine is searching for something (a home, love, acceptance, wealth, wisdom) and in many tales dreams are fulfilled with a little help from magic. | vocabulary and grammar: Say these words thrice! I shall return and take thy gold. He knew not where he was. | Decide how the world of people and the world of fairy land will come into contact and |
| ‘Fairy tale endings’ (where everything turns out for the best) are common but many fairy tales are darker and have a sad ending. | | how this will cause a problem. |
| | | Use numbers and patterns that usually appear in fairy tales: |
| | | the numbers 3 and 7. |
| | | Use phrases that have a strong rhyme or rhythm or another kind of pattern: a magic |
| | | sentence is repeated several times during the story, the hero must say a secret |
| | | rhyme to escape, a line is used at the beginning of each section or chapter. (On and |
| | | on walked the little old man.) |
| | | Use different styles of language for the human beings and the characters from the |
| | | fairy world when they speak, to make a strong contrast between them: |
| | | “Eeeek! Who are you, you wrinkly old thing?” asked Tom. |
| | | “Beware, child and address me with respect. I am not of your world,” came the goblin’s whispered reply. |
Specific Features of Fairy Tales
Origin, audience and purpose
The oldest forms of fairy tales were originally intended for adults and children. These early folk tales were passed down orally from generation to generation and later became increasingly associated with children as their audience. Their primary purposes are to amuse and to convey cultural information that influences behaviour (mountains can be dangerous places to travel alone, unselfish behaviour benefits the community and is rewarded, do as your parents tell you and all will be well). Later adaptations, written in a more literary and sophisticated style, are also among the traditional stories known as fairy tales although the often gory and frightening content of the original stories was sometimes sanitised by those who composed new, written adaptations. Fairy tales are found in most cultures and many derive from the oldest stories ever told. New fairy tales are still being written today although some of these texts with fairy-tale elements (such as *The Hobbit*) could be included in the more recently categorised genre of fantasy.
Theme
The familiar themes of many traditional stories are prevalent in fairy tales:
- magic and skill;
- safe and dangerous;
- good and evil;
- weak and strong;
- rich and poor;
- wise and foolish;
- old and young;
- beautiful and ugly;
- mean and generous;
- just and unjust;
- friend and foe;
- family/home and stranger/far away;
- the origins of the Earth, its people and animals;
- the relationship between people and the seen or unseen world around them.
Character
Fairy tales consistently include some of the most familiar and traditional archetypes of all folk tales (hero, villain, mentor, trickster, sage, shape shifter, herald). Human characters are simply the people who lived in the castles, cottages and hovels of the original stories: kings and queens, princes and princesses, knights and ladies, poor farmers, youngest sons, wise old women, beggars, tailors, soldier, a goose-girl. The main character is often humble, melancholy or hard-working and wants to make life better.
Characters also include a wide range of magical folk including animals or creatures who may have mystical powers yet behave with human characteristics. The names given to the inhabitants of the fairy world vary in different cultures but they include the ‘little folk’ (elves, imps, fairies, leprechauns, pixies/piskies, goblins and dwarfs) as well as the larger and often more sinister trolls, giants, ogres, wizards and witches.
Interestingly, the presence of fairies or talking animals is not necessarily the best way to identify a traditional tale as a fairy story. Many fairy stories do not include fairies as characters and the main characters in fables are often talking animals.
Plot and structure
The setting and details about when events took place are nearly always vague. (Once upon a time ... A long, long time ago ... It happened that ... Once there was a small cottage in the middle of a forest ...) The stories tell the adventures of people in the land of fairy folk so plots usually include the use of magic, fantastic forces and fanciful creatures. Sometimes the inhabitants of the magical land of ‘faerie’ venture into the world of humans and this disruption of the status quo triggers a far-fetched sequence of events. Enchantments are common and rule-breaking has consequences.
Often the hero or heroine is searching for something (a home, love, acceptance, wealth, wisdom) and in many tales dreams are fulfilled with a little help from magic. ‘Fairy tale endings’ (where everything turns out for the best) are common. Heroes overcome their adversaries and girls marry the prince of their dreams but many fairy tales are darker and have a sad ending. The fairy tales of Hans Christian Andersen, for example, include many where things go from bad to worse even for ‘good’ characters or where people’s negative characteristics are their downfall at the end. (The little match girl dies tragically in the snow, the fashion-obsessed emperor becomes a laughing stock when he parades through the city wearing nothing at all, the toy soldier melts away to a lump of lead.) This means that careful selection of texts is required to ensure age-appropriateness.
Style
Fairy tales include good examples of the repetitive, rhythmic and patterned language of traditional stories. Phrases or expressions are repeated for emphasis or to create a magical, theatrical effect (so she went over the gate, across the meadow and down to the stream once more ... not once, not twice, but three times...)
Fairy stories use:
- rich, evocative vocabulary;
- the language of the fairy world (magic spells, incantations, charms);
- the spoken language of the ordinary people (dialogue, regional accent and dialect vocabulary, informal expressions);
- memorable language (rhyme, alliteration, assonance, repetition);
- formulaic openings and endings; imagery: simile, metaphor and symbolism.
Fairy tales are commonly presented as implausible but it is important to remember that in cultures where the inhabitants of the magical world are perceived as real, the stories may be interpreted more as legends, so that storyteller and reader/audience understand them to have some historical, factual basis.
Poetry
Range of Poetry
Poetry is a very wide-ranging type of text and has many purposes and forms. Often written or spoken for an intended reader, it may also be composed for a personal outcome because the concise and powerful nature of poetry conveys emotion particularly well. Like oral storytelling, poetry has strong social and historical links with cultures and communities.
The fact that poetry often plays with words makes it an attractive text type for children and one that they experiment with in their early language experiences. Features of other text types are frequently used as the basis for a poem, e.g. lists, dialogue, questions and answers. As children become familiar with a wider range of poetic forms and language techniques they can make increasingly effective use of wordplay to explore and develop ideas through poetry.
Poetry
Purpose:
Poems can have many different purposes, e.g. to amuse, to entertain, to reflect, to convey information, to tell a story, to share knowledge or to pass on cultural heritage. Some forms of poetry are associated with certain purposes, e.g. prayers to thank, celebrate, praise; advertising jingles to persuade; limericks to amuse.
Although a poem may share the same purpose as the text type it is related to (e.g. to recount) the context for writing does not always mean that a poem is the most appropriate choice of text type.
| Generic structures | General language features | Knowledge for the writer |
|--------------------|---------------------------|--------------------------|
| Poems are often grouped for learning and teaching by theme, structure, form or language features. **Themes:** Poetry selections or anthologies often group poems by their content or subject matter and include different examples of structures. **Structure:** Poetry has an extremely wide range of structural variety, from poems that follow a rigid textual structure to those that have only a visual or graphic basis. The most common structures include patterns of rhyme (e.g. ABABCC) or metre (dum-dum-dum-dum). Structures based on syllable counts (such as haiku and some versions of cinquains) are also common. Other structures rely on repetition of grammatical patterns rather than rhythm. For example, some list poems, dialogue poems and question and answer poems follow a specific structure even though they don’t include rhyme or follow a pattern of line length. | Poems use the same language features as other text types but each feature is often used more intensively to achieve a concentrated effect, e.g. of mood, humour, musicality: frequent alliteration, use of imagery or repetitive rhythm. Rhyme is used almost exclusively by poetic texts. The language features used depend on context, purpose and audience and also on the intended style of a poem. Different poetic forms tend to use different language features. The most common are rhyme, metre and imagery. **Rhyme:** many traditional forms use particular rhyme patterns which are usually described using an alphabetic system. AABB is the usual rhyme pattern of a limerick. Other common patterns in children’s poetry are AABB and ABABCC for each verse. The usual order of clauses or words is sometimes deliberately rearranged to create a rhyme at the end of a line. For example, Did he smile his work to see? Did he who made the lamb make thee? (William Blake ‘The Tyger’). Playing with rhyme and creating nonsense poems is an important element in exploring and manipulating language. Children also need to learn how to avoid the danger of ‘forced rhyme’ where they use a word simply because it rhymes, not because it is what they want to say. **Metre:** rhythm, stress patterns (e.g. dum-de, dum-de or de-dum, de-dum) syllable patterns (e.g. 5, 7, 5 syllables in the three lines of a haiku). **Imagery:** e.g. simile, metaphor, personification. The effective use of imagery is often a key ingredient in powerful, memorable poetry. Children usually begin using imagery by comparing one thing with another and by saying what something was like. | Depending on the kind of poetry being written: observe carefully and include detail, drawing on all your senses; when writing from memory or imagination, create a detailed picture in your mind before you begin writing; be creative about the way you use words – use powerful or unusual vocabulary, or even create new words and phrases; when using few words, make every word count; play with the sounds or meanings of words to add an extra layer of enjoyment for your audience, e.g. use alliteration or assonance, a pun or double meaning; use imagery to help your reader/listener visualise what you are describing but don’t weigh the poem down with too many adjectives or similes; use the poem’s shape or pattern to emphasise meaning, e.g. make an important line stand out by leaving space around it; read the text aloud as you draft, to check how it sounds when read aloud or performed; improve it by checking that every word does an important job, changing the vocabulary to use more surprising or powerful words; use images that help your reader easily imagine what you are writing about – think of comparisons they will recognise from their own lives; try to think of new, different ways to describe what things are like and avoid using too many predictable similes (her hair was as white as snow). |
| Rich vocabulary: powerful nouns, verbs, adjectives, invented words and unusual word combinations. |
| Sound effects alliteration, assonance (repetition of the same vowel phoneme in the middle of a word, especially where rhyme is absent: cool/food) onomatopoeia (where the sound of a word suggests its meaning: hiss, splutter). |
| When a poem does not use rhyme at all, it is often the distinct combination of metre, imagery and vocabulary that distinguishes it from prose. |
| The language effects found in poems can be different across time and cultures because poems reflect the way that language is used by people. |
Poetry – Free Verse
Structures:
Free verse is not restricted by conventions of form or pattern and does not have to rhyme or maintain a consistent structure (such as line-length) throughout.
| Generic structure | Language features | Knowledge for the writer |
|-------------------|------------------|--------------------------|
| Free verse is so-called because it does not have to follow particular forms but some examples can be grouped as follows: | Poetry often makes use of language forms associated with informal and spoken language, relying more on the patterns and vocabulary of speech than on poetic conventions of rhyme and metre. | Make the most of the wide choices that free verse gives you and try out different ways of using words, lines or verses instead of sticking to predictable patterns. Maintain a strong style that helps to hold your poem together in the absence of a particular structure, e.g. using informal spoken language as if you are talking to the reader. Use layout to control the way the poem is read, for example by creating space around important lines or phrases. If you’re using the style of spoken language, make sure the lines don’t get too long. Think about the types of sentences you use and decide if you need questions as well as statements. Don’t forget that poetry allows you to use words in many ways, not just in sentences. Use questions directed to your reader to draw them in, e.g. Do you know what I mean? Make punctuation work for you and guide your reader in the way you want the poem to sound, if read aloud. |
| Monologue | Written in the first person, a single voice. Often a recount or an explanation of a personal viewpoint. May address the reader directly, for example by asking questions or using language as if the reader is taking part in a conversation with the writer. (Is it hard to believe? Guess what happened next!) There are many examples in the poetry of Michael Rosen. | |
| Conversation poems | As above, but two or more voices present. Can be a dialogue taking place or a series of questions and answers, as in the traditional poem, Who killed Cock Robin? | |
| List poems | A simple list of words, phrases or sentences, often preceded by a ‘starter’ sentence, such as In my picnic basket I will put:/ Things that make me smile: | |
All the examples above can also be structured poems, for example using rhyme or line patterns.
| Monologue | List poem |
|-----------|-----------|
| **Peas Please**
Last night we had peas for tea
And I told my dad I don’t like peas
But he put them on my plate
And I told him again that I don’t like peas
So he said I had to eat them
And I told him AGAIN that I don’t like peas
But he said there was ice-cream for later
(After the peas)
So I ate the peas
Every single one
And d’you know what?
I like peas! | **A Day on the Farm**
A tiny lamb just born, still wobbly.
Mother pig, bold and fierce with me but soft and gentle with her piglets.
The farmer’s old hat. He said could it tell stories.
A deep, green pond like a dark emerald,
older than the farmer, older than the farmhouse, older than the fields.
A red combine harvester, waiting, waiting, waiting in the barn
for the moment when the corn is ready
These are my memory pictures. |
Poetry – Visual Poems
Structures:
Visual poems are based (often exclusively) on visual appearance and/or sound. The words are presented to create a particular shape, to create an image or to convey a visual message. Letter shapes may be exaggerated in the design. Meaning may be literal or rely on metaphor.
| Generic structure | Language features | Knowledge for the writer |
|-------------------|------------------|--------------------------|
| Calligrams and Shape poems | A calligram can be a poem, a phrase or even a single word. Calligrams use the shape of the letters, words or whole poem to show the subject of the calligram in a visual way. Examples: A one-word calligram could use a wobbly font or handwriting style for the word TERRIFIED. A shape poem about eating fruit to stay healthy could be presented to look like the shape of an apple on the page or screen by adapting line length. | Think about words in different ways. Listen to the way they sound and look carefully at their letters and shapes on the page or screen. Find out more about word meanings by using a thesaurus to get ideas. Stick to simple shapes that you can recreate by typing or writing. Get more ideas by exploring font options and text effects. The way they make words look will help you plan visual poems. Remember that some visual poems only work by looking at them, not by reading them aloud. Others only make sense when you read them and hear the sound of the words. |
| Concrete poetry | The simplest concrete poems are shape poems but others blur the boundaries between poetry and art. They can include sounds and images and can also be 3-D. New technologies have brought about innovative forms that include multilayered texts with hyperlinks to ‘poems within poems’, visual stories, audio files and images that form part of the poem itself. | |
Examples: Visual Poems
Calligram
P
YR
AMIDS
are wonders
that show what
numbers and people
can do if they get together.
Concrete Poem
EXAMPLE 1
In art and design, children in Year 2 have been investigating different kinds of art. They make a clay sculpture and carve carefully chosen words into the surface to reflect their own feelings about a particular topic or issue, creating a 3-D poem that relies on the words and the sculpture working together. For example, they create a sculpture of a hand with two or three words in the palm to convey their own feelings.
EXAMPLE 2
Children use a graphics program to create an illustration. They add a hyperlink to a sound file that plays when the cursor rolls over a hotspot or when the link is clicked. For example, working in pairs, children draw two characters and add two sound files, one for each ‘voice’ in a dialogue poem they have written. The poem is only complete when the reader can not only HEAR the dialogue but also SEE who the two speakers are.
Poetry – Structured Poems
Structures:
Structured poems follow a consistent framework based on features such as line length, syllable count, rhyme pattern, rhythm, metre or a combination of these. A poem’s structure (particularly rhythm and rhyme) generally influences the way it sounds when read aloud and helps to make it memorable. Poems with a clear, simple structure are often used as models or writing frames for children’s own writing.
The structure of a poem sometimes helps to organise the content. For example, a longer narrative poem (such as a ballad) may be organised chronologically into verses or parts. An important line may be repeated as a chorus or refrain.
The range of poetry structures presented as ICT texts is even wider and includes multimodal and/or interactive poems that contain hypertext, live links, moving images and sounds.
Knowledge for the writer
- Double-check that any deliberate patterns of rhyme or rhythm work all the way through.
- Remove clichés and change any rhymes that sound forced.
- Avoid choosing words just because they fit the pattern or rhyme – only use words that really work.
- Re-read aloud as you write, to check how the structure sounds, especially to hear rhyme and metre.
- When you have few words to use (e.g. haiku, couplets) make sure that every word works hard for meaning and effect.
- Don’t let the poem’s structure take over and make all the choices for you – you are the writer so you decide what works and what doesn’t.
Generic structure | Language features
| There are many forms of structured poetry. Some are culturally specific. | |
| Some of the most common forms are: | |
| Cinquain | A generic name for a five-line poem. One of the most commonly used forms follows a syllable pattern for each line: 2, 4, 6, 8, 2. There are many different types of cinquains providing a wide range of opportunities for children to experiment with rhyme or syllabification. For example, reverse cinquains where the line pattern works backward, quintiles where cinquains are grouped in multiples to create a longer poem and English quintains that have a rhyme pattern (ABABB) but no specific line length. |
| Quatrain | Quatrain is a generic term for a four-line stanza or poem of any kind. |
| Couplets | Two successive lines, usually part of a poem longer than two lines and typically at the end of a verse or stanza. Couplets have two lines, each with the same metre and often share the same rhyme (rhyming couplets). |
| Rap | Rap is an example that straddles the boundaries between poetry, talk and song. It is one of the central elements of hip hop culture and uses strong musical rhythm and repeated rhyme patterns. The content is often focused on social commentary. |
| Limerick | A traditional five-line rhyming form, usually with humorous subject matter. Popularised in the nineteenth century by Edward Lear’s Book of Nonsense. The rhyme pattern is usually |
| **Rhyming Couplet** | **Question and Answer Poem** | **Haiku** |
|---------------------|-------------------------------|-----------|
| I wonder why the sky is dark at night... Perhaps the moon and stars put out the light. | PUPPY IN THE HOUSE
Who broke the window?
It wasn’t me. Wag, wag!
Who chewed the rug?
It wasn’t me. Lick, lick!
Who made a puddle?
It wasn’t me. Woof, woof!
Who’s the best puppy in the world?
That would be ME (Wag, lick, woof!) | Light shines through a glass
But not through me, and that’s why
I HAVE A SHADOW! |
**Haiku, tanka and renga** all derive from Japanese poetry forms and are all based on syllabic line patterns. In their original form they were based on Japanese sound units which do not translate exactly to ‘syllables’ in English. There are no hard and fast rules for the structure of these forms written in English but the following conventions are widely applied:
- **Haiku**
- Three lines: syllable pattern 5, 7, 5. A personal but universal comment on nature and/or humankind’s place in the world. The poet aims to capture a single moment or thought and also aims to leave half the work for the reader to do.
- **Tanka**
- Five lines: syllable pattern 5, 7, 5, 7, 7. Typically a haiku with two additional lines. The first three lines may describe a state or situation and the last two provide more detail, or the poet’s comment.
- **Renga**
- Haiku-like verses linked together can be described as renga and are often written by more than one poet. Each is linked by two additional lines, each of seven syllables. The line/syllable pattern is:
- 5, 7, 5
- 7, 7
- 5, 7, 5
- 7, 7
- and so on.
- **Ballads**
- Ballads are narrative poems, usually of some length. Rhyme and musical rhythm patterns make them memorable for oral retelling. They often recount heroic deeds or legends. Ballads typically include a chorus between each verse or a refrain that repeats key lines.
- **Question and answer poems**
- question and answer poems may not rhyme or maintain the same metre but they are often tightly structured as a series of questions, each followed by an answer.
Progression Papers
Non-Fiction
| Progression in Recount Texts |
|-----------------------------|
| **Foundation Stage** |
| - Informally recount incidents in own life to other children or adults and listen to others doing the same. Experiment with writing in a variety of play, exploratory and role-play situations. |
| - Write sentences to match pictures or sequences of pictures illustrating an event. |
| - Use experience of simple recounts as a basis for shared composition with an adult such as retelling, substituting or extending, leading to simple independent writing. |
| **Year 1 / Year 2** |
| - Describe incidents from own experience in an audible voice using sequencing words and phrases such as ‘then’, ‘after that’; listen to other’s recounts and ask relevant questions. |
| - Read personal recounts and begin to recognise generic structure, e.g. ordered sequence of events, use of words like *first, next, after, when*. |
| - Write simple first person recounts linked to topics of interest/study or to personal experience, using the language of texts read as models for own writing, maintaining consistency in tense and person. |
| **Year 3 / Year 4** |
| - Watch or listen to third person recounts such as news or sports reports on television, radio or podcast. Identify the sequence of main events. Read examples of third person recounts such as letters, newspaper reports and diaries and recount the same event in a variety of ways, such as in the form of a story, a letter, a news report ensuring agreement in the use of pronouns. |
| - Write newspaper style reports, e.g. about school events or an incident from a story, using a wider range of connectives, such as *meanwhile, following, afterwards* and including detail expressed in ways which will engage the reader *Girls with swirling hijabs danced to the….* |
| - Include recounts when creating paper or screen based information texts. |
| - Identify the features of recounted texts such as sports reports, diaries, police reports, including introduction to set the scene, chronological sequence, varied but consistent use of past tense, e.g. ‘As he was running away he noticed…’, possible supporting illustrations, degree of formality adopted and use of connectives. |
| - Use the language features of recounts including formal language when recounting events orally. |
| - Write recounts based on the same subject such as a field trip, a match or a historical event for two contrasting audiences such as a close friend and an unknown reader. |
| **Year 5** |
| - Distinguish between biography and autobiography, recognising the effect on the reader of the choice between first and third person, distinguishing between fact, opinion and fiction, distinguishing between implicit and explicit points of view and how these can differ. |
| - Develop the skills of biographical and autobiographical writing in role, adapting distinctive voices, e.g. of historical characters, through preparing a CV; composing a biographical account based on research or describing a person from different perspectives, e.g. police description, school report, newspaper obituary. |
| - When planning writing, select the appropriate style and form to suit a specific purpose and audience, drawing on knowledge of different non-fiction text types. |
| - Use the language conventions and grammatical features of the different types of text as appropriate. |
| Progression in Non-Chronological Reports |
|----------------------------------------|
| **Foundation Stage** |
| Describe something/someone (possibly after drawing it/them). Develop the description in response to prompts or questions (what does she like to eat? Has she a favourite toy? Ask similar probing questions to elicit a fuller description from someone else. In a shared reading context read information books and look at/re-read the books independently. Experiment with writing labels, captions and sentences for pictures or drawings in a variety of play, exploratory and role-play situations. |
| **Year 1** |
| Find out about a subject by listening and following text as information books are read, watching a video. Contribute to a discussion on the subject as information is assembled and the teacher writes the information. Assemble information on a subject in own experience, (e.g.) food, pets. Write a simple non-chronological report by writing sentences to describe aspects of the subject. |
| **Year 2** |
| After a practical activity or undertaking some research in books or the web, take part in a discussion in another curriculum subject, generalising from repeated occurrences or observations. Distinguish between a description of a single member of a group and the group in general e.g. a particular dog and dogs in general. Read texts containing information in a simple report format, e.g. *There are two sorts of x…; They live in x…; the A’s have x…, but the B’s etc.* Assemble information on another subject and use the text as a template for writing a report on it, using appropriate language to present, and categorise ideas. |
| **Year 3** |
| Analyse a number of report texts and note their function, form and typical language features: introduction indicating an overall classification of what is being described use of short statement to introduce each new item language (specific and sometimes technical) to describe and differentiate impersonal language mostly present tense Teacher demonstrates research and note-taking techniques using information and ICT texts on a subject and using a spidergram to organise the information. Distinguish between generalisations and specific information and between recounts and reports, using content taken from another area of the curriculum. Analyse broadcast information to identify presentation techniques and notice how the language used signals change. Teacher demonstrates how to write non-chronological report using notes in a spidergram; draws attention to importance of subject verb agreements with generic participants (e.g.) *family is…., people are…* Write own report independently based on notes from several sources. |
| **Year 4/ Year 5** |
| Collect information to write a report in which two or more subjects are compared, (e.g.) spiders and beetles; solids, liquids and gases, observing that a grid rather than a spidergram is appropriate for representing the information. Draw attention to the precision in the use of technical terminology and how many of the nouns are derived from verbs. Teacher demonstrates the writing of a non-chronological report, including the use of organisational devices to aid conciseness such as numbered lists or headings. Plan, compose, edit and refine short non-chronological comparative report focusing on clarity, conciseness and impersonal style. |
| **Year 6** |
| Secure understanding of the form, language conventions and grammatical features of non-chronological reports. Write reports as part of a presentation on a non-fiction subject. Choose the appropriate style and form of writing to suit a specific purpose and audience, drawing on knowledge of different non-fiction text types. |
| Progression in Instructional/Procedural Texts |
|---------------------------------------------|
| **Foundation Stage** |
| • Listen to and follow single instructions, and then a series of two and three instructions |
| • Give oral instructions when playing. |
| • Read and follow simple classroom instructions on labels with additional pictures or symbols. |
| • Attempt to write instructions on labels, for instance in role play area. |
| **Year 1** |
| • Listen to and follow a single more detailed instruction and a longer series of instructions. |
| • Think out and give clear single oral instructions. |
| • Routinely read and follow written classroom labels carrying instructions. |
| • Read and follow short series of instructions in shared context. |
| • Contribute to class composition of instructions with teacher scribing. |
| • Write two consecutive instructions independently. |
| **Year 2** |
| • Listen to and follow a series of more complex instructions. |
| • Give clear oral instructions to members of a group. |
| • Read and follow simple sets of instructions such as recipes, plans, constructions which include diagrams. Analyse some instructional texts and note their function, form and typical language features: |
| - statement of purpose, list of materials or ingredients, sequential steps, |
| - direct/imperative language |
| - use of adjectives and adverbs limited to giving essential information |
| - emotive/value-laden language not generally used |
| • As part of a group with the teacher, compose a set of instructions with additional diagrams. Write simple instructions independently e.g. getting to school, playing a game. |
| **Year 3** |
| • Read and follow instructions. |
| • Give clear oral instructions to members of a group. |
| • Read and compare examples of instructional text, evaluating their effectiveness. |
| • Analyse more complicated instructions and identify organisational devices which make them easier to follow, e.g. lists, numbered, bulleted points, diagrams with arrows, keys. |
| • Research a particular area (e.g. playground games) and work in small groups to prepare a set of oral instructions. Try out with other children, giving instruction and listening and following theirs. Evaluate effectiveness of instructions. |
| • Write clear written instructions using correct register and devices to aid the reader. |
| **Year 4/ Year 5** |
| • In group work, give clear oral instructions to achieve the completion of a common task. Follow oral instructions of increased complexity. |
| • Evaluate sets of instructions (including attempting to follow some of them) for purpose, organisation and layout, clarity and usefulness. |
| • Identify sets of instructions which are for more complex procedures, or are combined with other text types (e.g. some recipes). Compare these in terms of audience/purpose and form (structure and language features). |
| • Write a set of instructions (using appropriate form and features) and test them out on other people, revise and try them out again. |
| • Choose the appropriate form of writing and style to suit a specific purpose and audience drawing on knowledge of different non-fiction text types. |
| • Use the language conventions and grammatical features of the different types of text as appropriate. |
| Progression in Explanatory Texts |
|---------------------------------|
| **Foundation Stage** |
| - Talk about why things happen and how things work; ask questions and speculate. |
| - Listen to someone explain a process and ask questions. |
| - Give oral explanations e.g. their or another’s motives; why and how they made a construction. |
| **Year 1** |
| - Read captions, pictures and diagrams on wall displays and in simple books that explain a process. Draw pictures to illustrate a process and use the picture to explain the process orally. |
| **Year 2** |
| - After carrying out a practical activity, (e.g.) experiment, investigation, construction task) contribute to creating a flowchart or cyclical diagram to explain the process, as member of group with the teacher. After seeing and hearing an oral explanation of the process, explain the same process orally also using flowchart, language and gestures appropriately. |
| - Read, with help, flowcharts or cyclical diagrams explaining other processes and then read others independently. |
| - Following other practical tasks, produce a simple flowchart or cyclical diagram independently. |
| **Year 3** |
| - Create diagrams such as flow charts to summarise or make notes of stages in a process (e.g. in science, D&T or geography), ensuring items are clearly sequenced. |
| - Explain processes orally, using these notes, ensuring relevant details are included and accounts ended effectively. |
| **Year 4** |
| - Read and analyse explanatory texts to identify key features. Distinguish between explanatory texts, reports and recounts while recognising that an information book might contain examples of all these forms of text or a combination of these forms. |
| - Orally summarise processes carried out in the classroom and on screen in flowcharts or cyclical diagrams as appropriate. |
| - Contribute to the shared writing of an explanation where the teacher acts as scribe and models the use of paragraphs, connectives and the other key language and structural features appropriate to explanatory writing: |
| - purpose: to explain a process or to answer a question |
| - structure: introduction, followed by sequential explanation, organised into paragraphs |
| - language features: usually present tense; use of connectives of time and cause and effect; use of passive voice |
| - presentation: use of diagrams and other illustrations, paragraphing, connectives, subheadings, numbering |
| - After oral rehearsal, write explanatory texts independently from a flowchart or other diagrammatic plan, using the conventions modelled in shared writing. |
| **Year 5** |
| - Read and analyse a range of explanatory texts, investigating and noting features of impersonal style: complex sentences; use of passive voice; technical vocabulary; use of words/phrases to make sequential, causal or logical connections. |
| - Engage in teacher demonstration of how to research and plan a page for a reference book on one aspect of a class topic using shared note-making and writing of the page, using an impersonal style, hypothetical language (if...then, might, when the…) and causal and temporal connections (e.g. while, during, after, because, as a result, due to, only when, so) as appropriate. |
| - In shared writing and independently plan, compose, edit and refine explanatory texts, using reading as a source, focusing on clarity, conciseness and impersonal style. |
| **Year 6** |
| - Choose the appropriate form of writing and style to suit a specific purpose and audience drawing on knowledge of different non-fiction text types. Use the language conventions and grammatical features of the different types of text, as appropriate. |
| Progression in Discussion Texts |
|---------------------------------|
| **Foundation Stage** |
| - Experience and recognise that others sometimes think, feel and react differently from themselves. |
| - Talk about how they and others might respond differently to the same thing (e.g. like a particular picture or story when someone else doesn’t) |
| - Give oral explanations e.g. their or another’s preferences, e.g. what they like to eat and why. |
| **Year 1** |
| - Through talk and role play explore how others might think, feel and react differently from themselves and from each other. |
| - In reading explore how different characters might think, feel and react differently from themselves and from each other. |
| **Year 2** |
| - Through reading and in life situations, recognise, that different people (characters) have different thought/feelings about, views on and responses to particular scenarios (e.g. that the wolf would see the story of the Red Riding Hood differently to the girl herself.) |
| - Explore different views and viewpoints. |
| **Year 3** |
| - Through reading explore how different views might be expressed/explained/justified (e.g. the different view of characters in a particular book, the different view of people writing to a newspaper.) |
| - Through role play and drama explore how different views might be expressed/explained/justified (e.g. the different view of characters in a particular book, the different view of people in a simulated ‘real life’ scenario.) |
| **Year 4** |
| - In exploring persuasive texts, and those presenting a particular argument (see Progression in Persuasion), begin to recognise which present a single (biased) viewpoint and which try to be more objective and balanced. |
| - Continue to explore the expression of different views through discussion, role play and drama. |
| **Year 5** |
| - In exploring persuasive texts, and those presenting a particular argument (see Progression in Persuasion), distinguish and discuss any texts which seems to be trying to present a more balanced or reasoned view, or which explore more than one possible perspective on an issue. |
| - Experiment with the presentation of various views (own and others, biased and balanced) though discussion, debate and drama. |
| **Year 6** |
| - Through reading, identify the language, grammar, organisational and stylistic features of balanced written discussions which: |
| - summarise different sides of an argument |
| - clarify the strengths and weaknesses of different positions |
| - signal personal opinion clearly |
| - draw reasoned conclusions based on available evidence |
| - Recognise and understand the distinction between the persuasive presentation of a particular view and the discursive presentation of a balanced argument. |
| - First explore orally and then write a balanced report of a controversial issue: |
| - summarising fairly the competing views |
| - analysing strengths and weaknesses of different positions |
| - drawing reasoned conclusions where appropriate |
| - using formal language and presentation as appropriate |
| - Use reading to: |
| - investigate conditionals, e.g. using if…then, might, could, would, and their persuasive uses, e.g. in deduction, speculation, supposition |
| - build a bank of useful terms and phrases for persuasive argument, e.g. similarly… whereas… |
| - Overall, help to build the ability to choose the appropriate style and form to suit a specific purpose and audience, drawing on knowledge of different non-fictional text types and adapting, conflating and combining these where appropriate. |
| Progression in Persuasion Texts |
|---------------------------------|
| **Foundation Stage** |
| - Talk about how they respond to certain words, stories and pictures by behaving or wanting to behave in particular ways (e.g. pictures of food that make them want to eat things) |
| - Watch and listen when one person is trying to persuade another to do something or go somewhere. Recognising what is happening. |
| - Give oral explanations (e.g.) their or another’s motives; why and how they can persuade or be persuaded. |
| **Year 1** |
| - Read captions, pictures, posters and adverts that are trying to persuade. Begin to recognise what they are trying to do and some of the ways they do it. |
| - Through games and role play begin to explore what it means to persuade or be persuaded, and what different methods might be effective. |
| **Year 2** |
| - As part of a wide range of reading, explore simple persuasive texts (posters, adverts, etc.) and begin to understand what they are doing and how. |
| - Evaluate simple persuasive devices (e.g.) Say which posters in a shop or TV adverts would make them want to buy something, and why) |
| - Create simple signs posters and adverts (involving words and/or other modes of communication) to persuade others to do, think or buy something. |
| - Continue to explore persuading and being persuaded in a variety of real life situations through role-play and drama. |
| **Year 3** |
| - Read and evaluate a wider range of simple persuasive texts, explaining and evaluating responses orally. |
| - Begin to use words, pictures and other communication modes to persuade others when appropriate to particular writing purpose. |
| - Through role play and drama explore particular persuasive scenarios (e.g. a parent persuading a reluctant child to go to bed.) and discuss the effectiveness of different strategies used. |
| **Year 4** |
| - Read and analyse a range of persuasive texts to identify key features (e.g. letters to newspapers, discussions of issues in books, such as animal welfare or environmental issues). Distinguish between texts which try to persuade and those that simply inform, whilst recognising that some texts might contain examples of each of these. |
| - Analyse how a particular view can most convincingly be presented, e.g. ordering points to link them together so that one follows from another; how statistics, graphs, images, visual aids, etc. can be used to support or reinforce arguments |
| - From examples of persuasive writing, investigate how style and vocabulary are used to convince the reader. |
| - Evaluate advertisements for their impact, appeal and honesty, focusing in particular on how information about the product is presented: exaggerated claims, tactics for grabbing attention, linguistic devices such as puns, jingles, alliteration, invented words |
| - Both orally and in writing to assemble and sequence points in order to plan the presentation of a point of view, e.g. on hunting, school rules using more formal language appropriately. |
| - Use writing frames if necessary to back up points of view with illustrations and examples |
| - To present a point of view both orally and in writing,( e.g. in the form of a letter, a report or presentation) linking points persuasively and selecting style and vocabulary appropriate to the listener/reader; begin to explore how ICT other use of multimodality might support this. (e.g. showing pictures.) |
| - Design an advertisement, such as a poster or radio jingle, on paper or screen, e.g. for a school fete or an imaginary product, making use of linguistic and other features learnt from reading examples |
| - Explore the use of connectives, e.g. adverbs, adverbial phrases, conjunctions, to structure a persuasive argument, e.g. ‘if…, then’; ‘on the other hand…’; ‘finally’; ‘so’ |
| Year | Research skills (on page and on screen) | Creating information texts (on page and on screen) |
|------|--------------------------------------------------------------------------------------------------------|------------------------------------------------------------------------------------------------------------------|
| Foundation Stage | • Track the words in text in the right order, page by page, left to right, top to bottom
• Learn order of alphabet through alphabet books, rhymes and songs | • Distinguish between writing and drawing and write labels for pictures and drawings.
• Attempt writing for various purposes, using features of different forms, e.g. lists, stories and instructions |
| Year 1 | • Pose questions before reading non-fiction to find answers.
• Secure alphabetic letter knowledge and order and use simplified dictionaries.
• Initially with adult help and then independently, choose a suitable book to find the answers by orally predicting what a book might be about from a brief look at both front and back covers, including blurb, title, illustrations. Read and use captions, labels and lists. Begin to locate parts of text that give particular information, e.g. titles, contents page, index, pictures, labelled diagrams, charts, and locate information using page numbers and words by initial letter.
• Record information gleaned from books, (e.g.) as lists, a completed chart, extended captions for display, a fact file on IT.
• Pose and orally rehearse questions ahead of writing and record these in writing, before reading. Recognise that non-fiction books on similar themes can give different information and present similar information in different ways.
• Use contents pages and alphabetically ordered texts (e.g.) dictionaries, encyclopaedias, indexes, directories, registers. Locate definitions/explanations in dictionaries and glossaries.
• Scan texts to find specific sections (e.g. key words or phrases, subheadings) and skim-read title, contents page, illustration, chapter headings and sub-headings to speculate what a book might be about and evaluate its usefulness for the research in hand.
• Scan a website to find specific sections e.g. key words or phrases, subheadings. Appraise icons, drop down menus and other hyperlinks to speculate what it might lead to and evaluate its usefulness for the research in hand.
• Close read text to gain information, finding the meaning of unknown words by deducing from text, asking someone, or referring to a dictionary or encyclopaedia.
• Make simple notes from non-fiction texts, e.g. key words and phrases, page references, headings, to use in subsequent writing | • Convey information and ideas in simple non-narrative forms such as labels for drawings and diagrams, extended captions and simple lists for planning or reminding.
• Independently choose what to write about, orally rehearse, plan and follow it through.
• Write simple information texts incorporating labelled pictures and diagrams, charts, lists as appropriate.
• Draw on knowledge and experience of texts in deciding and planning what and how to write.
• Maintain consistency in non-narrative, including purpose and tense
• Create an alphabetically ordered dictionary or glossary of special interest words.
• Design and create a simple ICT text |
| Year 3 | |
|----------------------------------------------------------------------|-----------------------------------------------------------------|
| Before researching, orally recall to mind, existing knowledge on the subject and reduce the options for enquiry by posing focused questions. Compose questions to ask of the text. | Recount the same event in a variety of ways, e.g. in the form of a story, a letter, a news report. |
| Have a secure understanding of the purpose and organisation of the dictionary (i.e. know the quartiles of the dictionary, ‘m’ lies around halfway mark, ‘t’ towards the end). Use second place letter to locate and sequence in alphabetical order. Understand the term definition; use dictionaries to learn or check the definitions of words and a thesaurus to find synonyms. | Decide how to present information and make informed choices by using structures from different text types. |
| Begin to use library classification to find reference materials and scan indexes, directories and IT sources to locate information quickly and accurately. Recognise the differences in presentation between texts e.g. between fiction and non-fiction, between books and IT-based sources, between magazines, leaflets and reference texts. | Create alphabetically ordered texts incorporating information from other subjects, own experience or derived from other information books. |
| Within a text, routinely locate information using contents, index, headings, sub-headings, page numbers, bibliographies, hyperlinks, icons and drop down menus. Find and mark the key idea in a section of text. | Use computer to bring information texts to published form with appropriate layout, font etc. |
| Make clear notes by identifying key words, phrases or sentences in reading and making use of simple formats to capture key points, e.g. flow chart, ‘for’ and ‘against’ columns, matrices to complete in writing or on screen. Make a simple record of information from texts read, e.g. by listing words, drawing together notes from more than one source. | Create multi-media information texts. |
| Begin to use graphic organisers as a tool to support collection and organisation of information. | Write ideas, messages in shortened forms such as notes, lists, headlines, telegrams and text messages understanding that some words are more essential to meaning than others. |
| Summarise orally in one sentence the content of a passage or text, and the main point it is making. | |
| Year 4 | |
|----------------------------------------------------------------------|-----------------------------------------------------------------|
| Prepare for factual research by reviewing what is known, what is needed, what is available and where one might search. | Fill out brief notes into connected prose. |
| Routinely use dictionaries and thesaurus and use 3rd and 4th place letters to locate and sequence words in alphabetical order. | Present information from a variety of sources in one simple format, e.g. chart, labelled diagram, graph, matrix. |
| Scan texts in print or on screen to locate key words or phrases, headings, lists, bullet points, captions and key sentences (to appraise their usefulness in supporting the reader to gain information effectively. Collect information from a variety of sources. | Begin to use graphic organisers as a tool to support writing up of information |
| Identify how paragraphs are used to organise and sequence information. Mark and annotate headings, key sentences and words in printed text or on screen. | Develop and refine ideas in writing using planning and problem-solving strategies |
| Make short notes, e.g. by abbreviating ideas, selecting key words, listing or in diagrammatic form. | Edit down and reword a sentence or paragraph by deleting the less important elements, e.g. repetitions, asides, secondary considerations and explain the reasons for the editorial choices. |
| Year 5 | |
|----------------------------------------------------------------------|------------------------------------------------------------------|
| Routinely prepare for factual research by reviewing what is known, | Convert personal notes into notes for others to read, paying |
| what is needed, what is available and where one might search. | attention to appropriateness of style, vocabulary and |
| Use dictionaries and other alphabetically ordered texts efficiently. | presentation. |
| Appraise potentially useful texts quickly and effectively. Evaluate | Create plans for information texts drawing on knowledge of |
| texts critically by comparing how different sources treat the same | text types to decide form and style for different elements. |
| information. Begin to look for signposts that indicate the reliability| Create an information text with a variety of elements, e.g. |
| of a factual source. | labelled explanatory diagram, reporting chart, recount. |
| Locate information in a text in print or on screen confidently and | Create multi-layered texts, including use of hyperlinks, linked |
| efficiently through using contents, indexes, sections, headings +IT | web pages |
| equivalent; skimming to gain overall sense of text; scanning to | Record and acknowledge sources in own writing. |
| locate specific information; close reading to aid understanding. | Summarise a passage, chapter or text in a specific number of |
| Sift through passages for relevant information and present ideas in | words. |
| note form that are effectively grouped and linked. Use simple | Read a passage and retell it “in your own words” |
| abbreviations while note taking. Understand what is meant by ‘in | |
| your own words’ and when it is appropriate to copy, quote and adapt. | |
| Make notes for different purposes, e.g. noting key points as a | |
| record of what has been read, listing cues for a talk. | |
| Year 6 | |
|----------------------------------------------------------------------|------------------------------------------------------------------|
| Having pooled information on a topic, construct and follow a plan | In writing information texts, select the appropriate style and |
| for researching further information. Routinely appraise a text | form to suit a specific purpose and audience, drawing on |
| quickly, deciding on its value, quality or usefulness. Evaluate the | knowledge of different non-fiction text types. |
| status of source material, looking for possible bias and comparing | Establish, balance and maintain viewpoints |
| different sources on the same subject. Recognise (when listening or | Use the conventions and language of debate when orally |
| reading) rhetorical devices used to argue, persuade, mislead and | rehearsing a balanced argument. |
| sway the reader. | Revise own non-fiction writing to reduce superfluous words and |
| Evaluate the language, style and effectiveness of examples of | phrases. |
| non-fiction writing such as periodicals, reviews, reports, leaflets.| Discuss and explain differences in the use of formal language |
| Read examples of official language such as consumer information and | and dialogue |
| legal documents. Identify characteristic features of layout such as | Listen for language variations in formal and informal contexts |
| use of footnotes, instructions, parentheses, headings, appendices | Identify the ways spoken language varies |
| and asterisks. Understand the way standard English varies in | |
| different contexts, e.g. why legal language is necessarily highly | |
| formalised, why questionnaires must be specific. | |
Progression Papers
Fiction
## Progression in narrative within each year
The expectation is that children will make progress within each year in various aspects of reading and writing as they move through about four units of work on narrative texts. Each unit will introduce new opportunities for learning and development in particular areas, e.g. structure, setting. Meanwhile, children will be practising and consolidating their skills and understanding in all the other areas.
| Year | Listening to and reading stories: Story structure; Viewpoint: author; narrator Character & dialogue; Setting | Creating stories: Telling stories Writing |
|------|-------------------------------------------------------------------------------------------------------------|------------------------------------------|
| **Year 1** | Consolidate understanding that stories have characters, settings and events. Identify the main events. | Recount own experiences orally. Use simple sentences to recount own experiences in writing. |
| | Recognise patterns in texts, (e.g.) repeated phrases and refrains. Recognise story language. Notice familiar and unfamiliar settings. | Innovate on patterns from a familiar story orally and in writing. |
| | Recognise the beginning, middle and end in stories. Recognise typical phrases for story openings and endings. Recognise typical characters; recognise dialogue Notice features of typical settings. | Re-tell a familiar story in sequence and including some story language. Write own version of a familiar story using a series of sentences to sequence events. |
| | Make predictions about events and endings or about how characters will behave. | Write own story with a linear structure; beginning, middle and end; good and bad characters. |
| **Year 2** | Consolidate understanding of basic story structure: beginning, middle and end and notice the way that events are linked. Learn about characters by looking at what they say and do. | Plan and tell a story based on own experience. Write story based on own experience with a linear structure; beginning, middle and end. |
| | Analyse the sequence of events in different stories using the structure: opening, something happens, events to sort it out, ending. Identify words and phrases used to link events. Predict endings. Identify common themes in traditional tales. Identify typical settings and make predictions about events that are likely to happen. | Re-tell a familiar story with events in sequence and including some dialogue and formal story language. Write own story in the style of a traditional tale, using typical settings, characters and events. Use past tense and temporal connectives. |
| | Identify elements of an author’s style, e.g. familiar characters or settings. Explore characterisation by looking at descriptions and actions and responding imaginatively. Make predictions about character’s actions and look for evidence of change as a result of events. | Improvise and rehearse new dialogue between familiar characters. Plan and write own story about a familiar character, using the structure: opening, something happens, events to sort it out, ending. Describe characters and include dialogue. Use third person and past tense. |
| | Sustain interest in a longer narrative. Make predictions during reading. Track a character through a story and see how they change. Analyse pieces of dialogue for what it shows about characters. Look at the verbs used for speech and work out how characters are feeling. | Dramatise parts of own stories for class. Plan and write own stories with a logical sequence of events, using complete sentences grouped together to tell the different parts of the story. Use 3rd person and past tense consistently. Include descriptions of characters and setting and some dialogue. |
| Year 3 | Identify common features and themes in stories with familiar settings; analyse plots and suggest reasons for actions and events. Identify with characters and make links with own experience when making judgements about their actions. Compare settings in different stories and analyse words/phrases used for description. Discuss the role of the narrator in stories/play-scripts. Take part in dramatised readings. Identify conventions for punctuation and presentation of dialogue. Discuss what it reveals about characters’ feelings, motives and relationships. Identify common features and themes in different types of traditional story: fables, myths, legends, fairy and folk tales. Analyse and compare plot structure and identify formal elements in story openings and endings. Identify the range of connectives used to link events and change scenes. Recognise stock characters in particular types of story and typical settings. Investigate common features/ structure/typical themes in adventure and mystery stories. Identify the most exciting part of the story and plotting other events around it. Analyse the use of language to set scenes, build tension or create suspense. Discuss the author’s techniques, e.g. using cliff-hangers at the end of chapters. Read and compare books by the same author and express a personal response, commenting on elements of style. Explore a moral dilemma for a character and demonstrate empathy when making judgements about their actions. Comment on the effect of scene changes. |
| --- | --- |
| | Plan and write stories based on own experience using the structure (opening, dilemma/conflict/problem, resolution, ending) to organise into paragraphs and ensure that sequence is clear. Use 1st person and past tense consistently. Role play dialogue between characters. Compose new dialogue for characters using conventions for speech. Plan and tell stories varying voice and intonation to create effects and sustain interest. Plan & write familiar whole stories altering & describing characters or setting. Use a structured sequence of events in paragraphs. Use complete sentences in 3rd person and past tense. Use story language, dialogue & “”. Plan stories orally; explore moral dilemmas for characters using drama. Write adventure stories that have a problem and resolution and are organised into paragraphs and/or chapters with connectives to signal time, sequence or place. Include description of a typical adventure setting and characters. Use written dialogue to move the plot on. |
| Year 4 | Recognise stages in a story, identify the introduction, build-up, conflict and resolution. Notice how the passing of time is conveyed & key words/phrases used to introduce paragraphs/chapters. Identify events in more detail and those that are skimmed over. Express responses to particular characters and identify techniques used by the author to persuade the reader to feel sympathy or dislike. Recognise the way historical settings effects characters’ appearance, actions and relationships. Comment on differences between what characters say/what they do. Make deductions about the feelings/motives that might lay behind their words. Look at the way that a historical setting is created using small details and longer descriptions. Note similarities and differences with children’s own experiences. |
| --- | --- |
| | Plan, tell and write short stories set in the past. Include descriptive detail to evoke the historical setting and make it more vivid. Sequence events clearly and show how one event leads to another. Use a range of connectives to show changes in time and place. |
| | Review the structure and features of adventure stories. Identify examples of figurative and expressive language to build a fuller picture of a character. Discuss characters’ behaviour and the extent to which it is changed by the imaginary world. Identify and discuss the narrative voice. Collect evidence from stories to build up a picture of an imagined world. Note examples of descriptive language, talk about the mood or atmosphere they create and make predictions about how characters will behave in such a place. |
| | Use drama to explore consequences of introducing new characters. Plan and write a longer adventure story set in an imagined world. Organise into chapters using the structure: introduction, build-up, climax or conflict, resolution. Include details of the setting, using figurative and expressive language to evoke mood and atmosphere. |
| | Review the structure and features of different types of story, (e.g.) traditional tales, contemporary stories in the context of reading stories from other cultures. Discuss the customs and beliefs of the culture that a story is from and the way that this effects characters’ behaviour and actions. Make predictions about actions and consequences and discuss whether they behaved in expected or unexpected ways. Make deductions about characters’ motives and feelings. Look at the way that descriptive language and small details are used to build an impression of an unfamiliar place. Make predictions about how characters will behave in such a setting. |
| | Work in role to ‘interview’ story characters. Re-tell a traditional tale from another culture using techniques to entertain the audience, e.g. gestures, repetition, traditional story openings and endings. Note responses to texts in a reading journal. |
| | Analyse the structure and chronology of a story. Comment on the time covered in the story as a whole and discuss why some events are presented in more detail whilst others are skimmed over. Discuss the decisions that the author has made in setting up issues for the characters and choosing how to resolve them. Comment on the success of the writing and whether children agree or disagree with the way that the problem was solved. Look for evidence of a distinctive voice for the narrator and any comments they make on the events. Look at the way key characters respond to a dilemma, make deductions about their motives and feelings. Explore alternative outcomes to the main issue. Analyse dialogue. Judge the extent to which characters reveal their true feelings/motives. |
| | Use improvisation to explore alternative actions and outcomes to a particular issue. Write in role as a character from a story. Plan and write a longer story where the central character faces a dilemma that needs to be resolved. Use a clear story structure and organise into chapters. Include character descriptions designed to provoke sympathy or dislike in the reader and try using some figurative or expressive language to build detail. |
| Year 5 | Map out texts showing development and structure and identify high and low points, links between sections, paragraphs and chapters. Compare in different stories. **Explore aspects of an author’s style by comparing themes, settings and characters in different stories. Look for evidence of narrative viewpoint** Review different ways to build and present a character, (e.g.) using dialogue, action or description and discuss children’s response to particular characters. Investigate direct and reported speech. |
| --- | --- |
| | Experiment with different ways to open a story, e.g. dialogue, an important event. Plan and write a complete short story with an interesting story opening. Organise into paragraphs for build-up, climax or conflict, resolution and ending. Use language to create a particular comic or dramatic effect. Use a range of connectives to introduce scenes/ link events. |
| | Compare the structure and features of different versions of the same story, e.g. re-tellings from different times or countries, adaptations for different age-groups. Note repeated patterns of events – climax- resolution in extended narratives. **Identify the audience that the author had in mind for a particular story. Explore how narration relates to events.** Look for evidence of characters changing during a story and discuss possible reasons, what it shows about the character and whether the change met or challenged children’s expectations. Review features of typical settings for different types of traditional story. Identify examples of effective description which evoke time or place. |
| | Plan and tell stories orally. Demonstrate awareness of audience using techniques such as recap, repetition of a catchphrase. Adapt oral story-telling for a different audience. Reflect on changes. Plan and write a complete short story aimed at a specific audience, e.g. a new version of a traditional tale for a younger audience. Organise into paragraphs. Adapt sentence length and vocabulary to meet the needs of the reader. |
| | Analyse the structure of more complex narratives, e.g. two parallel narrative threads. Look at the way that the author signals a change in the narration and discuss the effect of seeing the story from different points of view. Make inferences about the perspective of the author from what is written and what is implied. **Explore ways to change the narrative viewpoint.** Recognise that characters may have different perspectives on the story and explore different points of view. Review ways to vary pace by using direct or reported speech at different points in a story. Look at the author’s use of language, (e.g.) literal and figurative language when describing settings. |
| | Use improvisation and role-play to explore different characters’ points of view. Re-tell a familiar story from the point of view of another character, using spoken language imaginatively to entertain the listener. Plan and re-write a familiar story from an alternative point of view. Try varying pace by using direct and reported speech. Vary sentence length and include examples of complex sentences. Use a range of connectives effectively to create links and indicate changes in time or place. |
| | Analyse the structure of complex narrative with non-linear chronology. Look at the way that the author signals changes in time and place, reality to unreality, e.g. paragraphs, connectives etc. **Find evidence of author’s perspective and egs of addressing the reader directly.** Look at characters’ appearance, actions and relationships in older literature and make deductions about differences in patterns of relationships and attitudes in comparison to children’s own experience. Look at examples of dialogue and degrees of formality and consider what this shows about relationships. Consider the time and place where a ‘classic’ story is set and look for evidence of differences that will effect the way that characters behave or the plot unfolds. |
| | Write in the style of a particular author to complete a section of a story, add dialogue or a new chapter. Plan and write a longer story with a more complex structure, e.g. parallel narratives. Experiment with the order of chapters or paragraphs to achieve different effects. Use dialogue to build character. Check for consistency in narrative voice when telling each part of the story. |
| Year 6 | Compare the structure and features of a story with its film or TV adaptation. Look for different ways that information is revealed or events are presented, eg. dreams, flashbacks, letters.
Consider when a story was first published and discuss the audience that the author had in mind. Recognise that the narrative viewpoint can be changed when adapting for film. Discuss the effect that this has on the story and the reader’s/viewer’s response.
Compare the way characters are portrayed in stories and film versions and comment on whether the film version matched what children had imagined when reading. Analyse dialogue at particular points in a story and summarise its purpose, (e.g.) to explain plot, show character or relationships etc.
Compare settings in stories and film. Analyse changes of scene in stories, films and plays, discuss their timing and the effect on characters and events.
Identify story structures typical to particular fiction genres and explore differences in paragraph organisation and connectives. Review more complex narrative structures and those with non-linear chronology.
Consider how style is influenced by the intended audience and consider author’s use of language. Identify ways to manipulate narrative viewpoint, e.g. by having a different character taking over the story-telling, and discuss the effect of this.
Identify stock characters in particular genres and look for evidence of characters that challenge stereotypes. Analyse examples of dialogue that are typical of a particular genre.
Analyse the author’s use of language to evoke a sense of time and place and identify particular techniques such as using expressive or figurative language, describing a character’s response, adding details of sights and sounds.
Compare stories by the same author or on the same theme and make judgements in response to story endings, e.g. whether it was believable, whether dilemmas were resolved satisfactorily.
Identify common elements of an author’s style and then make comparisons between books. Consider response to narrative voice when evaluating a book, e.g. sympathising with the narrator’s point of view; agreeing or disagreeing with their judgements about other characters.
Express opinions about favourite characters and discuss what makes them appealing. Compare and contrast different responses to the same character.
Transform narrative writing into a script and perform as a short dramatised scene.
Plan and write a short story, e.g. modern retelling of a classic play. Plan the plot, characters and structure quickly and effectively. Describe a setting by referring to all the senses. Vary sentence length to achieve particular effects and include complex sentences where appropriate. Use dialogue at key points to move the story on or reveal new information.
Use improvisation and role play to explore typical characters, setting and events in a particular fiction genre. Tell short stories in a particular genre to engage and entertain an audience.
Plan & write a short story with non-linear chronology, eg. flashbacks. Arrange paragraphs carefully & use a range of connectives to signal that the narrative is moving back or forward in time.
Plan and write a complete story in a particular genre. Select features of narrative structure typical of the genre. Create a typical setting and characters for the genre. Use expressive language & build up details.
Plan and write a parody of a familiar story, manipulate typical characters, settings and events to surprise and amuse the reader.
Plan and write an extended story. Use techniques learned from reading, e.g. create mood and atmosphere by describing a character’s response to a particular setting; use changes of scene to move the plot on or to create a break in the action; vary the pace by using sentences of different length and direct or reported speech. Create convincing characters and gradually reveal more as the story unfolds, through the way that they talk, act and interact with others. |
Progression Papers
Poetry
| Year | Strands 2, 5, 6 & 7 Reading Poetry | Strands 1 & 6 Performing Poetry | Strands 8, 9, 10, 11, 12 Creating Poetry |
|------|----------------------------------|-------------------------------|------------------------------------------|
| R | Listen to poems being read and talk about likes and dislikes – including ideas or puzzles, words, and patterns. | Join in with class rhymes and poems. Copy actions. | Enjoy making up funny sentences and playing with words. Look carefully at experiences and choose words to describe. Make word collections or use simple repeating patterns. |
| Year 1 | Discuss own response and what the poem is about. Talk about favourite words or parts of a poem. Notice the poem’s pattern. | Perform in unison, following the rhythm and keeping time. Imitate and invent actions. | Invent impossible ideas, e.g. magical wishes. Observe details of first hand experiences using the senses and describe. List words and phrases or use a repeating pattern or line. |
| Year 2 | Talk about own views, the subject matter and possible meanings. Comment on which words have most effect, noticing alliteration. Discuss simple poetry patterns. | Perform individually or together; speak clearly and audibly. Use actions and sound effects to add to the poem’s meaning. | Experiment with alliteration to create humorous and surprising combinations. Make adventurous word choices to describe closely observed experiences. Create a pattern or shape on the page; use simple repeating phrases or lines as models. |
| Year 3 | Describe the effect a poem has and suggest possible interpretations. Discuss the choice of words and their impact, noticing how the poet creates ‘sound effects’ by using alliteration, rhythm or rhyme and creates pictures using similes. Explain the pattern of different simple forms. | Perform individually or chorally; vary volume, experimenting with expression and use pauses for effect. Use actions, voices, sound effects and musical patterns to add to a performance. | Invent new similes and experiment with word play. Use powerful nouns, adjectives and verbs; experiment with alliteration. Write free verse; borrow or create a repeating pattern. |
| Year 4 | Describe poem’s impact and explain own interpretation by referring to the poem. Comment on the use of similes and expressive language to create images, sound effects and atmosphere. Discuss the poem’s form and suggest the effect on the reader. | Vary volume, pace and use appropriate expression when performing. Use actions, sound effects, musical patterns and images to enhance a poem’s meaning. | Use language playfully to exaggerate or pretend. Use similes to build images and identify clichés in own writing. Write free verse; use a repeating pattern; experiment with simple forms. |
| Year 5 | Discuss poet’s possible viewpoint, explain and justify own response and interpretation. Explain the use of unusual or surprising language choices and effects, such as onomatopoeia and metaphor; comment on how this influences meaning; explore imagery including metaphor and personification. Compare different forms and describe impact. |
| --- | --- |
| Vary pitch, pace, volume, expression and use pauses to create impact. Use actions, sound effects, musical patterns, images and dramatic interpretation. |
| Invent nonsense words and situations and experiment with unexpected word combinations. Use carefully observed details and apt images to bring subject matter alive; avoid cliché in own writing. Write free verse; use or invent repeating patterns; attempt different forms, including rhyme for humour. |
| Year 6 | Interpret poems, explaining how the poet creates shades of meaning; justify own views and explain underlying themes. Explain the impact of figurative and expressive language, including metaphor. Comment on poems’ structures and how these influence meaning. |
| --- | --- |
| Vary pitch, pace volume, rhythm and expression in relation to the poem’s meaning and form. Use actions, sound effects, musical patterns, images and dramatic interpretation, varying presentations by using ICT. |
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| May 27th | 5-a-day | Numeracy |
|----------|---------|----------|
| $34 \times 9$ | $\frac{270}{36} = 306$ | |
| List the first 5 multiples of eleven | List the factors of 24 | Convert £40 into Euros |
| $11, 22, 33, 44, 55$ | $1, 2, 3, 4, 6, 8, 12, 24$ | $\approx 64$ euros |
| Which is worth more £20 or €30 | | |
| £20 | | Yes |
| David measures 3 angles in a triangle and they are: $50^\circ$, $62^\circ$ and $68^\circ$. Do these 3 angles make a triangle? | | |
Find the nth term for the sequence:
9 13 17 21 ....
\[4, 8, 12, 16\]
\[4n + 5\]
Is 202 in the sequence?
No, as it is even
or \(4n + 5 = 202\)
\(n = 197\)
Draw \(x \geq 1\) on the number line.
Using trial and improvement, solve
\[x^3 + 7x = 30\]
to 1 decimal place
| \(x\) | \(x^3 + 7x\) | Comment |
|-------|--------------|---------|
| 2 | 22 | Too small |
| 3 | 48 | Too big |
Answer: 2.4
Find the lowest common multiple of 12 and 15
\[12, 24, 36, 48, 60\]
\[15, 30, 45, 60\]
60
| May 27 | 5-a-day | Higher |
|--------|---------|--------|
| Expand \((y + 3)(y + 5)\) | \(y^2 + 8y + 15\) | |
| The population of a country is 61,000,000. Write this in standard form. | \(6.1 \times 10^7\) | |
| A field is 20m in width and 50m in length. The width is to the nearest 10 metres. The length is to the nearest 10 metres Find the minimum area. | \(15m \rightarrow 45m\)
\(15 \times 45 = 675m^2\) | |
| There are 30 girls and 60 boys in year 7. Explain why a stratified sample would be useful in this situation. | To keep the sample in the same proportion as the population. Twice as many boys should be in the sample than girls | |
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1. Name of Property
historic name Lightship WAL-604, "Columbia"
other names/site number Columbia, WLV-604
2. Location
street & number 1792 Marine Drive
city, town Astoria
state Oregon code 07 county Clatsop code 041 zip code
3. Classification
Ownership of Property Category of Property Number of Resources within Property
[x] private [ ] building(s) Contributing Noncontributing
[ ] public-local [ ] district _______ _______ buildings
[ ] public-State [ ] site _______ _______ sites
[ ] public-Federal [x] structure 1 _______ _______ structures
[ ] object _______ _______ objects
_______ _______ Total
Name of related multiple property listing: N/A
Number of contributing resources previously listed in the National Register 0
4. State/Federal Agency Certification
As the designated authority under the National Historic Preservation Act of 1966, as amended, I hereby certify that this [ ] nomination [ ] request for determination of eligibility meets the documentation standards for registering properties in the National Register of Historic Places and meets the procedural and professional requirements set forth in 36 CFR Part 60. In my opinion, the property [ ] meets [ ] does not meet the National Register criteria. [ ] See continuation sheet.
Signature of certifying official Date
State or Federal agency and bureau
In my opinion, the property [ ] meets [ ] does not meet the National Register criteria. [ ] See continuation sheet.
Signature of commenting or other official Date
State or Federal agency and bureau
5. National Park Service Certification
I, hereby, certify that this property is:
[ ] entered in the National Register. [ ] See continuation sheet.
[ ] determined eligible for the National Register. [ ] See continuation sheet.
[ ] determined not eligible for the National Register.
[ ] removed from the National Register.
[ ] other, (explain:) ____________________________
Signature of the Keeper Date of Action
6. Function or Use
Historic Functions (enter categories from instructions)
Government-Aid to Navigation
Current Functions (enter categories from instructions)
Museum
7. Description
Architectural Classification
(enter categories from instructions)
N/A
Materials (enter categories from instructions)
| foundation | N/A |
|------------|-----|
| walls | N/A |
| roof | N/A |
| other | N/A |
Describe present and historic physical appearance.
The 1950 lightship WAL-604, known by her U.S. Coast Guard designation of "Columbia," is a floating historic museum vessel moored on the Columbia River on the waterfront of Astoria, Oregon. Owned and operated by the Columbia River Maritime Museum, "Columbia" has been kept in excellent operational condition since her decommissioning in 1979 and is maintained as an exhibit open to the public.
WAL-604 AS BUILT AND MODIFIED
As built in 1950, the lightship designated WAL-, later WLV-604 is a welded steel-hulled vessel 128 feet in length with a 30.0-foot beam, and an 11.0-foot draft. The vessel displaces 617 tons. [1] Built to the characteristic lines of a 20th-century American lightship, WAL-604's welded hull was constructed to be strong and seaworthy, with transverse watertight bulkheads carried to the weather deck level. As a typical lightship hull, WAL-604 shared many characteristics with her contemporary and earlier steel sisters:
The American vessel generally...has her lighting elements divided into two, and two lamps are arranged, one each at the top of a pole mast. Cones, cages, and other day marks are arranged on the masts above or below the lanterns....There is usually a bar keel, big rise of floor, and large tumble home, the outline of midship section being somewhat reminiscent of that of an icebreaker. The sheer is severe, rising rapidly both to the bow and to the stern. The bow is a strong forging and sharply raked, containing the hawse pipe for the mushroom mooring anchor. There is also the hawse pipe for the standby anchor. The stern is
8. Statement of Significance
Certifying official has considered the significance of this property in relation to other properties:
- nationally
- statewide
- locally
Applicable National Register Criteria: A, D NHL 1,4
Criteria Considerations (Exceptions): A, B, C, D, E, F, G
Areas of Significance (enter categories from instructions)
| Government | Period of Significance | Significant Dates |
|------------|-----------------------|-------------------|
| | 1950-1975 | 1950 |
| Humanitarian | Period of Significance | Significant Dates |
|--------------|-----------------------|-------------------|
| | 1950-1975 | 1950 |
| Architecture (Naval) | Period of Significance | Significant Dates |
|----------------------|-----------------------|-------------------|
| | 1950-1975 | 1950 |
NHL XIV-B: Transportation: Ships, Boats, Lighthouses and Other Structures
Cultural Affiliation: N/A
Significant Person: N/A
Architect/Builder: Rice Brothers, East Boothbay, Maine
State significance of property, and justify criteria, criteria considerations, and areas and periods of significance noted above.
The 1950 lightship WAL-604 is one of a small number of only 22 surviving American lightships in the United States; she is one of six surviving U.S. Coast Guard-built lightships. Of these, only two possess a high degree of integrity and are in excellent condition -- WAL-605 (the subject of a separate nomination) and WAL-604. Built in 1950, these are the best representatives of the last American lightships, and were a distinct departure in their construction from earlier lightships.
Associated with the nationally significant station off the Columbia River Bar, WAL-604 was the fourth lightship assigned to that station; she was not assigned anywhere else during her career. When retired in 1979, she was the last Columbia lightship as well as the last lightship on the Pacific Coast of the United States. As such, WAL-604's service was nationally important as a representative of the end of more than a century and a half of American lightship operation and as an excellent example of the type of vessel built at the end of lightship operation.
The preceding statement of significance is based on the more detailed discussion which follows.
9. Major Bibliographical References
PLEASE SEE FOOTNOTES IN TEXT.
Previous documentation on file (NPS):
- [ ] preliminary determination of individual listing (36 CFR 67) has been requested
- [ ] previously listed in the National Register
- [ ] previously determined eligible by the National Register
- [ ] designated a National Historic Landmark
- [ ] recorded by Historic American Buildings Survey # ____________________________
- [ ] recorded by Historic American Engineering Record # ____________________________
Primary location of additional data:
- [ ] State historic preservation office
- [ ] Other State agency
- [ ] Federal agency
- [ ] Local government
- [ ] University
- [x] Other
Specify repository: Columbia River Maritime Museum
10. Geographical Data
Acreage of property __*1
UTM References
A [1,0] [4,3,6,4,9,0] [5,1,1,5,3,1,5]
Zone Easting Northing
B [ ] [ ] [ ]
Zone Easting Northing
C [ ] [ ] [ ]
D [ ] [ ] [ ]
Verbal Boundary Description
All that area encompassed within the extreme length, beam, and depth of the vessel.
Boundary Justification
The boundary encompasses the entire area of the vessel as she floats at her berth.
11. Form Prepared By
name/title _______James P. Delgado, Maritime Historian
organization _______National Park Service (418)
street & number _______P.O. Box 37127
city or town _______Washington
date _______June 30, 1989
telephone _______(202) 343-9528
state _______D.C.
zip code _______20013-7127
of stereotypical single knuckle type and contains the rudder, sternpost of usual construction, and the propelling wheel....The ships generally have two complete decks and a third part deck forward and aft of the machinery space. Side doors in the hull give access to the second deck and tend to follow characteristic side loading.... [2]
WAL-604 is painted in the colors used on American lightships after 1945. Her hull is bright red, with buff or spar-colored masts and superstructure, and the name of her station, "Columbia," is painted in bold white block letters on the hull.
The design of WAL-604 reflected improvements made in lightship design by the United States Coast Guard. Among those improvements, as embodied in WLV-604, were an all-welded hull, transverse bulkheads, modern interior accommodations, and an alternating current electrical system. WAL-604 was a dry, roomy vessel with the ability to stay on station in the roughest seas.
The principal features of the vessel above decks were the steel deckhouse, a breakwater on the foredeck, and the two steel masts that mounted the lights. The foremast, 66.1 feet tall as measured from the keel, mounted the Duplex 500mm lens lantern of the ship; each light was rated at 15,000-candlepower. A Coast Guard high intensity light (known as a "black box") was added around 1964. This light used 24 locomotive headlights in groups of six mounted on each face of a four-sided revolving lamp housing. This optic was rated at 600,000-candlepower. The signal was a white flash every 10 seconds, visible for 13 miles. WAL-604 additionally carried twin F2T diaphone fog signals and a hand-operated bell. The signal for the foghorn was a 3-second blast every 30 seconds, audible to up to 5 miles. The lightship's other navigation aid was a radio beacon synchronized with the fog signal. [3]
WAL-604 was built with a 550-shp Atlas-Imperial eight cylinder direct reversing diesel engine that drove the lightship's single 7-foot diameter screw. The generators provided power for the lightship's alternating current power system. An electric windlass operated WAL-604's Hyde Windlass, which raised the
7,000-lb. mushroom anchor. The anchor cable, a heavy forging weighing 200 lbs. per fathom, is made with 1-5/8-inch steel links and is 120 fathoms in length, with eight shots of 15 fathoms each. [4]
Below the weather deck, quarters for WAL-604's crew reflect the roomy but utilitarian accommodations of a Coast Guard vessel of the 1950s, 60s, and 70s. The accommodations include quarters for 16 enlisted men forward, and staterooms for three officers aft. Described as a "state of the art" lightship, WLV-604 reflects more comfortable living arrangements than those aboard the wooden and steel-hulled lightships of the late 19th and early 20th century. The lightship's arrangements include a library, hobby shop, and recreation room. [5]
**WAL-604'S PRESENT APPEARANCE**
Since her retirement in 1979, WAL-604 has undergone no alteration and retains an excellent level of integrity. The lightship is essentially the same as when launched, operated, and decommissioned. The vessel is in excellent condition; the hull is sound and the vessel was recently drydocked. The engines are in operational condition and the vessel is capable of navigating under her own power. The interior arrangements of all cabins, offices, galley, and pilothouse remain unaltered. The vessel is open to the public and has the appearance of being an active duty lightship temporarily moored to the dock.
**NOTES**
1. James P. Delgado, ed. *Evaluative Inventory of Large Preserved Historic Vessels in the United States* (Washington, D.C.: National Park Service, 1987), entry for Columbia. Also see Willard Flint, *Lightships of the United States Government* (Washington, D.C.: U.S. Coast Guard, 1989), unpaginated, entry for WAL-604.
2. A.C. Hardy, *American Ship Types: A Review of the Work, Characteristics, and Construction of Ship Types Peculiar to the Waters of the North American Continent* (New York: D. Van Nostrand Co., Inc., 1927) pp. 254-256.
3 Flint, Op.cit.
4 Ibid. Also see fact sheet for Columbia, WLV-604, manuscript, Columbia River Maritime Museum, Astoria, Oregon.
5 Flint, Lightships, Also, see J.A. Sweet and V.L. Cady, "History of the Columbia River Lightship Service," Compass Point Northwest, Thirteenth Coast Guard District, Seattle, Washington, October, 1987, p. 7
THE DEVELOPMENT OF THE AMERICAN LIGHTSHIP
While the first American lighthouse dates to the colonial era, the use of lightships is a more recent and 19th century phenomenon in the United States, though employed earlier in Europe. Moored on treacherous reefs, or marking the narrow approaches to a channel or harbor entrance too far offshore for a shoreside lighthouse's lens to reach, lightships were fewer in number than the hundreds of lighthouses -- 179 lightships were built between 1820 and the 1950s, and in 1909, the heyday of the United States Lighthouse Establishment, there were 51 lightships (46 on the eastern seaboard and 5 on the Pacific Coast) on station in the United States.
Among the more famous and significant lightship stations were "Ambrose," marking the southern entrance into New York harbor along the New Jersey coast; "Nantucket," marking not only the entrance to Boston harbor but also the American end of the transatlantic route; "Diamond Shoals" off the Outer Banks of North Carolina, which marked a dangerous spot along the coastal ocean highway by way of the Gulf Stream; and "San Francisco" on the bar 3 miles out from the Golden Gate.
The first lightship was a small wooden schooner moored on Chesapeake Bay. From this pioneer, the lightship type developed through the 19th century from sail to steam, from wood to iron to steel hulls, and to more powerful optics. Usually sequentially numbered as they entered service under the United States Lighthouse Board, the United States Lighthouse Service, and later the U.S. Coast Guard, lightships, like lighthouses remained constant in their location, with new vessels replacing the old. Thus there were more than one "Nantucket," "Ambrose," "Columbia," "Diamond Shoals," and "San Francisco," as well as others, on the various stations through the years. [1]
By the end of the 19th century, hard-learned lessons resulted in a standardization of lightship form and design. Heavily constructed steel hulls moored with massive mushroom anchors and huge strongly forged huge, built to ride out storms and rough seas, with decks designed to let the water run off and a dual mast system enabling a light to always be kept lit defined the
basic "modern" characteristics for lightships in the United States. Technological advances—the introduction of electrical lighting, welded hulls, and the switch from steam to diesel to diesel-electric engines—brought modifications to the lightship without necessarily changing the basic form. While older lightships were modified to accept the technological changes, new classes of ships were built to embody the "new" technology. Thus the first class of lightships built in the 20th century with riveted steel hulls and massive steam engines—numbers 78 through 84—were replaced at some stations by welded steel lightships such as the Pacific Coast's No. 100 with diesel-electric propulsion, diaphone air horns, 1,000-watt electric lights in 375-mm lenses, and a reduced tonnage (with the installation of a less heavy diesel-electric system) meaning less resistance to the sea and hence less battering. [2]
Between 1946 and 1952, a new (and the last) class of six lightships, built under the auspices of the United States Coast Guard, which had absorbed the U.S. Lighthouse Establishment in 1939, were introduced and built. The first lightships with all-welded hulls, they were also the first and only lightships to employ an alternating current electrical system. Reflecting the improvement in diesel technology, they were high-speed direct diesel propelled. Their internal arrangements were roomy and modern, offering more amenities of life for their crews. While these vessels closely resembled in external appearance the earlier lightships of the early 20th century and the 1930s, a number of which were still in commission, they were different vessels.
Technology finally brought an end to manned lightships at the same time manned lighthouses were being considered for automation. Large navigational buoys 40 feet in diameter and 42 feet high, painted lightship red and equipped with automatic lights, fog signals, and radio beacons began to replace lightships in 1967. In 1983, the last lightship had been retired, ending a 150-year lightship tradition in the United States.
CONSTRUCTION AND CAREER OF WAL-604
The first lightship on the Pacific coast of North America was a Canadian vessel moored at the mouth of the Fraser River, near
Vancouver, British Columbia, in 1866. The first American lightship on the Pacific Coast was not built until 1892. Constructed at the Union Iron Works in San Francisco, the 123-foot No. 50 was sent north to the mouth of the Columbia River on Oregon's coast. In all, only five lightship stations were designated on the west coast by the United States, because of the predominantly high, rocky coastline and deep water running up close to shore. These conditions were conducive to the construction of lighthouses to guide mariners, though a few locations required lightships. Next to the rugged Columbia River Bar, which made access to the important lumber and grain ports of Oregon difficult, the most dangerous, heavily navigated site requiring a lightship was the San Francisco Bar. [3] In fact, the importance of the Columbia River and its dangerous bar had resulted in the selection of Cape Disappointment at the river's mouth as the site for the first U.S. lighthouse on the Pacific Coast. The discovery of gold in California shifted priorities, and as a result, Alcatraz Island on San Francisco claimed the honor. Nonetheless, interest in aids to navigation on the Columbia River Bar continued, and in the 1850s Cape Disappointment was lighted.
The first lightship station on the Pacific Coast of the U.S., as stated earlier, was No. 50, moored to mark the correct approach to the hazardous Columbia River Bar. The station, located southwesterly of Cape Disappointment nearly five miles offshore, was marked between 1892 and 1979 by five separate lightships, No. 50 (1892-1897; 1898-1899; 1901-1905; and 1906-1909); No. 67 (1897-1898 and 1905-1906); No. 88 (1909-1939); No. 93 (1939-1951); and WAL-604 (1951-1979). The interchange between No. 50 and No. 67 occurred when No. 50 was damaged and taken off station for extensive repairs on three separate occasions. Lightships marking this station were dragged off station six times by severe weather, most notably in 1899, when No. 50 drifted ashore and was aground for 15 months. The significance of the station was considerable; the lightship was not, like many others, withdrawn from station during the Second World War. [4] Yet none of the early lightships assigned to the station survive, only WAL-604.
The importance of the station was again reflected by the assignment of a modern Coast Guard-built lightship in 1951.
Contracted for $500,000, WAL-604 (later redesignated WLV-604) was laid down in 1949, at the Rice Brothers' yard at East Boothbay Harbor, Maine. Launched on April 18, 1950, the lightship was commissioned on December 19, 1950, and delivered to Seattle, Washington, in March 1951. The lightship, painted red and designated "Columbia," then departed for her station. WLV-604 served only at Columbia during her career. The 16 crewmembers served 28-day shifts, taking 14 days off in rotation so that two-thirds of the crew were aboard at any given time. [5] The routine of service was largely uneventful; rescues in 1952 and 1960, being blown off station in 1962, and being sideswiped by a hit and run vessel in 1964 were the only events of note in WAL-604's history. The lightship was decommissioned on December 12, 1979. The first lightship station on the Pacific Coast of the U.S. was also the last, again underscoring the importance of the Columbia River Bar station. [6] A Lighted Horn Buoy, marked "CR," took the lightship's place and remains in service. In 1980, the vessel was sold as surplus property to the State of Oregon and then sold to the Columbia River Maritime Museum. It has since served as an excellently maintained public exhibit at the museum on the waterfront of Astoria, Oregon.
NOTES
1 See George R. Putnam, *Lighthouses and Lightships of the United States* (New York: The Houghton-Mifflin Co., 1917)
2 A.C. Hardy, *American Ship Types: A Review of the Work, Characteristics, and Construction of Ship Types Peculiar to the Waters of the North American Continent* (New York: D. Van Nostrand Co., Inc., 1927) pp. 254-257, passim.
3 Ralph C. Shanks, Jr. and Janetta Thompson Shanks, *Lighthouses and Lifeboats on the Redwood Coast* (San Anselmo, California: Costano Books, 1978) pp. 133-135.
4 Willard Flint, *Lightships of the United States Government* (Washington, D.C.: U.S. Coast Guard, 1989), unpaginated, entry for Columbia River Bar station. Manuscript courtesy of Also see Jim Gibbs, *Lighthouses of the Pacific* (West Chester, Pennsylvania: Schiffer Publishing, Ltd., 1986), pp. 127-128, and William A. Baker, "U.S. Light Vessel No. 50, Columbia River," *The American Neptune*, 9 (4), October 1949.
5 Flint, *Lightships*. Also see "Lightship Columbia (WLV-604) Fact Sheet," Manuscript, Columbia River Maritime Museum, Astoria, Oregon.
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ANTI-BULLYING POLICY
John Whitgift Academy aims to provide an environment where students are safe from bullying and discrimination, and where they can maximise their personal and social development. The Academy will ensure that students’ emotional well-being are promoted and nurtured. The Academy will also ensure that efforts are made to address the emotional well-being of its staff.
Definition of Bullying
Bullying is **repeated** verbal, physical, social or psychological behaviour that is harmful and involves the misuse of power by an individual or a group towards one or more persons. Cyberbullying refers to bullying through information and communication technologies.
Conflict or fights between equals and single incidents are not defined as bullying.
Bullying behaviour is not:
- Children not getting along
- A situation of mutual conflict
- A single episode of nastiness or a random act of aggression or intimidation
Bullying can involve humiliation, domination, intimidation, victimisation and all forms of harassment including that based on sex, race, disability, sexual orientation or transgender. Bullying of any form or for whatever reason can have long-term effects on those involved including bystanders. Bullying can happen anywhere e.g. at school, travelling to and from school, extra-curricular events, between neighbours or in the workplace.
At John Whitgift Academy you have the right to:
- Live your life peacefully and safely
- Be an individual and be proud to be different
- Not be bullied by others
- Protect yourself by ignoring others or by walking away
- Tell an adult if you are feeling or if someone is making you feel, unhappy
However, you also have responsibility to:
- Not tolerate any form of bullying
- Not tolerate bullies in your friendship groups
- Work with others to stop bullying
- Tell a member of staff about any form of bullying
Let us be clear – what is unacceptable?
Physical attacks, threats, insults, name calling, jokes or comments made about someone’s colour, gender, sexual orientation, culture, religion, disability and ethnic or social background are all unacceptable.
Support
John Whitgift Academy will:
- Log and record all acts of alleged bullying
- Investigate all reports of bullying and examine the facts of each case
- Listen to both student and parental concerns
- Punish all acts of bullying appropriately and in line with the academy’s Behaviour Policy
- Inform parents of both the victim and the bully regarding the outcome
External Agencies
The academy may seek advice and guidance from external partners to provide additional support. These may include Local Authority practitioners such as professional counsellors, the Police and Community Support Officers (PCSO’S).
Academy intervention strategies
- Discussion of consequences of bullying with students in lessons or in assembly
- Educate students to identify what behaviours constitute bullying
- Empower students to find strategies to deal with bullying effectively
- Challenge and re-educate students who have been identified as bullies
- Maintain an ethos at John Whitgift Academy where bullying is unacceptable
If you ever see or hear this happening, directed to yourself or to anyone else, you should tell someone you can trust Your VTG Tutor, Learning Consequence Manager, class teacher or a friend. Do not keep it to yourself. The issue can then be addressed immediately.
www.kooth.com – a free and confidential on-line support service available to all students
email@example.com – a dedicated service at JWA should you need to seek confidential advice and help
We all have to work together to stamp this out.
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### 2011 Tree & Shrub Descriptions – This Year’s List Features Only Plants Native to our Region*
| Species | Start Hgt | Mature (Hght X Wth) | Sun | Additional info |
|--------------------------|-----------|---------------------|-----|---------------------------------------------------------------------------------|
| Ash, Mountain | 18-24" | 20/20" | Full| Slow growing, prefers rich soil; tolerates others, good for birds. *Sorbus americana* |
| Aspen, Quaking | 12-18" | 40/60/25" | Full| Creamy bark, rustling leaves, spreads to make grove, all soils but dry. *Populus tremuloides* |
| Basswood (Linden) | 2-4" | 100/75" | Shade| Tall, moderate growth rate, plant in moist well drained loamy soil. *Tilia americana* |
| Birch, Paper | 8-12" | 50/70/30" | Full| Rapid grower, prefers well-drained sandy loam. *Betula papyrifera* |
| Bittersweet, Amer. | 8+" | 20+" | Part| Vine, twines around trees or fence, last orange-red berries. *Celastrus scandens* |
| Cedar, White | 5-10" | 40/50/15" | Shade| Slow to moderate growth rate, plant in clay loams, sandy loams. *Thuja occidentalis* |
| Cherry, Choke | 6-18" | 25/25" | Part| Fast growing, loamy well drained soil, tart fruit, is good for jelly, syrup. *Prunus virginiana* |
| Cherry, Pin | 6-18" | 30/5" | Full| Plant in full sun, could produce in 2 years, sour fruit for jelly. *Prunus pensylvanica* |
| Cherry, Sand | 18-24" | 3-6/3-6' | Full| Winter hardy, loamy soil, edible fruit for birds, deer browse. *Prunus besseyi* |
| Chokeberry, Black | 2-3' | 6'/6' | Full| Fast, outgrows hawthorn, lantana, blueberry fruit, good for wildlife. *Aronia melanocarpa* |
| Cranberry, Highbush | 2-3' | 12/12" | Part| Prefers moist well-drained soil, but not particular about type. *Vaccinium trilobum* |
| Dogwood, Gray | 2-3' | 6'/12' | Not Fert| Not fussy about soil type, but prefers well drained. Has white flower. *Cornus racemosa* |
| Dogwood, Red-Osier | 6-18" | 11/12" | Shade| Fast growing, prefers wet sites, red stems; Winter color, food for deer. *Cornus sericea* |
| Elderberry | 10-22" | 9'/9" | Part| Prefers loamy moist soil, favorite of songbirds, make wine & jelly. *Sambucus canadensis* |
| Fir, Balsam | 4-7" | 40/60/20-35" | Shade| Fast growing, Christmas tree, good for birds, mammals, pulpwood. *Abies balsamea* |
| Grape, Riverbank | 8" | 20-35" | Shade| Found along streams or damp cool woods, sour, but good for jelly, juice. *Vitis riparia* |
| Hazelnut, American | 6-12" | 6'/20" | Full| Fast growing, nuts eaten by birds, deer, 2- year old trees root from stumps. *Corylus americana* |
| Ironwood | 12-20" | 25/40/20-30" | Shade| Hop-like fruit persists into winter, good under-canopy, loam/sandy soil. *Ostrya virginiana* |
| Juneberry | 18-24" | 8'/8" | Part| Suckers, grows in all well drained soils, edible fruit, good for wildlife. *Amelanchier alnifolia* |
| Maple, Red | 12-18" | 50/70/60" | Part| Moderate to fast growing. Prefers well-drained soil. Red, yellow in fall. *Acer rubrum* |
| Maple, Silver | 8-16" | 60/90/75" | Shade| Grows in poor wetter soils, rapid growth rate. Yellow fall color. *Acer saccharinum* |
| Maple, Sugar | 6-16" | 60/80/80" | Shade| Slow-moderate growth, best in well drained loams. Syrup, bright fall colors. *Acer saccharum* |
| Nannyberry | 1-2' | 6'/10" | Part| Fast growing, edible fruit, flowering shrub, good for wildlife. *Nandina domestica* |
| Ninebark | 2-3' | 10"/8" | Part| Blooms flower clusters, slow growing. Good for difficult sites. *Physocarpus opulifolius* |
| Oak, Bur | 6-18" | 70/80/80" | Part| Slow growing, likes moist well-drained soil, will grow in other areas. *Quercus macrocarpa* |
| Oak, Red | 6-18" | 60/80/50" | Part| Fast growing, prefers well-drained rich moist soils. *Quercus rubra* |
| Pine, Jack | 6-12" | 30/40/20-30" | Full| Needs full sun, fast growing at first, birds and animals food, sawlogs. *Pinus balsamiana* |
| Pine, Norway | 12-18" | 50/80/30" | aka Red Pine, Moderate/fast growth, likes sandy well-drained soil. *Pinus resinosa* |
| Pine, White | 5-12" | 80/95/80" | Part| Rapid growth rate. Prefers well-drained moist loamy silty loam. *Pinus strobus* |
| Plum, American | 6-12" | 20/15/10" | Full| Small, small grain, fast draining, rapid growing, edible fruit. *Prunus americana* |
| Spruce, Black | 5-12" | 30/70/15-3 | Shade| Shorter needle-spruce, native to bog, slow, moderate growth rate. *Picea mariana* |
| Spruce, White | 5-12" | 40/40/25" | Shade| Rapid growing, plant in well drained med to fine soils, Christmas tree. *Picea glauca* |
| Sumac, Smooth | 12-24" | 5-15/10-15 | Full| Fast growth rate, all soil types, good for wildlife, bank stabilization. *Rhus glabra* |
| Tamarack | 6-12" | 50/75" | Full| Wide range of soils, wet or dry sites. Loses needles in fall. Yellow fall color. *Larix laricina* |
| Willow, Peach-Leaf | 2-3' | 25/45/30" | Full| Grows in moist, well-drained soils, good for riparian restoration. *Salix amygdaloides* |
| Willow, Sandbar | 2-3' | 15'/4" | Full| Great in floodplains, spreads readily, colonizes, stabilizes soils. *Salix exigua interior* |
*as identified in Walter Smith’s Trees and Shrubs of Minnesota, University of Minnesota Press, 2008.
Order Deadline April 15, 2011. Visit us at [www.southstlouiswcd.org](http://www.southstlouiswcd.org) or call (218) 723-4867 for more information.
---
**Forestry programs for area landowners**
Forest property constitutes a large portion of South St. Louis County. Private woodland owners play a vital role in preserving and protecting this important resource by actively managing their properties. Many opportunities exist to help woodland owners become good stewards of their land. Whether your goals are to promote wildlife, realize income from forest products, encourage clean water and air, improve hunting and recreation, or simply to enjoy the natural beauty of your forest, the following services and programs are available to you:
- Forest Stewardship Planning
- Property Tax Assistance
- Community Forest Resource Center (CFRC)
- Minnesota Forestry Association (MFA)
- Woodland Advisor Courses
- Cost Share Assistance
---
**Why Plant Trees & Shrubs?**
- **Stabilize slopes**
- **Create habitat**
- **Buffer winds & weather**
- **Control water runoff**
- **Feed and shelter birds**
---
**Why Plant Native Species?**
- **Minimize maintenance**
- **Avoid invasive species**
- **Assure happily acclimated plants!**
---
**What we can do for you**
The South St. Louis Soil & Water Conservation District offers many programs to help landowners reach their land protection and management goals. We have several different sources of financial assistance available, plus the technical capabilities and regulatory knowledge to support these programs:
- **Erosion control** and sediment reduction for landowners;
- **Wetland conservation** assistance;
- **Forest stewardship** assistance for landowners with parcels of all sizes;
- **Conservation education** in classrooms and beyond, including coordination of the Northeast Minnesota Envirothon competition for high school students;
- **Watershed protection** and restoration projects.
We utilize state and federal programs to address local conservation and environmental concerns.
Please feel free to contact us with your questions or concerns. Together, we can work to protect and enhance our beautiful area.
---
**April 15 deadline for native tree & shrub sale**
Don’t let the spring pass without ordering your low-cost, high-quality trees and shrubs. This year, we offer only species native to our area!
**Deadline for Tree Orders: April 15, 2011**
Pick up your seedlings May 13 - 15 at one of three locations:
Duluth, Two Harbors or Grand Marais
To order, fill out, clip and mail the [Tree & Shrub Order Form](http://www.southstlouiswcd.org) included with this newsletter, or visit our website to print an order form:
[www.southstlouiswcd.org](http://www.southstlouiswcd.org)
---
This newsletter was funded in part by the Coastal Zone Management Program, NOAA, National Oceanic and Coastal Resource Management, in cooperation with Minnesota’s Lake Superior Coastal Program.
Impaired waters update
Good progress has been made identifying and restoring the impaired waters of South St. Louis County. Knife River was the first to receive attention for its impairment: turbidity. After public review in late 2009, the Knife’s TMDL study was approved by the EPA in July of 2010.
Other area streams identified as impaired include:
- Amity Creek
- Miller Creek
- French River
- Sucker River
- Lester River
- Talmadge River
To improve the quality of these streams, and get them off the impaired list, the public participates with water quality specialists to develop studies (TMDLs) for pollution, temperature, etc. Then we set about planning and implementing solutions!
Our website is a great source of updates, reports, maps and more. www.southstlouiswcd.org
Several area creeks and watersheds to benefit from new restoration initiatives this spring
**Amity Creek:** Thanks to funding from the Great Lakes Restoration Initiative, our office along with several partners (Natural Resources Research Institute, City of Duluth and the MN Pollution Control Agency) will start restoration work on Amity Creek this spring. There are two components to the GLRI grant: to encourage people to improve land-use practices to reduce erosion and manage stormwater runoff, and to install best management practices to fix areas contributing sediment to the creek. Amity is impaired for turbidity.
Specifically, our office will work to: Stabilize one eroding bank; remove remnants of an old bridge; and clear culverts that are causing erosion along the Amity Park Hiking Trail; repair and stabilize several previously identified gullies/washouts; and plant approximately 200 trees along a section of the creek that has been shown to cause excessive runoff into the creek.
**Miller Creek:** Our office continues to work on restoring this uniquely urban trout stream. This winter, we received a generous grant from the MN Board of Water and Soil Resources to restore a section of Miller Creek near Kohl’s to its original channel. This section was straightened many years ago to accommodate development in the Miller Hill Mall area. This year, we will plan and engineer the project, with construction occurring in 2012. The City of Duluth owns the property on which we will be working and will be a major partner in this project. The grant is from Clean Water Fund, which is money provided from the clean water, land and legacy amendment.
The Miller Creek TMDL is scheduled to be completed this summer. Watch our website for updates on these projects.
**Knife River:** The MN Board of Water and Soil Resources is also supporting our office in conducting restoration work in the Knife River Watershed (located between Duluth and Two Harbors). Thanks to another Clean Water Fund grant from 2009, our office—together with private landowners, the Lake County SWCD and St. Louis County—is helping to restore the Knife by planting trees along its banks; restoring an unstable bank contributing sediment to the river; and installing ditch checks (rock ‘speed bumps’ in major roadside ditches) to hold back rushing stormwater.
Having completed the TMDL for turbidity last year, these projects are designed to reduce peak flows and sediment in the river, which negatively impact the trout that have made this river famous among area anglers.
Read more about these watersheds at www.southstlouiswcd.org
Partnering with City of Duluth against erosion from building sites
The South St. Louis Soil and Water Conservation District has partnered with City of Duluth Engineering Department to perform erosion control inspections. Anyone who has received an erosion control permit for their project—commercial or residential—is subject to these checkups, making sure sediment doesn’t reach storm sewers or streams within the city.
All projects over 3,000 sq. ft. need to be concerned about erosion issues. In addition to conducting and documenting inspections, where we find erosion issues, we help landowners correct them.
---
**2011 Tree & Shrub Order Form**
Please save a copy for reference
| Type | Plants / Bundle | Cost | # Bundles | Total (Cost x Bundles) |
|------------|-----------------|------|-----------|------------------------|
| **Shrubs** | | | | |
| Sand Cherry| 10 | $15 | | |
| Black Chokeberry | 10 | $15 | | |
| High Bush Cranberry | 10 | $15 | | |
| Gray Dogwood | 10 | $15 | | |
| Red-Osier Dogwood | 25 | $35 | | |
| Elderberry | 10 | $15 | | |
| Nannyberry | 25 | $35 | | |
| Ninebark | 10 | $15 | | |
| Sandbar Willow | 10 | $15 | | |
| **Small Trees** | | | | |
| Northern Ash | 10 | $15 | | |
| Choke Cherry | 25 | $35 | | |
| Pin Cherry | 25 | $35 | | |
| Hazelnut | 10 | $15 | | |
| Ironwood | 10 | $15 | | |
| Juneberry | 10 | $15 | | |
| American Plum | 25 | $35 | | |
| Sitka Alder Sunac | 10 | $15 | | |
| **Tall Trees** | | | | |
| Quaking Aspen | 25 | $35 | | |
| Basswood (Am.Linden) | 10 | $15 | | |
| Paper Birch | 25 | $35 | | |
| Red Maple | 25 | $35 | | |
| Silver Maple | 25 | $35 | | |
| Sugar Maple | 25 | $35 | | |
| Red Oak | 25 | $35 | | |
| Peach Leaf Willow | 10 | $15 | | |
| **Evergreens** | | | | |
| White Cedar | 25 | $35 | | |
| Balsam Fir | 25 | $35 | | |
| Jack Pine | 25 | $35 | | |
| Norway (Red) Pine | 25 | $35 | | |
| White Pine | 25 | $35 | | |
| Tamarack | 25 | $35 | | |
| Black Spruce | 25 | $35 | | |
| White Spruce | 25 | $35 | | |
| Evergreen Packet | (each of Norway pine, white pine, white cedar, and white spruce) | 20 | $35 | |
| **Vines** | | | | |
| Amer. Bittersweet | 10 | $15 | | |
| Riverbank Grape | 10 | $15 | | |
**MN sales tax is included in price**
*Tax-exempt orders must have a certificate on file with our office. Multiply the total due by .077 to calculate pre-tax cost.*
**Total Payment**
Choose your pick-up location (circle one):
- Duluth (218) 723-4867
- Two Harbors (218) 834-8370
- Grand Marais (218) 387-3647
Name ___________________________ Phone ___________________________
Address _________________________________________________________
City State Zip ____________________________________________________
Email ____________________________________________________________
Tree Order Pick-Up
Please mark your calendar now and copy the following information. Dates for order pick-up at all locations are between May 12th & May 14th, 2011.
Postcards will be sent giving details. If you do not receive a postcard by May 5th, check our website or call your pick-up location phone number, listed above.
**Trees Are Perishable - Please Pick Up Orders Promptly**
Because of their perishable nature, the SWCD is not responsible for the condition of trees or shrubs after pick-up. Trees and shrubs offered are conservation-grade, bare-root stock. The SWCD does not guarantee survival and/or replacement of trees. Size is subject to change without notice. Refunds can only be made if stock is exhausted. Failure to pick up your order during scheduled dates could result in the loss of your payment.
**Warning:** Tall trees and evergreens should not be planted near power lines. All shrubs and small trees are OK near lines.
Visit Our Website to Learn More
Our website is your best source of information:
- planting instructions
- tree and shrub photos
- introduction to native species
- & much more!
Online at www.southstlouiswcd.org
Or, call us at (218) 723-4867
Become a fan on Facebook.com/southstlouiswcd
All orders must be paid in full prior to pick-up
Check or money order only
Send Order Forms and Payment to:
South St. Louis SWCD
215 North First Ave East, Room 301
Duluth, MN 55802 | <urn:uuid:462b48b1-ccfd-4235-984f-c20264defcc0> | CC-MAIN-2017-17 | http://southstlouisswcd.org/docs/conservation_news2011.pdf | 2017-04-29T09:19:22Z | crawl-data/CC-MAIN-2017-17/segments/1492917123484.45/warc/CC-MAIN-20170423031203-00305-ip-10-145-167-34.ec2.internal.warc.gz | 343,181,482 | 4,510 | eng_Latn | eng_Latn | 0.991692 | eng_Latn | 0.995964 | [
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Section I – Module A: Comparative Study of Texts and Contexts
20 marks
Attempt either Question 1 or Question 2
Allow about 40 minutes for this section
Answer the question on a new page or writing booklet, if provided.
In your answer you will be assessed on how well you:
- demonstrate understanding of the meanings of a pair of texts when considered together
- evaluate the relationships between texts and contexts
- organise, develop and express ideas using language appropriate to audience, purpose and form
Question 1 — Elective 1: Intertextual Connections (20 marks)
(a) Shakespearean Drama and Film
The focus on Richard in *King Richard III* and *Looking for Richard* reveals how both composers understood why audiences would find him fascinating.
Evaluate this statement, with detailed reference to both your prescribed texts.
The prescribed texts are:
- William Shakespeare, *King Richard III* and
- Al Pacino, *Looking for Richard*
OR
Question 1 continues on page 3
Question 1 (continued)
(b) **Prose Fiction and Film**
The focus on the psychological needs of individuals in *Mrs Dalloway* and *The Hours* reveals how both composers understood the pressures society can place on individuals.
Evaluate this statement, with detailed reference to both your prescribed texts.
The prescribed texts are:
- Virginia Woolf, *Mrs Dalloway* and
- Stephen Daldry, *The Hours*
OR
(c) **Prose Fiction and Nonfiction**
The focus on societal norms and values in *Pride and Prejudice* and *Letters to Alice on First Reading Jane Austen* reveals that both composers understood the pressures these can place on individuals.
Evaluate this statement, with detailed reference to both your prescribed texts.
The prescribed texts are:
- Jane Austen, *Pride and Prejudice* and
- Fay Weldon, *Letters to Alice on First Reading Jane Austen*
OR
In your answer you will be assessed on how well you:
- demonstrate understanding of the meanings of a pair of texts when considered together
- evaluate the relationships between texts and contexts
- organise, develop and express ideas using language appropriate to audience, purpose and form
Question 1 (continued)
(d) **Poetry and Prose Fiction**
The focus on escaping from reality in Tennyson’s poetry and *Tirra Lirra by the River* reveals that both composers understood the pressures individuals sometimes experience in life.
Evaluate this statement, with detailed reference to both your prescribed texts.
The prescribed texts are:
- Alfred Lord Tennyson, *Alfred Lord Tennyson: Selected Poems*
- *The Lady of Shalott*
- *Tears, idle tears*
- *In Memoriam A.H.H.* – Cantos XVI, XVII, XVIII, XIX and
- Jessica Anderson, *Tirra Lirra by the River*
OR
Question 1 continues on page 5
In your answer you will be assessed on how well you:
- demonstrate understanding of the meanings of a pair of texts when considered together
- evaluate the relationships between texts and contexts
- organise, develop and express ideas using language appropriate to audience, purpose and form
Question 1 (continued)
(e) **Poetry and Drama**
The focus on the intellect and the use of wit in Donne’s poetry and *W;t* suggests that both composers were aware of the harsh realities of life.
Evaluate this statement, with detailed reference to both your prescribed texts.
The prescribed texts are:
- John Donne, *John Donne: A Selection of His Poetry*
* The Sunne Rising
* The Apparition
* A Valediction; forbidding mourning
* The Relique
* This is my playes last scene
* At the round earths imagin’d corners
* If poysonous mineralls
* Death be not proud
* Hymne to God my God, in my sicknesse and
- Margaret Edson, *W;t*
---
**Question 2 — Elective 2: Intertextual Perspectives (20 marks)**
(a) **Shakespearean Drama and Nonfiction**
The focus on political power in *Julius Caesar* and *The Prince* reveals that both composers understood why their contemporaries would have been interested in their ideas.
Evaluate this statement, with detailed reference to both your prescribed texts.
The prescribed texts are:
- William Shakespeare, *Julius Caesar* and
- Niccolò Machiavelli, *The Prince* (translated by Tim Parks)
OR
(b) **Prose Fiction and Poetry**
The focus on the ideal in *The Great Gatsby* and Elizabeth Browning’s poetry reveals that both composers understood why their contemporaries would have been interested in their ideas.
Evaluate this statement, with detailed reference to both your prescribed texts.
The prescribed texts are:
- F Scott Fitzgerald, *The Great Gatsby* and
- Elizabeth Barrett Browning, *Aurora Leigh and Other Poems*
*Sonnets from the Portuguese* – I, XIII, XIV, XXI, XXII, XXVIII, XXXII, XLIII
OR
**Question 2 continues on page 7**
In your answer you will be assessed on how well you:
- demonstrate understanding of the meanings of a pair of texts when considered together
- evaluate the relationships between texts and contexts
- organise, develop and express ideas using language appropriate to audience, purpose and form
Question 2 (continued)
(c) **Prose Fiction and Poetry**
Through focusing on individuals in *Dubliners* and in Heaney’s poetry, the composers of these texts revealed views about the Irish people that would have interested their contemporaries.
Evaluate this statement, with detailed reference to both your prescribed texts.
The prescribed texts are:
- James Joyce, *Dubliners* and
- Seamus Heaney, *Opened Ground: Poems 1966–1996*
- Digging
- Blackberry-Picking
- Mid-Term Break
- The Given Note
- The Strand at Lough Beg
- Casualty
- Granite Chip
- Clearances III
OR
(d) **Prose Fiction and Film**
Through focusing on dystopian universes in *Nineteen Eighty-Four* and *Metropolis*, the composers of these texts wanted to encourage their contemporaries to examine their own society more critically.
Evaluate this statement, with detailed reference to both your prescribed texts.
The prescribed texts are:
- George Orwell, *Nineteen Eighty-Four* and
- Fritz Lang, *Metropolis*
---
**Section II – Module B: Critical Study of Texts**
20 marks
Attempt ONE question from Questions 3 – 9
Allow about 40 minutes for this section
Answer the question on a new page or writing booklet, if provided.
In your answer you will be assessed on how well you:
- demonstrate an informed understanding of the ideas expressed in the text
- evaluate the text’s language, content and construction
- organise, develop and express ideas using language appropriate to audience, purpose and form
**Question 3 — Shakespearean Drama – William Shakespeare, Hamlet (20 marks)**
How does William Shakespeare’s representation of Hamlet and ONE other character in *Hamlet* enable the audience to perceive and understand the problems these two people face?
**OR**
**Question 4 — Prose Fiction (20 marks)**
(a) **Charlotte Brontë, Jane Eyre**
How does Charlotte Brontë’s representation of Jane and ONE other character in *Jane Eyre* enable the reader to perceive and understand the problems these two people face?
**OR**
(b) **Gail Jones, Sixty Lights**
How does Gail Jones’ representation of Lucy and ONE other character in *Sixty Lights* enable the reader to perceive and understand the problems these two people face?
**OR**
(c) **Michael Ondaatje, In the Skin of a Lion**
How does Michael Ondaatje’s representation of Patrick and ONE other character in *In the Skin of a Lion* enable the reader to perceive and understand the problems these two people face?
**OR**
**Question 4 continues on page 9**
Question 4 (continued)
(d) **Tim Winton, Cloudstreet**
How does Tim Winton's representation of Quick and ONE other character in *Cloudstreet* enable the reader to perceive and understand the problems these two people face?
**OR**
Question 5 — Drama — **Anton Chekhov, The Seagull** (translated by Stephen Mulrine) (20 marks)
How does Anton Chekhov's representation of Kostya and ONE other character in *The Seagull* enable the audience to perceive and understand the problems these two people face?
**OR**
Question 6 — Film — **Orson Welles, Citizen Kane** (20 marks)
How does Orson Welles' representation of Kane and ONE other character in *Citizen Kane* enable the audience to perceive and understand the problems these two people face?
**OR**
Question 7 — Poetry (20 marks)
(a) **Thomas Stearns Eliot – T S Eliot: Selected Poems**
How does the representation of people in T S Eliot's poetry enable the reader to perceive and understand the problems these people face?
In your response make detailed reference to Prufrock in *The Love Song of J. Alfred Prufrock* and ONE person in another poem from the prescribed list below.
The prescribed poems are:
– Thomas Stearns Eliot in *T S Eliot: Selected Poems*
* The Love Song of J. Alfred Prufrock
* Preludes
* Rhapsody on a Windy Night
* The Hollow Men
* Journey of the Magi
**OR**
Question 7 continues on page 10
Question 8 — Nonfiction - Virginia Woolf, *A Room of One’s Own* AND *Three Guineas* (20 marks)
How does Virginia Woolf’s representation of the speakers/personas in *A Room of One’s Own* AND *Three Guineas* enable the reader to perceive and understand the problems these people face?
OR
Question 9 — Nonfiction - Speeches (20 marks)
How do the speakers enable the audience to perceive and understand the concerns they address in their speeches?
In your response make detailed reference to Anwar Sadat’s *Speech to the Israeli Knesset* and ONE other speech set for study.
The prescribed speeches are:
- Anwar Sadat – *Speech to the Israeli Knesset*, 1977
- Paul Keating – Redfern Speech, 1992
- Margaret Atwood – *Spotty-Handed Villainesses*, 1994
- Noel Pearson – *An Australian history for us all*, 1996
- William Deane – *It is still winter at home*, 1999
- Doris Lessing – *On not winning the Nobel Prize*, Nobel Lecture, 2007
- Geraldine Brooks – *A Home in Fiction*, Boyer Lecture 4, 2011
Section III – Module C: Representation and Text
20 marks
Attempt either Question 10 or Question 11
Allow about 40 minutes for this section
Answer the question on a new page or writing booklet, if provided.
In your answer you will be assessed on how well you:
- demonstrate understanding of and evaluate the relationship between representation and meaning
- organise, develop and express ideas using language appropriate to audience, purpose and form
Question 10 — Elective 1: Representing People and Politics (20 marks)
Representations of politics often reveal either the best or worst of human nature.
Discuss this view with detailed reference to your prescribed text and ONE other text of your own choosing.
The prescribed texts are:
- **Shakespearean Drama** – William Shakespeare, *King Henry IV, Part I*
- **Prose Fiction** – Aldous Huxley, *Brave New World*
- **Drama** – Arthur Miller, *The Crucible*
- **Film** – Barry Levinson, *Wag the Dog*
- **Poetry**
- W H Auden, *Selected Poems, 2009*
- *O what is that sound which so thrills the ear*
- *Spain*
- *Epitaph on a Tyrant*
- *In Memory of W.B. Yeats*
- *September 1, 1939*
- *The Unknown Citizen*
- *The Shield of Achilles*
- **Nonfiction** – Henry Reynolds, *Why Weren’t We Told?*
OR
Question 11 — Elective 2: Representing People and Landscapes (20 marks)
Representations of landscapes are usually associated with the best or worst human experiences.
Discuss this view with detailed reference to your prescribed text and ONE other text of your own choosing.
The prescribed texts are:
- **Prose Fiction**
- Melissa Harrison, *Clay*
- Colin Tóibín, *Brooklyn*
- Patrick White, *The Tree of Man*
- **Film**
- Rolf de Heer, *Ten Canoes*
- **Poetry**
- Judith Wright, *Collected Poems 1942–1985*
* The Hawthorn Hedge
* Brothers and Sisters
* South of My Days
* For New England
* Flame-tree in a Quarry
* Train Journey
* Moving South
- **Nonfiction**
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Indiana's Part in the Nomination of Abraham Lincoln for President in 1860 *
BY CHARLES ROLL
In view of the present movement to provide a memorial to Abraham Lincoln and his mother in Indiana, it would seem an appropriate time to recall the part taken by this State in the nomination of Lincoln for the presidency thirty years after he crossed the Wabash to the prairies of Illinois.
The political importance of the Old Northwest in 1860 was without doubt a factor which carried much weight in the selection of the Republican candidate for president. "It should be well understood," wrote a correspondent of the Chicago Tribune early in May, 1860, "that there is a West lying upon the borders of the Great Lakes and in the Mississippi Valley." This section with its fifty-eight electoral votes, more than the combined electoral votes of the New England states, was indeed one which could not be ignored.
The position of Indiana in the Old Northwest and in the nation was, from a political standpoint, relatively of greater importance than it is today. With an electoral vote of thirteen and, consequently, with twenty-six votes in the Republican National Convention, Indiana ranked second among the States of the Old Northwest, being exceeded only by Ohio. She ranked fifth in this respect among the States of the Union, possessing the same number of electoral votes as Massachusetts. When we read the statement of one of the Indiana delegates at Chicago, "they are suing us and wooing us," it is not difficult to understand why. They were well worth the suing and the wooing.*
*Read before the American Historical Association meeting, Indianapolis, December 28, 1928.
†Chicago Tribune, May 11, 1860.
‡Ibid., May 16, 1860.
In the four preceding presidential elections, the electoral vote of the State had been given to the Democratic candidates. In 1856, Fremont carried Ohio, Michigan, and Wisconsin, but failed to carry Indiana and Illinois. The Republican Party might reasonably count, in 1860, upon carrying the same three States in the Old Northwest and the eight other Fremont States of 1856. Forty additional electoral votes were needed to win the election. These must come largely from those doubtful states, of which Indiana was one, that had returned Buchanan majorities four years before. It was pointed out that the electoral votes of Indiana and Pennsylvania would, if secured, give exactly the number needed. If Pennsylvania should be won by the Democrats, then the votes of Indiana, Illinois, New Jersey, California, Kansas (if admitted in time), and Oregon would be required by the Republicans in order to win. Hence it became important to nominate a candidate acceptable to the doubtful states. It was this fact which rendered the position of Indiana a strategic one in 1860. Lincoln recognized this after his nomination. "We might succeed in the general results without Indiana," he wrote Caleb Smith, "but with it failure is scarcely possible." Others were fully aware of the same thing before the candidates were named, and therein lies the reason for the readiness to listen to the wishes of the State in the matter of the nomination.
The *Daily Atlas*, a newspaper edited in Indianapolis by John D. DeFrees, in 1859 and the early part of 1860, declared as early as November, 1859: "It is conceded that Indiana must be carried next year to render the election of a Republican President beyond a contingency. It may possibly be accomplished without her vote, but with it success may be regarded as certain."
The *Boston Daily Atlas* went even farther. "There are four free states which cannot be considered sure for the Republican candidate in 1860. They are New Jersey, Pennsylvania, Indiana, and Illinois. Now we would be almost willing to let the delegates from those four states nominate the candidate."
---
4 *Indianapolis Daily Atlas*, August 27, 1859.
5 John G. Nicolay and John Hay, *Complete Works of Abraham Lincoln* (New York, 1894), Vol. VI, p. 48.
6 *Daily Atlas*, November 9, 1859.
7 Quoted in the *Daily Atlas*, September 2, 1859.
The choice of Chicago as the Convention City, in December, 1859, from among eleven claimants for the honor was well received in Indiana, even though Indianapolis tried to obtain it.\textsuperscript{7} Prior to the assembling of this historic gathering in May, 1860, there was the usual discussion of candidates. Perhaps never before had this been more earnest or the interest more widespread. In Indiana, the particular form which it assumed was conditioned by the character of the Republicanism which had rooted itself in the State. Here, in its leadership, in its platform pronouncements, and in the smallness of the abolitionist element, the party was characterized by a greater conservatism than elsewhere in the Northwest.\textsuperscript{8} The outstanding leader of the party in Indiana was Henry S. Lane, nominee for governor in 1860, a Kentuckian by birth, a former Whig, and a great admirer of Henry Clay, whose name he declared had been inscribed upon his banner ever since he entered Indiana politics.\textsuperscript{9} In advocating the non-extension of slavery and at the same time the non-interference with the institution in the States where it existed, Lane represented the view of the rank and file of the party in Indiana.
The two candidates identified with the more radical wing of the party, Chase and Seward, received little support in the State. George W. Julian favored the former, with the latter as his second choice, but Julian represented only a small minority of the Republican voters of Indiana.\textsuperscript{10} Furthermore, Seward's antagonism toward the Know-Nothing or American Party weakened him in the State. This element, which had cast more than twenty-two thousands votes for Fillmore in 1856, almost held the balance of power in Indiana. If the Republicans hoped to achieve success in 1860 this group must be won over.\textsuperscript{11}
The candidates receiving the most favorable consideration in the State in this pre-convention discussion were Edward Bates of Missouri, Abraham Lincoln of Illinois, and Judge McLean of Ohio. Of these, Bates appeared to be the favorite. A Virginian by birth, a Whig in politics, a former slave holder who had freed his slaves, an opponent of slavery agi-
\textsuperscript{7} \textit{Wabash Express} (Terre Haute) December 28, 1859.
\textsuperscript{8} Walter B. Shurz, "Henry S. Lane," in the \textit{Mississippi Valley Historical Review}, Vol. II, pp. 45-53, 84-99.
\textsuperscript{9} \textit{Weekly Western Sun} (Vincennes), April 28, 1860.
\textsuperscript{10} Grace Julian Clarke, \textit{George W. Julian} (Indianapolis, 1923), p. 204.
\textsuperscript{11} Carl F. Brand, \textit{The History of the Know-Nothing Party in Indiana} (Bloomington, 1918), pp. 165-170. (Master's thesis, type-written, in Indiana University Library).
tation, which he declared had never done any good to any party, section or class, he appealed to conservative Republicans in Indiana.\textsuperscript{12} Some fifteen newspapers were reported as favorable to the candidacy of Bates.\textsuperscript{13} These papers were widely scattered throughout the State from the southern border to the northern border. John D. Defrees, editor of the \textit{Daily Atlas}, was a supporter of Bates, who was likewise favored by Schuyler Colfax, editor of the \textit{St. Joseph Register}. Colfax believed that if Seward were nominated “we shall go forward to a defeat as inevitable as election day.” On the other hand he believed success to be certain with Bates.\textsuperscript{14}
The \textit{Indianapolis Daily Journal} had a good word for Judge John McLean and also for Abraham Lincoln. An editorial appearing a few weeks before the meeting of the Chicago Convention ran as follows: “Judge McLean of Ohio and Mr. Lincoln of Illinois present a strong claim on the attention of the Republican Convention. Next to Judge McLean we believe Abraham Lincoln of Illinois presents the best combination of qualities as a candidate and officer.”\textsuperscript{15}
A short time later the \textit{Journal} advised that “if Lincoln should prove the safest candidate, let us take him,
Take a Republican whom [sic] we know can secure the indifferent anti-slavery feeling.”\textsuperscript{16}
The writer has been unable to find any newspaper in Indiana that came out more strongly for Lincoln than the \textit{Journal} in the foregoing statement. That he had friends in Indiana is well known. The Lincoln-Douglas debates had attracted widespread attention in the State, and Hoosiers had attended some of them in considerable numbers, especially the one at Charleston, where an Indiana band led the Lincoln parade.\textsuperscript{17} Lincoln had been well received on the occasion of his visit to Indianapolis in September, 1859, when he delivered a two hour address on the political issues of the day. There was much in common between Lincoln and the conservative leaders of the Republican Party in Indiana. He, like Lane, had been an ardent supporter of Henry Clay in former days. His views on the slavery question did not antagonize the more conservative
\textsuperscript{12} D. W. Bartlett, \textit{Presidential Candidates} (New York, 1860), p. 121.
\textsuperscript{13} \textit{Madison Daily Courier}, February 21, 1860.
\textsuperscript{14} O. J. Hollister, \textit{Life of Colfax} (New York, 1888), pp. 148-144.
\textsuperscript{15} \textit{Indianapolis Daily Journal}, April 19, 1860.
\textsuperscript{16} Ibid., April 26, 1860.
\textsuperscript{17} Edwin E. Spence, (Editor), \textit{The Lincoln-Douglas Debates}, Illinois Historical Collections, Vol. III, p. 267.
members of the party. The Bates men in Indiana could consistently vote for the man who had himself declared to his friend, O. H. Browning, that he might "be right in supposing Mr. Bates as the strongest and best man we can run." In short there was nothing to prevent Indiana Republicans from giving their support to the former Hoosier resident in case he should prove to be the most available candidate.
The twenty-six delegates chosen to the Chicago Convention from Indiana were uninstructed. They were unpledged to any candidate. They went "open to persuasion," and, in a few cases at least, if we may believe their statements, without personal preference. The four delegates at large, William T. Otto of New Albany, Daniel D. Pratt of Logansport, Caleb B. Smith of Indianapolis, and P. A. Hackelman of Rushville were selected by the Republican State Convention which met at Indianapolis on February 22, 1860. The district delegates, chosen previously by district conventions, were announced at the same time.
No evidence has been discovered that the Illinois leaders put forth any efforts to win the Indiana delegates for Lincoln before their arrival in Chicago, shortly before the time for the meeting of the convention, though it is possible that they may have done so. Two weeks before the convention Lincoln wrote to a friend in Ohio: "It is represented to me by men who ought to know that the whole of Indiana might not be difficult to get. . . . I believe you personally know C. M. Allen of Vincennes, Indiana. He is a delegate and has notified me that the entire Indiana delegation will be in Chicago the same day you name, Saturday, the 12th." As a matter of fact, the day before this letter was written, Lincoln had written to C. M. Allen: "Our friend Dubois and Judge David Davis of Bloomington, one or both will meet you at Chicago, on the 12th. If you let Usher and Griswold of Terre Haute know, I think they will coöperate with you." John P. Usher and W. D. Griswold, it might be explained, were law partners in Terre Haute. The former had ridden the circuit with Lincoln in Illinois and was a close friend. In 1863, he became Lincoln's Secretary of the
---
18 Diary of O. H. Browning, Illinois Historical Collections, Vol. I, p. 395.
19 Chicago Tribune, May 16, 1860.
20 Indianapolis Courier, February 24, 1860.
21 Gilbert A. Tracy, Unselected Letters of Abraham Lincoln, (Boston, 1917), p. 146.
22 Ibid., p. 145.
Interior. The letters quoted above indicate that Lincoln was particularly anxious to win the Indiana delegates.
The regular delegates formed but a small part of the number who turned their faces toward the convention city as the opening day approached. Every train out of Indianapolis for Chicago, we are told, was filled. If these newspaper reports may be relied upon, there must have been hundreds of Hoosiers among the great throngs that paced the board sidewalks of the lusty young city beside the Lake. What scenes greeted them! Everywhere, says an eye witness, there were pictures of Lincoln and everywhere there were flags "which glimmered in the fitful light of omnibus lamps and the distant radiance of street lights like stripes on a glow worm's back."**
Henry S. Lane was among the early arrivals. He had presided at the Philadelphia convention four years before. Known far and wide as an orator of first rank, he was selected to deliver one of the principal addresses at the dedication of the Wigwam on Saturday night preceding the week of the convention.
The Illinois leaders, with Judge David Davis at their head, from the Lincoln headquarters in the Tremont House, directed their efforts at the outset toward winning the Indiana delegates. With no candidate of their own, the Indiana men were in a less embarrassing position than certain other states, like Pennsylvania with Cameron, and New Jersey with Dayton. These delegates were just as desirous as was the Hoosier delegation to see Seward defeated. The statements are somewhat conflicting as to when the Hoosiers were definitely won over to Lincoln. Leonard Swett declared shortly after the convention adjourned: "She [Indiana] was about equally divided between Bates and McLean. Saturday, Sunday, and Monday were spent upon her, when she came to us unitedly with twenty-six votes, and from that time acted efficiently with us."*** Swett was evidently mistaken about the matter. An informal vote taken on Monday, following a full expression of opinion participated in by the delegates and other citizens from Indiana, stood one each for Seward and Chase, four or five for McLean and the remainder about equally divided between Bates and Lincoln. However, the person reporting the meet-
---
**Indianapolis Daily Journal, May 16, 1860.**
***O. H. Oldroyd, Lincoln's Campaign (Chicago., 1898), p. 71.
ing, added, "there is no doubt but Lincoln will be the choice of a majority if not all of our delegates."
On Tuesday the Chicago correspondent of the *Indianapolis Daily Journal* wrote: "Illinois is for Lincoln always and all the time. Indiana leans in the same direction. At a caucus of delegates this noon the expression was in the main for Lincoln. But our men are not hidebound. They will support any man who is sound and reliable and has a decent show of strength. There is a decided effort for Mr. Bates and I think it is stronger than anybody could have suspected."
Later the same day, this correspondent wrote: "The Bates movement has pretty nearly run its course. I think the consultations and comparisons of today have shown that he cannot be nominated. McLean may come up as the only one upon whom Indiana and Pennsylvania can agree, but that is his sole chance. The opposition to Seward, which yesterday manifested some disposition to concentrate on Lincoln, has gathered closer and more compactly today, and now I think he is the strongest man next to Seward. Our delegation had two long sessions today in the city court room, and an informal ballot taken at the close of the last showed that Lincoln had a majority though there is no preference for him that would make them stand out against the honest representations of other states."
Another report of the same day had Indiana mostly for Bates. Still another declared that Lincoln threatened Bates in this State and that the delegates were vacillating between Bates and Lincoln. On Wednesday, the sixteenth, the day the convention opened, Indiana was still reported as divided between Bates and Lincoln, with a majority for the latter. Gustave Koerner, one of the Illinois delegates at large, says that on Thursday morning, the seventeenth, while he was working as one of the sub-committee of seven on the platform, word came that the Pennsylvania and Indiana delegates were in consultation at the court house, and that Frank Blair, the Missouri delegate who was the manager for Bates, was making a speech for the latter at this meeting. Koerner and O. H.
---
28 *Wabash Express* (Terre Haute), May 16, 1860.
29 *Indianapolis Daily Journal*, May 16, 1860.
30 *Indianapolis Journal*, May 17, 1860.
31 *New York Times*, May 16, 1860.
32 *New York Tribune*, May 16, 1860.
33 *Ibid.*, May 18, 1860.
Browning were immediately dispatched to counteract the movement. Koerner obtained the floor as soon as he could, declaring that Bates might secure the German votes of St. Louis, but that if nominated he would not get the votes of German Republicans anywhere else. Browning followed with an eloquent appeal to Whig sentiment, emphasizing the fact that Lincoln had been a Whig and certainly ought to satisfy those who still adhered to Whig principles in Pennsylvania and Indiana. "The delegates then held a secret session," Koerner asserts, "and we soon learned that Indiana would go for Lincoln at the start, and that a large majority of the Pennsylvanians had agreed to vote for him for their second choice."
Apparently, therefore, the Indiana delegates were definitely won over by Thursday evening. In the conferences of that night, Indiana took a leading part. Henry S. Lane was seen at one o'clock, pale and haggard, walking as if for a wager, from one caucus to another at the Tremont house. His plea was that the nomination of Seward would be followed by certain defeat in Indiana. Andrew G. Curtain, the Republican nominee for governor of Pennsylvania, expressed himself in the same manner. The attitude of the Pennsylvania delegates was uncertain, however, until a caucus on Friday morning after the first ballot had been taken.
Of more importance than the question of when the Indiana delegates were won for Lincoln is that of how they were won. It has been stated again and again that it was the promise of a Cabinet position to Caleb B. Smith that finally secured their support. Charles Gibson, one of the leading Bates supporters of 1860, said in later years: "We had nearly all Indiana and a large portion of the Pennsylvania delegation. Davis, Swett, and others acting for Mr. Lincoln bought our votes in those states by agreeing to give Simon Cameron and Caleb B. Smith cabinet positions. Thurlow Weed controlled Seward's votes absolutely, and had agreed with me that if Seward was not nominated that morning he would combine on Bates and nom-
---
31 Memoirs of Gustave Koerner (Cedar Rapids, 1909), Vol. II, pp. 87-89.
32 Murat Halstead, A History of the National Political Conventions (Columbus, 1860), p. 145.
33 Frank B. Carpenter, "How Lincoln was nominated", in Century Magazine, Vol. II (n.s.), pp. 857-858.
inate him. But for votes purchased from Bates, Lincoln could not have been nominated."
If this be true, it was a case of the theft of a nomination, a great steal. The thing that won the Indiana delegation, however, was not the offer of a Cabinet position, but rather the cogent arguments of the Illinois leaders that Abraham Lincoln, a former resident of southern Indiana, was the best man for the opposition to unite on, that he, better than any other candidate, would get the southern Whig vote in the State. The Lincoln atmosphere, to which the delegates were constantly subjected in Chicago, doubtless helped. Had the convention been held in St. Louis, which lost it by only one vote, and had Bates possessed as able leaders as Lincoln to look after his interests, it is probable that the Indiana delegates would have been won for Bates, and that the latter would have been the nominee.
There seems no doubt that Caleb B. Smith was promised a cabinet position. In fact, Judge Davis admitted later that such a pledge was made. Judge William T. Otto, one of the Indiana delegates at large, is authority for the statement that Caleb B. Smith made Judge Davis believe that he must be promised a position in the Cabinet in order to secure the support of the Indiana delegates. Whereas, the facts of the case were, according to Judge Otto, that after looking over the ground at Chicago, they decided to go for Lincoln and cared nothing for Smith obtaining a position in the Cabinet.
The climax of the great drama came on Friday morning. On that memorable day, Indiana played a conspicuous rôle. The nomination of Abraham Lincoln was seconded by Caleb B. Smith in behalf of the Indiana delegates. This was the signal for a demonstration which has few equals in convention history. Henry S. Lane is reported to have leaped upon a table and swaying hat and cane to have performed like an acrobat. When the balloting started, Indiana's twenty-six votes were cast for Lincoln. Only one other state gave him its entire vote on the first ballot. That was Illinois whose twenty-two delegates were under instructions to vote as a unit
---
84 Charles Gibson, "Edward Bates," in Missouri Historical Society Collections (1900), Vol. 2, p. 56.
85 Mattie Gresham, Life of Walter Q. Gresham (Chicago, 1919), Vol. I, pp. 110-111. In regard to Smith's dealings with Judge Davis, Mrs. Gresham says: "That the pledge was made, I have heard from Judge Davis's own lips. That it was kept, everybody knows. Smith became the first Secretary of the Interior in Mr. Lincoln's Cabinet". Ibid., I, 111.
for the Illinois candidate. Otherwise, it is doubtful if the entire vote of Lincoln's own State would have been so cast. The Seward men in the Decatur convention had strenuously resisted instructions. Fully one-third of the Illinois delegates, it is said, would gladly have gone for the New York man.\textsuperscript{36} The united support of the Indiana delegates produced a more marked effect on the convention. On the second ballot, on the third and on the last, the same twenty-six votes from Indiana were given to Lincoln.
Addressing the convention shortly after the nomination, Caleb B. Smith drew a picture which doubtless struck a responsive cord in the hearts of all Hoosiers present in the Wigwam that morning. "Thirty years ago," he declared, "on the Southern frontier of Indiana might have been seen a humble, ragged boy, barefooted, driving his oxen through the hills." In explaining the efforts of the Indiana delegates in behalf of this former resident of Indiana, the speaker said: "It is not that we loved Seward less but because we loved the great Republican cause more. . . . I assure you that the Republican flag will wave in triumph upon the soil of Indiana."\textsuperscript{37}
Lincoln's nomination was the result of a chain of circumstances, no one of which alone could have brought it about. The Lincoln-Douglas debates lifted him into the national vision.\textsuperscript{38} The Cooper Institute address and the New England tour which followed won the attention of the East. The meeting of the convention at Chicago gave to it a Lincoln background. The yelling and spectacular demonstrations may or may not have helped. The powerful opposition of Horace Greeley, who, as it was learned later, had written a letter six years before announcing the dissolution of the political firm of Seward, Weed, and Greeley, weakened Seward and created doubts as to his availability.\textsuperscript{39} The adroit leadership of the Illinois group was indispensable. Could these leaders have succeeded if the Indiana delegates had not responded to their entreaties and rallied to the support of their candidate?
\textsuperscript{36} Personal Recollections of John M. Palmer (Cincinnati, 1901), pp. 80-81.
\textsuperscript{37} Chicago Tribune, May 19, 1860.
\textsuperscript{38} Frederic P. Paxson, The Civil War (New York, 1911), p. 80. "Stephen A. Douglas Lifted Lincoln into the national vision"; see also, Allen Johnson, Stephen A. Douglas (New York, 1909), Ch. XVI.
\textsuperscript{39} Thurlow Weed, Memoirs (Boston, 1884), Vol. II, pp. 278-277.
It is true that enough votes were transferred to Lincoln after the third ballot to secure the nomination for him without the votes of Indiana. But would this situation have existed had not Indiana lent her aid before the balloting started? It seems reasonable to conclude that if the Indiana delegates had decided to support Bates or some one else that the other doubtful states where Seward was weak, after giving complimentary votes to their own favorite, would have concentrated on the same man in order to defeat Seward.
This view was expressed by many in attendance at the famous convention. Horace Greeley wrote in the columns of the Tribune: "The Indiana delegation, having no candidate in their own state to embarrass their action and perfectly unanimous in the conviction that to nominate Governor Seward was to invoke defeat in their state and in the Union, were most efficient in the canvass, while their early adhesion to Lincoln nearly narrowed the contest to him and Seward."40 The Chicago correspondent of the Madison Daily Courier wrote in a similar vein: "To the Indiana delegation and to outside Indianians much, very much of the credit and glory of the nomination is due. . . . Indeed I claim that your delegation did more toward the result than any other. Your gallant Henry S. Lane, Caleb B. Smith, and General Steel of Rockville were indefatigable, untiring, and persistent in urging the claims of Old Abe and large numbers of delegates from other states are known to have been influenced by them, and others from your State. . . . Indiana has won the lasting gratitude of Illinois for her aid in effecting the nomination."41
Even more to the point is the statement of John D. Defrees in a letter to Colfax: "We Bates men of Indiana concluded that the only way to beat Seward was to go for Lincoln as a unit. . . . We made the nomination."42
The Indianapolis Daily Journal had this to add: "There is no doubt but that the unanimity of the Indiana delegation for Lincoln was the cause of his nomination. If Indiana had divided, or given her strength to any other candidate, it is absolutely certain that no concentration could have been made on Lincoln, for it was only the united efforts of Indiana and
---
40 Quoted in Indianapolis Daily Journal, May 25, 1860.
41 Madison [Indiana] Daily Courier, May 21, 1860.
42 Hollister, Life of Colfax, p. 148.
Illinois men that secured the coöperation of Pennsylvania and some New England States at the last hour. The firmness and unanimity of Indiana, who had no candidate to interfere with a disinterested choice, nothing to induce her to adhere to any man from personal motives, and no purpose but to produce a result which would command the widest approval, was acknowledged on all hands at Chicago to be the primary and potential cause of Lincoln's nomination."
It remains to examine the way in which the nomination was received in Indiana. To radicals like Julian, the failure of Chase or Seward to secure the nomination was a severe disappointment. It was Julian's belief that the nomination of Lincoln was secured by a "superficial and only half-developed Republicanism" bent alone upon success. It was not Julian's nature, however, to sulk in his tent. He gave to the ticket his support in the campaign and came to have a more favorable opinion of the Illinois man following a visit to Springfield in January, 1861.
The leading Democratic newspaper of the State, the Daily Sentinel, in true partisan style, declared that it would be difficult for any Republican to state a single qualification that Mr. Lincoln possessed for the office of President. The nomination was deplored at a time when a man of preëminence ability and great experience was required "to successfully guide the ship of state through the shoals and rocks seen and unseen which threaten danger on every side."
The masses of Indiana Republicans greeted the nomination of Lincoln with great enthusiasm. The newspapers are filled with accounts of ratification meetings. Upon the receipt of the news of the nomination in Indianapolis a round of one hundred guns was fired. In the evening an enormous crowd packed the crossing of Pennsylvania and Washington Streets. A huge bonfire was lighted. Rockets were discharged. Speeches were called for. One of the men to respond was Benjamin Harrison, then but twenty-seven years of age, the Republican candidate for Reporter of the State Supreme Court.
---
44 Indianapolis Daily Journal, May 22, 1860.
45 George W. Julian, Political Recollections (Chicago, 1884), p. 177.
46 George W. Julian, in Reminiscences of Abraham Lincoln, edited by Allen Thorndike Rice, pp. 47-65.
47 Indianapolis Daily Sentinel, May 19, 1860.
48 Indianapolis Daily Journal, May 22 and 23, 1860.
49 Chicago Tribune, May 22, 1860.
Some papers were quick to discover elements of greatness in Lincoln. "There are today," declared the Terre Haute Express in somewhat bombastic fashion, "more of the elements of universal popularity in the character and personal history of 'honest Abe Lincoln' of Illinois than any other man on the American continent. . . . Since the days when all that was great and good sank to rest around the quiet shades of Mount Vernon—since the great debater of Massachusetts, the sage of Monticello, the logician of South Carolina, and the 'Constitutional expounder' closed their eyes to the bright sunlight, we do believe no truer man, no abler man, no sincerer man has lived than Abraham Lincoln."49
Another paper, the Vincennes Gazette, rejoiced that a man of the people, and not a time serving politician had been selected and made the standard bearer of freedom in the coming contest.50
If any further proof is needed of the enthusiastic response of Indiana Republicans to Lincoln's candidacy it is only necessary to refer to the great Republican rally held in Indianapolis in August. The meeting, according to newspaper accounts of the time, was one of the largest ever held in Indiana. From all the surrounding countryside delegations came in to the capital city to participate in the grand procession. Organizations known as "Wide Awakes," "Rail Maulers," "Lincoln Rangers of Liberty," and "Old Abe's Boys," streamed in all day long. One thing of unusual interest was a huge wagon filled with "pioneers" actually splitting rails from a log. The wagon was drawn by forty-three yoke of oxen, the entire outfit stretched along the whole front of the capitol square, for a distance of more than four hundred feet.51
In conclusion, Indiana not only nurtured Lincoln during those formative years in which he grew from youth to manhood, but she played a very prominent part in making him the sixteenth president of the United States. "I am indeed much indebted to Indiana," wrote Lincoln to Caleb B. Smith the week following his nomination. Well might he have felt grateful to her. Without the aid of Indiana, Lincoln might never have become "The Great Emancipator," "The First American."
49 Quoted in Indianapolis Daily Journal, May 22, 1860.
50 Quoted in Indianapolis Daily Journal, May 22, 1860.
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| Chapter | Title | Page # | CD Track # |
|---------|--------------------------------------------|--------|------------|
| | Tuning Notes | 1 | |
| 1 | Reading Fundamentals | 6 | |
| 2 | Reading Rhythms | 8 | |
| | Basic Rhythms | 8 | 2-6 |
| | Introducing Eighth Notes | 11 | 7-8 |
| | Introducing Sixteenth Notes | 13 | 9-13 |
| | The Sixteenth Note Rest | 18 | 14-15 |
| | The Tie | 20 | 16-17 |
| | The Dot | 22 | 18-21 |
| | The Triplet | 27 | 22-24 |
| | Recapitulation | 31 | 25 |
| 3 | Rhythms and Pitches | 32 | |
| | Quarter and Eighth Note Exercises | 33 | 26-37 |
| 4 | Intervals | 42 | |
| | Exercises in 3rds | 43 | 38-39 |
| | Exercises in 4ths | 44 | 40-41 |
| | Exercises in 5ths | 45 | 42-43 |
| | Exercises in Octaves | 46 | 44-45 |
| 5 | Accidentals | 47 | 46-48 |
| | Enharmonic Equivalents | 51 | 49 |
| 6 | Key Signatures | 52 | |
| | Circle of Fifths | 52 | |
| | Key Signatures | 53 | |
| | Exercises in Major and Minor Keys | 56 | 50-61 |
| | The Entire Fretboard up to the 14th Fret | 62 | |
| | Major Scales | 63 | |
| | Minor Scales | 66 | |
| 7 | Guitar Patterns and Styles | 69 | |
| | Rock, Blues | 69 | 62-65 |
| | R&B, Pop, Funk | 69 | 66-69 |
| | Reggae, Latin | 70 | 70-73 |
| 8 | Rhythms and Chords | 71 | |
| | The House Is Rising | 71 | 74 |
| | Keep Coming Around | 71 | 75 |
| | The King | 72 | 76 |
| | Mr. Brown | 72 | 77 |
| | Jimi’s Vamp | 73 | 78 |
| | One Long Train | 73 | 79 |
| | Matchbox Girl | 74 | 80 |
| | Back Again | 74 | 81 |
| | Deep Fried | 75 | 82 |
| | I Remember Bob | 75 | 83 |
| | Glossary of Music Terms and Symbols | 76 | |
Chapter 1: Reading Fundamentals
Staff and Clef
A music staff has five lines and four spaces. Guitar music is written in treble clef.
Measures and Bar Lines
Bar lines divide the staff into small sections called measures or bars. A measure is the space between two bar lines. The end of a large section (e.g., Verse, Chorus, Bridge) is marked by a double bar.
Time Signatures
The most common time signature in popular music is $\frac{4}{4}$. In this case, the top number indicates there are four beats, or counts, per measure. The bottom number indicates each count is the equivalent of a quarter note. All exercises in this book are written in $\frac{4}{4}$, also known as “Common time.”
Note Duration
The shape of a note indicates its duration or “value.”
Some notes are hollow, some have stems, and some have stems with flags.
Here Are the Five Primary Note Values
- Whole note (4 beats)
- Half note (2 beats)
- Quarter note (1 beat)
- Eighth note ($\frac{1}{2}$ beat)
- Sixteenth note ($\frac{1}{4}$ beat)
Stem and flag direction (up or down) does not affect the note value.
The Entire Fretboard up to the 14th Fret
Guitar Fingerboard Chart
| Open strings | E-string | A-string | D-string | G-string | B-string | E-string |
|--------------|----------|----------|----------|----------|----------|----------|
| | E | A | D | G | B | E |
| 1st fret | F | A# | Bb | D# | Eb | G# | Ab | C | F |
|--------------|----------|----------|----------|----------|----------|----------|----------|----------|----------|
| 2nd fret | F# | Gb | B | E | A | C# | Db | F# | Gb |
| 3rd fret | G | C | F | A# | Bb | D | G |
| 4th fret | G# | Ab | C# | Db | F# | Gb | B | D# | Eb | G# | Ab |
| 5th fret | A | D | G | C | E | A |
| 6th fret | A# | Bb | D# | Eb | G# | Ab | C# | Db | F | A# | Bb |
| 7th fret | B | E | A | D | F# | Gb | B |
| 8th fret | C | F | A# | Bb | D# | Eb | G | C |
| 9th fret | C# | Db | F# | Gb | B | E | G# | Ab | C# | Db |
| 10th fret | D | G | C | F | A | D |
| 11th fret | D# | Eb | G# | Ab | C# | Db | F# | Gb | A# | Bb | D# | Eb |
| 12th fret | E | A | D | G | B | E |
| 13th fret | F | A# | Bb | D# | Eb | G# | Ab | C | F | Gb |
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| Date | Day | Rasi | Tithi | Creative Work | Time | Planets | Deity | Sunrise | Sunset | Moon Phase |
|------------|--------------|---------------|---------|-------------------|--------------------|------------------|----------------|---------------|---------------|----------------|
| Thursday, April 24, 2014 | 1 | Kumbha Rasi: 1 | Tithi 25 | Siddha Yoga | Gulika 9:16AM – 10:48AM | Dhanishtha Until 4:14PM | Ganesh: Blue | 6:13AM | 6:28PM | Moon 4 - Phase 2 2nd Phase |
| | | Yama | 6:13AM – 7:44AM | Rahu 1:52PM – 3:24PM | Vanjai Until 11:29AM | Sukla Until 9:28PM | Muruga: White | Nataraja: White | Moon – Purple | Sivaloka Day |
| | | | | | Dashami Until 10:22PM | Chaitra-Chaitra | | | | |
| Friday, April 25, 2014 | 2 | Kumbha Rasi: 14.47 | Tithi 26 | Siddha Yoga | Gulika 7:44AM – 9:16AM | Shatabishak Until 2:42PM | Ganesh: Blue | 6:12AM | 6:28PM | Moon 4 - Phase 2 2nd Phase |
| | | Yama | 3:24PM – 4:56PM | Rahu 10:48AM – 12:20PM | Brahma Until 6:38PM | Muruga: White | Nataraja: Clear | | | Devaloka Day |
| | | | | | Bava Until 9:19AM | Moon – Purple | | | | |
| Saturday, April 26, 2014 | 3 | Kumbha Rasi: 28.53 | Tithi 27 | Marana Yoga | Gulika 6:12AM – 7:44AM | Purvaproshtihapada* Until 1:36PM | Ganesh: White | 6:12AM | 6:27PM | Moon 4 - Phase 2 2nd Phase |
| | | Yama | 1:52PM – 3:24PM | Rahu 9:16AM – 10:48AM | Indra Until 3:57PM | Muruga: White | Nataraja: Clear | | | Devaloka Day |
| | | | | | Kaulava Until 7:16AM | Moon – Clear | | | | |
| Sunday, April 27, 2014 | 4 | Meena Rasi: 12.51 | Tithi 28 – 29 | Amrita Yoga | Gulika 3:24PM – 4:55PM | Uttaraproshtihapada Until 12:34PM | Ganesh: White | 6:12AM | 6:27PM | Moon 4 - Phase 2 2nd Phase |
| | | Yama | 12:20PM – 1:52PM | Rahu 4:55PM – 6:27PM | Vaidhri* Until 1:26PM | Muruga: White | Nataraja: Clear | | | Devaloka Day |
| | | | | | Visti Until 3:51AM Mon | Moon – Clear | | | | |
| Monday, April 28, 2014 | Retreat Star | Meena Rasi: 26.39 | Tithi 29 – 30 | Siddha Yoga | Gulika 1:51PM – 3:23PM | Revati Until 11:43AM | Ganesh: Yellow | 6:11AM | 6:27PM | Moon 4 - Phase 2 Amavasya |
| | | Yama | 10:47AM – 12:19PM | Rahu 7:43AM – 9:15AM | Vishkambha* Until 11:11AM | Muruga: White | Nataraja: Clear | | | Sivaloka Day |
| | | | | | Catuspada Until 2:41AM Tue | Moon – Clear | | | | |
| Tuesday, April 29, 2014 | Retreat Star | Mesha Rasi: 10.13 | Tithi 30 – 1 | Siddha Yoga | Gulika 12:19PM – 1:51PM | Ashvini Until 11:34AM | Ganesh: Red | 6:11AM | 6:27PM | Moon 4 - Phase 2 Prathama |
| | | Yama | 9:15AM – 10:47AM | Rahu 3:23PM – 4:55PM | Priti Until 9:17AM | Muruga: White | Nataraja: Clear | | | Sivaloka Day |
| | | | | | Kintughna Until 1:58AM Wed | Moon – White | | | | |
Pursuit of the duties of the stage of life to which each one belongs—that, verily, is the rule! Others are like branches of a stem. With this, one tends upwards; otherwise, downwards. Krishna Yajur Veda
All times are standard time www.gurudeva.org/panchang
| Date | Day | Rasi | Tithi | Time | Activities |
|------------|--------------|---------------|---------|--------------------|---------------------------------------------------------------------------|
| Wednesday, April 30, 2014 | 1 | Mesha | 23:3 | 10:47AM – 12:19PM | Creative Work - Siddha Yoga Until 11:46AM Then Creative Work - Amrita Yoga |
| Thursday, May 1, 2014 | 2 | Vrishabha | 6:31 | 9:15AM – 10:47AM | Routine Work Marana Yoga |
| Friday, May 2, 2014 | 3 | Vrishabha | 19:14 | 7:43AM – 9:15AM | Routine Work Marana Yoga Until 1:49PM Then Creative Work - Siddha Yoga |
| Saturday, May 3, 2014 | 4 | Mithuna | 1:41 | 6:10AM – 7:42AM | Creative Work Siddha Yoga |
| Sunday, May 4, 2014 | 5 | Mithuna | 13:56 | 1:51PM – 3:23PM | Creative Work Siddha Yoga |
| Monday, May 5, 2014 | 6 | Mithuna | 26 | 1:51PM – 3:23PM | Family Home Evening Creative Work Amrita Yoga Until 8:40PM Then Creative Work - Siddha Yoga |
| Tuesday, May 6, 2014 | 7 | Kataka | 7:58 | 12:16PM – 1:51PM | Retreat Star Creative Work Siddha Yoga Until 2:13AM Thu Then Creative Work - Amrita Yoga |
| Wednesday, May 7, 2014 | 8 | Kataka | 19:52 | 10:46AM – 12:16PM | Retreat Star Creative Work Siddha Yoga Until 2:13AM Thu Then Creative Work - Amrita Yoga |
| Thursday, May 8, 2014 | 9 | Simha | 1:47 | 9:14AM – 10:46AM | Retreat Star Creative Work Amrita Yoga Until 5:03AM Fri Then Creative Work - Siddha Yoga |
When a man is born, whoever he may be, there is born simultaneously a debt to the Gods, to the sages, to the ancestors and to men. Shukla Yajur Veda
All times are standard time www.gurudeva.org/panchang
| Date | Day | Time | Activities |
|------------|--------------|---------------|---------------------------------------------------------------------------|
| Friday, May 9, 2014 | Simha Rasi: 13.48 | 7:41AM – 9:14AM | Jaya Nama Samvatsare Utarayane Nartana Ritau Mesha Mase Sukla Paksh Vasara Yuktayam |
| | Tithi 10 | 3:23PM – 4:55PM | Purvaphalguni Nakshatra Dhruva/Yaghatā* Yoga Taṭīla/Gara Karana Dashamayam Titau |
| | 10:46AM – 12:18PM | Dhuva Until 9:42AM | Sutra 26 |
| | | Taṭīla Until 3:26PM | Jaya 5116 |
| | | Dashami Until 9:13AM Sat | Moon – Red |
| | | Vaisaka-Chaitra | Sivaloka Day |
| | | Then Routine Work - Marana Yoga | Brunei |
| Saturday, May 10, 2014 | Simha Rasi: 25.58 | 6:09AM – 7:41AM | Jaya Nama Samvatsare Utarayane Nartana Ritau Mesha Mase Sukla Paksh Vasara Yuktayam |
| | Tithi 11 | 1:51PM – 3:23PM | Purvaphalguni Until 7:20AM |
| | | 9:14AM – 10:46AM | Ganeshā: Clear |
| | | Vanjā Until 4:55PM | Murugā: White |
| | | Ekadashi Until 5:24AM Sun | Natarāja: Clear |
| | | Bava Until 5:46PM | Moon – Red |
| | | Dvadashi Until 5:55AM Mon | Vaisaka-Chaitra |
| | | Then Routine Work - Marana Yoga | Brunei |
| Sunday, May 11, 2014 | Kanya Rasi: 8.23 | 3:23PM – 4:55PM | Jaya Nama Samvatsare Utarayane Nartana Ritau Mesha Mase Sukla Paksh Vasara Yuktayam |
| | Tithi 12 | 12:18PM – 1:51PM | Uttaraphalguni Until 8:53AM |
| | | 4:55PM – 6:28PM | Ganeshā: White |
| | | Bava Until 5:46PM | Murugā: White |
| | | Dvadashi Until 5:55AM Mon | Natarāja: Clear |
| | | Moon – Red |
| | | Vaisaka-Chaitra | Devaloka Day |
| | | Then Creative Work - Amrita Yoga | Brunei |
| Monday, May 12, 2014 | Kanya Rasi: 21.07 | 1:51PM – 3:23PM | Jaya Nama Samvatsare Utarayane Nartana Ritau Mesha Mase Sukla Paksh Indu Vasara Yuktayam |
| | Tithi 13 | 10:46AM – 12:18PM | Hasta Until 10:06AM |
| | Family Home Evening | 7:41AM – 9:13AM | Ganeshā: Clear |
| | | Vaṭrajā* Until 9:06AM | Murugā: White |
| | | Kaulavā Until 5:55PM | Natarāja: Clear |
| | | Trayodashi Until 5:42AM Tue | Moon – Green |
| | | Pradosha Vrata | Sivaloka Day |
| | | Then Routine Work - Prabalarishta Yoga | Brunei |
| Tuesday, May 13, 2014 | Tula Rasi: 4.11 | 12:18PM – 1:51PM | Jaya Nama Samvatsare Utarayane Nartana Ritau Mesha Mase Sukla Paksh Vasara Yuktayam |
| | Tithi 14 | 9:13AM – 10:46AM | Chitra Until 10:27AM |
| | | 3:23PM – 4:55PM | Ganeshā: Clear |
| | | Siddhi Until 7:50AM | Murugā: White |
| | | Gara Until 5:22PM | Natarāja: Clear |
| | | Chaturdashi* Until 4:49AM Wed | Moon – Green |
| | | Vaisaka-Chaitra | Sivaloka Day |
| | | Then Creative Work - Siddha Yoga | Brunei |
| Wednesday, May 14, 2014 | Tula Rasi: 17.38 | 10:46AM – 12:18PM | Jaya Nama Samvatsare Utarayane Nartana Ritau Mesha Mase Sukla Paksh Budha Vasara Yuktayam |
| | Tithi 15 | 7:41AM – 9:13AM | Svati Until 10:00AM |
| | | 12:18PM – 1:51PM | Ganeshā: Clear |
| | | Vyatipata* Until 6:03AM | Murugā: White |
| | | Visi Until 4:09PM | Natarāja: Clear |
| | | Purnima* Until 3:19AM Thu | Moon – Green |
| | | Vaisaka-Chaitra | Sivaloka Day |
| | | Then Creative Work - Siddha Yoga | Brunei |
| Thursday, May 15, 2014 | Vrischika Rasi: 1.25 | 9:13AM – 10:46AM | Jaya Nama Samvatsare Utarayane Nartana Ritau Vishabha Mase Krishna Pakahe Guru Vasara Yuktayam |
| | Tithi 16 | 6:08AM – 7:41AM | Vishakha Until 9:16AM |
| | | 1:51PM – 3:23PM | Ganeshā: Purple |
| | | Parīghā* Until 1:03AM Fri | Murugā: White |
| | | Balava Until 2:23PM | Natarāja: Clear |
| | | Prathama* Until 1:19AM Fri | Moon – Orange |
| | | Vaisaka-Vaikasi | Devaioka Day |
| | | Then Creative Work - Siddha Yoga | Brunei |
Earth is upheld by Truth. Heaven is upheld by the sun. The solar regions are supported by eternal laws, rita. The elixir of divine love is supreme in heaven. Rig Veda Samhita
All times are standard time www.gurudeva.org/panchang
| Date | Day | Rasi | Tithi | Time | Event | Brunei | Sutra | Jaya |
|------------|--------------|------------|-----------|--------------------|---------------------------------------------|--------|-------|-------|
| Friday, May 30, 2014 | 1 | Wishabha | Tithi 2 | 7:41AM – 9:14AM | Gulika | | | |
| | | Yama | | 3:25PM – 4:57PM | Marigashira Until 11:40PM | | | |
| | | Rahu | | 10:47AM – 12:19PM | Dhruti Until 2:27PM | | | |
| | | | | | Balava Until 4:10PM | | | |
| | | | | | Dvitiya Until 4:51AM Sat | | | |
| | | | | | Jyeshtha-Vaikasi | | | |
| | | Creative Work | Siddha Yoga | | | | | |
| Saturday, May 31, 2014 | 2 | Mithuna | Tithi 3 | 6:08AM – 7:41AM | Gulika | | | |
| | | Yama | | 1:52PM – 3:25PM | Adra Until 1:44AM Sun | | | |
| | | Rahu | | 9:14AM – 10:47AM | Shula* Until 2:38PM | | | |
| | | | | | Tatila Until 5:40PM | | | |
| | | | | | Tritiya Until 6:33AM Sun | | | |
| | | | | | Jyeshtha-Vaikasi | | | |
| | | Creative Work | Siddha Yoga | | | | | |
| Sunday, June 1, 2014 | 3 | Mithuna | Tithi 3 – 4 | 3:25PM – 4:58PM | Gulika | | | |
| | | Yama | | 12:20PM – 1:52PM | Punarvasu Until 4:29PM Mon | | | |
| | | Rahu | | 4:58PM – 6:31PM | Ganda* Until 3:07PM | | | |
| | | | | | Vanija Until 7:33PM | | | |
| | | | | | Tritiya Until 6:33AM | | | |
| | | | | | Jyeshtha-Vaikasi | | | |
| | | Creative Work | Siddha Yoga | | | | | |
| Monday, June 2, 2014 | 4 | Kataka | Tithi 4 – 5 | 1:52PM – 3:25PM | Gulika | | | |
| | | Yama | | 10:47AM – 12:20PM | Pushya Until 7:18AM Tue | | | |
| | | Rahu | | 7:41AM – 9:14AM | Vriddhi Until 5:22PM | | | |
| | | | | | Bava Until 9:44PM | | | |
| | | | | | Chaturthi* Until 8:35AM | | | |
| | | | | | Jyeshtha-Vaikasi | | | |
| | | Family Home Evening | | | | | | |
| | | Creative Work | Siddha Yoga | | | | | |
| Tuesday, June 3, 2014 | 5 | Kataka | Tithi 5 – 6 | 12:20PM – 1:53PM | Gulika | | | |
| | | Yama | | 9:14AM – 10:47AM | Pushya Until 7:18AM | | | |
| | | Rahu | | 3:25PM – 4:58PM | Dhruti Until 4:44PM | | | |
| | | | | | Kaulava Until 12:05AM Wed | | | |
| | | | | | Panchami Until 10:52AM | | | |
| | | | | | Jyeshtha-Vaikasi | | | |
| | | Creative Work | Siddha Yoga | | | | | |
| Wednesday, June 4, 2014 | 6 | Kataka | Tithi 6 – 7 | 10:47AM – 12:20PM | Gulika | | | |
| | | Yama | | 7:42AM – 9:14AM | Ashlesha* Until 10:04AM | | | |
| | | Rahu | | 12:20PM – 1:53PM | Vyaghata* Until 5:40PM | | | |
| | | | | | Gara Until 2:26AM Thu | | | |
| | | | | | Shashthi* Until 1:14PM | | | |
| | | | | | Jyeshtha-Vaikasi | | | |
| | | Creative Work | Siddha Yoga | | | | | |
| Thursday, June 5, 2014 | 7 | Simha | Tithi 7 – 8 | 9:15AM – 10:47AM | Gulika | | | |
| | | Yama | | 6:09AM – 7:42AM | Magha* Until 1:07PM | | | |
| | | Rahu | | 1:53PM – 3:26PM | Harshana Until 6:31PM | | | |
| | | | | | Visiti Until 4:35AM Fri | | | |
| | | | | | Saptami Until 3:31PM | | | |
| | | | | | Jyeshtha-Vaikasi | | | |
| | | Creative Work | Amrita Yoga | | | | | |
| | | | | | Until 1:07PM | | | |
| | | | | | Then Creative Work - Siddha Yoga | | | |
| Friday, June 6, 2014 | 8 | Simha | Tithi 8 – 9 | 7:42AM – 9:15AM | Gulika | | | |
| | | Yama | | 3:26PM – 4:59PM | Purvaphalguni Until 3:43PM | | | |
| | | Rahu | | 10:48AM – 12:20PM | Vajra* Until 7:05PM | | | |
| | | | | | Balava Until 6:20AM Sat | | | |
| | | | | | Ashtami* Until 5:30PM | | | |
| | | | | | Jyeshtha-Vaikasi | | | |
| | | Creative Work | Siddha Yoga | | | | | |
| Saturday, June 7, 2014 | 9 | Kanya | Tithi 9 | 6:09AM – 7:42AM | Gulika | | | |
| | | Yama | | 1:53PM – 3:26PM | Uttaraphalguni Until 5:40PM | | | |
| | | Rahu | | 9:15AM – 10:48AM | Siddhi Until 7:16PM | | | |
| | | | | | Balava Until 6:20AM | | | |
| | | | | | Navami* Until 6:57PM | | | |
| | | Routine Work | Marana Yoga | | | | | |
Sunless and demonic, verily, are those worlds, and enveloped in blinding darkness, to which all those people who are enemies of their own souls go after death.
Shukla Yajur Veda
All times are standard time
| Date | Rasi | Tithi | Time | Activities |
|------------|--------|--------|---------------|---------------------------------------------------------------------------|
| Sunday, June 8, 2014 | Kanya | 10 | 3:26PM – 4:59PM | Jaya Nama Samvatsare Uttarayane Nartana Ritau Vishabha Mase Sukla Pakshe Bhanu Vasara Yuktayam |
| | | | 12:21PM – 1:54PM | Hasta Until 7:17PM |
| | | | 4:59PM – 6:32PM | Yatiptata* Until 6:55PM |
| | | | | Tatila Until 7:27AM |
| | | | | Dashami Until 7:43PM |
| | | | | Jyeshtha-Vaikasi |
| | | | | Creative Work - Amrita Yoga |
| | | | | Until 7:17PM |
| | | | | Then Creative Work - Siddha Yoga |
| Monday, June 9, 2014 | Kanya | 11 | 1:54PM – 3:27PM | Jaya Nama Samvatsare Uttarayane Nartana Ritau Vishabha Mase Sukla Pakshe Indu Vasara Yuktayam |
| | | | 10:48AM – 12:21PM | Chitra Until 7:57PM |
| | | | 7:42AM – 9:15AM | Varjani Until 5:55PM |
| | | | | Vanjai Until 7:50AM |
| | | | | Ekadashi Until 7:42PM |
| | | | | Jyeshtha-Vaikasi |
| | | | | Family Home Evening |
| | | | | Routine Work - Prabalarihsita Yoga |
| | | | | Until 7:57PM |
| | | | | Then Creative Work - Amrita Yoga |
| Tuesday, June 10, 2014 | Tula | 12 | 12:21PM – 1:54PM | Jaya Nama Samvatsare Uttarayane Nartana Ritau Vishabha Mase Sukla Pakshe Mangala Vasara Yuktayam |
| | | | 9:15AM – 10:48AM | Svati Until 7:40PM |
| | | | 3:27PM – 5:00PM | Parigha* Until 4:16PM |
| | | | | Bava Until 7:23AM |
| | | | | Dvadashi Until 6:51PM |
| | | | | Jyeshtha-Vaikasi |
| | | | | Creative Work - Siddha Yoga |
| | | | | Until 7:40PM |
| | | | | Then Routine Work - Marana Yoga |
| Wednesday, June 11, 2014 | Tula | 13 – 14 | 10:48AM – 12:21PM | Jaya Nama Samvatsare Uttarayane Nartana Ritau Vishabha Mase Sukla Pakshe Budha Vasara Yuktayam |
| | | | 7:43AM – 9:16AM | Vishakha Until 5:56PM |
| | | | 12:21PM – 1:54PM | Shiva Until 2:01PM |
| | | | | Kaulava Until 6:09AM |
| | | | | Trayodashi Until 5:14PM |
| | | | | Jyeshtha-Vaikasi |
| | | | | Creative Work - Siddha Yoga |
| | | | | Vaiksa Visakam |
| Thursday, June 12, 2014 | Vrischika | 14 – 15 | 9:16AM – 10:49AM | Jaya Nama Samvatsare Uttarayane Nartana Ritau Vishabha Mase Sukla Pakshe Guru Vasara Yuktayam |
| | | | 6:10AM – 7:43AM | Anuradha Until 5:25PM |
| | | | 1:54PM – 3:27PM | Siddha Until 11:12AM |
| | | | | Visiti Until 1:40AM Fri |
| | | | | Chaturdashi* Until 2:58PM |
| | | | | Jyeshtha-Vaikasi |
| | | | | Creative Work - Siddha Yoga |
| | | | | Until 5:25PM |
| | | | | Then Routine Work - Prabalarihsita Yoga |
| Friday, June 13, 2014 | Vrischika | 15 – 16 | 7:43AM – 9:16AM | Jaya Nama Samvatsare Uttarayane Nartana Ritau Vishabha Mase Krishna Pakshe Sukra Vasara Yuktayam |
| | | | 3:27PM – 5:00PM | Jyeshtha* Until 3:16PM |
| | | | 10:49AM – 12:22PM | Mula* Until 1:03PM |
| | | | | Balava Until 10:42PM |
| | | | | Purnima* Until 12:12PM |
| | | | | Jyeshtha-Vaikasi |
| | | | | Creative Work - Amrita Yoga |
| | | | | Until 3:16PM |
| Saturday, June 14, 2014 | Dhanus | 16 – 17 | 6:10AM – 7:43AM | Jaya Nama Samvatsare Uttarayane Nartana Ritau Vishabha Mase Krishna Paksha Manta Vasara Yuktayam |
| | | | 1:55PM – 3:28PM | Mula* Until 1:03PM |
| | | | 9:16AM – 10:49AM | Sukla Until 12:37AM Sun |
| | | | | Tatila Until 7:28PM |
| | | | | Prathama* Until 9:05AM |
| | | | | Jyeshtha-Vaikasi |
| | | | | Creative Work - Siddha Yoga |
Loose me from my sin as from a bond that binds me. May my life swell the stream of your river of Right. Rig Veda Samhita
All times are standard time
Sunday, June 15, 2014
Gold Retreat Star
Dhanus Rasi: 23.5
Tithi 18
Creative Work Siddha Yoga
Until 10:33AM
Then Creative Work - Amrita Yoga
Gulika 3:28PM – 5:01PM
Yama 12:22PM – 1:55PM
Rahu 5:01PM – 6:34PM
Purvashadha* Until 10:33AM
Brahma Until 8:49PM
Vanija Until 4:08PM
Tritiya Until 2:27AM Mon
Jyeshtha-Ani
Ganesha: Yellow
Muruga: White
Nataraja: Clear
Moon – Light Blue
Sunrise: 6:11AM
Sunset: 6:34PM
Moon 6 - Phase 9
1st Phase
Sivaloka Day
Brunei Sutra 63
Jaya 5116
Monday, June 16, 2014
Makara Rasi: 8.43
Tithi 19
Family Home Evening
Routine Work Marana Yoga
Until 7:56AM
Then Creative Work - Amrita Yoga
Gulika 1:55PM – 3:28PM
Yama 10:49AM – 12:22PM
Rahu 7:44AM – 9:17AM
Uttarashadha Until 7:56AM
Indra Until 5:05PM
Bava Until 12:51PM
Chaturthi* Until 11:15PM
Jyeshtha-Ani
Ganesha: Yellow
Muruga: White
Nataraja: Clear
Moon – Light Blue
Sunrise: 6:11AM
Sunset: 6:34PM
Moon 6 - Phase 9
1st Phase
Sivaloka Day
Brunei Sutra 64
Jaya 5116
Tuesday, June 17, 2014
Makara Rasi: 23.29
Tithi 20
Creative Work Siddha Yoga
Gulika 12:23PM – 1:55PM
Yama 9:17AM – 10:50AM
Rahu 3:28PM – 5:01PM
Dhanishtha Until 3:42AM Wed
Vaidhriti* Until 1:31PM
Kaulava Until 9:45AM
Panchami Until 8:17PM
Ganesha: Blue
Muruga: White
Nataraja: Clear
Moon – Purple
Sunrise: 6:11AM
Sunset: 6:34PM
Moon 6 - Phase 9
1st Phase
Subha Sivaloka Day
Brunei Sutra 65
Jaya 5116
Wednesday, June 18, 2014
Kumbha Rasi: 8.02
Tithi 21 – 22
Creative Work Siddha Yoga
Gulika 10:50AM – 12:23PM
Yama 7:44AM – 9:17AM
Rahu 12:23PM – 1:56PM
Shatabhishak Until 1:56AM Thu
Vishkambha* Until 10:14AM
Gara Until 6:58AM
Shasthri* Until 5:42PM
Ganesha: Blue
Muruga: White
Nataraja: Clear
Moon – Purple
Sunrise: 6:11AM
Sunset: 6:34PM
Moon 6 - Phase 9
1st Phase
Subha Sivaloka Day
Brunei Sutra 66
Jaya 5116
Thursday, June 19, 2014
Kumbha Rasi: 22.18
Tithi 22 – 23
Creative Work Siddha Yoga
Gulika 9:17AM – 10:50AM
Yama 6:11AM – 7:44AM
Rahu 1:56PM – 3:29PM
Purvaproshthapada* Until 12:56AM Fri
Priti Until 7:19AM
Balava Until 2:43AM Fri
Saptami Until 3:35PM
Ganesha: Clear
Muruga: White
Nataraja: Clear
Moon – Clear
Sunrise: 6:11AM
Sunset: 6:35PM
Moon 6 - Phase 9
1st Phase
Sivaloka Day
Brunei Sutra 67
Jaya 5116
Friday, June 20, 2014
Retreat Star
Meena Rasi: 6.14
Tithi 23 – 24
Creative Work Siddha Yoga
Until 12:19AM Sat
Then Routine Work - Prabalarishta Yoga
Gulika 7:44AM – 9:17AM
Yama 3:29PM – 5:02PM
Rahu 10:50AM – 12:23PM
Uttaraproshthapada Until 12:19AM Sat
Saubhagya Until 2:43AM Sat
Tatila Until 1:23AM Sat
Ashtami* Until 1:58PM
Ganesha: Clear
Muruga: White
Nataraja: Clear
Moon – Clear
Sunrise: 6:12AM
Sunset: 6:35PM
Moon 6 - Phase 9
Ashtami
Sivaloka Day
Brunei Sutra 68
Jaya 5116
Saturday, June 21, 2014
Retreat Star
Meena Rasi: 19.51
Tithi 24 – 25
Routine Work Prabalarishta Yoga
Until 12:04AM Sun
Then Creative Work - Siddha Yoga
Gulika 6:12AM – 7:45AM
Yama 1:56PM – 3:29PM
Rahu 9:18AM – 10:50AM
Revati Until 12:04AM Sun
Sobhana Until 1:05AM Sun
Vanija Until 12:34AM Sun
Navami* Until 12:53PM
Ganesha: Clear
Muruga: White
Nataraja: Clear
Moon – Clear
Sunrise: 6:12AM
Sunset: 6:35PM
Moon 6 - Phase 9
Navami
Sivaloka Day
Brunei Sutra 69
Jaya 5116
That which appears as cold or as hot, fresh or spoiled, good fortune and bad, love and hate, effort and laziness, the exalted and the depraved, the rich and the poor, the well-founded and the ill-founded, all this is God Himself; none other than Him can we know. Ajita Agama
All times are standard time
| Date | Day | Rasi | Tithi | Time | Activities |
|------------|--------------|---------------|-------|-----------------|---------------------------------------------------------------------------|
| June 28, 2014 | Saturday | Mithuna | 18:33 | 6:13AM – 7:46AM | Creative Work: Siddha Yoga |
| June 29, 2014 | Sunday | Kataka | 0:35 | 3:11PM – 5:04PM | Creative Work: Siddha Yoga |
| June 30, 2014 | Monday | Kataka | 12:32 | 1:58PM – 3:31PM | Family Home Evening |
| July 1, 2014 | Tuesday | Kataka | 24:25 | 12:25PM – 1:58PM | Creative Work: Siddha Yoga |
| July 2, 2014 | Wednesday | Simha | 6:16 | 10:53AM – 12:26PM | Creative Work: Siddha Yoga |
| July 3, 2014 | Thursday | Simha | 18:08 | 9:20AM – 10:53AM | Creative Work: Siddha Yoga |
| July 4, 2014 | Friday | Kanya | 0:05 | 7:48AM – 9:20AM | Creative Work: Siddha Yoga |
| July 5, 2014 | Saturday | Kanya | 12:11 | 6:15AM – 7:48AM | Routine Work: Marana Yoga |
| July 6, 2014 | Sunday | Kanya | 24:33 | 3:32PM – 5:05PM | Creative Work: Siddha Yoga |
Being overcome by the fruits of his action, he enters a good or an evil womb, so that his course is downward or upward, and he wanders around, overcome by the pairs of opposites. Krishna Yajur Veda
All times are standard time
| Date | Time | Event | Location |
|------------|---------------|----------------------------------------------------------------------|------------|
| Monday, July 7, 2014 | 1:59PM – 3:32PM | Jaya Nama Samvatsare Dakshinaya Nartana Ritau Mithuna Mase Sukla Pakshe Indu Vasara Yuktayam | Brunei Sutra 85 |
| | 10:54AM – 12:27PM | Svati Nakshatra Siddha Yoga Kaulava/Taitila Karana Navami/Dashamyam Titau | Sun 23 Moon 6 - Phase 12 |
| | 7:48AM – 9:21AM | Ganesha: Purple Muruga: White Nataraja: Clear Moon – Green Ashada-Ani | Jaya 5116 |
| | | Then Routine Work - Marana Yoga | |
| Tuesday, July 8, 2014 | 12:27PM – 2:00PM | Jaya Nama Samvatsare Dakshinaya Nartana Ritau Mithuna Mase Sukla Pakshe Mangala Vasara Yuktayam | Brunei Sutra 86 |
| | 9:21AM – 10:54AM | Vishakha Nakshatra Sadhya Yoga Varjana Karana Dashami/Ekadashyam Titau | Sun 24 Moon 6 - Phase 12 |
| | 3:32PM – 5:05PM | Ganesh: White Muruga: White Nataraja: Clear Moon – Orange Ashada-Ani | Jaya 5116 |
| | | Then Creative Work - Siddha Yoga | |
| Wednesday, July 9, 2014 | 10:54AM – 12:27PM | Jaya Nama Samvatsare Dakshinaya Nartana Ritau Mithuna Mase Sukla Pakshe Budha Vasara Yuktayam | Brunei Sutra 87 |
| | 7:48AM – 9:21AM | Anuradha Nakshatra Subha Yoga Visti/Bava Karana Ekadashi/Dvadashyam Titau | Sun 25 Moon 6 - Phase 12 |
| | 12:27PM – 2:00PM | Ganesh: White Muruga: White Nataraja: Clear Moon – Orange Ashada-Ani | Jaya 5116 |
| | | Then Routine Work - Prabalarishta Yoga | |
| Thursday, July 10, 2014 | 9:21AM – 10:54AM | Jaya Nama Samvatsare Dakshinaya Nartana Ritau Mithuna Mase Sukla Pakshe Guru Vasara Yuktayam | Brunei Sutra 88 |
| | 6:16AM – 7:49AM | Jyeshtha Nakshatra Sukla Yoga Kaulava/Taitila Karana Trayodashyam Titau | Sun 26 Moon 6 - Phase 12 |
| | 2:00PM – 3:33PM | Ganesh: White Muruga: Clear Nataraja: Clear Moon – Orange Ashada-Ani | Jaya 5116 |
| | | Then Creative Work - Amrita Yoga | |
| Friday, July 11, 2014 | 7:49AM – 9:22AM | Jaya Nama Samvatsare Dakshinaya Nartana Ritau Mithura Mase Sukla Pakshe Sukra Vasara Yuktayam | Brunei Sutra 89 |
| | 3:33PM – 5:05PM | Mula* Nakshatra Brahma/Indra Yoga Gara/Varjana Karana Chaturdashiym Titau | Sun 27 Moon 6 - Phase 12 |
| | 10:54AM – 12:27PM | Ganesh: Yellow Muruga: Clear Nataraja: Clear Moon – Light Blue Ashada-Ani | Jaya 5116 |
| | | Then Routine Work - Prabalarishta Yoga | |
| Saturday, July 12, 2014 | 6:16AM – 7:49AM | Jaya Nama Samvatsare Dakshinaya Nartana Ritau Mithura Mase Sukla Pakshe Manta Vasara Yuktayam | Brunei Sutra 90 |
| | 2:00PM – 3:33PM | Purvashadha* Nakshatra Indra/Vadhmiti* Yoga Visti/Bava Karana Purnimayam Titau | Sun 28 Moon 6 - Phase 12 |
| | 9:22AM – 10:55AM | Ganesh: Yellow Muruga: Clear Nataraja: Clear Moon – Light Blue Ashada-Ani | Jaya 5116 |
| | | Then Routine Work - Marana Yoga | |
| Sunday, July 13, 2014 | 3:33PM – 5:06PM | Jaya Nama Samvatsare Dakshinaya Nartana Ritau Mithura Mase Krishna Pakshe Bhanu Vasara Yuktayam | Brunei Sutra 91 |
| | 12:27PM – 2:00PM | Uttarashadha Until 5:26PM Vaidhriti* Uttara/Varjana Nakshatra Vaidhriti*/Vishkambita* Yoga Kaulava/Taitila Karana Prathama/Dvityayam Titau | Sun 29 Moon 6 - Phase 12 |
| | 5:06PM – 6:38PM | Ganesh: Yellow Muruga: Clear Nataraja: Clear Moon – Light Blue Ashada-Ani | Jaya 5116 |
| | | Then Creative Work - Amrita Yoga | |
Mind is indeed the source of bondage and also the source of liberation. To be bound to things of this world: this is bondage. To be free from them: this is liberation. Krishna Yajur Veda
All times are standard time www.gurudeva.org/panchang
| Date | Rasi | Tithi | Creative Work | Time | Event | Devaloka Day | Sun | Sutra | Jaya |
|--------------|------------|-----------|--------------------------------|--------------------|--------------------------------|--------------|-----|-------|-------|
| Monday, July 14, 2014 | Makara | 17:51 | Amrita Yoga | 2:00PM – 3:33PM | Shrawana Until 2:40PM | Ganesh: Yellow | Sunrise: 6:17AM | 92 | 5116 |
| | | Tithi 17 – 18 | | 10:55AM – 12:28PM | Priti Until 11:05PM | Muruga: Clear | Sunset: 6:39PM | | |
| | | | | 7:49AM – 9:22AM | Vanija Until 10:08PM | Nataraja: Clear | Moon – Purple | | |
| | | | | | Dvitiya Until 11:56AM | Ashada-Ani | | | |
| | | | | | Then Creative Work - Siddha Yoga | | | | |
| Tuesday, July 15, 2014 | Kumbha | 2:56 | Siddha Yoga | 12:28PM – 2:00PM | Dhanishtha Until 11:57AM | Ganesh: Yellow | Sunrise: 6:17AM | 93 | 5116 |
| | | Tithi 18 – 19 | | 9:22AM – 10:55AM | Ayushman Until 7:11PM | Muruga: Clear | Sunset: 6:39PM | | |
| | | | | 3:33PM – 5:06PM | Bava Until 6:42PM | Nataraja: Clear | Moon – Purple | | |
| | | | | | Tritiya Until 8:21AM | Ashada-Ani | | | |
| | | | | | Then Routine Work - Marana Yoga | | | | |
| Wednesday, July 16, 2014 | Kumbha | 17:47 | Siddha Yoga | 10:55AM – 12:28PM | Shatabhishak Until 9:28AM | Ganesh: Yellow | Sunrise: 6:17AM | 94 | 5116 |
| | | Tithi 20 | | 7:50AM – 9:22AM | Saubhagya Until 3:39PM | Muruga: Clear | Sunset: 6:39PM | | |
| | | | | 12:28PM – 2:00PM | Kaulava Until 3:40PM | Nataraja: Clear | Moon – Purple | | |
| | | | | | Panchami Until 2:20AM Thu | Ashada-Adi | | | |
| | | | | | Then Creative Work - Amrita Yoga | | | | |
| Thursday, July 17, 2014 | Meena | 2:16 | Siddha Yoga | 9:22AM – 10:55AM | Purvaprahsrthapada* Until 7:46AM | Ganesh: Clear | Sunrise: 6:17AM | 95 | 5116 |
| | | Tithi 21 | | 6:17AM – 7:50AM | Sobhana Until 12:34PM | Muruga: Clear | Sunset: 6:39PM | | |
| | | | | 2:01PM – 3:33PM | Gara Until 1:10PM | Nataraja: Purple | Moon – Clear | | |
| | | | | | Shaashthi* Until 12:08AM Fri | Ashada-Adi | | | |
| Friday, July 18, 2014 | Meena | 16:2 | Siddha Yoga | 7:50AM – 9:23AM | Uttaraproshthapada Until 6:32AM | Ganesh: White | Sunrise: 6:17AM | 96 | 5116 |
| | | Tithi 22 | | 3:33PM – 5:06PM | Athiganda* Until 10:00AM | Muruga: Clear | Sunset: 6:39PM | | |
| | | | | 10:55AM – 12:28PM | Visiti Until 11:19AM | Nataraja: Purple | Moon – Clear | | |
| | | | | | Saptami Until 10:38PM | Ashada-Adi | | | |
| Saturday, July 19, 2014 | Meena | 29:59 | Siddha Yoga | 6:17AM – 7:50AM | Ashwini Until 6:10AM Sun | Ganesh: White | Sunrise: 6:17AM | 97 | 5116 |
| | | Tithi 23 | | 2:01PM – 3:33PM | Muruga: Clear | Sunset: 6:39PM | | | |
| | | | | 9:23AM – 10:55AM | Nataraja: Purple | | | | |
| | | | | | Ashtami* Until 9:49PM | Ashada-Adi | | | |
| Sunday, July 20, 2014 | Mesha | 13:14 | Siddha Yoga | 3:33PM – 5:06PM | Ashwini Until 6:10AM | Ganesh: Clear | Sunrise: 6:18AM | 98 | 5116 |
| | | Tithi 24 | | 12:28PM – 2:01PM | Muruga: Clear | Sunset: 6:39PM | | | |
| | | | | 5:05PM – 6:39PM | Nataraja: Purple | | | | |
| | | | | | Navami* Until 9:42PM | Ashada-Adi | | | |
| | | | | | Then Routine Work - Prabalariishta Yoga | | | | |
All times are standard time
| Date | Day | Rasi | Tithi | Time | Activity |
|------------|--------------|---------------|-------|---------------|--------------------------------------------------------------------------|
| Monday, July 21, 2014 | 1 | Mesha Rasi: 26.08 | Tithi 25 | 2:01PM – 3:33PM | Jaya Nama Samvatsare Dakshinaya Nartana Ritau Kataka Mase Krishna Pakshe Indu Vasara Yuktayam |
| | | Gulika | Yama | 10:56AM – 12:28PM | Bhariani/Krittika Nakshatra Ganda* Yoga Vanjai/Vistir Karana Dashamyam Titau |
| | | Rahu | | 7:50AM – 9:23AM | Ganda* Until 5:13AM Tue |
| | | | | Vanjai Until 9:54AM | Muruga: Clear |
| | | | | Dashami Until 10:12PM | Nataraja: Purple |
| | | | | Then Routine Work - Marana Yoga | Moon – White |
| | | | | Sutra 99 | |
| Tuesday, July 22, 2014 | 2 | Vrishabha Rasi: 8.46 | Tithi 26 | 12:28PM – 2:01PM | Jaya Nama Samvatsare Dakshinaya Nartana Ritau Kataka Mase Krishna Pakshe Mangala Vasara Yuktayam |
| | | Gulika | Yama | 9:23AM – 10:56AM | Krittika/Rohini Nakshatra Viddhi* Yoga Bava/Balava Karana Ekadashyam Titau |
| | | Rahu | | 3:33PM – 5:06PM | Viddhi Until 5:10AM Wed |
| | | | | Bava Until 10:41AM | Muruga: Clear |
| | | | | Ekadashi* Until 11:14PM | Nataraja: Purple |
| | | | | Then Creative Work - Amrita Yoga | Moon – White |
| | | | | Sutra 100 | |
| Wednesday, July 23, 2014 | 3 | Vrishabha Rasi: 21.1 | Tithi 27 | 10:56AM – 12:28PM | Jaya Nama Samvatsare Dakshinaya Nartana Ritau Kataka Mase Krishna Pakshe Budhva Vasara Yuktayam |
| | | Gulika | Yama | 7:51AM – 9:23AM | Rohini/Mrigashira Nakshatra Dhruva Yoga Kaulava/Taila Karana Dvadashyam Titau |
| | | Rahu | | 12:28PM – 2:01PM | Dhruva Until 5:24AM Thu |
| | | | | Kaulava Until 11:56AM | Nataraja: Purple |
| | | | | Dvadashi* Until 12:40AM Thu | Moon – Yellow |
| | | | | Then Creative Work - Siddha Yoga | Ashada-Adi |
| | | | | Sutra 101 | |
| Thursday, July 24, 2014 | 4 | Mithuna Rasi: 3.24 | Tithi 28 | 9:23AM – 10:56AM | Jaya Nama Samvatsare Dakshinaya Nartana Ritau Kataka Mase Krishna Pakshe Guru Vasara Yuktayam |
| | | Gulika | Yama | 6:18AM – 7:51AM | Mrigashira/Ardra Nakshatra Vyaghat* Yoga Gara/Vanja Karana Trayodashyam Titau |
| | | Rahu | | 2:01PM – 3:33PM | Vyaghat* Until 5:54AM Fri |
| | | | | Gara Until 1:33PM | Nataraja: Purple |
| | | | | Trayodashi* Until 2:26AM Fri | Moon – Yellow |
| | | | | Then Routine Work - Marana Yoga | Ashada-Adi |
| | | | | Sutra 102 | |
| Friday, July 25, 2014 | 5 | Mithuna Rasi: 15.31 | Tithi 29 | 7:51AM – 9:23AM | Jaya Nama Samvatsare Dakshinaya Naranna Ritau Kataka Mase Krishna Pakshe Sukra Vasara Yuktayam |
| | | Gulika | Yama | 3:33PM – 5:06PM | Ardra Until 2:46PM |
| | | Rahu | | 10:56AM – 12:28PM | Harshana Until 6:35AM Sat |
| | | | | Visiti Until 3:27PM | Nataraja: Purple |
| | | | | Chaturdashi* Until 4:28AM Sat | Moon – Yellow |
| | | | | Then Creative Work - Siddha Yoga | Ashada-Adi |
| | | | | Sutra 103 | |
| Saturday, July 26, 2014 | Retreat Star | Mithuna Rasi: 27.31 | Tithi 30 | 6:18AM – 7:51AM | Jaya Nama Samvatsare Dakshinaya Naranna Ritau Kataka Mase Krishna Pakshe Manta Vasara Yuktayam |
| | | Gulika | Yama | 2:01PM – 3:33PM | Punarvasu/Pushya Nakshatra Harshana/Vajra* Yoga Catuspada* Naga* Karana Amavasyayam Titau |
| | | Rahu | | 9:23AM – 10:56AM | Harshana Until 6:35AM |
| | | | | Catuspada Until 5:34PM | Nataraja: Purple |
| | | | | Amavasya* Until 6:41AM Sun | Moon – Blue |
| | | | | Then Creative Work - Siddha Yoga | Ashada-Adi |
| | | | | Sutra 104 | |
| Sunday, July 27, 2014 | Retreat Star | Kataka Rasi: 9.28 | Tithi 30 – 1 | 3:33PM – 5:06PM | Jaya Nama Samvatsare Dakshinaya Nartana Ritau Katake Mase Sukta Paksha Bhanu Vasara Yuktayam |
| | | Gulika | Yama | 12:28PM – 2:01PM | Pushya Until 3:51PM |
| | | Rahu | | 5:06PM – 6:38PM | Vajra* Until 7:24AM |
| | | | | Kintughina Until 7:53PM | Nataraja: Purple |
| | | | | Amavasya* Until 6:41AM | Moon – Blue |
| | | | | Then Creative Work - Siddha Yoga | Sravana-Adi |
| | | | | Sutra 105 | |
As the sun, the eye of the whole world, is not sullied by the external faults of the eyes, so the one inner soul of all things is not sullied by the sorrow in the world, being external to it. Krishna Yajur Veda
All times are standard time
| Date | Day | Time | Event | Brunei |
|------------|--------------|--------------------|--------------------------------------------|--------|
| Wednesday, August 6, 2014 | 1 | 10:55AM – 12:28PM | Anuradha Until 1:02PM | Sun 24 Sutra 115 Jaya 5116 |
| | | 7:51AM – 9:23AM | Brahma Until 8:14AM | |
| | | 12:28PM – 2:00PM | Tatila Until 7:24AM | |
| | | | Dashami Until 6:30PM | |
| | | | Ganesh: White | |
| | | | Muruga: Clear | |
| | | | Nataraja: Purple | |
| | | | Moon – Orange | |
| | | | Sravana-Adi | |
| Thursday, August 7, 2014 | 2 | 9:23AM – 10:55AM | Jyeshtha* Until 11:32AM | Sun 25 Sutra 116 Jaya 5116 |
| | | 6:19AM – 7:51AM | Vaidhriti* Until 2:23AM Fri | |
| | | 2:00PM – 3:32PM | Bava Until 2:49AM Fri | |
| | | | Ekadashi Until 4:12PM | |
| | | | Ganesh: Clear | |
| | | | Muruga: Clear | |
| | | | Nataraja: Purple | |
| | | | Moon – Orange | |
| | | | Sravana-Adi | |
| Friday, August 8, 2014 | 3 | 7:51AM – 9:23AM | Mula* Until 9:39AM | Sun 26 Sutra 117 Jaya 5116 |
| | | 3:32PM – 5:04PM | Vishkambha* Until 10:42PM | |
| | | 10:55AM – 12:27PM | Kaulava Until 11:37PM | |
| | | | Dvadashi Until 1:16PM | |
| | | | Ganesh: Yellow | |
| | | | Muruga: Clear | |
| | | | Nataraja: Purple | |
| | | | Moon – Light Blue | |
| | | | Sravana-Adi | |
| Saturday, August 9, 2014 | 4 | 6:19AM – 7:51AM | Purvashadha* Until 7:07AM | Sun 27 Sutra 118 Jaya 5116 |
| | | 2:00PM – 3:32PM | Priti Until 6:41PM | |
| | | 9:23AM – 10:55AM | Gara Until 8:01PM | |
| | | | Trayodashi Until 9:51AM | |
| | | | Ganesh: Yellow | |
| | | | Muruga: Clear | |
| | | | Nataraja: Purple | |
| | | | Moon – Light Blue | |
| | | | Sravana-Adi | |
| Sunday, August 10, 2014 | Copper Retreat Star | 3:31PM – 5:04PM | Shravana Until 1:11AM Mon | Sun 28 Sutra 119 Jaya 5116 |
| | | 12:27PM – 1:59PM | Ayushman Until 2:26PM | |
| | | 5:04PM – 6:36PM | Bava Until 2:13AM Mon | |
| | | | Chaturdashi* Until 6:06AM | |
| | | | Ganesh: Blue | |
| | | | Muruga: Clear | |
| | | | Nataraja: Purple | |
| | | | Moon – Purple | |
| | | | Sravana-Adi | |
| Monday, August 11, 2014 | Silver Retreat Star | 1:59PM – 3:31PM | Dhanishtha Until 10:09PM | Sun 29 Sutra 120 Jaya 5116 |
| | | 10:55AM – 12:27PM | Saubhagya Until 10:08AM | |
| | | 7:51AM – 9:23AM | Balava Until 12:17PM | |
| | | | Prathama* Until 10:21PM | |
| | | | Ganesh: Blue | |
| | | | Muruga: Clear | |
| | | | Nataraja: Purple | |
| | | | Moon – Purple | |
| | | | Sravana-Adi | |
Where men move at will, in the threefold sphere, in the third heaven of heavens, where are realms full of light, in that radiant world make me immortal. Rig Veda Samhita
All times are standard time www.gurudeva.org/panchang
Now, there are, of a truth, three worlds: the world of men, the world of the fathers, and the world of the Gods. The world of the Gods is verily the best of worlds.
Shukla Yajur Veda
All times are standard time
| Date | Day | Rasi | Tithi | Time | Activities |
|------------|--------------|---------------|---------|-----------------|---------------------------------------------------------------------------|
| Tuesday, August 19, 2014 | 1 | Wishabha Rasi: 18:09 | Tithi 24 – 25 | Gulika 12:26PM – 1:57PM | Creative Work - Amrita Yoga Until 4:01PM Then Creative Work - Siddha Yoga |
| | | Yama 9:22AM – 10:54AM | | Rahu 3:29PM – 5:01PM | |
| | | | | Rohini Until 4:01PM | |
| | | | | Ganeshas: Red | |
| | | | | Murugas: Clear | |
| | | | | Natarajas: Purple | |
| | | | | Moon – Yellow | |
| | | | | Sivaloka Day | |
| | | | | Sun 8 Sutra 128 Jaya 5116 | |
| Wednesday, August 20, 2014 | 2 | Mithuna Rasi: 0.28 | Tithi 25 – 26 | Gulika 10:53AM – 12:25PM | Creative Work - Siddha Yoga |
| | | Yama 7:50AM – 9:22AM | | Rahu 12:25PM – 1:57PM | |
| | | | | Mrigashira Until 6:12PM | |
| | | | | Harshana Until 12:13PM | |
| | | | | Bava Until 11:51PM | |
| | | | | Dashami Until 10:56AM | |
| | | | | Ganeshas: Red | |
| | | | | Murugas: Clear | |
| | | | | Natarajas: Purple | |
| | | | | Moon – Yellow | |
| | | | | Sivaloka Day | |
| | | | | Sun 9 Sutra 129 Jaya 5116 | |
| Thursday, August 21, 2014 | 3 | Mithuna Rasi: 13 | Tithi 26 – 27 | Gulika 9:21AM – 10:53AM | Routine Work - Marana Yoga Until 8:35PM Then Creative Work - Amrita Yoga |
| | | Yama 6:18AM – 7:50AM | | Rahu 1:57PM – 3:29PM | |
| | | | | Ardra Until 8:35PM | |
| | | | | Vajra* Until 12:44PM | |
| | | | | Kaulava Until 1:53AM Fri | |
| | | | | Ekadashi* Until 12:48PM | |
| | | | | Ganeshas: Red | |
| | | | | Murugas: White | |
| | | | | Natarajas: Purple | |
| | | | | Moon – Yellow | |
| | | | | Subha Sivaloka Day | |
| | | | | Sun 10 Sutra 130 Jaya 5116 | |
| Friday, August 22, 2014 | 4 | Mithuna Rasi: 24.36 | Tithi 27 – 28 | Gulika 7:49AM – 9:21AM | Creative Work - Siddha Yoga Until 11:33PM Then Routine Work - Marana Yoga |
| | | Yama 3:28PM – 5:00PM | | Rahu 10:53AM – 12:25PM | |
| | | | | Punarvasu Until 11:33PM | |
| | | | | Siddhi Until 1:28PM | |
| | | | | Gara Until 4:09AM Sat | |
| | | | | Dvadashi* Until 2:58PM | |
| | | | | Ganeshas: Green | |
| | | | | Murugas: White | |
| | | | | Natarajas: Purple | |
| | | | | Moon – Blue | |
| | | | | Sivaloka Day | |
| | | | | Sun 11 Sutra 131 Jaya 5116 | |
| Saturday, August 23, 2014 | 5 | Kataka Rasi: 6.31 | Tithi 28 – 29 | Gulika 6:17AM – 7:49AM | Creative Work - Siddha Yoga |
| | | Yama 1:56PM – 3:28PM | | Rahu 9:21AM – 10:53AM | |
| | | | | Pushya Until 2:29AM Sun | |
| | | | | Vyatipata* Until 2:21PM | |
| | | | | Visit Until 6:32AM Sun | |
| | | | | Trayodashi* Until 1:18PM | |
| | | | | Ganeshas: Green | |
| | | | | Murugas: White | |
| | | | | Natarajas: Purple | |
| | | | | Moon – Blue | |
| | | | | Sivaloka Day | |
| | | | | Sun 12 Sutra 132 Jaya 5116 | |
| Sunday, August 24, 2014 | 6 | Kataka Rasi: 18.24 | Tithi 29 | Gulika 3:28PM – 4:59PM | Creative Work - Siddha Yoga Until 5:17AM Mon Then Routine Work - Marana Yoga |
| | | Yama 12:24PM – 1:56PM | | Rahu 4:59PM – 6:31PM | |
| | | | | Ashlesha* Until 5:17AM Mon | |
| | | | | Variyari Until 3:16PM | |
| | | | | Visit Until 6:32AM | |
| | | | | Chaturdashi* Until 7:44PM | |
| | | | | Ganeshas: Green | |
| | | | | Murugas: White | |
| | | | | Natarajas: Purple | |
| | | | | Moon – Blue | |
| | | | | Sivaloka Day | |
| | | | | Sun 13 Sutra 133 Jaya 5116 | |
| Monday, August 25, 2014 | 7 | Simha Rasi: 0.15 | Tithi 30 | Gulika 1:56PM – 3:27PM | Family Home Evening Routine Work - Marana Yoga Until 8:25AM Tue Then Creative Work - Siddha Yoga |
| | | Yama 10:52AM – 12:24PM | | Rahu 7:49AM – 9:21AM | |
| | | | | Magha* Until 8:25AM Tue | |
| | | | | Parigha* Until 4:14PM | |
| | | | | Catuspada Until 8:50AM | |
| | | | | Amavasya* Until 10:10PM | |
| | | | | Ganeshas: Yellow | |
| | | | | Murugas: White | |
| | | | | Natarajas: Purple | |
| | | | | Moon – Red | |
| | | | | Subha Sivaloka Day | |
| | | | | Sun 14 Sutra 134 Jaya 5116 | |
| Tuesday, August 26, 2014 | 8 | Simha Rasi: 12.07 | Tithi 1 | Gulika 12:24PM – 1:55PM | Creative Work - Siddha Yoga |
| | | Yama 9:20AM – 10:52AM | | Rahu 3:27PM – 4:59PM | |
| | | | | Magha* Until 8:25AM | |
| | | | | Shiva Until 5:09PM | |
| | | | | Kintughna Until 11:23AM | |
| | | | | Prathama* Until 12:31AM Wed | |
| | | | | Ganeshas: Yellow | |
| | | | | Muruqas: White | |
| | | | | Natarajas: Purple | |
| | | | | Moon – Red | |
| | | | | Subha Sivaloka Day | |
| | | | | Sun 15 Sutra 135 Jaya 5116 | |
The knower, the author of time, the possessor of qualities and all knowledge, is He who envelopes the universe. Controlled by Him, this work of creation unfolds itself—that which is regarded as earth, water, fire, air and ether. Krishna Yajur Veda
All times are standard time
| Date | Day | Time | Event | Color | Sunrise | Sunset | Moon Phase | Phase |
|------------|--------------|----------------|--------------------------------------------|-----------|---------|---------|------------|-------|
| Wednesday, August 27, 2014 | Jaya Nama Samvatsare Dakshinaya Jivana Ritau Simha Mase Sukla Pakshe Budha Vasara Yuktayam Purvaphalguni/Uttaraphalguni Nakshatra Siddha/Sadhyha Yoga Balava/Kaulava Karana Dvitiyayam Titau | Ganeshas: Yellow | 6:17AM | 6:30PM | Moon 8 - Phase 19 | 3rd Phase |
| | Simha Rasi: 24.01 | Tithi 2 | 10:52AM – 12:23PM | Murugas: White | 6:17AM | 6:30PM | Moon 8 - Phase 19 | 3rd Phase |
| | Creative Work | Amrita Yoga | 12:23PM – 1:55PM | Natarajas: Purple | 6:17AM | 6:30PM | Moon 8 - Phase 19 | 3rd Phase |
| | Gulika | Yama | Balava Until 1:40PM | Moon – Red | 6:17AM | 6:30PM | Moon 8 - Phase 19 | 3rd Phase |
| | Rahu | | Bhadrapada-Avani | Subha Sivaloka Day | 6:17AM | 6:30PM | Moon 8 - Phase 19 | 3rd Phase |
| Thursday, August 28, 2014 | Jaya Nama Samvatsare Dakshinaya Jivana Ritau Simha Mase Sukla Pakshe Guru Vasara Yuktayam Uttaraphalguni/Hasta Nakshatra Sadhya Yoga Tailita/Gara Karana Trityayam Titau | Ganeshas: Yellow | 6:17AM | 6:30PM | Moon 8 - Phase 19 | 3rd Phase |
| | Kanya Rasi: 5.59 | Tithi 3 | 9:20AM – 10:52AM | Murugas: White | 6:17AM | 6:30PM | Moon 8 - Phase 19 | 3rd Phase |
| | Creative Work | Amrita Yoga | 10:52AM – 12:23PM | Natarajas: Clear | 6:17AM | 6:30PM | Moon 8 - Phase 19 | 3rd Phase |
| | Gulika | Yama | Sadhya Until 6:36PM | Moon – Red | 6:17AM | 6:30PM | Moon 8 - Phase 19 | 3rd Phase |
| | Rahu | | Tailita Until 3:45PM | Bhadrapada-Avani | 6:17AM | 6:30PM | Moon 8 - Phase 19 | 3rd Phase |
| Friday, August 29, 2014 | Jaya Nama Samvatsare Dakshinaya Jivana Ritau Simha Mase Sukla Pakshe Vanija/Visth* Karana Chaturthayam Titau Hasta/Chitra Nakshatra Subha Yoga Vanija/Visth* Karana Chaturthayam Titau | Ganeshas: Red | 6:16AM | 6:29PM | Moon 8 - Phase 19 | 3rd Phase |
| | Kanya Rasi: 18.04 | Tithi 4 | 7:48AM – 9:20AM | Murugas: White | 6:16AM | 6:29PM | Moon 8 - Phase 19 | 3rd Phase |
| | Creative Work | Amrita Yoga | 9:20AM – 10:52AM | Natarajas: Clear | 6:16AM | 6:29PM | Moon 8 - Phase 19 | 3rd Phase |
| | Gulika | Yama | Subha Until 7:00PM | Moon – Green | 6:16AM | 6:29PM | Moon 8 - Phase 19 | 3rd Phase |
| | Rahu | | Vanija Until 5:31PM | Bhadrapada-Avani | 6:16AM | 6:29PM | Moon 8 - Phase 19 | 3rd Phase |
| Saturday, August 30, 2014 | Jaya Nama Samvatsare Dakshinaya Jivana Ritau Simha Mase Sukla Pakshe Manta Vasara Yuktayam Chitra Nakshatra Sukla Yoga Visth*Bava Karana Chaturthi/Panchamyaam Titau | Ganeshas: Red | 6:16AM | 6:29PM | Moon 8 - Phase 19 | 3rd Phase |
| | Tula Rasi: 0.19 | Tithi 4 – 5 | 6:16AM – 7:48AM | Murugas: White | 6:16AM | 6:29PM | Moon 8 - Phase 19 | 3rd Phase |
| | Creative Work | Siddha Yoga | 7:48AM – 9:20AM | Natarajas: Clear | 6:16AM | 6:29PM | Moon 8 - Phase 19 | 3rd Phase |
| | Gulika | Yama | Sukla Until 7:01PM | Moon – Green | 6:16AM | 6:29PM | Moon 8 - Phase 19 | 3rd Phase |
| | Rahu | | Bava Until 6:51AM | Bhadrapada-Avani | 6:16AM | 6:29PM | Moon 8 - Phase 19 | 3rd Phase |
| Sunday, August 31, 2014 | Jaya Nama Samvatsare Dakshinaya Jivana Ritau Simha Mase Sukla Pakshe Bhanu Vasara Yuktayam Svati Nakshatra Brahma Yoga Balava/Kaulava Karana Panchami/Shashthiyam Titau | Ganeshas: Red | 6:16AM | 6:29PM | Moon 8 - Phase 19 | 3rd Phase |
| | Tula Rasi: 12.46 | Tithi 5 – 6 | 3:25PM – 4:57PM | Murugas: White | 6:16AM | 6:29PM | Moon 8 - Phase 19 | 3rd Phase |
| | Creative Work | Siddha Yoga | 4:57PM – 6:28PM | Natarajas: Clear | 6:16AM | 6:29PM | Moon 8 - Phase 19 | 3rd Phase |
| | Gulika | Yama | Panchami Until 7:18AM | Moon – Green | 6:16AM | 6:29PM | Moon 8 - Phase 19 | 3rd Phase |
| | Rahu | | Bhadrapada-Avani | Subha Sivaloka Day | 6:16AM | 6:29PM | Moon 8 - Phase 19 | 3rd Phase |
| Monday, September 1, 2014 | Jaya Nama Samvatsare Dakshinaya Jivana Ritau Simha Mase Sukla Pakshe Indu Vasara Yuktayam Vishakha Nakshatra Indra/Vaidhrit* Yoga Tailita/Gara Karana Shashthi/Saptamiyam Titau | Ganeshas: Blue | 6:16AM | 6:29PM | Moon 8 - Phase 19 | 3rd Phase |
| | Tula Rasi: 25.29 | Tithi 6 – 7 | 1:33PM – 3:25PM | Murugas: White | 6:16AM | 6:29PM | Moon 8 - Phase 19 | 3rd Phase |
| | Family Home Evening | 10:50AM – 12:22PM | Natarajas: Clear | 6:16AM | 6:29PM | Moon 8 - Phase 19 | 3rd Phase |
| | Creative Work | Siddha Yoga | 12:22PM – 1:53PM | Moon – Orange | 6:16AM | 6:29PM | Moon 8 - Phase 19 | 3rd Phase |
| | Gulika | Yama | Indra Until 5:46PM | Bhadrapada-Avani | 6:16AM | 6:29PM | Moon 8 - Phase 19 | 3rd Phase |
| | Rahu | | Gara Until 7:46PM | Subha Sivaloka Day | 6:16AM | 6:29PM | Moon 8 - Phase 19 | 3rd Phase |
| Tuesday, September 2, 2014 | Jaya Nama Samvatsare Dakshinaya Jivana Ritau Simha Mase Sukla Pakshe Mangala Vasara Yuktayam Anuradha Nakshatra Vaidhrit*Vishkambha* Yoga Vanija/Visth* Karana Saptami/Ashamtyam Titau | Ganeshas: Red | 6:16AM | 6:29PM | Moon 8 - Phase 19 | Ashtami |
| | Vrischika Rasi: 8.32 | Tithi 7 – 8 | 12:22PM – 1:53PM | Murugas: White | 6:16AM | 6:29PM | Moon 8 - Phase 19 | Ashtami |
| | Creative Work | Siddha Yoga | 1:53PM – 3:25PM | Natarajas: Clear | 6:16AM | 6:29PM | Moon 8 - Phase 19 | Ashtami |
| | Gulika | Yama | Vaidhrit* Until 4:18PM | Moon – Orange | 6:16AM | 6:29PM | Moon 8 - Phase 19 | Ashtami |
| | Rahu | | Visiti Until 7:12PM | Bhadrapada-Avani | 6:16AM | 6:29PM | Moon 8 - Phase 19 | Ashtami |
| Wednesday, September 3, 2014 | Jaya Nama Samvatsare Dakshinaya Jivana Ritau Simha Mase Sukla Pakshe Budha Vasara Yuktayam Jyeshtha* Nakshatra Vishkambha*/Prith* Yoga Bava/Kaulava Karana Ashtami/Navamtyam Titau | Ganeshas: Red | 6:16AM | 6:27PM | Moon 8 - Phase 19 | Navami |
| | Vrischika Rasi: 21.58 | Tithi 8 – 9 | 10:50AM – 12:21PM | Murugas: White | 6:16AM | 6:27PM | Moon 8 - Phase 19 | Navami |
| | Creative Work | Siddha Yoga | 12:21PM – 1:53PM | Natarajas: Clear | 6:16AM | 6:27PM | Moon 8 - Phase 19 | Navami |
| | Gulika | Yama | Kaulava Until 4:59AM Thu | Moon – Orange | 6:16AM | 6:27PM | Moon 8 - Phase 19 | Navami |
| | Rahu | | Bhadrapada-Avani | Subha Sivaloka Day | 6:16AM | 6:27PM | Moon 8 - Phase 19 | Navami |
As a spider spins and withdraws its web, as herbs grow on the earth, as hair grows on the head and body of a person, so also from the Imperishable arises this universe. Atharva Veda
All times are standard time
| Date | Rasi | Tithi | Time | Activity | Sunrise | Sunset | Moon Phase |
|----------------------|------------|---------|--------------------|-----------------------------------------------|----------|------------|------------|
| Wednesday, September 10, 2014 | Meena | 4:56 | 16 - 17 | Creative Work: Siddha Yoga | | | |
| | Gulika | 513939263 | 10:48AM – 12:19PM | Uttarpashthapada Until 1:04AM Thu | | | |
| | Yama | | 7:45AM – 9:16AM | Uttarpashthapada Until 8:59AM | | | |
| | Rahu | | 12:19PM – 1:50PM | Uttarpashthapada Until 3:10AM Thu | | | |
| | | | | Prathama* Until 6:15AM | | | |
| Thursday, September 11, 2014 | Meena | 19:4 | 18 | Creative Work: Siddha Yoga | | | |
| | Gulika | 513939263 | 9:16AM – 10:47AM | Revati Until 11:04PM | | | |
| | Yama | | 6:14AM – 7:45AM | Revati Until 2:15AM Fri | | | |
| | Rahu | | 1:50PM – 3:21PM | Revati Until 1:49PM | | | |
| | | | | Tritiya Until 12:35AM Fri | | | |
| Friday, September 12, 2014 | Mesha | 4 | 19 | Creative Work: Amrita Yoga | | | |
| | Gulika | 523939263 | 7:45AM – 9:16AM | Ashvini Until 10:01PM | | | |
| | Yama | | 3:21PM – 4:52PM | Ashvini Until 11:37PM | | | |
| | Rahu | | 10:47AM – 12:18PM | Ashvini Until 11:33AM | | | |
| | | | | Chaturthi* Until 10:40PM | | | |
| Saturday, September 13, 2014 | Mesha | 17:53 | 20 | Creative Work: Siddha Yoga | | | |
| | Gulika | 523939263 | 6:13AM – 7:44AM | Bhariari Until 9:34PM | | | |
| | Yama | | 1:49PM – 3:20PM | Bhariari Until 10:00AM | | | |
| | Rahu | | 9:16AM – 10:47AM | Bhariari Until 9:30PM | | | |
| Sunday, September 14, 2014 | Vishabha | 1.2 | 21 | Creative Work: Siddha Yoga | | | |
| | Gulika | 523939263 | 3:20PM – 4:51PM | Krittika Until 9:45PM | | | |
| | Yama | | 12:18PM – 1:49PM | Krittika Until 9:15AM | | | |
| | Rahu | | 4:51PM – 6:22PM | Krittika Until 9:09PM | | | |
| Monday, September 15, 2014 | Vishabha | 14.19 | 22 | Family Home Evening | | | |
| | Gulika | 533939263 | 1:48PM – 3:19PM | Rohini Until 11:02PM | | | |
| | Yama | | 10:46AM – 12:17PM | Rohini Until 7:32PM | | | |
| | Rahu | | 7:44AM – 9:15AM | Rohini Until 9:18AM | | | |
| Tuesday, September 16, 2014 | Vishabha | 26.57 | 23 | Creative Work: Siddha Yoga | | | |
| | Gulika | 533939263 | 12:17PM – 1:48PM | Mirigashira Until 12:51AM Wed | | | |
| | Yama | | 9:15AM – 10:46AM | Siddhi Until 7:22PM | | | |
| | Rahu | | 3:19PM – 4:50PM | Balava Until 10:08AM | | | |
| Wednesday, September 17, 2014 | Mithuna | 9.17 | 24 | Creative Work: Siddha Yoga | | | |
| | Gulika | 533939263 | 10:45AM – 12:16PM | Adra Until 3:02AM Thu | | | |
| | Yama | | 7:43AM – 9:14AM | Adra Until 7:41PM | | | |
| | Rahu | | 12:16PM – 1:47PM | Adra Until 11:37AM | | | |
| | | | | Navami* Until 12:31AM Thu | | | |
With earnest effort hold the senses in check. Controlling the breath, regulate the vital activities. As a charioteer holds back his restive horses, so does a persevering aspirant restrain his mind. Krishna Yajur Veda
All times are standard time
| Date | Day | Rasi | Tithi | Time | Yoga Practice | Moon Phase | Time |
|------------|--------------|--------|--------|--------------------|----------------------------------------------------|------------|------------|
| Thursday, September 18, 2014 | Jaya Nama Samvatsare Dakshinaya Jivana Ritau Kanya Mase Krishna Pakshe Guru Vasara Yuktayam | Gulika | Yama | Rahu | 9:14AM – 10:45AM | Punarvasu Until 5:55AM Fri | Ganesh: Red | Sunrise: 6:12AM | Sun 8 | Sutra 158 | Brunei |
| | | | | | 6:12AM – 7:43AM | Punarvasu Until 8:17PM | Muruga: White | Sunset: 6:20PM | Moon 9 - Phase 22 | 2nd Phase | Jaya 5116 |
| | | | | | 1:47PM – 3:18PM | Vanija Until 1:35PM | Nataraja: Clear | | | | |
| | | | | | Dashami Until 2:40AM Fri | | Moon – Blue | | | | |
| | | | | | Then Routine Work - Marana Yoga | | Bhadrapada-Puratasi | | | | |
| Friday, September 19, 2014 | Jaya Nama Samvatsare Dakshinaya Jivana Ritau Kanya Mase Krishna Pakshe Sukra Vasara Yuktayam | Gulika | Yama | Rahu | 7:43AM – 9:14AM | Pushya Until 8:51AM Sat | Ganesh: Red | Sunrise: 6:12AM | Sun 9 | Sutra 159 | Brunei |
| | | | | | 3:18PM – 4:49PM | Parigha* Until 9:07PM | Muruga: White | Sunset: 6:20PM | Moon 9 - Phase 22 | 2nd Phase | Jaya 5116 |
| | | | | | 10:45AM – 12:16PM | Bava Until 3:22PM | Nataraja: Clear | | | | |
| | | | | | Then Routine Work - Marana Yoga | | Moon – Blue | | | | |
| Saturday, September 20, 2014 | Jaya Nama Samvatsare Dakshinaya Jivana Ritau Kanya Mase Krishna Pakshe Manta Vasara Yuktayam | Gulika | Yama | Rahu | 6:12AM – 7:43AM | Pushya Until 8:51AM | Ganesh: Red | Sunrise: 6:12AM | Sun 10 | Sutra 160 | Brunei |
| | | | | | 1:46PM – 3:17PM | Shiva Until 10:03PM | Muruga: Clear | Sunset: 6:19PM | Moon 9 - Phase 22 | 2nd Phase | Jaya 5116 |
| | | | | | 9:14AM – 10:44AM | Kaulava Until 6:18PM | Nataraja: Clear | | | | |
| | | | | | Then Routine Work - Marana Yoga | | Moon – Blue | | | | |
| Sunday, September 21, 2014 | Jaya Nama Samvatsare Dakshinaya Jivana Ritau Kanya Mase Krishna Pakshe Bhanu Vasara Yuktayam | Gulika | Yama | Rahu | 3:17PM – 4:48PM | Ashlesha* Until 11:39AM | Ganesh: Red | Sunrise: 6:12AM | Sun 11 | Sutra 161 | Brunei |
| | | | | | 12:15PM – 1:46PM | Siddha Until 10:57PM | Muruga: Clear | Sunset: 6:19PM | Moon 9 - Phase 22 | 2nd Phase | Jaya 5116 |
| | | | | | 4:48PM – 6:19PM | Gara Until 8:46PM | Nataraja: Clear | | | | |
| | | | | | Then Routine Work - Marana Yoga | | Moon – Blue | | | | |
| Monday, September 22, 2014 | Jaya Nama Samvatsare Dakshinaya Jivana Ritau Kanya Mase Krishna Pakshe Indu Vasara Yuktayam | Gulika | Yama | Rahu | 1:46PM – 3:16PM | Magha* Until 2:45PM | Ganesh: Blue | Sunrise: 6:11AM | Sun 12 | Sutra 162 | Brunei |
| | | | | | 10:44AM – 12:15PM | Sadhya Until 11:47PM | Muruga: Clear | Sunset: 6:18PM | Moon 9 - Phase 22 | 2nd Phase | Jaya 5116 |
| | | | | | 7:42AM – 9:13AM | Visiti Until 11:07PM | Nataraja: Clear | | | | |
| | | | | | Then Creative Work - Siddha Yoga | | Moon – Red | | | | |
| Tuesday, September 23, 2014 | Jaya Nama Samvatsare Dakshinaya Jivana Ritau Kanya Mase Krishna Pakshe Mangala Vasara Yuktayam | Gulika | Yama | Rahu | 12:14PM – 1:45PM | Purvaphalguni Until 5:29PM | Ganesh: Blue | Sunrise: 6:11AM | Sun 13 | Sutra 163 | Brunei |
| | | | | | 9:13AM – 10:44AM | Subha Until 12:28AM Wed | Muruga: Clear | Sunset: 6:18PM | Moon 9 - Phase 22 | Amavasya | Jaya 5116 |
| | | | | | 3:16PM – 4:47PM | Catuspada Until 1:15AM Wed | Nataraja: Clear | | | | |
| | | | | | Then Creative Work - Amrita Yoga | | Moon – Red | | | | |
| Wednesday, September 24, 2014 | Jaya Nama Samvatsare Dakshinaya Jivana Ritau Kanya Mase Sukla Pakshe Budha Vasara Yuktayam | Gulika | Yama | Rahu | 10:43AM – 12:14PM | Uttaraphalguni Until 7:48PM | Ganesh: Blue | Sunrise: 6:11AM | Sun 14 | Sutra 164 | Brunei |
| | | | | | 7:42AM – 9:12AM | Sukla Until 12:53AM Thu | Muruga: Clear | Sunset: 6:17PM | Moon 9 - Phase 22 | Prathama | Jaya 5116 |
| | | | | | 12:14PM – 1:45PM | Kintughna Until 3:06AM Thu | Nataraja: Clear | | | | |
| | | | | | Then Routine Work - Marana Yoga | | Moon – Red | | | | |
Puja, reading the scriptures, singing hymns, performing japa and unsullied austerity, truthfulness, restraint of envy, and offering of food—these and other self-purifying acts constitute the flawless satputra marga. Tirumantriram 1496
All times are standard time
| Date | Rasi | Tithi | Time | Activities |
|------------|--------|--------|---------------|---------------------------------------------------------------------------|
| Thursday, September 25, 2014 | Kanya | 15:05 | 9:12AM – 10:43AM | Jaya Nama Samvatsare Dakshinaya Jivana Ritau Kanya Mase Sukla Pakse Guru Vasara Yuktayam |
| | | | 6:11AM – 7:41AM | Hasta Nakshatra Brahma Yoga Bava/Balava Karana Prathama/Dvitthayam Titau |
| | | | 1:44PM – 3:15PM | Balava Until 4:34AM Fri |
| | | | 9:12AM – 10:43AM | Ganesha: Blue |
| | | | 6:11AM – 7:41AM | Muruga: Clear |
| | | | 1:44PM – 3:15PM | Nataraja: Clear |
| | | | 9:12AM – 10:43AM | Moon – Green |
| | | | 6:11AM – 7:41AM | Ashvina-Puratasi |
| | | | 1:44PM – 3:15PM | Bhuloka Day |
| | | | 9:12AM – 10:43AM | Devaloka Time: 3:PM to 6:PM |
| | | | 6:11AM – 7:41AM | Brunei Sutra 165 |
| | | | 1:44PM – 3:15PM | Jaya 5116 |
| | | | 9:12AM – 10:43AM | Sun 15 |
| | | | 6:11AM – 7:41AM | Phase 23 |
| | | | 1:44PM – 3:15PM | 3rd Phase |
| | | | 9:12AM – 10:43AM | Moon 9 |
| | | | 6:11AM – 7:41AM | Bhuloka Day |
| | | | 1:44PM – 3:15PM | Devaloka Time: 3:PM to 6:PM |
| | | | 9:12AM – 10:43AM | Brunei Sutra 166 |
| | | | 6:11AM – 7:41AM | Jaya 5116 |
| | | | 1:44PM – 3:15PM | Sun 16 |
| | | | 9:12AM – 10:43AM | Phase 23 |
| | | | 6:11AM – 7:41AM | 3rd Phase |
| | | | 1:44PM – 3:15PM | Moon 9 |
| | | | 9:12AM – 10:43AM | Bhuloka Day |
| | | | 6:11AM – 7:41AM | Devaloka Time: 3:PM to 6:PM |
| | | | 1:44PM – 3:15PM | Brunei Sutra 167 |
| | | | 9:12AM – 10:43AM | Jaya 5116 |
| | | | 6:11AM – 7:41AM | Sun 17 |
| | | | 1:44PM – 3:15PM | Phase 23 |
| | | | 9:12AM – 10:43AM | 3rd Phase |
| | | | 6:11AM – 7:41AM | Moon 9 |
| | | | 1:44PM – 3:15PM | Bhuloka Day |
| | | | 9:12AM – 10:43AM | Devaloka Time: 3:PM to 6:PM |
| | | | 6:11AM – 7:41AM | Brunei Sutra 168 |
| | | | 1:44PM – 3:15PM | Jaya 5116 |
| | | | 9:12AM – 10:43AM | Sun 18 |
| | | | 6:11AM – 7:41AM | Phase 23 |
| | | | 1:44PM – 3:15PM | 3rd Phase |
| | | | 9:12AM – 10:43AM | Moon 9 |
| | | | 6:11AM – 7:41AM | Bhuloka Day |
| | | | 1:44PM – 3:15PM | Devaloka Time: 3:PM to 6:PM |
| | | | 9:12AM – 10:43AM | Brunei Sutra 169 |
| | | | 6:11AM – 7:41AM | Jaya 5116 |
| | | | 1:44PM – 3:15PM | Sun 19 |
| | | | 9:12AM – 10:43AM | Phase 23 |
| | | | 6:11AM – 7:41AM | 3rd Phase |
| | | | 1:44PM – 3:15PM | Moon 9 |
| | | | 9:12AM – 10:43AM | Bhuloka Day |
| | | | 6:11AM – 7:41AM | Devaloka Time: 3:PM to 6:PM |
| | | | 1:44PM – 3:15PM | Brunei Sutra 170 |
| | | | 9:12AM – 10:43AM | Jaya 5116 |
| | | | 6:11AM – 7:41AM | Sun 20 |
| | | | 1:44PM – 3:15PM | Phase 23 |
| | | | 9:12AM – 10:43AM | 3rd Phase |
| | | | 6:11AM – 7:41AM | Moon 9 |
| | | | 1:44PM – 3:15PM | Bhuloka Day |
| | | | 9:12AM – 10:43AM | Devaloka Time: 3:PM to 6:PM |
| | | | 6:11AM – 7:41AM | Brunei Sutra 171 |
| | | | 1:44PM – 3:15PM | Jaya 5116 |
| | | | 9:12AM – 10:43AM | Sun 21 |
| | | | 6:11AM – 7:41AM | Phase 23 |
| | | | 1:44PM – 3:15PM | 3rd Phase |
| | | | 9:12AM – 10:43AM | Moon 9 |
| | | | 6:11AM – 7:41AM | Bhuloka Day |
| | | | 1:44PM – 3:15PM | Devaloka Time: 3:PM to 6:PM |
| | | | 9:12AM – 10:43AM | Brunei Sutra 172 |
| | | | 6:11AM – 7:41AM | Jaya 5116 |
| | | | 1:44PM – 3:15PM | Sun 22 |
| | | | 9:12AM – 10:43AM | Phase 23 |
| | | | 6:11AM – 7:41AM | Ashtami |
| | | | 1:44PM – 3:15PM | 9:12AM – 10:43AM | Ganesha: Clear |
| | | | 6:11AM – 7:41AM | Muruga: Clear |
| | | | 1:44PM – 3:15PM | Nataraja: Clear |
| | | | 9:12AM – 10:43AM | Moon – Light Blue |
| | | | 6:11AM – 7:41AM | Ashvina-Puratasi |
| | | | 1:44PM – 3:15PM | Bhuloka Day |
| | | | 9:12AM – 10:43AM | Devaloka Time: 3:PM to 6:PM |
| | | | 6:11AM – 7:41AM | Brunei Sutra 173 |
| | | | 1:44PM – 3:15PM | Jaya 5116 |
| | | | 9:12AM – 10:43AM | Sun 23 |
| | | | 6:11AM – 7:41AM | Phase 23 |
| | | | 1:44PM – 3:15PM | Navami |
| | | | 9:12AM – 10:43AM | Ashvina-Puratasi |
The simple temple duties, lighting the lamps, picking flowers, lovingly polishing the floors, sweeping, singing the Lord’s praise, ringing the bell and fetching ceremonial water—these constitute the dasa marga. Tirumantiram 1502
All times are standard time
| Date | Day | Time | Event | Location |
|------------|--------------|---------------|--------------------------------------------|------------|
| 1 October 4, 2014 | Saturday | 6:09AM – 7:39AM | Shavara Until 8:50PM | Brunei |
| | | 1:41PM – 3:12PM | Shavara Until 8:50PM | |
| | | 9:10AM – 10:40AM | Vanja Until 8:34PM | |
| | | 9:56AM | Dashami Until 9:56AM | |
| | | | Ganesh: Clear | |
| | | | Muruga: Clear | |
| | | | Nataraja: Clear | |
| | | | Moon – Purple | |
| | | | Ashvina-Puratasi | |
| | | | Devaloka Day | |
| 2 October 5, 2014 | Sunday | 3:11PM – 4:42PM | Dhanishtha Until 6:37PM | Brunei |
| | | 12:10PM – 1:41PM | Dhriti Until 6:19AM | |
| | | 4:42PM – 6:12PM | Balava Until 4:01AM Mon | |
| | | 7:05AM | Ekadashi Until 7:05AM | |
| | | | Ganesh: Clear | |
| | | | Muruga: Clear | |
| | | | Nataraja: Clear | |
| | | | Moon – Purple | |
| | | | Ashvina-Puratasi | |
| | | | Devaloka Day | |
| 3 October 6, 2014 | Monday | 1:40PM – 3:11PM | Shatabhishak Until 4:08PM | Brunei |
| | | 10:40AM – 12:10PM | Ganda* Until 10:56PM | |
| | | 7:39AM – 9:09AM | Kaulava Until 2:26PM | |
| | | 12:52AM Tue | Trayodashi Until 12:52AM Tue | |
| | | | Ganesh: Clear | |
| | | | Muruga: Clear | |
| | | | Nataraja: Clear | |
| | | | Moon – Purple | |
| | | | Ashvina-Puratasi | |
| | | | Devaloka Day | |
| 4 October 7, 2014 | Tuesday | 12:10PM – 1:40PM | Purvaprosnithapada* Until 1:54PM | Brunei |
| | | 9:09AM – 10:39AM | Vriddhi Until 7:15PM | |
| | | 3:11PM – 4:41PM | Gara Until 11:19AM | |
| | | 9:46PM | Chaturdashi* Until 9:46PM | |
| | | | Ganesh: Clear | |
| | | | Muruga: Clear | |
| | | | Nataraja: Clear | |
| | | | Moon – Clear | |
| | | | Ashvina-Puratasi | |
| | | | Devaloka Day | |
| 5 October 8, 2014 | Wednesday | 10:39AM – 12:09PM | Uttaraprosnithapada Until 11:41AM | Brunei |
| | | 7:38AM – 9:09AM | Dhruva Until 3:41PM | |
| | | 12:09PM – 1:40PM | Visiti Until 8:18AM | |
| | | 6:52PM | Purnima* Until 6:52PM | |
| | | | Ganesh: Clear | |
| | | | Muruga: Clear | |
| | | | Nataraja: White | |
| | | | Moon – Clear | |
| | | | Ashvina-Puratasi | |
| | | | Sivaloka Day | |
| 6 October 9, 2014 | Thursday | 9:09AM – 10:39AM | Revati Until 9:37AM | Brunei |
| | | 6:08AM – 7:38AM | Vyaghata* Until 12:24PM | |
| | | 1:40PM – 3:10PM | Tatila Until 3:14AM Fri | |
| | | 4:19PM | Prathama* Until 4:19PM | |
| | | | Ganesh: Clear | |
| | | | Muruga: Clear | |
| | | | Nataraja: White | |
| | | | Moon – Clear | |
| | | | Ashvina-Puratasi | |
| | | | Sivaloka Day | |
Being the Life of life is splendidous jnana worship. Beholding the Light of life is great yoga worship. Giving life by invocation is external worship. Expressing adoration is charya. Tirumantiram 1444
All times are standard time
| Date | Time | Activities | Location |
|----------------------|---------------|---------------------------------------------------------------------------|--------------|
| Friday, October 10, 2014 | 7:38AM – 9:08AM | Jaya Nama Samvatsare Dakshinaya Jivana Ritau Kanya Mase Krishna Pakshe Sukra Vasara Yuktayam Ashvini/Bharani Nakshatra Harshana/Vajra* Yoga Gara/Vanija Karana Dvitiya/Tritiyayam Titau | Brunei |
| | 3:10PM – 4:40PM | Ashvini Until 8:16AM | |
| | 10:39AM – 12:09PM | Harshana Until 9:30AM | |
| | | Vanija Until 1:27AM Sat | |
| | | Dvitiya Until 2:15PM | |
| | | Ashvina-Puratasi | |
| | | Sun 1 Sutra 180 Jaya 5116 | |
| | | Ganeshaa: Purple | |
| | | Murugaa: Clear | |
| | | Nataraja: White | |
| | | Moon – White | |
| | | Subha Sivaloka Day | |
| | | Creative Work Amrita Yoga Until 8:16AM | |
| | | Then Creative Work - Siddha Yoga | |
| Saturday, October 11, 2014 | 6:08AM – 7:38AM | Jaya Nama Samvatsare Dakshinaya Jivana Ritau Kanya Mase Krishna Pakshe Manta Vasara Yuktayam Bharani/Krittika Nakshatra Vajra*/Siddhi Yoga Vistati*/Bava Karana Tritiya/Chaturthi/Panchamayam Titau | Brunei |
| | 1:39PM – 3:09PM | Bharani Until 7:22AM | |
| | 9:08AM – 10:38AM | Vajra* Until 7:04AM | |
| | | Bava Until 12:21AM Sun | |
| | | Tritiya Until 12:47PM | |
| | | Ashvina-Puratasi | |
| | | Sun 2 Sutra 181 Jaya 5116 | |
| | | Ganeshaa: Purple | |
| | | Murugaa: Clear | |
| | | Nataraja: White | |
| | | Moon – White | |
| | | Subha Sivaloka Day | |
| | | Creative Work Siddha Yoga Until 7:22AM | |
| | | Then Creative Work - Amrita Yoga | |
| Sunday, October 12, 2014 | 3:09PM – 4:39PM | Jaya Nama Samvatsare Dakshinaya Jivana Ritau Kanya Mase Krishna Pakshe Bhanu Vasara Yuktayam Krittika/Rohini Nakshatra Vyatipata* Yoga Balava/Kaulava Karana Chaturthi/Panchamayam Titau | Brunei |
| | 12:08PM – 1:39PM | Krittika Until 6:59AM | |
| | 4:39PM – 6:09PM | Vyatipata* Until 3:54AM Mon | |
| | | Kaulava Until 11:59PM | |
| | | Chaturthi* Until 12:03PM | |
| | | Ashvina-Puratasi | |
| | | Sun 3 Sutra 182 Jaya 5116 | |
| | | Ganeshaa: Purple | |
| | | Murugaa: Clear | |
| | | Nataraja: White | |
| | | Moon – White | |
| | | Subha Sivaloka Day | |
| | | Creative Work Siddha Yoga | |
| Monday, October 13, 2014 | 1:36PM – 3:09PM | Jaya Nama Samvatsare Dakshinaya Jivana Ritau Kanya Mase Krishna Pakshe Indu Vasara Yuktayam Rohini/Mrigashira Nakshatra Varian Yoga Taitila/Gara Karana Panchami/Shashthyam Titau | Brunei |
| | 10:38AM – 12:08PM | Rohini Until 7:39AM | |
| | 7:38AM – 9:08AM | Varian Until 11:24AM Tue | |
| | | Gara Until 12:24AM Tue | |
| | | Panchami Until 12:05PM | |
| | | Ashvina-Puratasi | |
| | | Sun 4 Sutra 183 Jaya 5116 | |
| | | Ganeshaa: Clear | |
| | | Murugaa: Clear | |
| | | Nataraja: White | |
| | | Moon – Yellow | |
| | | Sivaloka Day | |
| | | Creative Work Amrita Yoga | |
| Tuesday, October 14, 2014 | 12:08PM – 1:38PM | Jaya Nama Samvatsare Dakshinaya Jivana Ritau Kanya Mase Krishna Pakshe Mangala Vasara Yuktayam Mrigashira/Adrda Nakshatra Parigha* Yoga Vanija/Visti* Karana Shashthi/Saptarnyam Titau | Brunei |
| | 9:08AM – 10:38AM | Mrigashira Until 8:55AM | |
| | 3:08PM – 4:38PM | Parigha* Until 3:03AM Wed | |
| | | Visti Until 1:32AM Wed | |
| | | Shashthi* Until 12:51PM | |
| | | Ashvina-Puratasi | |
| | | Sun 5 Sutra 184 Jaya 5116 | |
| | | Ganeshaa: White | |
| | | Murugaa: Clear | |
| | | Nataraja: White | |
| | | Moon – Yellow | |
| | | Devaloka Day | |
| | | Creative Work Siddha Yoga Until 8:55AM | |
| | | Then Routine Work - Marana Yoga | |
| Wednesday, October 15, 2014 | 10:38AM – 12:08PM | Jaya Nama Samvatsare Dakshinaya Jivana Ritau Kanya Mase Krishna Pakshe Budha Vasara Yuktayam Adrda/Punarvasu Nakshatra Shiva Yoga Bava/Balava Karana Saptami/Ashramyam Titau | Brunei |
| | 7:37AM – 9:07AM | Adrda Until 10:40AM | |
| | 12:08PM – 1:38PM | Shiva Until 3:23AM Thu | |
| | | Balava Until 3:16AM Thu | |
| | | Saptami Until 2:19PM | |
| | | Ashvina-Puratasi | |
| | | Sun 6 Sutra 185 Jaya 5116 | |
| | | Ganeshaa: White | |
| | | Murugaa: Clear | |
| | | Nataraja: White | |
| | | Moon – Yellow | |
| | | Devaloka Day | |
| | | Creative Work Siddha Yoga | |
| Thursday, October 16, 2014 | 9:07AM – 10:37AM | Jaya Nama Samvatsare Dakshinaya Jivana Ritau Kanya Mase Krishna Pakshe Guru Vasara Yuktayam Punarvasu/Pushya Nakshatra Siddha Yoga Kaulava/Taitila Karana Ashtami/Navarnyam Titau | Brunei |
| | 6:07AM – 7:37AM | Punarvasu Until 1:17PM | |
| | 1:38PM – 3:08PM | Siddha Until 4:01AM Fri | |
| | | Taitila Until 5:27AM Fri | |
| | | Ashtami* Until 4:18PM | |
| | | Ashvina-Puratasi | |
| | | Sun 7 Sutra 186 Jaya 5116 | |
| | | Ganeshaa: Yellow | |
| | | Murugaa: Clear | |
| | | Nataraja: White | |
| | | Moon – Blue | |
| | | Sivaloka Day | |
| | | Creative Work Amrita Yoga | |
When a person comes to weakness, be it through old age or disease, he frees himself from these limbs just as a mango, a fig or a berry releases itself from its stalk.
Shukla Yajur Veda
All times are standard time
| Date | Day | Rasi | Tithi | Time | Activities |
|------------|--------------|--------|--------|--------------------|---------------------------------------------------------------------------|
| Friday, October 17, 2014 | 1 | Gulika | Yama | Rahu | 7:37AM – 9:07AM Pushya Until 4:05PM Ganesh: Yellow |
| | | | | | 3:07PM – 4:38PM Subha Until 4:51AM Sat Muruga: Clear |
| | | | | | 10:37AM – 12:07PM Gara Until 6:38PM Nataraja: White |
| | | | | | Navami* Until 6:38PM Moon – Blue |
| | | | | | Ashvina-Aipasi |
| | | | | | Sivaloka Day |
| | | | | | Brunei Sutra 187 Jaya 5116 |
| | | | | | Sun 8 Phase 26 |
| | | | | | Moon 10 2nd Phase |
| Saturday, October 18, 2014 | 2 | Gulika | Yama | Rahu | 6:07AM – 7:37AM Ashlesha* Until 6:53PM Ganesh: Yellow |
| | | | | | 1:37PM – 3:07PM Subha Until 5:46AM Sun Muruga: Clear |
| | | | | | 9:07AM – 10:37AM Vanija* Until 7:54AM Nataraja: White |
| | | | | | Dashami Until 9:08PM Moon – Blue |
| | | | | | Ashvina-Aipasi |
| | | | | | Sivaloka Day |
| | | | | | Brunei Sutra 188 Jaya 5116 |
| | | | | | Sun 9 Phase 26 |
| | | | | | Moon 10 2nd Phase |
| Sunday, October 19, 2014 | 3 | Gulika | Yama | Rahu | 3:07PM – 4:37PM Magha* Until 10:00PM Ganesh: Blue |
| | | | | | 12:07PM – 1:37PM Sukla Until 6:34AM Mon Muruga: Clear |
| | | | | | 4:37PM – 6:07PM Bava Until 10:24AM Nataraja: White |
| | | | | | Ekadashi* Until 11:35PM Moon – Red |
| | | | | | Ashvina-Aipasi |
| | | | | | Devaloka Day |
| | | | | | Brunei Sutra 189 Jaya 5116 |
| | | | | | Sun 10 Phase 26 |
| | | | | | Moon 10 2nd Phase |
| Monday, October 20, 2014 | 4 | Gulika | Yama | Rahu | 1:37PM – 3:07PM Purvaphalguni Until 12:45AM Tue Ganesh: Blue |
| | | | | | 10:37AM – 12:07PM Sukla Until 6:34AM Mon Muruga: Clear |
| | | | | | 7:37AM – 9:07AM Kaulava Until 12:46PM Nataraja: White |
| | | | | | Dvadashi* Until 1:49AM Tue Moon – Red |
| | | | | | Ashvina-Aipasi |
| | | | | | Devaloka Day |
| | | | | | Brunei Sutra 190 Jaya 5116 |
| | | | | | Sun 11 Phase 26 |
| | | | | | Moon 10 2nd Phase |
| Tuesday, October 21, 2014 | 5 | Gulika | Yama | Rahu | 12:07PM – 1:37PM Uttarapralaguni Until 2:59AM Wed Ganesh: Blue |
| | | | | | 9:07AM – 10:37AM Brahma Until 7:12AM Muruga: Clear |
| | | | | | 3:06PM – 4:36PM Gara Until 2:50PM Nataraja: White |
| | | | | | Trayodashi* Until 3:41AM Wed Moon – Red |
| | | | | | Ashvina-Aipasi |
| | | | | | Devaloka Day |
| | | | | | Brunei Sutra 191 Jaya 5116 |
| | | | | | Sun 12 Phase 26 |
| | | | | | Moon 10 2nd Phase |
| Wednesday, October 22, 2014 | 6 | Gulika | Yama | Rahu | 10:36AM – 12:06PM Hasta Until 5:05AM Thu Ganesh: Blue |
| | | | | | 7:36AM – 9:06AM Indra Until 7:32AM Muruga: Clear |
| | | | | | 12:06PM – 1:36PM Visti Until 4:28PM Nataraja: White |
| | | | | | Chaturdashi* Until 5:05AM Thu Moon – Green |
| | | | | | Ashvina-Aipasi |
| | | | | | Devaloka Day |
| | | | | | Brunei Sutra 192 Jaya 5116 |
| | | | | | Sun 13 Phase 26 |
| | | | | | Moon 10 2nd Phase |
| Thursday, October 23, 2014 | Retreat Star | Gulika | Yama | Rahu | 9:06AM – 10:36AM Chitra Until 6:32AM Fri Ganesh: Blue |
| | | | | | 6:06AM – 7:36AM Vishkambha* Until 7:28AM Muruga: Clear |
| | | | | | 1:36PM – 3:06PM Catuspada Until 5:36PM Nataraja: White |
| | | | | | Amavasya* Until 5:57AM Fri Moon – Green |
| | | | | | Ashvina-Aipasi |
| | | | | | Devaloka Day |
| | | | | | Brunei Sutra 193 Jaya 5116 |
| | | | | | Sun 14 Phase 26 |
| | | | | | Moon 10 Amavasya |
| Friday, October 24, 2014 | Retreat Star | Gulika | Yama | Rahu | 7:36AM – 9:06AM Chitra Until 6:32AM Ganesh: Blue |
| | | | | | 3:06PM – 4:36PM Vishkambha* Until 7:01AM Muruga: Clear |
| | | | | | 10:36AM – 12:06PM Kintughna Until 6:12PM Nataraja: White |
| | | | | | Prathama* Until 6:17AM Sat Moon – Green |
| | | | | | Kartika-Aipasi |
| | | | | | Devaloka Day |
| | | | | | Brunei Sutra 194 Jaya 5116 |
| | | | | | Sun 15 Phase 26 |
| | | | | | Moon 10 Prathama |
As a caterpillar coming to the end of a blade of grass draws itself together in taking the next step, so does the soul in the process of transition strike down this body and dispel its ignorance. Shukla Yajur Veda
All times are standard time
| Date | Day | Time | Event | Location |
|--------------|-----------|----------------|--------------------------------------------|--------------|
| October 25, 2014 | Saturday | 6:06AM – 7:36AM | Svatil Until 7:18AM | Brunei |
| | | 1:36PM – 3:06PM | Priti Until 6:11AM | |
| | | 9:06AM – 10:36AM| Balava Until 6:17PM | |
| | | 6:07AM – 7:36AM | Dhanishtha Until 1:53AM Sun | |
| | | 1:35PM – 3:05PM | Ganda* Until 12:30PM | |
| | | 9:06AM – 10:36AM| Balava Until 8:42AM | |
| | | 6:07AM – 7:36AM | Navami* Until 7:34PM | |
After death, the soul goes to the next world bearing in mind the subtle impressions of its deeds, and after reaping their harvest returns again to this world of action. Thus, he who has desires continues subject to rebirth. Shukla Yajur Veda
All times are standard time
| Date | Day | Time | Event | Location |
|------------|--------------|-----------------|--------------------------------------------|--------------|
| Sunday, November 2, 2014 | 1 | 3:05PM – 4:34PM | Shatabhishak Until 12:07AM Mon | Brunei |
| | | 12:05PM – 1:35PM | Vriddhi Until 9:28AM | |
| | | 4:34PM – 6:04PM | Tatila Until 6:26AM | |
| | | Dashami Until 5:15PM | Kartika-Alpasi | |
| | | | Sivaloka Day | |
| Monday, November 3, 2014 | 2 | 1:35PM – 3:05PM | Purvapraphithapa* Until 10:35PM | Brunei |
| | | 10:36AM – 12:05PM | Dhruva Until 6:21AM | |
| | | 7:36AM – 9:06AM | Bava Until 1:41AM Tue | |
| | | | Ekdashi Until 2:52PM | |
| | | | Devaloka Day | |
| Tuesday, November 4, 2014 | 3 | 12:05PM – 1:35PM | Uttarprophithapa Nakshatra Harshana Yoga Balava/Kaulava Karana Dvadashi/Trayodashyam Titau | Brunei |
| | | 9:06AM – 10:36AM | Harshana Until 12:09AM Wed | |
| | | 3:05PM – 4:34PM | Kaulava Until 11:20PM | |
| | | | Dvadashi Until 12:29PM | |
| | | | Devaloka Day | |
| Wednesday, November 5, 2014 | 4 | 10:36AM – 12:05PM | Revati Until 7:19PM | Brunei |
| | | 7:37AM – 9:06AM | Vajra* Until 9:11PM | |
| | | 12:05PM – 1:35PM | Gara Until 9:09PM | |
| | | | Trayodashi Until 10:12AM | |
| | | | Devaloka Day | |
| Thursday, November 6, 2014 | 5 | 9:06AM – 10:36AM | Ashvini Until 6:13PM | Brunei |
| | | 6:07AM – 7:37AM | Siddhi Until 6:26PM | |
| | | 1:35PM – 3:05PM | Visiti Until 7:13PM | |
| | | | Chaturdashi* Until 8:08AM | |
| | | | Sivaloka Day | |
| Friday, November 7, 2014 | 6 | 7:37AM – 9:06AM | Bharani Until 5:21PM | Brunei |
| | | 3:05PM – 4:34PM | Vyatipata* Until 4:01PM | |
| | | 10:36AM – 12:05PM | Kaulava Until 5:04AM Sat | |
| | | | Purnima* Until 6:23AM | |
| | | | Devaloka Day | |
According as one acts, so does he become. One becomes virtuous by virtuous action, bad by bad action. Shukla Yajur Veda
All times are standard time
Here they say that a person consists of desires. And as is his desire, so is his will. As is his will, so is his deed. Whatever deed he does, that he will reap. Shukla Yajur Veda
All times are standard time
| Date | Day | Rasi | Tithi | Time | Event | Phase |
|------------|--------------|--------|--------|-----------------|---------------------------------------------|----------------|
| Sunday, Nov | 16, 2014 | Simha | 13:18 | 3:05PM – 4:35PM | Magha* Until 6:03AM | Brunei |
| | | | | | Ganeshas: Purple | Sun 8 |
| | | | | | Murugas: Clear | |
| | | | | | Natarajas: White | |
| | | | | | Moon – Red | |
| | | | | | Karttika-Karttikai | |
| | | | | | Subha Sivaloka Day | |
| | | | | | | |
| Monday, Nov | 17, 2014 | Simha | 25:11 | 1:36PM – 3:05PM | Purvaphalguni Until 8:56AM | Brunei |
| | | | | | Ganeshas: Purple | Sun 9 |
| | | | | | Murugas: Clear | |
| | | | | | Natarajas: Yellow | |
| | | | | | Moon – Red | |
| | | | | | Karttika-Karttikai | |
| | | | | | Sivaloka Day | |
| | | | | | | |
| Tuesday, Nov| 18, 2014 | Kanya | 7:13 | 12:07PM – 1:36PM| Uttaraphalguni Until 11:19AM | Brunei |
| | | | | | Ganeshas: Purple | Sun 10 |
| | | | | | Murugas: Clear | |
| | | | | | Natarajas: Yellow | |
| | | | | | Moon – Red | |
| | | | | | Karttika-Karttikai | |
| | | | | | Sivaloka Day | |
| | | | | | | |
| Wednesday, Nov| 19, 2014 | Kanya | 19:27 | 10:38AM – 12:07PM| Hasta Until 1:30PM | Brunei |
| | | | | | Ganeshas: Clear | Sun 11 |
| | | | | | Murugas: Clear | |
| | | | | | Natarajas: Yellow | |
| | | | | | Moon – Green | |
| | | | | | Karttika-Karttikai | |
| | | | | | Devaloka Day | |
| | | | | | | |
| Thursday, Nov| 20, 2014 | Tula | 1:57 | 9:09AM – 10:38AM| Chitra Until 2:53PM | Brunei |
| | | | | | Ganeshas: Clear | Sun 12 |
| | | | | | Murugas: Clear | |
| | | | | | Natarajas: Yellow | |
| | | | | | Moon – Green | |
| | | | | | Karttika-Karttikai | |
| | | | | | Devaloka Day | |
| | | | | | | |
| Friday, Nov | 21, 2014 | Tula | 14:46 | 7:40AM – 9:09AM | SvatI Until 3:27PM | Brunei |
| | | | | | Ganeshas: Purple | Sun 13 |
| | | | | | Murugas: Clear | |
| | | | | | Natarajas: Yellow | |
| | | | | | Moon – Green | |
| | | | | | Karttika-Karttikai | |
| | | | | | Bhuloka Day | |
| | | | | | | |
| Saturday, Nov| 22, 2014 | Tula | 27:55 | 6:11AM – 7:40AM | Vishaka Until 3:41PM | Brunei |
| | | | | | Ganeshas: Light Blue | Sun 14 |
| | | | | | Murugas: Clear | |
| | | | | | Natarajas: Yellow | |
| | | | | | Moon – Orange | |
| | | | | | Karttika-Karttikai | |
| | | | | | Bhuloka Day | |
| | | | | | | |
| Sunday, Nov | 23, 2014 | Vrischika | 11:24 | 3:06PM – 4:36PM | Anuradha Until 3:12PM | Brunei |
| | | | | | Ganeshas: Light Blue | Sun 15 |
| | | | | | Murugas: Clear | |
| | | | | | Natarajas: Yellow | |
| | | | | | Moon – Orange | |
| | | | | | Margasira-Karttikai | |
| | | | | | Bhuloka Day | |
If here one is able to realize Him before the death of the body, he will be liberated from the bondage of the world. Krishna Yajur Veda
All times are standard time
| Date | Day | Time | Activities |
|------------|--------------|---------------|---------------------------------------------------------------------------|
| Monday, November 24, 2014 | 1 | 1:38PM – 3:07PM | Jaya Nama Samvatsare Dakshinaya Jivana Ritau Vrischika Mase Sukla Paksha Indu Vasara Yuktayam |
| | | 10:39AM – 12:08PM | Jyeshtha* Mula* Nakshatra Sukarma/Ohriti Yoga Balava/Taitila Karana Dvitiya/Tritiyayam Titau |
| | | 7:41AM – 9:10AM | Balava Until 6:34AM |
| | | 9:10AM – 10:39AM | Jyeshtha* Until 2:09PM |
| | | 3:07PM – 4:36PM | Sukarma Until 7:05AM |
| | | 4:36PM – 6:07PM | Balava Until 4:13PM |
| | | 6:07PM – 7:41AM | Navami* Until 3:17AM Mon |
| | | 7:41AM – 9:10AM | Dvitiya Until 5:41PM |
| | | 9:10AM – 10:39AM | Margasira-Karttikai |
| | | 10:39AM – 12:08PM | Ganeshaa: Light Blue |
| | | 12:08PM – 1:38PM | Murugaa: Purple |
| | | 1:38PM – 3:07PM | Nataraja: Yellow |
| | | 3:07PM – 4:36PM | Moon – Orange |
| | | 4:36PM – 6:07PM | Margasira-Karttikai |
| | | 6:07PM – 7:41AM | Devaloka Day |
| | | 7:41AM – 9:10AM | Brunei Sutra 225 Jaya 5116 |
| | | 9:10AM – 10:39AM | Sun 16 Phase 31 |
| | | 10:39AM – 12:08PM | Moon 11 Phase 31 |
| Tuesday, November 25, 2014 | 2 | 12:09PM – 1:38PM | Jaya Nama Samvatsare Dakshinaya Jivana Ritau Vrischika Mase Sukla Paksha Mangala Vasara Yuktayam |
| | | 9:10AM – 10:39AM | Mula* Until 1:04PM |
| | | 3:07PM – 4:36PM | Shula* Until 1:33AM Wed |
| | | 4:36PM – 6:07PM | Vanija Until 2:42AM Wed |
| | | 6:07PM – 7:41AM | Tritiya Until 3:44PM |
| | | 7:41AM – 9:10AM | Margasira-Karttikai |
| | | 9:10AM – 10:39AM | Ganeshaa: Purple |
| | | 10:39AM – 12:08PM | Murugaa: Purple |
| | | 12:08PM – 1:38PM | Nataraja: Yellow |
| | | 1:38PM – 3:07PM | Moon – Light Blue |
| | | 3:07PM – 4:36PM | Margasira-Karttikai |
| | | 4:36PM – 6:07PM | Devaloka Day |
| | | 6:07PM – 7:41AM | Brunei Sutra 226 Jaya 5116 |
| | | 7:41AM – 9:10AM | Sun 17 Phase 31 |
| | | 9:10AM – 10:39AM | Moon 11 Phase 31 |
| Wednesday, November 26, 2014 | 3 | 10:40AM – 12:09PM | Jaya Nama Samvatsare Dakshinaya Jivana Ritau Vrischika Mase Sukla Budha Vasara Yuktayam |
| | | 7:41AM – 9:11AM | Purvashadha* Uttarashadha Nakshatra Ganda* Yoga Visti* Bava Karana Chaturthi/Panchamanyam Titau |
| | | 12:09PM – 1:38PM | Mula* Until 11:40AM |
| | | 1:38PM – 3:07PM | Ganda* Until 10:35PM |
| | | 3:07PM – 4:36PM | Bava Until 12:32AM Thu |
| | | 4:36PM – 6:07PM | Chaturthi* Until 1:37PM |
| | | 6:07PM – 7:41AM | Margasira-Karttikai |
| | | 7:41AM – 9:11AM | Ganeshaa: Purple |
| | | 9:11AM – 10:40AM | Murugaa: Purple |
| | | 10:40AM – 12:09PM | Nataraja: Yellow |
| | | 12:09PM – 1:38PM | Moon – Light Blue |
| | | 1:38PM – 3:07PM | Margasira-Karttikai |
| | | 3:07PM – 4:36PM | Devaloka Day |
| | | 4:36PM – 6:07PM | Brunei Sutra 227 Jaya 5116 |
| | | 6:07PM – 7:41AM | Sun 18 Phase 31 |
| | | 7:41AM – 9:11AM | Moon 11 Phase 31 |
| Thursday, November 27, 2014 | 4 | 9:11AM – 10:40AM | Jaya Nama Samvatsare Dakshinaya Jivana Ritau Vrischika Mase Sukla Paksha Guru Vasara Yuktayam |
| | | 6:13AM – 7:42AM | Uttarashadha Nakshatra Vriddhi Yoga Balava/Kaulava Karana Panchami/Shashthiyam Titau |
| | | 1:38PM – 3:07PM | Mula* Until 10:02AM |
| | | 3:07PM – 4:36PM | Vriddhi Until 7:37PM |
| | | 4:36PM – 6:07PM | Kaulava Until 10:21PM |
| | | 6:07PM – 7:41AM | Panchami Until 11:25AM |
| | | 7:41AM – 9:11AM | Ganeshaa: Purple |
| | | 9:11AM – 10:40AM | Murugaa: Purple |
| | | 10:40AM – 12:09PM | Nataraja: Yellow |
| | | 12:09PM – 1:38PM | Moon – Light Blue |
| | | 1:38PM – 3:07PM | Margasira-Karttikai |
| | | 3:07PM – 4:36PM | Devaloka Day |
| | | 4:36PM – 6:07PM | Brunei Sutra 228 Jaya 5116 |
| | | 6:07PM – 7:41AM | Sun 19 Phase 31 |
| | | 7:41AM – 9:11AM | Moon 11 Phase 31 |
| Friday, November 28, 2014 | 5 | 7:42AM – 9:11AM | Jaya Nama Samvatsare Dakshinaya Jivana Ritau Vrischika Mase Sukla Paksha Vasara Yuktayam |
| | | 3:08PM – 4:37PM | Shravana Until 8:41AM |
| | | 4:37PM – 6:07PM | Dhrutha Until 4:38PM |
| | | 6:07PM – 7:41AM | Gara Until 8:12PM |
| | | 7:41AM – 9:11AM | Ganeshaa: Clear |
| | | 9:11AM – 10:40AM | Murugaa: Purple |
| | | 10:40AM – 12:09PM | Nataraja: Yellow |
| | | 12:09PM – 1:38PM | Moon – Purple |
| | | 1:38PM – 3:07PM | Margasira-Karttikai |
| | | 3:07PM – 4:36PM | Sivaloka Day |
| | | 4:36PM – 6:07PM | Brunei Sutra 229 Jaya 5116 |
| | | 6:07PM – 7:41AM | Sun 20 Phase 31 |
| | | 7:41AM – 9:11AM | Moon 11 Phase 31 |
| Saturday, November 29, 2014 | 6 | 6:13AM – 7:43AM | Jaya Nama Samvatsare Dakshinaya Jivana Ritau Vrischika Mase Sukla Paksha Manta Vasara Yuktayam |
| | | 1:39PM – 3:08PM | Dhanishtha Shatishthak Nakshatra Vyaghataa Harshana Yoga Venija/Visti Karana Saptami/Ashtamiyam Titau |
| | | 9:12AM – 10:41AM | Visiti Until 6:09PM |
| | | 10:41AM – 12:09PM | Saptami Until 7:08AM |
| | | 12:09PM – 1:38PM | Ganeshaa: Clear |
| | | 1:38PM – 3:07PM | Murugaa: Purple |
| | | 3:07PM – 4:36PM | Nataraja: Yellow |
| | | 4:36PM – 6:07PM | Moon – Purple |
| | | 6:07PM – 7:41AM | Margasira-Karttikai |
| | | 7:41AM – 9:11AM | Sivaloka Day |
| | | 9:11AM – 10:40AM | Brunei Sutra 230 Jaya 5116 |
| | | 10:40AM – 12:09PM | Sun 21 Phase 31 |
| | | 12:09PM – 1:38PM | Moon 11 Phase 31 |
| Sunday, November 30, 2014 | 7 | 3:08PM – 4:38PM | Jaya Nama Samvatsare Dakshinaya Jivana Ritau Vrischika Mase Sukla Paksha Bhanu Vasara Yuktayam |
| | | 12:10PM – 1:39PM | Purvaprosnithapaada* Harshana Vajra* Yoga Balava/Kaulava Karana Navamiyam Titau |
| | | 4:38PM – 6:07PM | Balava Until 4:13PM |
| | | 6:07PM – 7:41AM | Navami* Until 3:17AM Mon |
| | | 7:41AM – 9:11AM | Ganeshaa: Red |
| | | 9:11AM – 10:40AM | Murugaa: Purple |
| | | 10:40AM – 12:09PM | Nataraja: Yellow |
| | | 12:09PM – 1:38PM | Moon – Clear |
| | | 1:38PM – 3:07PM | Margasira-Karttikai |
| | | 3:07PM – 4:36PM | Sivaloka Day |
| | | 4:36PM – 6:07PM | Brunei Sutra 231 Jaya 5116 |
| | | 6:07PM – 7:41AM | Sun 22 Phase 31 |
| | | 7:41AM – 9:11AM | Moon 11 Phase 31 |
| | | 9:11AM – 10:40AM | Navami |
When the soul attains Self-knowledge, then it becomes one with Siva. The malas perish, birth’s cycle ends and the lustrous light of wisdom dawns. Tirumantiram 2331
All times are standard time www.gurudeva.org/panchang
| Date | Day | Time | Event | Location |
|------------|--------------|--------------------|----------------------------------------------------------------------|--------------|
| Monday, December 1, 2014 | Meena Rasi: 4:01 Tithi 10 | 1:40PM – 3:09PM | Jaya Nama Samvatsare Dakshinaya Jivana Ritau Vischika Mase Sukla Pakshe Indu Vasara Yuktayam | Brunei Sutra 232 Jaya 5116 |
| | | 10:42AM – 12:11PM | Uttarpashthapada Nakshatra Vajra* Siddhi Yoga Tatila/Gara Karana Dashamyam Titau | Sun 23 |
| | | 7:43AM – 9:12AM | Vajra* Until 8:15AM Tatila Until 2:25PM Dashami Until 3:34AM Tue | Moon 11 - Phase 32 4th Phase |
| Tuesday, December 2, 2014 | Meena Rasi: 17:56 Tithi 11 | 12:11PM – 1:40PM | Jaya Nama Samvatsare Dakshinaya Jivana Ritau Vischika Mase Sukla Pakshe Mangala Vasara Yuktayam | Brunei Sutra 233 Jaya 5116 |
| | | 9:13AM – 10:42AM | Revati Nakshatra Vyatipata* Yoga Vanija*Vist Karana Ekadashyam Titau | Sun 24 |
| | | 3:09PM – 4:38PM | Vyatipata* Until 3:16AM Wed Vanija Until 12:48PM Ekadashi Until 12:02AM Wed | Moon 11 - Phase 32 4th Phase |
| Wednesday, December 3, 2014 | Mesha Rasi: 1:45 Tithi 12 | 10:42AM – 12:11PM | Jaya Nama Samvatsare Dakshinaya Jivana Ritau Vischika Mase Sukla Pakshe Budha Vasara Yuktayam | Brunei Sutra 234 Jaya 5116 |
| | | 7:44AM – 9:13AM | Ashvini Nakshatra Varjani Yoga Bava/Balava Karana Dvadashyam Titau | Sun 25 |
| | | 12:11PM – 1:40PM | Varjani Until 1:00AM Thu Bava Until 11:21AM Dvadashi Until 10:41PM | Moon 11 - Phase 32 4th Phase |
| Thursday, December 4, 2014 | Mesha Rasi: 15:26 Tithi 13 | 9:14AM – 10:33AM | Jaya Nama Samvatsare Dakshinaya Jivana Ritau Vischika Mase Sukla Pakshe Guru Vasara Yuktayam | Brunei Sutra 235 Jaya 5116 |
| | | 6:16AM – 7:45AM | Bharani Nakshatra Parigha* Yoga Kaulava*Tatila Karana Trayodashyam Titau | Sun 26 |
| | | 1:41PM – 3:10PM | Parigha* Until 10:56PM Kaulava Until 10:08AM Trayodashi Until 9:36PM | Moon 11 - Phase 32 4th Phase |
| Friday, December 5, 2014 | Mesha Rasi: 28:58 Tithi 14 | 7:45AM – 9:14AM | Jaya Nama Samvatsare Dakshinaya Jivana Ritau Vischika Mase Sukla Pakshe Sukra Vasara Yuktayam | Brunei Sutra 236 Jaya 5116 |
| | | 3:10PM – 4:39PM | Krittika Nakshatra Shiva Yoga Gara/Vanija Karana Chaturdashiym Titau | Sun 27 |
| | | 10:43AM – 12:12PM | Shiva Until 9:09PM Gara Until 9:12AM Chaturdashi* Until 8:50PM | Moon 11 - Phase 32 4th Phase |
| Saturday, December 6, 2014 | Vishabha Rasi: 12:18 Tithi 15 | 6:16AM – 7:45AM | Jaya Nama Samvatsare Dakshinaya Jivana Ritau Vischika Mase Sukla Pakshe Manta Vasara Yuktayam | Brunei Sutra 237 Jaya 5116 |
| | | 1:42PM – 3:11PM | Rohini Nakshatra Siddha Yoga Visti*Bava Karana Purnimayam Titau | Sun 28 |
| | | 9:15AM – 10:44AM | Siddha Until 7:38PM Visti Until 8:37AM Purnima* Until 8:28PM | Moon 11 - Phase 32 Purnima |
| Sunday, December 7, 2014 | Vishabha Rasi: 25:25 Tithi 16 | 3:11PM – 4:40PM | Jaya Nama Samvatsare Dakshinaya Jivana Ritau Vischika Mase Krishna Paksha Bhana Vasara Yuktayam | Brunei Sutra 238 Jaya 5116 |
| | | 12:13PM – 1:42PM | Mrigashira Nakshatra Sadhya Yoga Balava/Kaulava Karana Prathamayam Titau | Sun 29 |
| | | 4:40PM – 6:09PM | Sadhya Until 6:30PM Balava Until 8:28AM Prathama* Until 8:34PM | Moon 11 - Phase 32 Prathama |
The one controller, the inner Self of all things, who makes His one form manifold, to the wise who perceive Him as abiding in the soul, to them is eternal bliss—to no others. Krishna Yajur Veda
All times are standard time www.gurudeva.org/panchang
| Date | Day | Time | Event | Color | Sunrise | Sunset | Moon Phase | Phase |
|------------|--------------|-----------------|--------------------------------------------|-----------|-----------|-----------|------------|-------|
| Monday, December 8, 2014 | Gold Retreat Star | 1:42PM – 3:12PM | Adra Until 4:06AM Tue | Red | 6:17AM | | | |
| | | 10:44AM – 12:13PM | Subha Until 5:46PM | Purple | | | | |
| | | 7:46AM – 9:15AM | Tatila Until 8:50AM | Yellow | | | | |
| | | | Dvitiya Until 9:11PM | Yellow | | | | |
| | | | Margasira-Karttikai | | | | | |
| Tuesday, December 9, 2014 | | 12:14PM – 1:43PM | Punarvasu Until 6:06AM Wed | Green | 6:18AM | | | |
| | | 9:16AM – 10:45AM | Sukla Until 5:27PM | Purple | | | | |
| | | 3:12PM – 4:41PM | Vanija Until 9:44AM | Yellow | | | | |
| | | | Tritiya Until 10:22PM | Blue | | | | |
| Wednesday, December 10, 2014 | | 10:45AM – 12:14PM | Punarvasu Until 6:06AM | White | 6:18AM | | | |
| | | 7:47AM – 9:16AM | Brahma Until 5:33PM | Purple | | | | |
| | | 12:14PM – 1:43PM | Bava Until 11:12AM | Yellow | | | | |
| | | | Chaturthi* Until 12:06AM Thu | Blue | | | | |
| Thursday, December 11, 2014 | | 9:17AM – 10:46AM | Pushya Until 8:28AM | White | 6:19AM | | | |
| | | 6:19AM – 7:48AM | Indra Until 6:02PM | Purple | | | | |
| | | 1:44PM – 3:13PM | Kaulava Until 1:11PM | Yellow | | | | |
| | | | Panchami Until 2:19AM Fri | Blue | | | | |
| Friday, December 12, 2014 | | 7:48AM – 9:17AM | Ashlesha* Until 11:04AM | White | 6:19AM | | | |
| | | 3:13PM – 4:42PM | Vaidhriti* Until 6:47PM | Purple | | | | |
| | | 10:46AM – 12:15PM| Gara Until 3:34PM | Yellow | | | | |
| | | | Shashthi* Until 4:51AM Sat | Blue | | | | |
| Saturday, December 13, 2014 | | 6:20AM – 7:49AM | Magha* Until 2:15PM | Clear | 6:20AM | | | |
| | | 1:45PM – 3:14PM | Vishkambha* Until 7:42PM | Purple | | | | |
| | | 9:18AM – 10:47AM | Visiti Until 6:12PM | Yellow | | | | |
| | | | Saptami Until 7:30AM Sun | Red | | | | |
| Sunday, December 14, 2014 | Retreat Star | 3:14PM – 4:43PM | Purvaphalguni Until 5:19PM | Clear | 6:20AM | | | |
| | | 12:16PM – 1:45PM | Priti Until 8:37PM | Purple | | | | |
| | | 4:43PM – 6:12PM | Balava Until 8:49PM | Yellow | | | | |
| | | | Saptami Until 7:30AM | Red | | | | |
| Monday, December 15, 2014 | Retreat Star | 1:46PM – 3:15PM | Uttaraphalguni Until 7:59PM | Clear | 6:21AM | | | |
| | | 10:46AM – 12:17PM| Ayushman Until 9:18PM | Purple | | | | |
| | | 7:50AM – 9:19AM | Tatila Until 11:11PM | Yellow | | | | |
| | | | Ashtami* Until 10:02AM | Red | | | | |
As oil in sesame seeds, as butter in cream, as water in river beds, as fire in friction sticks, so is the atman grasped in one's own self when one searches for Him with truthfulness and austerity. Krishna Yajur Veda
All times are standard time
| Date | Day | Rasi | Tithi | Time | Activities |
|------------|--------------|--------|--------|-----------------|---------------------------------------------------------------------------|
| Tuesday, December 16, 2014 | 1 | Kanya | 14:56 | 763459265 | Creative Work - Siddha Yoga |
| | | | | | Markali Pillaiyar |
| | | | | | Navami* Until 12:10PM |
| | | | | | Margasira=Markali |
| Wednesday, December 17, 2014 | 2 | Kanya | 27:1 | 863459265 | Creative Work - Siddha Yoga |
| | | | | | Until 12:14AM Thu |
| | | | | | Then Creative Work - Amrita Yoga |
| Thursday, December 18, 2014 | 3 | Tula | 9:42 | 863459265 | Creative Work - Amrita Yoga |
| | | | | | Until 1:01AM Fri |
| | | | | | Then Creative Work - Siddha Yoga |
| Friday, December 19, 2014 | 4 | Tula | 22:37 | 874459265 | Creative Work - Siddha Yoga |
| Saturday, December 20, 2014 | 5 | Vischika | 5:58 | 874459265 | Creative Work - Siddha Yoga |
| Sunday, December 21, 2014 | 6 | Vischika | 19:44 | 874459265 | Routine Work - Marana Yoga |
| Monday, December 22, 2014 | 7 | Dhanus | 3:53 | 884459265 | Creative Work - Siddha Yoga |
The soul is born and unfolds in a body, with dreams and desires and the food of life. And then it is reborn in new bodies, in accordance with its former works. The quality of the soul determines its future body; earthly or airy, heavy or light. Krishna Yajur Veda
All times are standard time
| Date | Day | Time | Event | Color | Sunrise | Sunset | Moon Phase | Phase |
|--------------|-----------|-----------------|--------------------------------------------|-----------|---------|---------|------------|-------|
| Tuesday, Dec 23, 2014 | 1 | 12:21PM – 1:50PM | Purvashadha* Until 7:42PM | Purple | 6:25AM | 6:16PM | Moon 12 - Phase 35 | 3rd Phase |
| | | 9:23AM – 10:52AM | Vriddhi Until 8:11AM | Purple | | | | |
| | | 3:19PM – 4:48PM | Kaulava Until 4:13AM Wed | Yellow | | | | |
| | | | Prathama* Until 7:02AM | Light Blue| | | | |
| | | | Pausha-Markali | | | | | |
| | | | Then Routine Work - Prabalarishtha Yoga | | | | | |
| Wednesday, Dec 24, 2014 | 2 | 10:52AM – 12:12PM | Uttarashadha Until 5:23PM | Purple | 6:25AM | 6:17PM | Moon 12 - Phase 35 | 3rd Phase |
| | | 7:54AM – 9:23AM | Vyaghatā* Until 1:01AM Thu | Purple | | | | |
| | | 12:21PM – 1:50PM | Taītīla Until 2:47PM | Yellow | | | | |
| | | | Tritiya Until 1:18AM Thu | Light Blue| | | | |
| | | | Pausha-Markali | | | | | |
| | | | Then Creative Work - Amrita Yoga | | | | | |
| Thursday, Dec 25, 2014 | 3 | 9:24AM – 10:53AM | Shravana Until 3:21PM | Light Blue| 6:26AM | 6:17PM | Moon 12 - Phase 35 | 3rd Phase |
| | | 6:26AM – 7:55AM | Harshana Until 9:28PM | Purple | | | | |
| | | 1:51PM – 3:20PM | Vanija Until 11:53AM | Yellow | | | | |
| | | | Chaturthi* Until 10:27PM | Purple | | | | |
| | | | Pausha-Markali | | | | | |
| Friday, Dec 26, 2014 | 4 | 7:55AM – 9:24AM | Dhanishtha Until 1:19PM | Light Blue| 6:26AM | 6:18PM | Moon 12 - Phase 35 | 3rd Phase |
| | | 3:20PM – 4:49PM | Vajra* Until 6:03PM | Purple | | | | |
| | | 10:53AM – 12:22PM| Bava Until 9:07AM | Yellow | | | | |
| | | | Panchami Until 7:47PM | Purple | | | | |
| | | | Pausha-Markali | | | | | |
| Saturday, Dec 27, 2014 | 5 | 6:27AM – 7:56AM | Shatabhishak Until 11:25AM | Light Blue| 6:27AM | 6:18PM | Moon 12 - Phase 35 | 3rd Phase |
| | | 1:52PM – 3:21PM | Siddhi Until 2:51PM | Purple | | | | |
| | | 9:25AM – 10:54AM | Kaulava Until 6:35AM | Red | | | | |
| | | | Shashti* Until 5:25PM | Purple | | | | |
| | | | Pausha-Markali | | | | | |
| Sunday, Dec 28, 2014 | 6 | 3:21PM – 4:50PM | Purvapraphashtapa* Until 10:07AM | White | 6:27AM | 6:19PM | Moon 12 - Phase 35 | 3rd Phase |
| | | 12:23PM – 1:52PM | Vyatipata* Until 11:57AM | Purple | | | | |
| | | 4:50PM – 6:19PM | Visiti Until 2:32AM Mon | Red | | | | |
| | | | Saptami Until 3:23PM | Clear | | | | |
| | | | Pausha-Markali | | | | | |
| Monday, Dec 29, 2014 | 7 | 1:53PM – 3:22PM | Uttarapraphashtapa Until 9:04AM | White | 6:28AM | 6:20PM | Moon 12 - Phase 35 | Ashtami |
| | | 10:55AM – 12:24PM| Varjani Until 9:21AM | Purple | | | | |
| | | 7:57AM – 9:26AM | Balava Until 1:07AM Tue | Red | | | | |
| | | | Ashtami* Until 1:45PM | Clear | | | | |
| | | | Pausha-Markali | | | | | |
| Tuesday, Dec 30, 2014 | 8 | 12:24PM – 1:53PM | Revati Until 8:16AM | White | 6:28AM | 6:20PM | Moon 12 - Phase 35 | Navami |
| | | 9:26AM – 10:55AM | Parīgha* Until 7:04AM | Purple | | | | |
| | | 3:22PM – 4:51PM | Taītīla Until 12:05AM Wed | Red | | | | |
| | | | Navami* Until 12:32PM | Clear | | | | |
In the gloom of fear, His six-fold face gleams. In perils unbounded, His vel betokens, "Fear not." Tirumurai 11
All times are standard time
| Date | Day | Time | Rasi | Yoga | Activities |
|------------|--------------|--------------------|---------------|-----------------------|-------------------------------------------------|
| 1/1/2015 | Wednesday | 10:56AM – 12:25PM | Ashwini | Siddha Yoga | Routine Work - Marana Yoga |
| | | 7:56AM – 9:27AM | Siddha | | Then Creative Work - Siddha Yoga |
| | | 12:25PM – 1:54PM | Vanjari | | Until 8:08AM |
| | | | Dashami | | Then Creative Work - Siddha Yoga |
| | | | | | Until 8:14AM |
| | | | | | Then Routine Work - Marana Yoga |
| 1/2/2015 | Thursday | 9:27AM – 10:56AM | Bharani | Siddha Yoga | Creative Work - Siddha Yoga |
| | | 6:29AM – 7:58AM | Sadihya | | Until 8:14AM |
| | | 1:54PM – 3:23PM | Bava | | Then Routine Work - Marana Yoga |
| 1/3/2015 | Friday | 7:59AM – 9:28AM | Krittika | Siddha Yoga | Creative Work - Amrita Yoga |
| | | 3:24PM – 4:53PM | Subha | | Until 9:25AM |
| | | 10:57AM – 12:26PM | Kaulava | | Then Creative Work - Siddha Yoga |
| 1/4/2015 | Saturday | 6:30AM – 7:59AM | Rohini | Siddha Yoga | Creative Work - Siddha Yoga |
| | | 1:55PM – 3:24PM | Sukla | | Until 9:25AM |
| | | 9:28AM – 10:57AM | Gara | | Then Creative Work - Siddha Yoga |
| 1/5/2015 | Sunday | 3:24PM – 4:53PM | Mirgashira | Siddha Yoga | Creative Work - Siddha Yoga |
| | | 12:26PM – 1:55PM | Brahma | | Until 11:52AM |
| | | 4:53PM – 6:23PM | Visiti | | Then Creative Work - Amrita Yoga |
| | | | Chaturdashi* | | Until 11:56AM |
| | | | | | Then Creative Work - Amrita Yoga |
To such a one who has his stains wiped away, the venerable Sanatkumara shows the further shore of darkness. Him they call Skanda. Sama Veda Chandu
All times are standard time
| Date | Rasi | Tithi | Time | Activities |
|----------------------|------------|-----------|---------------|-----------------------------------------------------------------------------|
| Tuesday, January 6, 2015 | Mithuna | 16 - 17 | 845559266 | Creative Work - Siddha Yoga |
| | | | | **Gold Retreat Star** |
| | | | | **Punarvasu Until 1:56PM** |
| | | | | **Vaidhriti** Until 11:15PM |
| | | | | **Tatila Until 3:14AM Wed** |
| | | | | **Prathama** Until 2:20PM |
| | | | | **Sivaloka Day** |
| | | | | **Ganesha:** Red |
| | | | | **Muruga:** Purple |
| | | | | **Nataraja:** Red |
| | | | | **Moon – Blue** |
| | | | | **Sutra 268** |
| | | | | **Jaya 5116** |
| | | | | **Moon 13 - Phase 37** |
| | | | | **1st Phase** |
| | | | | **Brunei** |
| Wednesday, January 7, 2015 | Kataka | 17 - 18 | 845559266 | Creative Work - Siddha Yoga |
| | | | | **Pushya/Ashlesha** Nakshtara Vishambha Yoga Gara/Vanija Karana Dvitiya/Trityayam Titau |
| | | | | **Pushya Until 4:14PM** |
| | | | | **Vishambha** Until 11:38PM |
| | | | | **Vanija Until 5:17AM Thu** |
| | | | | **Dvitiya Until 4:11PM** |
| | | | | **Sivaloka Day** |
| | | | | **Ganesha:** Red |
| | | | | **Muruga:** Purple |
| | | | | **Nataraja:** Red |
| | | | | **Moon – Blue** |
| | | | | **Sutra 269** |
| | | | | **Jaya 5116** |
| | | | | **Moon 13 - Phase 37** |
| | | | | **1st Phase** |
| Thursday, January 8, 2015 | Kataka | 18 | 845559266 | Creative Work - Siddha Yoga |
| | | | | Until 6:45PM |
| | | | | Then Creative Work - Amrita Yoga |
| | | | | **Ashlesha** Until 6:45PM |
| | | | | **Priti Until 12:19AM Fri** |
| | | | | **Visiti Until 6:25PM** |
| | | | | **Tritiy Until 6:25PM** |
| | | | | **Sivaloka Day** |
| | | | | **Ganesha:** Red |
| | | | | **Muruga:** Purple |
| | | | | **Nataraja:** Red |
| | | | | **Moon – Blue** |
| | | | | **Sutra 270** |
| | | | | **Jaya 5116** |
| | | | | **Moon 13 - Phase 37** |
| | | | | **1st Phase** |
| Friday, January 9, 2015 | Simha | 19 | 855559266 | Routine Work - Marana Yoga |
| | | | | Until 9:45PM |
| | | | | Then Creative Work - Siddha Yoga |
| | | | | **Magha** Until 9:54PM |
| | | | | **Ayushman Until 1:10AM Sat** |
| | | | | **Bava Until 7:42AM** |
| | | | | **Chaturthi** Until 8:59PM |
| | | | | **Devaloka Day** |
| | | | | **Ganesha:** Green |
| | | | | **Muruga:** Purple |
| | | | | **Nataraja:** Red |
| | | | | **Moon – Red** |
| | | | | **Sutra 271** |
| | | | | **Jaya 5116** |
| | | | | **Moon 13 - Phase 37** |
| | | | | **1st Phase** |
| Saturday, January 10, 2015 | Simha | 20 | 856559266 | Creative Work - Siddha Yoga |
| | | | | Until 1:02AM Sun |
| | | | | Then Creative Work - Amrita Yoga |
| | | | | **Purvaphalguni Until 1:02AM Sun** |
| | | | | **Saubhagya Until 2:09AM Sun** |
| | | | | **Kaulava Until 10:22AM** |
| | | | | **Panchami Until 11:43PM** |
| | | | | **Devaloka Day** |
| | | | | **Ganesha:** White |
| | | | | **Muruga:** Purple |
| | | | | **Nataraja:** Red |
| | | | | **Moon – Red** |
| | | | | **Sutra 272** |
| | | | | **Jaya 5116** |
| | | | | **Moon 13 - Phase 37** |
| | | | | **1st Phase** |
| Sunday, January 11, 2015 | Simha | 21 | 856559266 | Creative Work - Amrita Yoga |
| | | | | Until 3:57AM Mon |
| | | | | Then Creative Work - Siddha Yoga |
| | | | | **Uttaraphalguni Until 3:57AM Mon** |
| | | | | **Sobhana Gara Until 3:06AM Mon** |
| | | | | **Shashthi** Until 2:24AM Mon |
| | | | | **Devaloka Day** |
| | | | | **Ganesha:** White |
| | | | | **Muruga:** Purple |
| | | | | **Nataraja:** Red |
| | | | | **Moon – Red** |
| | | | | **Sutra 273** |
| | | | | **Jaya 5116** |
| | | | | **Moon 13 - Phase 37** |
| | | | | **1st Phase** |
| Monday, January 12, 2015 | Kanya | 22 | 866559266 | Family Home Evening |
| | | | | Creative Work - Siddha Yoga |
| | | | | **Hasta Until 6:55AM Tue** |
| | | | | **Athiganda** Until 3:48AM Tue |
| | | | | **Visiti Until 3:40PM** |
| | | | | **Saptami Until 4:48AM Tue** |
| | | | | **Sivaloka Day** |
| | | | | **Ganesha:** Clear |
| | | | | **Muruga:** Purple |
| | | | | **Nataraja:** Red |
| | | | | **Moon – Green** |
| | | | | **Sutra 274** |
| | | | | **Jaya 5116** |
| | | | | **Moon 13 - Phase 37** |
| | | | | **1st Phase** |
| Tuesday, January 13, 2015 | Kanya | 23 | 866559266 | Creative Work - Siddha Yoga |
| | | | | **Retreat Star** |
| | | | | **Hasta Until 6:55AM** |
| | | | | **Athiganda** Until 3:48AM Wed |
| | | | | **Balava Until 5:49PM** |
| | | | | **Ashtami** Until 6:38AM Wed |
| | | | | **Sivaloka Day** |
| | | | | **Ganesha:** Clear |
| | | | | **Muruga:** Purple |
| | | | | **Nataraja:** Red |
| | | | | **Moon – Green** |
| | | | | **Sutra 275** |
| | | | | **Jaya 5116** |
| | | | | **Moon 13 - Phase 37** |
| | | | | **Ashtami** |
| Wednesday, January 14, 2015 | Tula | 23 - 24 | 866559266 | Creative Work - Siddha Yoga |
| | | | | **Retreat Star** |
| | | | | **Chitra/Svati Nakshtara Dhriti Yoga Kaulava/Taitila Karana Ashtami/Navamanyam Titau |
| | | | | **Chitra Until 9:09AM** |
| | | | | **Dhriti Until 3:52AM Thu** |
| | | | | **Taitila Until 7:18PM** |
| | | | | **Thai Pongal** |
| | | | | **Ashtami** Until 6:38AM |
| | | | | **Sivaloka Day** |
| | | | | **Ganesha:** Clear |
| | | | | **Muruga:** Purple |
| | | | | **Nataraja:** Red |
| | | | | **Moon – Green** |
| | | | | **Sutra 276** |
| | | | | **Jaya 5116** |
| | | | | **Moon 13 - Phase 37** |
| | | | | **Navami** |
These Lords who, it is said, on the pure path, attend to the various duties deriving from a higher realm of maya are at the prow of the effects of the higher realm of maya. Mrigendra Agama Jnana Pada
All times are standard time
| Date | Rasi | Tithi | Time | Activities |
|------------|------------|-----------|---------------|---------------------------------------------------------------------------|
| Thursday, January 15, 2015 | Tula Rasi: 17.31 | Tithi 24 – 25 | 9:33AM – 11:02AM | Creative Work - Amrita Yoga Until 10:30AM Then Creative Work - Siddha Yoga |
| | Gulika | Yama | Svatī Until 10:30AM | Ganeshā: Clear Murugā: Purple Natarāja: Red Moon – Green Pauṣa-Thai |
| | Rahu | | Shulā* Until 2:57AM Fri | Sivaloka Day |
| | | | Vanjā Until 7:56PM | Sun 9 Sutra 277 Jaya 5116 |
| | | | Navamī* Until 7:42AM | Moon 13 - Phase 38 2nd Phase |
| Friday, January 16, 2015 | Vṛścika Rasi: 0.25 | Tithi 25 – 26 | 8:04AM – 9:33AM | Creative Work - Siddha Yoga |
| | Gulika | Yama | Vishākhā Until 11:18AM | Ganeshā: Purple Murugā: Purple Natarāja: Red Moon – Orange Pauṣa-Thai |
| | Rahu | | Ganda* Until 1:19AM Sat | Devaloka Day |
| | | | Bava Until 7:40PM | Sun 10 Sutra 278 Jaya 5116 |
| | | | Dashami Until 7:54AM | Moon 13 - Phase 38 2nd Phase |
| Saturday, January 17, 2015 | Vṛścika Rasi: 13.46 | Tithi 26 – 27 | 6:35AM – 8:04AM | Creative Work - Siddha Yoga |
| | Gulika | Yama | Anuradha Until 11:04AM | Ganeshā: Clear Murugā: Purple Natarāja: Red Moon – Orange Pauṣa-Thai |
| | Rahu | | Vṛddhi Until 11:02PM | Sivaloka Day |
| | | | Kaulava Until 6:31PM | Sun 11 Sutra 279 Jaya 5116 |
| | | | Ekādashi* Until 7:10AM | Moon 13 - Phase 38 2nd Phase |
| Sunday, January 18, 2015 | Vṛścika Rasi: 27.37 | Tithi 28 | 3:30PM – 5:00PM | Routine Work - Marana Yoga Until 9:54AM Then Creative Work - Amrita Yoga |
| | Gulika | Yama | Jyeṣṭha* Until 9:54AM | Ganeshā: Clear Murugā: Purple Natarāja: Red Moon – Orange Pauṣa-Thai |
| | Rahu | | Dhruva Until 8:07PM | Sivaloka Day |
| | | | Gara Until 4:34PM | Sun 12 Sutra 280 Jaya 5116 |
| | | | Trayodashi* Until 3:20AM Mon | Prādīpa Vrata (Fasting) |
| Monday, January 19, 2015 | Dhanus Rasi: 11.55 | Tithi 29 | 2:02PM – 3:31PM | Family Home Evening Creative Work - Siddha Yoga Until 8:19AM Then Routine Work - Marana Yoga |
| | Gulika | Yama | Mūla* Purvashadha* Nakṣatra Vyaghaṭa* Harshana Yoga Visti* Sakuni* Karana Chaturdāshyaṃ Titau | Ganeshā: Orange Murugā: Purple Natarāja: Red Moon – Light Blue Pauṣa-Thai |
| | Rahu | | Mūla* Until 8:19AM | Sivaloka Day |
| | | | Yogaghaṭa* Until 4:43PM | Sun 13 Sutra 281 Jaya 5116 |
| | | | Visti Until 2:00PM | Moon 13 - Phase 38 2nd Phase |
| | | | Chaturdāshī* Until 12:30AM Tue | |
| Tuesday, January 20, 2015 | Dhanus Rasi: 26.36 | Tithi 30 | 12:33PM – 2:02PM | Creative Work - Siddha Yoga Until 6:05AM Then Routine Work - Prabalarishta Yoga |
| | Gulika | Yama | Purvashadha* Uttarashadha Nakṣatra Harshana Vajra* Yoga Catuspada* Nāga* Karana Amavasyayam Titau | Ganeshā: Orange Murugā: Purple Natarāja: Red Moon – Light Blue Pauṣa-Thai |
| | Rahu | | 9:34AM – 11:03AM | Sivaloka Day |
| | | | Harshana Until 12:56PM | Sun 14 Sutra 282 Jaya 5116 |
| | | | Catuspada Until 10:56AM | Moon 13 - Phase 38 Amavasya |
| | | | Amavasya* Until 9:15PM | |
| Wednesday, January 21, 2015 | Makara Rasi: 11.33 | Tithi 1 – 2 | 11:04AM – 12:33PM | Creative Work - Siddha Yoga |
| | Gulika | Yama | Shravana Until 12:45AM Thu | Ganeshā: Clear Murugā: Purple Natarāja: Red Moon – Purple Magha-Thai |
| | Rahu | | 8:05AM – 9:34AM | Sivaloka Day |
| | | | Vajra* Until 8:57AM | Sun 15 Sutra 283 Jaya 5116 |
| | | | Kintughna Until 7:34AM | Moon 13 - Phase 38 Prathama |
| | | | Prathama* Until 5:48PM | |
Five-armed is He, elephant-faced with tusks protruding, crescent-shaped, son of Siva, wisdom’s flower, in heart enshrined, His feet I praise. Tirumantiram Invocation to Vinayaka
All times are standard time www.gurudeva.org/panchang
| Date | Day | Rasi | Tithi | Time | Activities |
|------------|--------------|---------------|---------|-----------------|---------------------------------------------------------------------------|
| Thursday, | January 22, | Makara | 26:37 | 9:35AM – 11:04AM| Jaya Nama Samvatsare Uttarayane Moksha Ritau Makara Mase Sukla Pakshe Guru Vasara Yuktayam |
| 2015 | | Gulika | Yama | 6:36AM – 8:05AM | Dhanishtha Until 10:01PM |
| | | Rahu | | 2:02PM – 3:32PM | Ganeshaa: Clear |
| | | | | | Murugaa: Purple |
| | | | | | Nataraja: Red |
| | | | | | Moon – Purple |
| | | | | | Magha-Thai |
| | | | | | Sivaloka Day |
| | | | | | Brunei |
| | | | | | Sun 16 |
| | | | | | Sutra 284 |
| | | | | | Jaya 5116 |
| | | | | | Phase 39 |
| | | | | | 3rd Phase |
| Friday, | January 23, | Kumbha | 11:38 | 8:06AM – 9:35AM | Jaya Nama Samvatsare Uttarayane Moksha Ritau Makara Mase Sukla Pakshe Sukra Vasara Yuktayam |
| 2015 | | Gulika | Yama | 3:32PM – 5:01PM | Shatabishak Until 7:20PM |
| | | Rahu | | 11:04AM – 12:33PM| Ganeshaa: White |
| | | | | | Murugaa: Purple |
| | | | | | Nataraja: Red |
| | | | | | Moon – Purple |
| | | | | | Magha-Thai |
| | | | | | Devaloka Day |
| | | | | | Brunei |
| | | | | | Sun 17 |
| | | | | | Sutra 285 |
| | | | | | Jaya 5116 |
| | | | | | Phase 39 |
| | | | | | 3rd Phase |
| Saturday, | January 24, | Kumbha | 26:28 | 6:37AM – 8:06AM | Jaya Nama Samvatsare Uttarayane Maksha Ritau Makara Mase Sukla Pakshe Manta Vasara Yuktayam |
| 2015 | | Gulika | Yama | 2:03PM – 3:32PM | Purvaproshtipada* Until 5:14PM |
| | | Rahu | | 9:35AM – 11:04AM| Ganeshaa: Blue |
| | | | | | Murugaa: Purple |
| | | | | | Nataraja: Red |
| | | | | | Moon – Clear |
| | | | | | Magha-Thai |
| | | | | | DevaIoka Day |
| | | | | | Brunei |
| | | | | | Sun 18 |
| | | | | | Sutra 286 |
| | | | | | Jaya 5116 |
| | | | | | Phase 39 |
| | | | | | 3rd Phase |
| Sunday, | January 25, | Meena | 11:01 | 3:33PM – 5:02PM | Jaya Nama Samvatsare Uttarayane Moksha Ritau Makara Mase Sukla Bhanu Vasara Yuktayam |
| 2015 | | Gulika | Yama | 12:34PM – 2:03PM| Uttaraproshthapada Until 3:28PM |
| | | Rahu | | 5:02PM – 6:31PM | Ganeshaa: Red |
| | | | | | Murugaa: Purple |
| | | | | | Nataraja: Red |
| | | | | | Moon – Clear |
| | | | | | Magha-Thai |
| | | | | | Sivaloka Day |
| | | | | | Brunei |
| | | | | | Sun 19 |
| | | | | | Sutra 287 |
| | | | | | Jaya 5116 |
| | | | | | Phase 39 |
| | | | | | 3rd Phase |
| Monday, | January 26, | Meena | 25:12 | 2:04PM – 3:33PM | Jaya Nama Samvatsare Uttarayane Moksha Ritau Makara Mase Sukla Pakshe Indu Vasara Yuktayam |
| 2015 | | Gulika | Yama | 11:05AM – 12:34PM| Revati* Until 2:06PM |
| | | Rahu | | 8:06AM – 9:36AM | Ganeshaa: Red |
| | | | | | Murugaa: Clear |
| | | | | | Nataraja: Red |
| | | | | | Moon – Clear |
| | | | | | Magha-Thai |
| | | | | | DevaIoka Day |
| | | | | | Brunei |
| | | | | | Sun 20 |
| | | | | | Sutra 288 |
| | | | | | Jaya 5116 |
| | | | | | Phase 39 |
| | | | | | 3rd Phase |
| Tuesday, | January 27, | Mesha | 9:01 | 12:34PM – 2:04PM| Jaya Nama Samvatsare Uttarayane Moksha Ritau Makara Mase Sukla Pakshe Mangala Vasara Yuktayam |
| 2015 | | Gulika | Yama | 9:36AM – 11:05AM| Ashvini Until 1:37PM |
| | | Rahu | | 3:33PM – 5:03PM | Ganeshaa: Blue |
| | | | | | Murugaa: Clear |
| | | | | | Nataraja: Red |
| | | | | | Moon – White |
| | | | | | Magha-Thai |
| | | | | | Bhuloka Day |
| | | | | | Brunei |
| | | | | | Sun 21 |
| | | | | | Sutra 289 |
| | | | | | Jaya 5116 |
| | | | | | Phase 39 |
| | | | | | Ashtami |
| Wednesday, | January 28, | Mesha | 22:28 | 11:05AM – 12:35PM| Jaya Nama Samvatsare Uttarayane Moksha Ritau Makara Mase Sukla Pakshe Budhva Vasara Yuktayam |
| 2015 | | Gulika | Yama | 8:07AM – 9:36AM | Bharani Until 1:35PM |
| | | Rahu | | 12:35PM – 2:04PM| Ganeshaa: Blue |
| | | | | | Murugaa: Clear |
| | | | | | Nataraja: Red |
| | | | | | Moon – White |
| | | | | | Magha-Thai |
| | | | | | Bhuloka Day |
| | | | | | Brunei |
| | | | | | Sun 22 |
| | | | | | Sutra 290 |
| | | | | | Jaya 5116 |
| | | | | | Phase 39 |
| | | | | | Navami |
From Him, also, are born the Gods, in manifold ways, the celestials, men, cattle, birds, the in-breath and the out-breath, rice and barley, austerity, faith, truth, chastity and the law. Atharva Veda
All times are standard time
| Date | Rasi | Tithi | Time | Activities |
|-----------------------|------------|-----------|---------------|-----------------------------------------------------------------------------|
| Thursday, February 5, 2015 | Simha | 2:06 | 9:37AM – 11:06AM | Jaya Nama Samvatsare Uttarayane Moksha Ritau Makara Mase Krishna Pakse Guru Vasara Yuktayam |
| | | | 6:38AM – 8:07AM | Magha* Until 4:42AM Fri |
| | | | 2:05PM – 3:35PM | Purvaphalguni Until 7:49AM Sat |
| | | | | Ganeshas: Clear |
| | | | | Murugas: Clear |
| | | | | Natarajas: Yellow |
| | | | | Moon – Red |
| | | | | Magha-Thai |
| | | | | Devaloka Day |
| | | | | Brunei Sutra 298 |
| | | | | Jaya 5116 |
| | | | | Moon 1 - Phase 41 |
| | | | | 1st Phase |
| Friday, February 6, 2015 | Simha | 13:58 | 8:07AM – 9:37AM | Jaya Nama Samvatsare Uttarayane Moksha Ritau Makara Mase Krishna Pakse Sukra Vasara Yuktayam |
| | | | 3:35PM – 5:04PM | Purvaphalguni Until 7:49AM Sat |
| | | | 11:06AM – 12:36PM | Athiganda* Until 6:55AM Sat |
| | | | | Vanija Until 1:28AM Sat |
| | | | | Dvitiya Until 12:06PM |
| | | | | Ganeshas: Clear |
| | | | | Murugas: Clear |
| | | | | Natarajas: Yellow |
| | | | | Moon – Red |
| | | | | Magha-Thai |
| | | | | Devaloka Day |
| | | | | Brunei Sutra 299 |
| | | | | Jaya 5116 |
| | | | | Moon 1 - Phase 41 |
| | | | | 1st Phase |
| Saturday, February 7, 2015 | Kanya | 25:46 | 6:38AM – 8:07AM | Jaya Nama Samvatsare Uttarayane Moksha Ritau Makara Mase Krishna Pakse Manta Vasara Yuktayam |
| | | | 2:05PM – 3:35PM | Purvaphalguni Until 7:49AM Sat |
| | | | 9:37AM – 11:06AM | Athiganda* Until 6:55AM Sat |
| | | | | Bava Until 4:12AM Sun |
| | | | | Tritiya Until 2:49PM |
| | | | | Ganeshas: Clear |
| | | | | Murugas: Clear |
| | | | | Natarajas: Yellow |
| | | | | Moon – Red |
| | | | | Magha-Thai |
| | | | | Devaloka Day |
| | | | | Brunei Sutra 300 |
| | | | | Jaya 5116 |
| | | | | Moon 1 - Phase 41 |
| | | | | 1st Phase |
| Sunday, February 8, 2015 | Kanya | 7:34 | 3:35PM – 5:05PM | Jaya Nama Samvatsare Uttarayane Moksha Ritau Makara Mase Krishna Pakse Bhanu Vasara Yuktayam |
| | | | 12:36PM – 2:06PM | Uttaraphalguni Until 10:46AM |
| | | | 5:05PM – 6:34PM | Sukarma Until 7:54AM |
| | | | | Kaulava Until 6:49AM Mon |
| | | | | Chaturthi* Until 5:31PM |
| | | | | Ganeshas: Clear |
| | | | | Murugas: Clear |
| | | | | Natarajas: Yellow |
| | | | | Moon – Red |
| | | | | Magha-Thai |
| | | | | Devaloka Day |
| | | | | Brunei Sutra 301 |
| | | | | Jaya 5116 |
| | | | | Moon 1 - Phase 41 |
| | | | | 1st Phase |
| Monday, February 9, 2015 | Kanya | 19:23 | 2:06PM – 3:35PM | Jaya Nama Samvatsare Uttarayane Moksha Ritau Makara Mase Krishna Pakse Indu Vasara Yuktayam |
| | | | 11:06AM – 12:36PM | Hasti Until 1:56PM |
| | | | 8:07AM – 9:37AM | Dhriti Until 8:49AM |
| | | | | Kaulava Until 6:49AM |
| | | | | Panchami Until 8:00PM |
| | | | | Ganeshas: White |
| | | | | Murugas: Clear |
| | | | | Natarajas: Yellow |
| | | | | Moon – Green |
| | | | | Magha-Thai |
| | | | | Bhuloka Day |
| | | | | Brunei Sutra 302 |
| | | | | Jaya 5116 |
| | | | | Moon 1 - Phase 41 |
| | | | | 1st Phase |
| Tuesday, February 10, 2015 | Tula | 1:2 | 12:36PM – 2:06PM | Jaya Nama Samvatsare Uttarayane Moksha Ritau Makara Mase Krishna Pakse Mangala Vasara Yuktayam |
| | | | 9:37AM – 11:06AM | Chitra Until 4:34PM |
| | | | 3:35PM – 5:05PM | Shulita* Until 9:27AM |
| | | | | Gara Until 9:07AM |
| | | | | Shashthi* Until 10:03PM |
| | | | | Ganeshas: White |
| | | | | Murugas: Clear |
| | | | | Natarajas: Yellow |
| | | | | Moon – Green |
| | | | | Magha-Thai |
| | | | | Bhuloka Day |
| | | | | Brunei Sutra 303 |
| | | | | Jaya 5116 |
| | | | | Moon 1 - Phase 41 |
| | | | | 1st Phase |
| Wednesday, February 11, 2015 | Tula | 13:29 | 11:06AM – 12:36PM | Jaya Nama Samvatsare Uttarayane Moksha Ritau Makara Mase Krishna Pakse Budha Vasara Yuktayam |
| | | | 8:07AM – 9:37AM | Svati Until 6:28PM |
| | | | 12:36PM – 2:06PM | Ganda* Until 9:42AM |
| | | | | Visiti Until 10:53AM |
| | | | | Saptami Until 11:29PM |
| | | | | Ganeshas: White |
| | | | | Murugas: Clear |
| | | | | Natarajas: Yellow |
| | | | | Moon – Green |
| | | | | Magha-Thai |
| | | | | Bhuloka Day |
| | | | | Brunei Sutra 304 |
| | | | | Jaya 5116 |
| | | | | Moon 1 - Phase 41 |
| | | | | 1st Phase |
| Thursday, February 12, 2015 | Tula | 25:55 | 9:37AM – 11:06AM | Jaya Nama Samvatsare Uttarayane Moksha Ritau Makara Mase Krishna Pakse Guru Vasara Yuktayam |
| | | | 6:37AM – 8:07AM | Vishakha Until 7:58PM |
| | | | 2:06PM – 3:35PM | Virddhi Until 9:26AM |
| | | | | Balava Until 11:56AM |
| | | | | Ashtami* Until 12:08AM Fri |
| | | | | Ganeshas: Yellow |
| | | | | Murugas: Clear |
| | | | | Natarajas: Yellow |
| | | | | Moon – Orange |
| | | | | Magha-Thai |
| | | | | Devaloka Day |
| | | | | Brunei Sutra 305 |
| | | | | Jaya 5116 |
| | | | | Moon 1 - Phase 41 |
| | | | | Ashtami |
| Friday, February 13, 2015 | Vrischika | 8:43 | 8:07AM – 9:37AM | Jaya Nama Samvatsare Uttarayane Moksha Ritau Kumbha Mase Krishna Pakse Sukra Vasara Yuktayam |
| | | | 3:36PM – 5:05PM | Anuradha Until 8:29PM |
| | | | 11:06AM – 12:36PM | Dhruva Until 8:30AM |
| | | | | Taitila Until 12:09PM |
| | | | | Navami* Until 11:54PM |
| | | | | Ganeshas: Yellow |
| | | | | Murugas: Clear |
| | | | | Natarajas: Yellow |
| | | | | Moon – Orange |
| | | | | Magha-Masi |
| | | | | Devaloka Day |
| | | | | Brunei Sutra 306 |
| | | | | Jaya 5116 |
| | | | | Moon 1 - Phase 41 |
| | | | | Navami |
Parameshvara is the cause of the five manifest aspects: emanation, srishti; preservation, sthiti; dissolution, samhara; concealment, tirobhava; and revelation, anugraha. Raurava Agama Kriya Pada
All times are standard time
| Date | Day | Time | Event | Location |
|------------|--------------|---------------|--------------------------------------------|--------------|
| 14 February | Saturday | 6:37AM – 8:07AM | Jaya Nama Samvatsare Utarayane Moksha Ritau Kumbha Mase Krishna Pakshe Manta Vasara Yuktayam Jyeshtha* Nakshatra Vyaghatar* Harshana Yoga Vanjai* Vistri* Karana Dashamyam Titau | Brunei Sutra 307 Jaya 5116 |
| | | 2:06PM – 3:36PM | Ganeshaa: Yellow | |
| | | 9:37AM – 11:06AM | Murugaa: Clear | |
| | | 9:37AM – 11:06AM | Natarajaa: Yellow | |
| | | 11:28AM | Moon – Orange | |
| | | Until 10:47PM | Magha-Masi | |
| | | | Devaloka Day | |
| 15 February | Sunday | 3:36PM – 5:05PM | Jaya Nama Samvatsare Utarayane Moksha Ritau Kumbha Mase Krishna Pakshe Bhanu Vasara Yuktayam Mula* Nakshatra Vairja* Yoga Bava/Balava Karana Ekadashyam Titau | Brunei Sutra 308 Jaya 5116 |
| | | 12:36PM – 2:06PM | Ganeshaa: Blue | |
| | | 5:05PM – 6:35PM | Murugaa: Clear | |
| | | 9:56AM | Natarajaa: Yellow | |
| | | | Moon – Light Blue | |
| | | | Magha-Masi | |
| | | | Bhuloka Day | |
| | | | Devaloka Time: 3:PM to 6:PM | |
| 16 February | Monday | 2:06PM – 3:36PM | Jaya Nama Samvatsare Utarayane Moksha Ritau Kumbha Mase Krishna Pakshe Indu Vasara Yuktayam Purvashadha* Uttarashadha Nakshatra Siddhi Yoga Kaulava/Taitila Karana Dvadashyam Titau | Brunei Sutra 309 Jaya 5116 |
| | | 11:06AM – 12:36PM | Ganeshaa: Blue | |
| | | 8:07AM – 9:36AM | Murugaa: Clear | |
| | | | Natarajaa: Yellow | |
| | | | Moon – Light Blue | |
| | | | Magha-Masi | |
| | | | Bhuloka Day | |
| | | | Devaloka Time: 3:PM to 6:PM | |
| 17 February | Tuesday | 12:36PM – 2:06PM | Jaya Nama Samvatsare Utarayane Moksha Ritau Kumbha Mase Krishna Pakshe Mangala Vasara Yuktayam Uttarashadha/Shravana Nakshatra Vyapita* Yoga Vanjai* Vistri* Karana Trayodashi/Chaturdashi Titau | Brunei Sutra 310 Jaya 5116 |
| | | 9:36AM – 11:06AM | Ganeshaa: Yellow | |
| | | 3:36PM – 5:05PM | Murugaa: Clear | |
| | | | Natarajaa: Yellow | |
| | | | Moon – Light Blue | |
| | | | Magha-Masi | |
| | | | Devaloka Day | |
| | | | Pradosha Vrata (Fasting) | |
| 18 February | Wednesday | 11:06AM – 12:36PM | Jaya Nama Samvatsare Utarayane Moksha Ritau Kumbha Mase Krishna Pakshe Budha Vasara Yuktayam Shravana/Dhanishtha Nakshatra Varjyan/Parigha* Yoga Sakuni* Catuspada* Karana Chaturdashi/Amavasyayam Titau | Brunei Sutra 311 Jaya 5116 |
| | | 8:06AM – 9:36AM | Ganeshaa: Red | |
| | | 12:36PM – 2:06PM | Murugaa: Clear | |
| | | | Natarajaa: Yellow | |
| | | | Moon – Purple | |
| | | | Magha-Masi | |
| | | | Devaloka Day | |
| | | | Amavasya | |
| 19 February | Thursday | 9:36AM – 11:06AM | Jaya Nama Samvatsare Utarayane Moksha Ritau Kumbha Mase Sukla Pakshe Guru Vasara Yuktayam Dhanishtha/Shatishthak Nakshatra Parigha* Shiva Yoga Naga* Bava Karana Amavasya/Prathamayam Titau | Brunei Sutra 312 Jaya 5116 |
| | | 6:36AM – 8:06AM | Ganeshaa: Red | |
| | | 2:06PM – 3:36PM | Murugaa: Clear | |
| | | | Natarajaa: Yellow | |
| | | | Moon – Purple | |
| | | | Phalguna-Masi | |
| | | | Devaloka Day | |
| | | | Prathama | |
He is God, hidden in all beings, their inmost soul who is in all. He watches the works of creation, lives in all things, watches all things. He is pure consciousness, beyond the three conditions of nature. Krishna Yajur Veda
All times are standard time www.gurudeva.org/panchang
| Date | Day | Time | Activities | Ganesha: | Muruga: | Nataraja: | Moon: | Brunei |
|------------|--------------|-----------------|---------------------------------------------------------------------------|----------|---------|-----------|-----------|--------|
| 1 | Friday, Feb 20, 2015 | 8:06AM – 9:36AM | Purvaproshtapada* Until 3:06AM Sat | Blue | Clear | Yellow | Clear | Sutra 313 |
| | | 3:36PM – 5:06PM | Siddha Until 1:28AM Sat | | | | | Jaya 5116 |
| | | 11:06AM – 12:36PM | Balava Until 2:13PM | | | | | |
| | | | Dvitiya Until 12:25AM Sat | | | | | |
| | | | Sivaloka Day | | | | | |
| 2 | Saturday, Feb 21, 2015 | 6:36AM – 8:06AM | Uttaratproshthapada Until 12:34AM Sun | Blue | Clear | Yellow | Clear | Sutra 314 |
| | | 2:06PM – 3:36PM | Sadihya Until 9:32PM | | | | | Jaya 5116 |
| | | 9:36AM – 11:06AM | Tatila Until 10:43AM | | | | | |
| | | | Tritiya Until 9:05PM | | | | | |
| | | | Sivaloka Day | | | | | |
| 3 | Sunday, Feb 22, 2015 | 3:36PM – 5:05PM | Revati Until 10:22PM | Blue | Clear | Yellow | Clear | Sutra 315 |
| | | 12:36PM – 2:06PM | Subha Until 5:59PM | | | | | Jaya 5116 |
| | | 5:05PM – 6:35PM | Vanija Until 7:35AM | | | | | |
| | | | Chaturthi* Until 6:11PM | | | | | |
| | | | Sivaloka Day | | | | | |
| 4 | Monday, Feb 23, 2015 | 2:05PM – 3:35PM | Ashvini Until 9:02PM | Yellow | Clear | Yellow | White | Sutra 316 |
| | | 11:05AM – 12:35PM | Sukla Until 2:53PM | | | | | Jaya 5116 |
| | | 8:05AM – 9:35AM | Kaulava Until 3:00AM Tue | | | | | |
| | | | Panchami Until 3:53PM | | | | | |
| | | | Devaloka Day | | | | | |
| 5 | Tuesday, Feb 24, 2015 | 12:35PM – 2:05PM | Bharani Until 8:16PM | White | Clear | Yellow | White | Sutra 317 |
| | | 9:35AM – 11:05AM | Brahma Until 12:20PM | | | | | Jaya 5116 |
| | | 3:35PM – 5:05PM | Gara Until 1:44AM Wed | | | | | |
| | | | Shashthi* Until 2:15PM | | | | | |
| | | | Bhuloka Day | | | | | |
| 6 | Wednesday, Feb 25, 2015 | 11:05AM – 12:35PM | Krittika Until 8:04PM | White | Clear | Yellow | White | Sutra 318 |
| | | 8:05AM – 9:35AM | Indra Until 10:24AM | | | | | Jaya 5116 |
| | | 12:35PM – 2:05PM | Visiti Until 1:13AM Thu | | | | | |
| | | | Saptami Until 1:22PM | | | | | |
| | | | Bhuloka Day | | | | | |
| 7 | Thursday, Feb 26, 2015 | 9:35AM – 11:05AM | Rohini Until 8:54PM | Clear | Clear | Yellow | Yellow | Sutra 319 |
| | | 6:35AM – 8:05AM | Vaidhriti* Until 9:01AM | | | | | Jaya 5116 |
| | | 2:05PM – 3:35PM | Balava Until 1:28AM Fri | | | | | |
| | | | Ashtami* Until 1:13PM | | | | | |
| | | | Devaioka Day | | | | | |
Self-resplendent, formless, unoriginated and pure, that all-pervading being is both within and without. He transcends even the transcendent, unmanifest, causal state of the universe. Atharva Veda
All times are standard time
| Date | Day | Rasi | Tithi | Time | Activities |
|------------|--------------|---------------|---------|-----------------|---------------------------------------------------------------------------|
| 1 | Friday, Feb 27, 2015 | Wishabha Rasi: 28.09 | Tithi 9 – 10 | 932769267 | Creative Work - Siddha Yoga |
| | | Gulika | 8:05AM – 9:35AM | 9:35PM – 5:05PM | Jaya Nama Samvatsare Uttarayane Moksha Ritau Kumbha Mase Sukla Pakshe Sukra Vasara Yuktayam |
| | | Yama | 3:35PM – 5:05PM | 11:05AM – 12:35PM | Mrigashira Nakshatra Vishkambha* /Priti Yoga Kaulava/Taitila Karana Navami/Dashamayam Titau |
| | | Rahu | 11:05AM – 12:35PM | Tatila Until 2:18AM Sat | Muruga: Clear Nataraja: Yellow Moon – Yellow Phalguna-Masi |
| | | | 9:34AM – 11:05AM | Navami* Until 1:46PM | Devaloka Day |
| 2 | Saturday, Feb 28, 2015 | Mithuna Rasi: 10.41 | Tithi 10 – 11 | 932769267 | Creative Work - Siddha Yoga |
| | | Gulika | 6:34AM – 8:04AM | 2:05PM – 3:35PM | Jaya Nama Samvatsare Uttarayane Moksha Ritau Kumbha Mase Sukla Pakshe Manta Vasara Yuktayam |
| | | Yama | 2:05PM – 3:35PM | 9:34AM – 11:05AM | Adrda Nakshatra Priti/Ayushman Gara/Vanija Karana Dashami/Ekadashiyam Titau |
| | | Rahu | 9:34AM – 11:05AM | Vanija Until 3:43AM Sun | Muruga: Clear Nataraja: Yellow Moon – Yellow Phalguna-Masi |
| | | | 12:34PM – 2:05PM | Dashami Until 2:55PM | Devaloka Day |
| 3 | Sunday, March 1, 2015 | Mithuna Rasi: 23 | Tithi 11 – 12 | 942769267 | Creative Work - Siddha Yoga |
| | | Gulika | 3:35PM – 5:05PM | 5:05PM – 6:35PM | Jaya Nama Samvatsare Uttarayane Moksha Ritau Kumbha Mase Sukla Pakshe Bhanu Vasara Yuktayam |
| | | Yama | 12:34PM – 2:05PM | 5:05PM – 6:35PM | Punarvasu Nakshatra Ayushman/Saubhagya Yoga Visti*/Bava Karana Ekadashi/Dvadashayam Titau |
| | | Rahu | 5:05PM – 6:35PM | 12:34PM – 2:05PM | Ganeshas: Purple Muruga: Clear Nataraja: Yellow Moon – Blue Phalguna-Masi |
| | | | 3:35PM – 5:05PM | Ekadashi Until 4:34PM | Bhuloka Day |
| 4 | Monday, March 2, 2015 | Kataka Rasi: 5.08 | Tithi 12 | 942769267 | Family Home Evening |
| | | Gulika | 2:04PM – 3:35PM | 11:04AM – 12:34PM | Jaya Nama Samvatsare Uttarayane Moksha Ritau Kumbha Mase Sukla Pakshe Indu Vasara Yuktayam |
| | | Yama | 11:04AM – 12:34PM | 8:03AM – 9:34AM | Pushya Until 5:01AM Tue Saubhagya Until 8:18AM Balava Until 6:36PM |
| | | Rahu | 8:03AM – 9:34AM | 2:04PM – 3:35PM | Ganeshas: Purple Muruga: Clear Nataraja: Yellow Moon – Blue Phalguna-Masi |
| | | | 12:34PM – 2:04PM | Dvadashi Until 6:36PM | Bhuloka Day |
| 5 | Tuesday, March 3, 2015 | Kataka Rasi: 17.08 | Tithi 13 | 943769267 | Creative Work - Siddha Yoga |
| | | Gulika | 12:34PM – 2:04PM | 9:33AM – 11:04AM | Jaya Nama Samvatsare Uttarayane Moksha Ritau Kumbha Mase Sukla Pakshe Mangala Vasara Yuktayam |
| | | Yama | 9:33AM – 11:04AM | 3:34PM – 5:05PM | Ashlesha* Nakshatra Sobhana Athiganda* Yoga Kaulava/Taitila Karana Trayodashayam Titau |
| | | Rahu | 3:34PM – 5:05PM | 12:34PM – 2:04PM | Ganeshas: Clear Muruga: Clear Nataraja: Yellow Moon – Blue Phalguna-Masi |
| | | | 11:04AM – 12:34PM | Trayodashi Until 8:55PM | Devaloka Day |
| 6 | Wednesday, March 4, 2015 | Kataka Rasi: 29.03 | Tithi 14 | 943769267 | Creative Work - Siddha Yoga |
| | | Gulika | 11:03AM – 12:34PM | 8:03AM – 9:33AM | Jaya Nama Samvatsare Uttarayane Moksha Ritau Kumbha Mase Sukla Pakshe Budha Vasara Yuktayam |
| | | Yama | 8:03AM – 9:33AM | 12:34PM – 2:04PM | Ashlesha* Until 7:44AM Wed Sobhana Until 8:56AM Gara Until 10:11AM |
| | | Rahu | 12:34PM – 2:04PM | 11:03AM – 12:34PM | Ganeshas: Clear Muruga: Clear Nataraja: Yellow Moon – Blue Phalguna-Masi |
| | | | 9:33AM – 11:03AM | Chaturdashi* Until 11:26PM | Devaloka Day |
| 7 | Thursday, March 5, 2015 | Simha Rasi: 10.54 | Tithi 15 | 953769267 | Creative Work - Amrita Yoga |
| | | | Until 10:55AM | Then Creative Work - Siddha Yoga |
| | | Gulika | 9:33AM – 11:03AM | 6:32AM – 8:03AM | Jaya Nama Samvatsare Uttarayane Moksha Ritau Kumbha Mase Sukla Pakshe Guru Vasara Yuktayam |
| | | Yama | 6:32AM – 8:03AM | 2:04PM – 3:34PM | Magha* Until 10:55AM Sukarma Until 10:38AM Visiti Until 12:45PM |
| | | Rahu | 2:04PM – 3:34PM | 9:33AM – 11:03AM | Ganeshas: Purple Muruga: Clear Nataraja: Yellow Moon – Red Phalguna-Masi |
| | | | 11:03AM – 12:34PM | Purnima* Until 2:03AM Fri Holi | Sivaloka Day |
| 8 | Friday, March 6, 2015 | Simha Rasi: 22.43 | Tithi 16 | 153769267 | Creative Work - Siddha Yoga |
| | | Gulika | 8:02AM – 9:33AM | 3:34PM – 5:04PM | Jaya Nama Samvatsare Uttarayane Moksha Ritau Kumbha Mase Krishna Pakshe Sukra Vasara Yuktayam |
| | | Yama | 3:34PM – 5:04PM | 11:03AM – 12:34PM | Purvaphalguni Nakshatra Sukarma/Dhriti Yoga Visti*/Bava Karana Purnimayam Titau |
| | | Rahu | 11:03AM – 12:34PM | Balava Until 3:24PM | Ganeshas: Purple Muruga: Clear Nataraja: Yellow Moon – Red Phalguna-Masi |
| | | | 8:02AM – 9:33AM | Prathama* Until 4:41AM Sat | Sivaloka Day |
That part of Him which is characterized by tamas is called Rudra. That part of Him which belongs to rajas is Brahma. That part of Him which belongs to sattva is Vishnu. Krishna Yajur Veda
All times are standard time
| Date | Rasi | Tithi | Time | Activities |
|-----------------------|------------|-----------|---------------|-----------------------------------------------------------------------------|
| Saturday, March 7, 2015 | Kanya | Tithi 17 | 6:32AM – 8:02AM | Jaya Nama Samvatsare Utarayane Moksha Ritau Kumbha Mase Krishna Pakse Manta Vasara Yuktayam |
| | | | 2:03PM – 3:34PM | Uttaraphalguni/Hasta Nakshatra Shula/Ganda Yoga Taillia Karana Dvitilyayam Titau |
| | | | 9:32AM – 11:03AM | Sivaloka Day |
| | | | 6:32AM – 6:35PM | Brunei Sutra 328 Jaya 5116 |
| Sunday, March 8, 2015 | Kanya | Tithi 17 – 18 | 3:34PM – 5:04PM | Jaya Nama Samvatsare Utarayane Moksha Ritau Kumbha Mase Krishna Pakse Bhanu Vasara Yuktayam |
| | | | 12:33PM – 2:03PM | Hasta Until 7:58PM |
| | | | 5:04PM – 6:34PM | Ganesh: Purple |
| | | | 11:02AM – 12:33PM | Muruga: Clear |
| | | | 8:01AM – 9:32AM | Nataraja: Yellow |
| | | | 11:02AM – 12:33PM | Moon – Red |
| | | | 8:01AM – 9:32AM | Phalguna-Masi |
| | | | 11:02AM – 12:33PM | Devaloka Day |
| | | | 8:01AM – 9:32AM | Brunei Sutra 329 Jaya 5116 |
| Monday, March 9, 2015 | Kanya | Tithi 18 – 19 | 2:03PM – 3:33PM | Jaya Nama Samvatsare Utarayane Moksha Ritau Kumbha Mase Krishna Pakse Indu Vasara Yuktayam |
| | | | 11:02AM – 12:33PM | Chitra Until 10:37PM |
| | | | 8:01AM – 9:32AM | Vridhhi Until 7:07PM |
| | | | 11:02AM – 12:33PM | Ganesh: Clear |
| | | | 8:01AM – 9:32AM | Muruga: Clear |
| | | | 11:02AM – 12:33PM | Nataraja: Yellow |
| | | | 8:01AM – 9:32AM | Moon – Green |
| | | | 11:02AM – 12:33PM | Phalguna-Masi |
| | | | 8:01AM – 9:32AM | Devaloka Day |
| | | | 11:02AM – 12:33PM | Brunei Sutra 330 Jaya 5116 |
| Tuesday, March 10, 2015 | Tula | Tithi 19 – 20 | 12:32PM – 2:03PM | Jaya Nama Samvatsare Utarayane Moksha Ritau Kumbha Mase Krishna Pakse Mangala Vasara Yuktayam |
| | | | 9:31AM – 11:02AM | Svati Until 12:43AM Wed |
| | | | 12:32PM – 2:03PM | Ganesh: Clear |
| | | | 9:31AM – 11:02AM | Muruga: Clear |
| | | | 12:32PM – 2:03PM | Nataraja: Yellow |
| | | | 9:31AM – 11:02AM | Moon – Green |
| | | | 12:32PM – 2:03PM | Phalguna-Masi |
| | | | 9:31AM – 11:02AM | Devaloka Day |
| | | | 12:32PM – 2:03PM | Brunei Sutra 331 Jaya 5116 |
| Wednesday, March 11, 2015 | Tula | Tithi 20 – 21 | 11:02AM – 12:32PM | Jaya Nama Samvatsare Utarayane Moksha Ritau Kumbha Mase Krishna Pakse Budha Vasara Yuktayam |
| | | | 8:01AM – 9:31AM | Vishakha Until 2:37AM Thu |
| | | | 12:32PM – 2:03PM | Ganesh: White |
| | | | 8:01AM – 9:31AM | Muruga: Clear |
| | | | 12:32PM – 2:03PM | Nataraja: Yellow |
| | | | 8:01AM – 9:31AM | Moon – Orange |
| | | | 12:32PM – 2:03PM | Phalguna-Masi |
| | | | 8:01AM – 9:31AM | Sivaloka Day |
| | | | 12:32PM – 2:03PM | Brunei Sutra 332 Jaya 5116 |
| Thursday, March 12, 2015 | Vischika | Tithi 21 – 22 | 9:31AM – 11:01AM | Jaya Nama Samvatsare Utarayane Moksha Ritau Kumbha Mase Krishna Pakse Guru Vasara Yuktayam |
| | | | 6:30AM – 8:00AM | Anuradha Until 3:43AM Fri |
| | | | 2:02PM – 3:33PM | Ganesh: White |
| | | | 6:30AM – 8:00AM | Muruga: Clear |
| | | | 2:02PM – 3:33PM | Nataraja: Yellow |
| | | | 6:30AM – 8:00AM | Moon – Orange |
| | | | 2:02PM – 3:33PM | Phalguna-Masi |
| | | | 6:30AM – 8:00AM | Sivaloka Day |
| | | | 2:02PM – 3:33PM | Brunei Sutra 333 Jaya 5116 |
| Friday, March 13, 2015 | Vischika | Tithi 22 – 23 | 8:00AM – 9:30AM | Jaya Nama Samvatsare Utarayane Moksha Ritau Kumbha Mase Krishna Pakse Sukra Vasara Yuktayam |
| | | | 3:33PM – 5:03PM | Jyeshtha* Until 3:57AM Sat |
| | | | 11:01AM – 12:32PM | Ganesh: White |
| | | | 11:01AM – 12:32PM | Muruga: Clear |
| | | | 11:01AM – 12:32PM | Nataraja: Yellow |
| | | | 11:01AM – 12:32PM | Moon – Orange |
| | | | 11:01AM – 12:32PM | Phalguna-Masi |
| | | | 11:01AM – 12:32PM | Sivaloka Day |
| | | | 11:01AM – 12:32PM | Brunei Sutra 334 Jaya 5116 |
| Saturday, March 14, 2015 | Dhanus | Tithi 23 – 24 | 6:29AM – 7:59AM | Jaya Nama Samvatsare Utarayane Moksha Ritau Kumbha Mase Krishna Pakse Manta Vasara Yuktayam |
| | | | 2:02PM – 3:32PM | Mula* Until 3:45AM Sun |
| | | | 9:30AM – 11:01AM | Ganesh: Yellow |
| | | | 9:30AM – 11:01AM | Muruga: Clear |
| | | | 9:30AM – 11:01AM | Nataraja: Yellow |
| | | | 9:30AM – 11:01AM | Moon – Light Blue |
| | | | 9:30AM – 11:01AM | Phalguna-Masi |
| | | | 9:30AM – 11:01AM | Devaloka Day |
| | | | 9:30AM – 11:01AM | Brunei Sutra 335 Jaya 5116 |
The birth of the world, its maintenance, its destruction, the soul’s obscuration and liberation are the five acts of His dance. Mrigendra Agama Jnana Pada
All times are standard time
| Date | Day | Time | Event | Color | Sunrise | Sunset | Moon Phase |
|------------|--------------|--------------------|----------------------------------------------------------------------|-----------|----------|----------|------------|
| Sunday, March 15, 2015 | Dhanus Rasi: 14.37 | 183769267 | Jaya Nama Samvatsare Utarayane Moksha Ritau Meena Mase Krishna Pakshe Bhanu Vasara Yuktayam Purvashadha* Nakshatra Vyatipata* Variany Yoga Gara/Vanija Karana Navami/Dashamiy Titau | Gulika | 3:32PM – 5:03PM | Ganeshas: Yellow | 6:28AM | Sun 8 | Sutra 336 | Brunei |
| | Tithi 24 – 25 | | Yama | 12:31PM – 2:02PM | Muruga: Clear | 6:34PM | Moon 2 - Phase 46 | Jaya 5116 |
| | Rahu | | 5:03PM – 6:34PM | Vanija Until 11:17PM | Nataraja: Yellow | | 2nd Phase | |
| | | | Navami* Until 12:12PM | Phalguna-Panguni | | | | |
| | Creative Work | Siddha Yoga | Until 2:40AM Mon | Then Routine Work - Marana Yoga | | | | |
| Monday, March 16, 2015 | Dhanus Rasi: 28.37 | 183769268 | Jaya Nama Samvatsare Utarayane Moksha Ritau Meena Mase Krishna Pakshe Indu Vasara Yuktayam Uttarashadha Nakshatra Variany/Parigha* Yoga Visth/Bava Karana Dashami/Ekadashaym Titau | Gulika | 2:01PM – 3:32PM | Ganeshas: Yellow | 6:28AM | Sun 9 | Sutra 337 | Brunei |
| | Tithi 25 – 26 | | Yama | 11:00AM – 12:31PM | Muruga: Clear | 6:35PM | Moon 2 - Phase 46 | Jaya 5116 |
| | Family Home Evening | | Rahu | 7:59AM – 9:29AM | Nataraja: White | | 2nd Phase | |
| | | | Variany Until 6:41AM | Bava Until 8:57PM | Moon – Light Blue | | | |
| | | | Dashami Until 10:10AM | Phalguna-Panguni | | | | |
| | | | Until 12:49AM Tue | Then Creative Work - Siddha Yoga | | | | |
| Tuesday, March 17, 2015 | Makara Rasi: 13.03 | 194769268 | Jaya Nama Samvatsare Utarayane Moksha Ritau Meena Mase Krishna Pakshe Mangala Vasara Yuktayam Shravana Nakshatra Shiva Yoga Balava/Kaulava Karana Ekadashi/Dvadashaym Titau | Gulika | 12:30PM – 2:01PM | Ganeshas: Red | 6:28AM | Sun 10 | Sutra 338 | Brunei |
| | Tithi 26 – 27 | | Yama | 9:29AM – 11:00AM | Muruga: Clear | 6:35PM | Moon 2 - Phase 46 | Jaya 5116 |
| | Rahu | | 3:32PM – 5:03PM | Shiva Until 11:48PM | Nataraja: White | | 2nd Phase | |
| | | | Kaulava Until 6:03PM | Moon – Purple | | | | |
| | Creative Work | Siddha Yoga | Ekadashi* Until 7:32AM | Phalguna-Panguni | | | | |
| Wednesday, March 18, 2015 | Makara Rasi: 27.5 | 194769268 | Jaya Nama Samvatsare Utarayane Moksha Ritau Meena Mase Krishna Pakshe Budha Vasara Yuktayam Dhanishtha Nakshatra Siddha Yoga Gara/Vanija Karana Trayodashaym Titau | Gulika | 10:59AM – 12:30PM | Ganeshas: Red | 6:27AM | Sun 11 | Sutra 339 | Brunei |
| | Tithi 28 | | Yama | 7:58AM – 9:29AM | Muruga: Clear | 6:35PM | Moon 2 - Phase 46 | Jaya 5116 |
| | Rahu | | 12:30PM – 2:01PM | Siddha Until 7:50PM | Nataraja: White | | 2nd Phase | |
| | | | Gara Until 2:44PM | Moon – Purple | | | | |
| | Routine Work | Prabalarishta Yoga | Until 8:06PM | Phalguna-Panguni | | | | |
| | | | Then Creative Work - Siddha Yoga | | | | |
| Thursday, March 19, 2015 | Kumbha Rasi: 12.53 | 194769268 | Jaya Nama Samvatsare Utarayane Moksha Ritau Meena Mase Krishna Pakshe Guru Vasara Yuktayam Shatabhishtak/Purvaproshthapada* Nakshatra Sadhya/Subha Yoga Visth/Sakuni Karana Chaturdashiy Titau | Gulika | 9:28AM – 10:59AM | Ganeshas: Red | 6:27AM | Sun 12 | Sutra 340 | Brunei |
| | Tithi 29 | | Yama | 6:27AM – 7:58AM | Muruga: Clear | 6:35PM | Moon 2 - Phase 46 | Jaya 5116 |
| | Rahu | | 2:01PM – 3:31PM | Sadhya Until 3:41PM | Nataraja: White | | 2nd Phase | |
| | | | Visth Until 11:09AM | Moon – Purple | | | | |
| | Creative Work | Siddha Yoga | Chaturdashi* Until 9:17PM | Phalguna-Panguni | | | | |
| Friday, March 20, 2015 | Kumbha Rasi: 28.04 | 114769268 | Jaya Nama Samvatsare Utarayane Moksha Ritau Meena Mase Sukla Pakeha Sukva Vasara Yuktayam Purvaproshthapada* Uttaraproshthapada/Nakshatra Subha/Sukla Yoga Catupada*/Kintugra* Karana Amavasya/Prathamaym Titau | Gulika | 7:57AM – 9:28AM | Ganeshas: Green | 6:26AM | Sun 13 | Sutra 341 | Brunei |
| | Tithi 30 – 1 | | Yama | 3:31PM – 5:02PM | Muruga: Clear | 6:33PM | Moon 2 - Phase 46 | Jaya 5116 |
| | Rahu | | 10:59AM – 12:30PM | Subha Until 11:28AM | Nataraja: White | | Amavasya | |
| | | | Catupada Until 7:27AM | Moon – Clear | | | | |
| | Creative Work | Siddha Yoga | Total Solar Eclipse | Phalguna-Panguni | | | | |
| Saturday, March 21, 2015 | Meena Rasi: 13.12 | 114869268 | Jaya Nama Samvatsare Utarayane Moksha Ritau Meena Mase Sukla Pakeha Manta Vasara Yuktayam Uttaraproshthapada/Revati Nakshatra Sukla/Brahma Yoga Bava/Balava Karana Prathama/Dvitiyaym Titau | Gulika | 6:26AM – 7:57AM | Ganeshas: Red | 6:26AM | Sun 14 | Sutra 342 | Brunei |
| | Tithi 1 – 2 | | Yama | 2:00PM – 3:31PM | Muruga: Clear | 6:33PM | Moon 2 - Phase 46 | Jaya 5116 |
| | Rahu | | 9:28AM – 10:58AM | Sukla Until 7:19AM | Nataraja: White | | Prathama | |
| | | | Balava Until 12:22AM Sun | Moon – Clear | | | | |
| | Creative Work | Siddha Yoga | Until 11:31AM | Chaitra-Panguni | | | | |
| | | | Then Routine Work - Prabalarishta Yoga | | | | |
O learned people, may we with our ears listen to what is beneficial, may we see with our eyes what is beneficial. May we, engaged in your praises, enjoy with firm limbs and sound bodies, a full term of life dedicated to God. Rig Veda
All times are standard time
| Date | Day | Time | Event | Location |
|------------|--------------|----------------|--------------------------------------------|--------------|
| Sunday, March 22, 2015 | Meena Rasi: 28.09 | 3:31PM – 5:02PM | Gulika | Brunei |
| | Tithi 2 – 3 | 114869268 | Revati Until 8:50AM | Sutra 343 |
| | | | Yama | Jaya 5116 |
| | | | Rahu | Moon 2 - Phase 47 |
| | | | Chellappaswami Mahasamadhi | 3rd Phase |
| | | | Dvitiya Until 10:46AM | |
| | | | Chaitra-Panguni | |
| | | | Creative Work - Amrita Yoga Until 8:50AM | |
| | | | Then Creative Work - Siddha Yoga | |
| Monday, March 23, 2015 | Mesha Rasi: 12.48 | 2:00PM – 3:30PM | Gulika | Brunei |
| | Tithi 3 – 4 | 124869268 | Ashvini Until 6:52AM | Sutra 344 |
| | | | Yama | Jaya 5116 |
| | | | Rahu | Moon 2 - Phase 47 |
| | | | Vaishrini* Until 8:33PM | 3rd Phase |
| | | | Vanjja Until 6:45PM | |
| | | | Tritiya Until 7:56AM | |
| | | | Chaitra-Panguni | |
| | | | Creative Work - Siddha Yoga | |
| Tuesday, March 24, 2015 | Mesha Rasi: 27.02 | 12:28PM – 1:59PM | Gulika | Brunei |
| | Tithi 5 | 124869268 | Krittika Until 4:21AM Wed | Sutra 345 |
| | | | Yama | Jaya 5116 |
| | | | Rahu | Moon 2 - Phase 47 |
| | | | Panchami Until 4:09AM Wed | 3rd Phase |
| | | | Bava Until 4:51PM | |
| | | | Chaitra-Panguni | |
| | | | Creative Work - Siddha Yoga | |
| Wednesday, March 25, 2015 | Vishabha Rasi: 10.5 | 10:57AM – 12:28PM | Gulika | Brunei |
| | Tithi 6 | 134869268 | Rohini Until 2:54AM Thu | Sutra 346 |
| | | | Yama | Jaya 5116 |
| | | | Rahu | Moon 2 - Phase 47 |
| | | | Shashthi* Until 3:23AM Thu | 3rd Phase |
| | | | Chaitra-Panguni | |
| | | | Creative Work - Siddha Yoga Until 4:25AM Thu | |
| | | | Then Routine Work - Marana Yoga | |
| Thursday, March 26, 2015 | Vishabha Rasi: 24.11 | 9:26AM – 10:57AM | Gulika | Brunei |
| | Tithi 7 | 134869268 | Mirgashira Until 5:07AM Fri | Sutra 347 |
| | | | Yama | Jaya 5116 |
| | | | Rahu | Moon 2 - Phase 47 |
| | | | Saptami Until 3:25AM Fri | 3rd Phase |
| | | | Chaitra-Panguni | |
| | | | Creative Work - Siddha Yoga Until 5:07AM Fri | |
| Friday, March 27, 2015 | Mithuna Rasi: 7.07 | 7:54AM – 9:25AM | Gulika | Brunei |
| | Tithi 8 | 134869268 | Adra Until 6:24AM Sat | Sutra 348 |
| | | | Yama | Jaya 5116 |
| | | | Rahu | Moon 2 - Phase 47 |
| | | | Ashtami* Until 4:13AM Sat | Ashtami |
| | | | Chaitra-Panguni | |
| | | | Creative Work - Siddha Yoga | |
| Saturday, March 28, 2015 | Mithuna Rasi: 19.42 | 6:23AM – 7:54AM | Gulika | Brunei |
| | Tithi 9 | 134869268 | Adra Until 6:24AM | Sutra 349 |
| | | | Yama | Jaya 5116 |
| | | | Rahu | Moon 2 - Phase 47 |
| | | | Sri Rama Navami | Navami |
| | | | Navami* Until 5:40AM Sun | |
| | | | Chaitra-Panguni | |
| | | | Creative Work - Siddha Yoga | |
O self-luminous Divine, remove the veil of ignorance from before me, that I may behold your light. Reveal to me the spirit of the scriptures. May the truth of the scriptures be ever present to me. May I seek day and night to realize what I learn from the sages. Rig Veda
All times are standard time www.gurudeva.org/panchang
| Date | Day | Rasi | Tithi | Time | Activities | Brunei |
|------------|--------------|--------|--------|--------------------|---------------------------------------------------------------------------|--------|
| Sunday, March 29, 2015 | Jaya Nama Samvatsare Utarayane Moksha Ritau Meena Mase Sukla Pakshes Bhanu Vasara Yuktayam | Gulika | 3:29PM – 5:00PM | Punarvasu Until 8:38AM | Ganeshas: Purple | Sunrise: 6:23AM | Sun 22 Sutra 350 Jaya 5116 |
| | | Yama | 12:27PM – 1:58PM | | Murugas: Clear | Sunset: 6:31PM | Moon 2 - Phase 48 4th Phase |
| | | Rahu | 5:00PM – 6:31PM | | Natarajas: White | | |
| | Creative Work | Siddha Yoga | | | Moon – Blue | | |
| | | | | | Chaitra-Panguni | | |
| Monday, March 30, 2015 | Jaya Nama Samvatsare Utarayane Moksha Ritau Meena Mase Sukla Pakshes Indu Vasara Yuktayam | Gulika | 1:58PM – 3:29PM | Pushya Until 11:12AM | Ganeshas: Purple | Sunrise: 6:22AM | Sun 23 Sutra 351 Jaya 5116 |
| | | Yama | 10:55AM – 12:27PM | | Murugas: Clear | Sunset: 6:31PM | Moon 2 - Phase 48 4th Phase |
| | Family Home Evening | Rahu | 7:53AM – 9:24AM | | Natarajas: White | | |
| | | | | | Moon – Blue | | |
| | Creative Work | Siddha Yoga | | | Chaitra-Panguni | | |
| Tuesday, March 31, 2015 | Jaya Nama Samvatsare Utarayane Moksha Ritau Meena Mase Sukla Pakshes Mangala Vasara Yuktayam | Gulika | 12:26PM – 1:57PM | Ashlesha Until 5:17PM | Ganeshas: Purple | Sunrise: 6:22AM | Sun 24 Sutra 352 Jaya 5116 |
| | | Yama | 9:24AM – 10:55AM | | Murugas: Clear | Sunset: 6:31PM | Moon 2 - Phase 48 4th Phase |
| | | Rahu | 3:29PM – 5:00PM | | Natarajas: White | | |
| | Creative Work | Siddha Yoga | | | Moon – Blue | | |
| | | | | | Chaitra-Panguni | | |
| Wednesday, April 1, 2015 | Jaya Nama Samvatsare Utarayane Moksha Ritau Meena Mase Sukla Pakshes Budha Vasara Yuktayam | Gulika | 10:55AM – 12:26PM | Magha Until 5:12PM | Ganeshas: Clear | Sunrise: 6:22AM | Sun 25 Sutra 353 Jaya 5116 |
| | | Yama | 7:53AM – 9:24AM | | Murugas: Clear | Sunset: 6:31PM | Moon 2 - Phase 48 4th Phase |
| | | Rahu | 12:26PM – 1:57PM | | Natarajas: White | | |
| | Creative Work | Siddha Yoga | | | Moon – Red | | |
| | Until 5:12PM | | | | Chaitra-Panguni | | |
| | Then Creative Work - Amrita Yoga | | | | | | |
| Thursday, April 2, 2015 | Jaya Nama Samvatsare Utarayane Moksha Ritau Meena Mase Sukla Pakshes Guru Vasara Yuktayam | Gulika | 9:24AM – 10:55AM | Purvaphalguni Until 8:18PM | Ganeshas: Clear | Sunrise: 6:21AM | Sun 26 Sutra 354 Jaya 5116 |
| | | Yama | 6:21AM – 7:52AM | | Murugas: Clear | Sunset: 6:31PM | Moon 2 - Phase 48 4th Phase |
| | | Rahu | 1:57PM – 3:28PM | | Natarajas: White | | |
| | Creative Work | Siddha Yoga | | | Moon – Red | | |
| | | | | | Chaitra-Panguni | | |
| Friday, April 3, 2015 | Jaya Nama Samvatsare Utarayane Moksha Ritau Meena Mase Sukla Pakshes Sukra Vasara Yuktayam | Gulika | 7:52AM – 9:23AM | Uttaraphalguni Until 11:08PM | Ganeshas: Clear | Sunrise: 6:21AM | Sun 27 Sutra 355 Jaya 5116 |
| | | Yama | 3:28PM – 4:59PM | | Murugas: White | Sunset: 6:30PM | Moon 2 - Phase 48 4th Phase |
| | | Rahu | 10:54AM – 12:26PM | | Natarajas: White | | |
| | Creative Work | Siddha Yoga | | | Moon – Red | | |
| | Until 11:08PM | | | | Chaitra-Panguni | | |
| | Then Creative Work - Amrita Yoga | | | | | | |
| Saturday, April 4, 2015 | Jaya Nama Samvatsare Utarayane Moksha Ritau Meena Mase Sukla Pakshes Manta Vasara Yuktayam | Gulika | 6:20AM – 7:52AM | Hasta Until 2:04AM Sun | Ganeshas: White | Sunrise: 6:20AM | Brunei Sutra 356 Jaya 5116 |
| | | Yama | 1:57PM – 3:28PM | | Murugas: White | Sunset: 6:30PM | Moon 2 - Phase 48 Purimma |
| | | Rahu | 9:23AM – 10:54AM | | Natarajas: White | | |
| | Routine Work | Marana Yoga | | | Moon – Green | | |
| | Until 2:04AM Sun | | | | Chaitra-Panguni | | |
| | Then Creative Work - Siddha Yoga | | | | | | |
| Sunday, April 5, 2015 | Jaya Nama Samvatsare Utarayane Moksha Ritau Meena Mase Krishna Pakshes Bhanu Vasara Yuktayam | Gulika | 3:28PM – 4:59PM | Chitra Until 4:31AM Mon | Ganeshas: White | Sunrise: 6:20AM | Brunei Sutra 357 Jaya 5116 |
| | | Yama | 12:25PM – 1:56PM | | Murugas: White | Sunset: 6:30PM | Moon 2 - Phase 48 Prathamra |
| | | Rahu | 4:39PM – 6:30PM | | Natarajas: White | | |
| | Creative Work | Siddha Yoga | | | Moon – Green | | |
| | Until 4:31AM Mon | | | | Chaitra-Panguni | | |
| | Then Creative Work - Amrita Yoga | | | | | | |
Let us have concord with our own people, and concord with people who are strangers to us. Ashwins, create between us and the strangers a unity of hearts. Atharva Veda
All times are standard time www.gurudeva.org/panchang
| Date | Time | Event | Location |
|--------------|------------|--------------------------------------------|------------|
| Monday, April 6, 2015 | 1:56PM – 3:27PM | Jaya Nama Samvatsare Utarayane Moksha Ritau Meena Mase Krishna Pakshe Indu Vasara Yuktayam | Brunei |
| | 10:53AM – 12:25PM | Svati Nakshatra Harshana Yoga Tatila/Gara Karana Dvitiyayam Titau | Sun 1 |
| | 7:51AM – 9:22AM | Svatil Until 6:25AM Tue | Sutra 358 |
| | | Ganeshaa: White | Jaya 5116 |
| | | Murugaa: White | |
| | | Nataraja: White | |
| | | Moon – Green | |
| | | Chaitra-Panguni | |
| | | Sivaloka Day | |
| Tuesday, April 7, 2015 | 12:24PM – 1:56PM | Jaya Nama Samvatsare Utarayane Moksha Ritau Meena Mase Krishna Pakshe Mangala Vasara Yuktayam | Brunei |
| | 9:22AM – 10:53AM | Svati/Vishakha Nakshatra Vajra* Yoga Vanija/Visti* Karana Tritiyayam Titau | Sun 2 |
| | 3:27PM – 4:58PM | Vajrja* Until 7:34PM | Sutra 359 |
| | | Muruja: White | Jaya 5116 |
| | | Nataraja: White | |
| | | Moon – Green | |
| | | Chaitra-Panguni | |
| | | Sivaloka Day | |
| Wednesday, April 8, 2015 | 10:53AM – 12:24PM | Jaya Nama Samvatsare Utarayane Moksha Ritau Meena Mase Krishna Pakshe Budha Vasara Yuktayam | Brunei |
| | 7:50AM – 9:21AM | Vishakha Until 8:12AM | Sun 3 |
| | 12:24PM – 1:56PM | Siddhi Until 7:08PM | Sutra 360 |
| | | Bava Until 1:19PM | Jaya 5116 |
| | | Chaturthi* Until 1:34AM Thu | |
| | | Ganeshaa: Blue | |
| | | Murugaa: White | |
| | | Nataraja: White | |
| | | Moon – Orange | |
| | | Chaitra-Panguni | |
| | | Subha Subha Sivaloka Day | |
| Thursday, April 9, 2015 | 9:21AM – 10:53AM | Jaya Nama Samvatsare Utarayane Moksha Ritau Meena Mase Krishna Pakshe Guru Vasara Yuktayam | Brunei |
| | 6:18AM – 7:50AM | Anuradha Until 9:22AM | Sun 4 |
| | 1:55PM – 3:27PM | Vyatipata* Until 6:20PM | Sutra 361 |
| | | Kaulava Until 1:45PM | Jaya 5116 |
| | | Panchami Until 1:45AM Fri | |
| | | Ganeshaa: Blue | |
| | | Murugaa: White | |
| | | Nataraja: White | |
| | | Moon – Orange | |
| | | Chaitra-Panguni | |
| | | Subha Subha Sivaloka Day | |
| Friday, April 10, 2015 | 7:49AM – 9:21AM | Jaya Nama Samvatsare Utarayane Moksha Ritau Meena Mase Krishna Pakshe Sukra Vasara Yuktayam | Brunei |
| | 3:26PM – 4:58PM | Jyeshtha* Until 9:52AM | Sun 5 |
| | 10:52AM – 12:24PM | Varjani Until 5:05PM | Sutra 362 |
| | | Gara Until 1:40PM | Jaya 5116 |
| | | Shashthi* Until 1:24AM Sat | |
| | | Ganeshaa: Blue | |
| | | Murugaa: White | |
| | | Nataraja: White | |
| | | Moon – Orange | |
| | | Chaitra-Panguni | |
| | | Subha Subha Sivaloka Day | |
| Saturday, April 11, 2015 | 6:18AM – 7:49AM | Jaya Nama Samvatsare Utarayane Moksha Ritau Meena Mase Krishna Pakshe Manta Vasara Yuktayam | Brunei |
| | 1:55PM – 3:26PM | Mula* Until 10:09AM | Sun 6 |
| | 9:20AM – 10:52AM | Parigha* Until 3:26PM | Sutra 363 |
| | | Visiti Until 1:02PM | Jaya 5116 |
| | | Sapthami Until 12:30AM Sun | |
| | | Ganeshaa: Red | |
| | | Murugaa: White | |
| | | Nataraja: White | |
| | | Moon – Light Blue | |
| | | Chaitra-Panguni | |
| | | Subha Sivaloka Day | |
| Sunday, April 12, 2015 | 3:26PM – 4:58PM | Jaya Nama Samvatsare Utarayane Moksha Ritau Meena Mase Krishna Pakshe Bhanu Vasara Yuktayam | Brunei |
| | 10:51AM – 12:23PM | Purvashadha* Uttarashadha Nakshatra Shiva/Siddha Yoga Balava/Kaulava Karana Ashtamiyam Titau | Sun 7 |
| | 7:48AM – 9:20AM | Shiva Until 1:21PM | Sutra 364 |
| | | Balava Until 11:51AM | Jaya 5116 |
| | | Ashtami* Until 11:03PM | |
| | | Ganeshaa: Red | |
| | | Murugaa: White | |
| | | Nataraja: White | |
| | | Moon – Light Blue | |
| | | Chaitra-Panguni | |
| | | Subha Sivaloka Day | |
| Monday, April 13, 2015 | 1:54PM – 3:26PM | Jaya Nama Samvatsare Utarayane Moksha Ritau Meena Mase Krishna Pakshe Indu Vasara Yuktayam | Brunei |
| | 10:51AM – 12:23PM | Uttarashadha/Sharvana Nakshatra Siddha/Sadhya Yoga Tatila/Gara Karana Navamayam Titau | Sun 8 |
| | 7:48AM – 9:20AM | Siddha Until 10:48AM | Sutra 1 |
| | | Tatila Until 10:08AM | Jaya 5116 |
| | | Navami* Until 9:04PM | |
| | | Ganeshaa: Red | |
| | | Muruqa: White | |
| | | Nataraja: White | |
| | | Moon – Light Blue | |
| | | Chaitra-Panguni | |
| | | Subha Sivaloka Day | |
Shuddha Saivas meditate on these as their religious path: Oneself, Absolute Reality and the Primal Soul; the categories three: God, soul and bonds; immaculate liberation and all that fetters the soul. Tirumantiram 1432
All times are standard time
| Date | Day | Rasi | Tithi | Creative Work | Siddha Yoga | Mantra | Shatabishekak | Ganeshas: | Murugas: | Natarajas: | Moon: | Subha Sivaloka Day |
|------------|--------------|------------|-----------|---------------|-------------|------------------------------------------------------------------------|--------------------------------------------------|-----------|----------|------------|-----------------|---------------------|
| Tuesday, April 14, 2015 | Makara Rasi: 22:32 | Gulika | 12:23PM – 1:54PM | Shravana Until 7:20AM | Red | Sun: 6:16AM | Brunei Sutra 2 | Marmatha 5117 |
| | Tithi 25 | Yama | 9:19AM – 10:51AM | Shravana Until 7:20AM | White | Sunset: 6:29PM | Moon 3 - Phase 1 | 2nd Phase |
| | | Rahu | 3:26PM – 4:57PM | Vanjai Until 7:55AM | White | | | |
| | | | | Dashami Until 6:37PM | Purple | | | |
| | | | | Chidambaram Abhishekan | Chaitra-Chaitra | | | |
| Wednesday, April 15, 2015 | Kumbha Rasi: 6:59 | Gulika | 10:51AM – 12:22PM | Shatabishak Until 3:05AM Thu | Red | Sun: 6:16AM | Brunei Sutra 3 | Marmatha 5117 |
| | Tithi 26 – 27 | Yama | 7:48AM – 9:19AM | Sukla Until 1:02AM Thu | White | Sunset: 6:29PM | Moon 3 - Phase 1 | 2nd Phase |
| | | Rahu | 12:22PM – 1:54PM | Kaulava Until 2:16AM Thu | White | | | |
| | | | | Ekadashi* Until 3:47PM | Purple | | | |
| Thursday, April 16, 2015 | Kumbha Rasi: 21:42 | Gulika | 9:19AM – 10:50AM | Purvaproshtipada* Until 12:47AM Fri | Clear | Sun: 6:16AM | Brunei Sutra 4 | Marmatha 5117 |
| | Tithi 27 – 28 | Yama | 6:16AM – 7:47AM | Brahma Until 9:17PM | White | Sunset: 6:28PM | Moon 3 - Phase 1 | 2nd Phase |
| | | Rahu | 1:54PM – 3:25PM | Gara Until 11:04PM | White | | | |
| | | | | Dvadashi* Until 12:40PM | Chaitra-Chaitra | | | |
| Friday, April 17, 2015 | Meena Rasi: 6:33 | Gulika | 7:47AM – 9:19AM | Uttaraproshtipada Until 10:16PM | Clear | Sun: 6:15AM | Brunei Sutra 5 | Marmatha 5117 |
| | Tithi 28 – 29 | Yama | 3:25PM – 4:57PM | Indra Until 5:27PM | White | Sunset: 6:28PM | Moon 3 - Phase 1 | 2nd Phase |
| | | Rahu | 10:50AM – 12:22PM | Visti Until 7:45PM | White | | | |
| | | | | Trayodashi* Until 9:24AM | Chaitra-Chaitra | | | |
| Saturday, April 18, 2015 | Meena Rasi: 21:26 | Gulika | 6:15AM – 7:47AM | Revati Until 7:41PM | Clear | Sun: 6:15AM | Brunei Sutra 6 | Marmatha 5117 |
| | Tithi 29 – 30 | Yama | 1:53PM – 3:25PM | Vaishruthi* Until 1:38PM | White | Sunset: 6:28PM | Moon 3 - Phase 1 | Amavasya |
| | | Rahu | 9:18AM – 10:50AM | Naga Until 2:55AM Sun | White | | | |
| | | | | Chaturdashi* Until 6:06AM | Chaitra-Chaitra | | | |
| Sunday, April 19, 2015 | Mesha Rasi: 6:14 | Gulika | 3:25PM – 4:56PM | Ashwini Until 5:36PM | Orange | Sun: 6:15AM | Brunei Sutra 7 | Marmatha 5117 |
| | Tithi 1 | Yama | 12:21PM – 1:53PM | Vishkambha* Until 9:58AM | White | Sunset: 6:28PM | Moon 3 - Phase 1 | Prathama |
| | | Rahu | 4:56PM – 6:28PM | Kintughna Until 1:27PM | White | | | |
| | | | | Prathama* Until 12:01AM Mon | Vaisaka-Chaitra | | | |
There is nothing higher than dharma. Verily, that which is dharma is truth. Shukla Yajur Veda
All times are standard time
| Date | Time | Rasi | Tithi | Creative Work | Siddha Yoga | Manthana Nama Samvatsare Utarayane Nartana Ritau Mesha Mase Sukla Pakshe Indu Vasara Yuktayam |
|------------|---------------|---------------|-------|--------------------------------|-------------|-----------------------------------------------------------------------------------------------|
| Monday, April 20, 2015 | 1:53PM – 3:25PM | Gulika | Yama | Rahu | | Bhairani/Krittika Nakshatra Priti/Ayushman Yoga Balava/Kaulava Karana Dvitliyayam Titau |
| | 10:49AM – 12:21PM | | | | | Ganeshas: Orange |
| | 7:46AM – 9:18AM | | | | | Murugas: White |
| | | | | | | Natarajas: White |
| | | | | | | Moon – White |
| | | | | | | Vaisaka-Chaitra |
| | | | | | | Subha Sivaloka Day |
| | | | | | | Brunei Sutra 8 |
| | | | | | | Marmatha 5117 |
| | | | | | | Sun 15 |
| | | | | | | Moon 3 - Phase 2 |
| | | | | | | 3rd Phase |
| Tuesday, April 21, 2015 | 12:21PM – 1:53PM | Gulika | Yama | Rahu | | Krittika Until 2:16PM |
| | 9:17AM – 10:49AM | | | | | Kruttika Until 2:16PM |
| | 3:24PM – 4:56PM | | | | | Saubhagya Until 1:02AM Wed |
| | | | | | | Tatila Until 8:30AM |
| | | | | | | Tritiya Until 7:36PM |
| | | | | | | Vaisaka-Chaitra |
| | | | | | | Sivaloka Day |
| | | | | | | Brunei Sutra 9 |
| | | | | | | Marmatha 5117 |
| | | | | | | Sun 16 |
| | | | | | | Moon 3 - Phase 2 |
| | | | | | | 3rd Phase |
| Wednesday, April 22, 2015 | 10:49AM – 12:21PM | Gulika | Yama | Rahu | | Rohini Until 1:44PM |
| | 7:45AM – 9:17AM | | | | | Rohini Until 1:44PM |
| | 12:21PM – 1:52PM | | | | | Sobhana Until 11:04PM |
| | | | | | | Vanija Until 6:54AM |
| | | | | | | Chaturthi* Until 6:20PM |
| | | | | | | Vaisaka-Chaitra |
| | | | | | | Sivaloka Day |
| | | | | | | Brunei Sutra 10 |
| | | | | | | Marmatha 5117 |
| | | | | | | Sun 17 |
| | | | | | | Moon 3 - Phase 2 |
| | | | | | | 3rd Phase |
| Thursday, April 23, 2015 | 9:17AM – 10:49AM | Gulika | Yama | Rahu | | Mrigashira Until 1:47PM |
| | 6:13AM – 7:45AM | | | | | Mrigashira Until 1:47PM |
| | 1:52PM – 3:24PM | | | | | Athiganda* Until 9:42PM |
| | | | | | | Bava Until 6:01AM |
| | | | | | | Panchami Until 5:50PM |
| | | | | | | Vaisaka-Chaitra |
| | | | | | | Sivaloka Day |
| | | | | | | Brunei Sutra 11 |
| | | | | | | Marmatha 5117 |
| | | | | | | Sun 18 |
| | | | | | | Moon 3 - Phase 2 |
| | | | | | | 3rd Phase |
| Friday, April 24, 2015 | 7:45AM – 9:17AM | Gulika | Yama | Rahu | | Adrta Until 2:26PM |
| | 3:24PM – 4:56PM | | | | | Adrta Until 2:26PM |
| | 10:48AM – 12:20PM | | | | | Sukarma Until 8:58PM |
| | | | | | | Tatila Until 6:08PM |
| | | | | | | Shashhti* Until 6:08PM |
| | | | | | | Vaisaka-Chaitra |
| | | | | | | Sivaloka Day |
| | | | | | | Brunei Sutra 12 |
| | | | | | | Marmatha 5117 |
| | | | | | | Sun 19 |
| | | | | | | Moon 3 - Phase 2 |
| | | | | | | 3rd Phase |
| Saturday, April 25, 2015 | 6:13AM – 7:44AM | Gulika | Yama | Rahu | | Punarvasu Until 4:10PM |
| | 1:52PM – 3:24PM | | | | | Dhriti Until 8:50PM |
| | 9:16AM – 10:48AM | | | | | Gara Until 6:35AM |
| | | | | | | Saptami Until 7:10PM |
| | | | | | | Vaisaka-Chaitra |
| | | | | | | Sivaloka Day |
| | | | | | | Brunei Sutra 13 |
| | | | | | | Marmatha 5117 |
| | | | | | | Sun 20 |
| | | | | | | Moon 3 - Phase 2 |
| | | | | | | 3rd Phase |
| Sunday, April 26, 2015 | 3:24PM – 4:56PM | Gulika | Yama | Rahu | | Pushya Until 6:23PM |
| | 12:20PM – 1:52PM | | | | | Shula* Until 9:10PM |
| | 4:56PM – 6:27PM | | | | | Visiti Until 7:58AM |
| | | | | | | Ashtami* Until 8:52PM |
| | | | | | | Vaisaka-Chaitra |
| | | | | | | Sivaloka Day |
| | | | | | | Brunei Sutra 14 |
| | | | | | | Marmatha 5117 |
| | | | | | | Sun 21 |
| | | | | | | Moon 3 - Phase 2 |
| | | | | | | Ashtami |
| Monday, April 27, 2015 | 1:52PM – 3:24PM | Gulika | Yama | Rahu | | Ashlesha* Until 8:55PM |
| | 10:46AM – 12:20PM | | | | | Ganda* Until 9:54PM |
| | 7:44AM – 9:16AM | | | | | Balava Until 9:57AM |
| | | | | | | Navami* Until 11:05PM |
| | | | | | | Vaisaka-Chaitra |
| | | | | | | Sivaloka Day |
| | | | | | | Brunei Sutra 15 |
| | | | | | | Marmatha 5117 |
| | | | | | | Sun 22 |
| | | | | | | Moon 3 - Phase 2 |
| | | | | | | Navami |
Pursuit of the duties of the stage of life to which each one belongs—that, verily, is the rule! Others are like branches of a stem. With this, one tends upwards; otherwise, downwards. Krishna Yajur Veda
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Encyclopedia of Animal Behavior
Volume 2: D–P
Edited by
Marc Bekoff
Foreword by
Jane Goodall
GREENWOOD PRESS
Westport, Connecticut • London
Learning
Social Learning
Imitative and Nonimitative Social Learning
Behavioral scientists with an interest in animal social learning have been concerned with one of two quite different issues. Many psychologists and primatologists who study social learning want to know whether animals, other than humans, can imitate, can learn to do an act simply by watching another perform that act.
On the other hand, most biologists who study social learning are more interested in discovering how interaction with others contributes to development of adaptive patterns of behavior in animals living in natural circumstances. Such researchers are usually not too concerned with whether the social learning that facilitates development of adaptive behavior is truly imitative or results from a nonimitative form of social learning.
An animal watching another behave can learn several quite different things. The observer can learn about the behavior of its model, about aspects of the environment that would otherwise be hidden from it, or that the environment can be changed in some way. For example, one chimpanzee might learn from watching another use a stick to pry open a termite mound and eat termites that there is food inside termite mounds. Alternatively, the observing chimpanzee might learn that sticks can be used to break into termite mounds. Or, the observer might learn to insert a stick into a termite mound and apply a prying motion. Only, as in the last case, when the observer learns directly about the behavior of its model, is the learning referred to as *imitative*. Learning about the environment or about possible effects of manipulating the environment is conventionally described as *nonimitative*.
Why is imitation considered special? Because often an observer cannot see its own movements when it imitates the movements of another. For example, if I see you bow and then bow myself, there is no way I can imitate your bow by directly matching what I see when I bow with what I saw when you bowed. Consequently, imitation seems often to require that an observer match signals produced by movement of its own body (*proprioceptive signals*) with representations in memory of visual images of movements made by another. Such *cross-modality matching*, that is, matching proprioceptive signals to visual signals, would seem to require considerable cognitive sophistication. It is this potential sophistication in manipulation of representations that has captured the interest of scientists for more than 100 years. There has been considerable progress. For example, structures in the brains of both humans and monkeys have been discovered recently that respond similarly both to seeing an act performed and to performing the act oneself. These *mirror-image neurons*, as they are called, may provide an important first clue as to how imitation is possible.
Nonimitative Social Learning
Nonimitative social learning, which is the focus of this article, is so common in animals and involves so many different types of interaction between a model and a social learner that an entire book devoted to the topic would be needed for a comprehensive review. We have space here to mention only a few examples out of many hundreds of instances of nonimitative social learning now known from the study of animals from insects to primates.
Nonimitative Social Learning in Rats
Following is a detailed discussion of a single example: nonimitative social learning of food preferences in rats (animals often used as subjects in laboratory studies of behavioral development) as a typical case of social nonimitative social learning.
Food choices of rats. It is well established that young rats tend to eat the same foods that adult members of their colony have learned to eat, and considerable effort has gone into describing the ways in which interactions between adult rats and their maturing young result in their having similar food preferences. Results of these efforts have revealed a range of social interactions occurring at various stages in development that are important in transmission of food preferences from one generation to the next (vertical transmission).
The milk of a nursing mother rat (or human) contains flavors reflecting the taste of the diet she has been eating. These flavor cues allow her suckling young to learn what foods she has been eating. Young rats choosing their first meals of solid food prefer foods with flavors they have experienced previously in their mother's milk.
When young rats leave the safety of their burrow to seek food in the outside world for the first time, they look for adults, approach them and, if the adults are feeding, eat where the adults are eating in preference to other potential feeding sites. The young often crawl under the body of a feeding adult and emerge right under the adult's chin to eat. So the feeding behavior of young rats can be directed toward specific foods by a feeding adult. Wild rats are hesitant to eat any foods they haven't previously eaten (that is why rats are so difficult to control with poison baits), and once a young rat has been introduced to a food by interaction with adults, many days or weeks may pass before it samples other foods.
As adults eat a food, they mark both the food itself and the area around it with residual chemical cues that are attractive to their young, and young rats prefer marked foods and feeding sites to unmarked alternatives. Further, adults returning from a feeding site to their burrow deposit scent trails leading to the place where they have eaten, and their young will follow such trails from the burrow to food.
Adult rats are also amazingly tolerant of attempts by their young to steal food while the adults are eating it, and young rats subsequently prefer a food they have taken from an adult's mouth to other foods they have eaten.
Last, but not least, after a rat (an observer) interacts with another rat that has recently eaten some food (a demonstrator), the observer has a greatly enhanced preference for whatever food its demonstrator ate. Observer rats smell the food that a demonstrator has eaten on the demonstrator's breath, and experience of the scent of a food together with a chemical product induced by the demonstrator causes the observer to have an increased preference for the food that its demonstrator ate. Such socially induced food preferences are very powerful. They can last for weeks, and even cause observer rats that have interacted with a demonstrator rat fed foods laced with pepper (that rats normally avoid eating) to prefer pepper-flavored food.
Social influences of a sort can also determine how rats eat. In much of the world, pine forests are inhabited by squirrels that live on pine seeds that they remove from the pinecones.
that grow everywhere in the forest. However, there are no squirrels in Israel, and rats living there have occupied the ecological niche that squirrels fill elsewhere.
Extracting pine seeds from pinecones is not easy for rats. To recover more energy from the pine seeds than is used to extract them from under the tough, non-nutritious scales that protect them, rats must use a rather special technique that takes advantage of the structure of pinecones. The scales surrounding the base of a cone must first be removed. Then, the spiral of scales that circle the pinecone's shaft from its base to its tip must be removed one after another in sequence.
Studies in captivity of several hundred rats taken from areas in Israel other than pine forests revealed that only a handful ever learned for themselves to use the spiral pattern of scale removal that permits a rat to maintain itself on a diet of pine seeds and water. Most rats taken from outside of pine forests either ignored pinecones or gnawed on them in ways that produced few seeds in return for much work.
On the other hand, all rats captured in pine forests knew how to extract seeds from pinecones efficiently, and so did rats that were taken as infants from mothers living outside pine forests and given to mothers who knew how to open pine cones and were living on a diet of pine cones and water. Further studies revealed that young rats allowed to finish stripping scales from pinecones started appropriately by an adult rat became efficient exploiters of pinecones, and so did young rats given pinecones a human had stripped of scales, mimicking the early stages of scale removal used by successful adult rats.
Social learning by rats of the efficient method of opening pinecones is particularly interesting because here social learning opened a new ecological niche to a species, allowing rats to thrive in a portion of the environment that was otherwise closed to them.
**More Examples of Nonimitative Social Learning**
As we have seen, rats can learn socially by nonimitative means what to eat, where to eat, and how to eat difficult foods. Of course, animals other than rats also use nonimitative social learning to increase the efficiency with which they learn to exploit resources. Perhaps surprisingly, honeybees are among the most sophisticated social learners on our planet. Like the rats discussed above, honeybees have several ways to communicate about foods. A successful forager that has returned to its hive with a load of nectar performs a dance on the honeycomb within the hive. The dance provides fellow foragers with information as to the direction and distance to the place where the returning forager has gotten the nectar it is carrying as well as its sugar content. Bees also mark rich food sources with a scent that is attractive to their fellows and carry food odors back to the hive on their bodies that other foragers can use to identify the place where the returning forager has been feeding.
Birds can use the behavior of others not only to locate potentially profitable places to feed and to select appropriate items to ingest, but also to decide when food in an area has been exhausted, and it is time to move on to forage. Fish
also often feed socially, as do insect-eating bats, though relatively little is known of the details of their social feeding.
Animals learn about many things other than food by interacting with their fellows. Naive young monkeys, blackbirds and kangaroos have been shown to learn to identify potential predators by watching the responses of knowledgeable individuals to potentially dangerous objects. Both female birds and female fish learn about the desirability of potential mates by watching other females of their species choose a partner, and male birds and fish can appraise the fighting ability of potential opponents by "eavesdropping" on them while they engage in aggressive interactions with others.
The list of behaviors that have been demonstrated to result from nonimitative social learning is long and growing. And, as anyone who regularly watches nature shows on television surely knows, the list of behaviors of animals—from chimpanzees, using twigs to fish for termites, to dolphins, holding sponges in their mouths while feeding—that might be acquired by interaction with others is even longer.
**Why Learn Socially?**
There are three ways that animals can develop adaptive behavioral repertoires. First, their behavioral development may be highly constrained so that behaviors that are typical of a species (i.e., instincts) develop in essentially any environment. Second, an individual may learn to behave appropriately from trial-and-error interactions with its physical environment, and third, an animal may learn socially, through interaction with others of its species.
Within an individual's life span, instincts cannot change in response to changing conditions. Trial-and-error learning can track environmental changes, but is relatively time-consuming, and as its name implies, involves making mistakes that may be life threatening. An animal whose individual learning about the environment is biased by interaction with others of its species enjoys the best of two worlds. Such an animal can respond adaptively to the environment in which it matures without incurring all the costs associated with learning independently about what works and what doesn't work. Learning by interacting with more knowledgeable others should be advantageous in many circumstances.
Learning by imitation appears to require neuronal systems that are probably expensive both to construct and to maintain. Consequently, animals that can learn socially by nonimitative means may be able to realize the benefits of social learning without incurring costs associated with building and maintaining a nervous system able to learning by imitation.
*See also* Behavioral Plasticity
Communication—*Honeybee Dance Language*
Learning—*Insight*
Learning—*Social Learning and Intelligence in Primates*
Social Organization—*Social Knowledge in Wild Bonnet Macaques*
**Further Resources**
Galef, B. G., Jr. 1996. *Social influences on food preferences and feeding behaviors of vertebrates*. In: *Why We Eat What We Eat* (Ed. by E. D. Capaldi), pp. 207–231. Washington, D.C.: American Psychological Association.
Learning
Social Learning and Intelligence in Primates
Our quest to understand human origins encompasses a long-standing interest in the roots of human intelligence. Humans are set apart from other animals for their high level of cognitive functioning, particularly evident in their dealings with their social world. Notably, humans are specialized in forging and handling complex social relationships, predicting and manipulating the behavior of others, and maintaining social balance and group cohesion. In addition, humans have perfected means of communicating about themselves and others (i.e., by using language). Lastly, humans form mental representations of themselves and others, and are able to reflect on their own mental states (e.g., desires, fears) as well as those of others (i.e., through mind reading and empathy). To better understand the evolution of human cognition, anthropologists have adopted the classic comparative approach, turning their attention to the cognitive skills of other anthropoid primates, such as monkeys and apes. By relating the variation in mental abilities present across species to generalized patterns of morphology, ecology, or behavior, primatologists have formulated several hypotheses to account for the seemingly exceptional cognitive abilities of primates. This discussion presents the major candidates, focusing on the Social Intelligence Hypothesis, which postulates that cognition evolved in response to the demands imposed by the animal's social environment.
Despite surprisingly little evidence to support the assumption that cognitive capacities and brain size are linked, primate intelligence traditionally has been attributed to a relatively large brain. The degree of "encephalization" (the proportional size of the brain relative to some other body measure) provides a gauge of the expected brain size for any given body size, and primate quotients exceed those predicted for their body size. More specifically, primate cognitive capacities have been ascribed to structural reorganization of the brain, for instance, through greater investment by anthropoid primates in the visual system (as opposed to the olfactory system). Some researchers also have proposed that human cognition and language result from delayed maturation of the brain; however, the comparably slow developmental trajectory of newborn great apes suggests that the extent of human brain immaturity at birth and subsequent developmental delay has been exaggerated. Nevertheless, if factors such as brain size or organization account for human intelligence, it still leaves open the question of why these changes in the brain occurred.
Because increasing brain size also correlates positively with certain life history variables, such as an extended period of infant dependency, delayed sexual maturity (or increased juvenility), and longevity, other theorists have proposed that primates can achieve greater cognitive feats because of their slower progression through longer life stages. In other words, young animals have more supervised time at the bosom of their social group and under the tutelage of older family members, which provides the necessary circumstances for them to learn difficult skills. | <urn:uuid:4ed071c0-ff87-457c-afad-2459704b4c85> | CC-MAIN-2017-17 | http://static1.1.sqspcdn.com/static/f/1329369/17269624/1332457451237/encyc+animal+behav+social+learning.pdf?token=4JrqwktpnQEb1HmBIvw0lFA7fMQ%3D | 2017-04-29T09:29:39Z | crawl-data/CC-MAIN-2017-17/segments/1492917123484.45/warc/CC-MAIN-20170423031203-00310-ip-10-145-167-34.ec2.internal.warc.gz | 361,820,345 | 3,121 | eng_Latn | eng_Latn | 0.942404 | eng_Latn | 0.998141 | [
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Healthy Ways to De-Stress
- **Try Progressive Relaxation.** All the way from fingers to toes—tense and then release each muscle group in the body.
- **Try Yoga.**
- **Meditate.**
- **Breathe Deep.** Taking a deep breath has been shown to lower cortisol levels, which can help reduce stress and anxiety.
- **Try Aromatherapy.** Certain aromas (like lavender) have been shown to reduce stress levels.
- **Listen to Music.** Research points to multiple ways in which music can help relieve stress.
- **Laugh It Off.** Laughter can reduce the physical effects of stress (like fatigue) on the body.
- **Drink Tea.** One study found that drinking black tea leads to lower post-stress cortisol levels and greater feelings of relaxation.
- **Exercise.** That post-exercise endorphin rush is one way to sharply cut stress.
- **Try Guided Visualization.** Visualizing a calm or peaceful scene may help reduce stress and ease anxiety.
- **Chew Gum.** Studies suggest the act of chewing gum can reduce cortisol levels, helping to alleviate stress.
- **Get a Massage.** Studies suggest massage may be beneficial for fighting stress. It may also help improve body image.
- **Try Self-hypnosis.** Research suggests hypnosis can help reduce anxiety. Plus, it’s a great self-mediated technique for stress-relief.
- **Talk About Sex, Baby.** Studies have shown sex can actually decrease the physical symptoms of stress, like lowering blood pressure. It burns calories too!
- **Take a nap.** Napping has been shown to reduce cortisol levels.
- **Hug it out.** Hugging may actually reduce blood pressure and stress levels in adults.
- **Hang with your pet.**
- **Do an art project.**
- **Write it out.** Keeping a journal may be one way to effectively relieve stress-related symptoms due to its meditative and reflective effects.
- **Take a walk.** Try not to rush, and take whatever pace feels most natural.
---
**Mindfulness Meditation Techniques**
Mindfulness simply means to be aware of what is happening in the present moment...
1. Adjust your position so that it is symmetrical, upright, and open, and a little uncomfortable (if you’re too comfy you could fall asleep).
2. Close your eyes and gently focus your attention on the space in front of them, between your eyebrows.
3. Concentrate on and listen to your breathing. Notice the rise and fall of the abdomen on each inhalation and exhalation.
4. Open your awareness to include the sounds around you – outside and inside the room.
5. You’ll find your mind will tend to wander. That’s OK. When it does, just bring your attention back to your breathing and the sounds you hear.
6. Try to sit and keep your mind calm for as long as you can. Start with 20 minutes a day and work yourself up. The more you practice, the longer you will be able to hold this mental focus. | <urn:uuid:3b43c435-7994-4328-a856-f4d487b28a38> | CC-MAIN-2025-05 | https://img1.wsimg.com/blobby/go/5ac37f28-94c2-438f-9c92-37f0c344f45c/downloads/1bt8gljh0_843078.pdf?ver=1631631800610 | 2025-01-14T12:38:14+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362203.87/warc/CC-MAIN-20250114114216-20250114144216-00277.warc.gz | 313,760,377 | 634 | eng_Latn | eng_Latn | 0.998887 | eng_Latn | 0.998887 | [
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1. Mr. Smith has three times as many girls as boys in his class. Ms. Perry has twice as many boys as girls in her class. Mr. Smith has 60 students in his class and Ms. Perry has 45 students. If the classes are combined into one class, the ratio of boys to girls is:
(A) \(3:4\)
(B) \(4:3\)
(C) \(5:4\)
(D) \(4:5\)
(E) \(3:2\)
2. In the diagram, each of the arcs is a semicircle. Of the total area inside the largest semicircle, the fraction that is shaded is:
(A) \(\frac{x}{4}\)
(B) \(\frac{2}{9}\)
(C) \(\frac{1}{3}\)
(D) \(\frac{1}{\pi}\)
(E) \(\frac{4}{9}\)
3. A rhombus is a parallelogram with all sides equal. The rhombus shown has diagonals of lengths 2 units and 6 units. The perimeter of the rhombus is:
(A) 40
(B) \(2\sqrt{10}\)
(C) \(4\sqrt{10}\)
(D) \(4(1 + \sqrt{3})\)
(E) \(8\sqrt{10}\)
4. The sum of the digits in the smallest positive integer that is divisible by 2, 4, 6, 10, 12, and 14 is:
(A) 3
(B) 6
(C) 9
(D) 15
(E) 18
5. Alan has thrown 24 passes and completed 25% of them. Over the rest of the season Alan completes all of his passes and he ends the season with an 80% pass completion record. The total number of passes Alan threw over the season was:
(A) 42
(B) 50
(C) 72
(D) 80
(E) 90
6. Let \(\lfloor n \rfloor\) be the largest prime number less than \(n\) and \(\lceil n \rceil\) be the smallest prime number greater than \(n\). The expression
\[41 + \lfloor 35 \rfloor - \lceil 53 \rceil + \lceil \lfloor 35 \rfloor \rceil\]
equals:
(A) 45
(B) 50
(C) 52
(D) 56
(E) 60
7. A nine-digit integer has each of the digits 1, 2, 3, 4, 5, 6, 7, 8, and 9 appearing exactly once (in some order). The probability that the integer is divisible by 9 is:
(A) \(\frac{1}{9}\)
(B) \(\frac{1}{3}\)
(C) \(\frac{1}{2}\)
(D) \(\frac{2}{3}\)
(E) 1
8. A two-digit integer is divided by the sum of its digits. The largest remainder that can occur is:
(A) 9
(B) 13
(C) 15
(D) 16
(E) 17
9. Three rectangular pieces are removed from the corners of a square piece of cardboard. The perimeter of the remaining portion is 40 cm and the total area of the three rectangles removed is 20 cm$^2$. The area, in cm$^2$, of the remaining piece of cardboard is:
(A) 20
(B) 60
(C) 80
(D) 380
(E) 1580
10. In the diagram, the angle at $A$ is 60° and the radius of the larger circle is 6. The radius of the smaller circle is:
(A) 2
(B) 3
(C) $\frac{3}{2}$
(D) 4
(E) $\sqrt{6}$
11. In the diagram, $ABCD$ is a rectangle, $F$ is the midpoint of side $AB$, and $X$ is on the extension of side $BC$. Further, $AB = \frac{33}{5}$ and $BC = \frac{14}{3}$. The length of the segment $BX$ for which the area of triangle $AFX$ is $\frac{5}{8}$ of the area of the rectangle $ABCD$ is:
(A) $\frac{35}{3}$
(B) $\frac{35}{6}$
(C) $\frac{33}{2}$
(D) $\frac{33}{4}$
(E) $\frac{154}{5}$
12. King Henry took twenty-four of his knights on a hunting expedition. They stayed in one of Henry’s hunting lodges which had nine rooms, three on each side and one central room where Henry slept, as shown. The knights were assigned three to a room, but they were allowed to move among the rooms leaving more or less than three knights to a room, so long as there were always exactly nine knights on each side of the lodge. One night four friends of the knights came to the lodge disguised as knights. That night Henry made the rounds of the lodge and found that there appeared to be nine knights on each side of the lodge. The total number of knights and, possibly, disguised friends in the corner rooms was:
(A) 0
(B) 4
(C) 6
(D) 8
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• Service bureaus and computer systems.
• In-house computer systems.
A good bookkeeping system is essential to run a business profitably. The financial information requirements of the business must be analyzed carefully to determine that the bookkeeping system chosen for your business is appropriate and supplies the necessary information. Where the business is simple, a manual system may be sufficient. Where the business is more complex and, consequently, the business decisions require more extensive financial data, an accountant should be consulted to determine the best system for your business and its needs.
ACRT, Inc., Environmental Specialist
152 East Main Street
P. O. Box 209
Kent, Ohio 44240
Abstracts
New York State Nurseryman Assn. 1986. How to help plants survive a drought. Landscape Contractor. June p18-19.
The simple procedures discussed here will both conserve the existing supplies of water and add new sources at little or no cost. The best technique to conserve moisture in the garden is a three-inch layer of mulch around the base of plants. Mulches protect the soil from direct sunlight and air currents, which helps reduce the amount of water evaporation. In rainy periods, mulching prevents soil erosion and reduces water runoff. Mulches also add to a property's value. Anti-desiccants are products which form a protective coating over the foliage of plants, thereby reducing up to 80% the rate of evapo-transpiration. Wilt-Pruf and Vapor-Guard, two well known products, can be safely used on herbaceous and woody plants or even on turf. Weeds are one of the greatest competitors for moisture in soil. The best weed control is a pre-emergent herbicide combined with a mulch. Plants lose virtually all the water they draw from the soil through their leaf surfaces. To help prevent this loss, prune trees and shrubs to reduce their leaf surface.
Skiera, B. and G. Hennen. 1986. Solving sidewalk problems. Am. Forests 92 (6): 10-14.
The conflict between roots and sidewalks has been going on as long as there have been sidewalks. Most people would agree that both trees and sidewalks are good assets to any community and that neither should be banished for the sake of the other. Fortunately, a little common sense and forethought can prevent battle lines from being drawn in the first place. Most of the people empowered to solve the conflicts between trees and sidewalks know a great deal about concrete and little about trees. In order to reverse this situation, two things are needed: knowledge of trees and sidewalk construction options and the political savvy to apply that wisdom to the problem. Property owners can exert control over trees by preparing for and attending town meetings. Having a professional on hand during construction projects provides another opportunity for homeowners to protect trees. An understanding of soils and root growth is important to proper sidewalk installation. Where soils are predominately clay and the concrete slab is laid directly on the subsoil surface clay, tree roots will intrude at the soil surface directly under the slab. It is only a matter of time before these roots increase in diameter and cause sidewalk heaving. Futile efforts to fit trees into available space are perhaps one of the most costly aspects of urban forestry. Seldom are trees selected for their compatibility with tree-lawn size or with their potential for sidewalk destruction in mind at the time of planting. There is no substitute for the right tree in the right place. | <urn:uuid:b4b25ad4-0e33-4853-836a-cba1fc4c56b8> | CC-MAIN-2023-40 | https://auf.isa-arbor.com/content/isa/13/3/85.full.pdf | 2023-10-04T13:59:29+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233511369.62/warc/CC-MAIN-20231004120203-20231004150203-00447.warc.gz | 129,633,445 | 705 | eng_Latn | eng_Latn | 0.998176 | eng_Latn | 0.998176 | [
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Habenaria
Ha-Ben-AR-ia
Habenaria is a large genus with many charismatic species which produce interesting and often colorful, showy flowers. Though the genus is found in many different environments globally, those most commonly found in collections have similar growth requirements and are generally terrestrial. Species commonly seen in collections include *H. carnea*, *H. rhodocheila*, *H. xanthocheila*, *H. erichmichaelii*, *H. roebbelenii*, *H. medusa* and the varieties and hybrids of these species. This large genus has many charismatic species which produce interesting and often colorful, showy flowers. Though the genus is found in many different environments globally, those most commonly found in collections have similar growth requirements and are generally terrestrial.
**LIGHT** Habenaria are fairly adaptable to light levels and can be grown in a greenhouse, under lights, or outdoors in mild weather and indoors under lights when temperatures drop. Given light levels of 1,000 to 1,500 foot-candles, plants will grow and flower regularly. This level of light can be provided by four 4’ florescent tubes placed 6” to 10” above the top of the foliage. Use of an adjustable chain to hang the lights is beneficial as it can be raised as the plants grow. Lights should be on for 12 to 16 hours a day. In the greenhouse, 70% to 80% shade will provide sufficient light levels. Habenaria will produce more flowers per shoot and produce more shoots more quickly given brighter light - up to Cattleya levels of around 3,000 foot-candles. Habenaria medusa requires greater light than the other listed species to grow vigorously. No light is required while plants are dormant; they may be stored in a completely dark location.
**TEMPERATURE** During the growing season, temperatures should be maintained above 50 F at night and between 65 and 80 F during the day. Circulating air and increased humidity during high temperatures are beneficial. During dormancy, temperatures should be above 50 F. Warmer temperatures during dormancy will expedite the breaking of dormancy and the tuberous roots will desiccate more quickly.
**WATER** During active growth, water should be liberally applied. Potting mix should be moist but not soggy and dry slightly between watering. Plants should not be subjected to dry potting mix during growth. Depending on humidity and temperature, water should be applied to maintain proper hydration; hotter temperatures require more frequent watering. Avoid wetting foliage or allowing water to sit in the center of the growth. Apply water to the potting mix either from the top or from below by setting in a tray of water. Never leave the plant standing in water. Care should be taken as growth resumes in spring and as plants enter dormancy in fall that the potting mix does not stay soggy. During dormancy, water should be completely withheld.
**HUMIDITY** Humidity is best maintained between 50% and 80%. Humidity during dormancy is not critical, though tuberous roots should be monitored by gently tapping out of the container. If they become shriveled, humidity may be a little low and increasing it may be beneficial.
**FERTILIZE** During active growth, fertilizer should be applied regularly following the adage “weakly weekly.” A water-soluble fertilizer is easily included in the irrigation water once a week. At higher temperatures and light levels requirement for mineral nutrients increases and better performance may be achieved with by increasing frequency of fertilizer application.
**POTTING** Potting mix should retain moisture but allow for sufficient air (oxygen) at the roots. A mix should provide moisture retention and maintain air space. Combinations of sphagnum moss, perlite, charcoal and bark work well.
Select a pot that is only large enough to accommodate one season’s growth. Plastic or clay containers will work, though watering frequency will vary; plants potted in clay will dry more quickly at the roots than in plastic. A deep container which allows space for the downward growth of the new tuberous root is preferred to shallow containers.
Repotting should occur just as growth resumes but before new shoots are too large and easily damaged. Annual repotting is recommended. Repot into moist potting mix and withhold water until the new growth reaches 1” to 2”.
Following dormancy, the tuberous roots are best left undisturbed in their containers and stored dry until being repotted in late winter or early spring as growth resumes.
The American Orchid Society is the world's leading provider of information about and related to orchids. We invite you to join us and learn about the world's most fascinating flowers and plants. Your membership entitles you to our monthly award-winning magazine, *Orchids*, 10 percent discount on items purchased at the AOS online store, free and discounted admission to more than 200 botanical gardens and arboreta and exclusive members only online content.
American Orchid Society
At Fairchild Tropical Botanic Garden
10901 Old Cutler Road, Coral Gables, FL 33156
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Wyoming County Literacy Facts
♦ 24.4% of the adult population of Wyoming County does not hold a high school diploma or equivalent
♦ 10.9% of Wyoming County’s residents live below the poverty line
♦ According to the National Center for Education Statistics, 13% of adults—**or more than 5,300 people**—in Wyoming County lack basic literacy skills
♦ Only **65%** of residents 16 years of age and older are currently employed
♦ In some Wyoming County school districts, as many as **63%** of children are not fully prepared for Kindergarten, which leads directly to increased dropout rates in high school
The Wyoming Works Learning Center is conveniently located in downtown Warsaw and offers space for many partner agencies to conduct interviews, meetings, and classes for Wyoming County residents.
If your agency is interested in becoming a partner, or would like more information, please contact Karen Six at the Learning Center (585) 786-3890 or email email@example.com.
Wyoming Works Learning Center
29 North Main Street
Warsaw, NY 14569
(585) 786-3890
firstname.lastname@example.org
Sponsored by Literacy West NY, Inc.
The Learning Center is funded by the New York Department of Education as a designated Literacy Zone Site.
Do you...
...need to improve your skills to get a job?
...want to find services available to help you?
...need help with your computer skills?
Are you...
...looking for a volunteer opportunity?
...ready to prepare for the GED?
Stop by the Wyoming Works Learning Center and Computer Lab!
Wyoming Works is a collaborative effort of more than 70 agencies, organizations, and businesses in Wyoming County dedicated to strengthening the community by developing opportunities for success for individuals and families. The group’s mission is to create partnerships to raise awareness and expand education and workforce opportunities within Wyoming County. Members work together to build relationships that help residents acquire the education and skills they need to get jobs in the 21st century workplace.
Services Available at the Learning Center
- Adult Education Classes
- Facilitated Insurance Enrollment
- Health and Wellness workshops
- Disability Services
- English for Speakers of Other Languages
- Assistance with Entrance Into College and Training Programs
- Transition Services for Those Reentering Society
Services Available Outside the Learning Center
- Community Literacy Projects
- Career Preparation Workshops
- Early Literacy Workshops for Preschoolers
- Character Skill-Building Programs for School-Aged Children
Career Pathways is a result of the collaborative partnership. Everyone who comes to the Learning Center seeking assistance with education and employment is given the tools needed to prepare for not just a job, but a career. Having a career goal and knowing the steps required to achieve that goal helps people gain the skills they need to provide for their families well into the future. | <urn:uuid:0954ad48-efdd-4afe-9992-812db8f9984e> | CC-MAIN-2022-27 | https://nys-education-literacy-zones.org/wp-content/uploads/2014/08/Literacy-West-NY-Inc-Wyoming-brochure.pdf | 2022-06-26T19:44:38+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103271864.14/warc/CC-MAIN-20220626192142-20220626222142-00050.warc.gz | 496,250,193 | 598 | eng_Latn | eng_Latn | 0.995324 | eng_Latn | 0.995624 | [
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Making Sure Green Consumer Claims Are Truthful
Product labels and certifications may suggest protection without standards or disclosure
By Nichelle Harriott and Natalie Lounsbury
Be wary of “green consumer” claims. Growing consumer interest in environmental issues has encouraged many companies to pursue environmentally sound or “green” images. Although there are a growing number of reputable companies, unfortunately, many businesses only change their image and not their product or service! The best defense against false claims is to look at product labels closely and to question salespeople with a critical ear. According to the Federal Trade Commission (FTC), to evaluate environmental claims in advertising and on product labels, look for specific information. Determine whether the claims apply to the product, the packaging, or both.
Examine labels...
Don’t trust the company’s marketing claims. It is important to read product labels and Material Safety Data Sheets (MSDS) and find out the ingredients being used. The ingredients speak for themselves. If you are unsure about one or more ingredients, or do not understand the label, you may wish to research them either on the internet, at the local library or by contacting a group knowledgeable about that type of product, such as Beyond Pesticides (email@example.com, 202-543-5450).
Question service people...
When a service provider asserts that he or she has an alternative lawn or indoor pest control service, find out the specifics of their program – an integrated pest management program is only as good as the principles of the person providing it. Here are some points to keep in mind:
1. What products do they consider acceptable?
2. Do they monitor regularly for pests (good) or spray on a schedule (bad)?
3. Do they attempt to determine the cause of the pest problem and fix it (good) or do they treat the symptoms - current pest infestation –only (bad)?
4. Do they keep records of their monitoring results?
5. What training do they have and are they knowledgeable in alternative services?
6. Is most of their business in chemically-based programs or alternative practices and products?
7. If they provide both chemicals and alternatives, do the various applicators use different trucks and equipment, or are they spraying your lawn with soap from a spray tank that recently carried a toxic pesticide?
By asking tough questions, you can begin to separate the real and false claims, becoming a more sophisticated green consumer.
What to look for in a meaningful label...
The best claims/labels are those that have been certified by an independent organization, like the USDA organic certification. These organizations use established criteria to verify that a product meets a set of meaningful and consistent standards for environmental protection and/or social justice. See Table 1 for a comparison of common “eco-labels.”
Table 1. A Comparison of Common “Eco-Labels.”
| Label | Description | Synthetic pesticide use prohibited | Synthetic fertilizer use prohibited | Independent verification | Standards publicly available | Developed with public input |
|------------------------|-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|------------------------------------|-------------------------------------|--------------------------|------------------------------|-------------------------------|
| USDA Organic | Products follow National Organic Standards for growing and processing, implemented by U.S. Department of Agriculture in 2002. | Yes | Yes | Yes | Yes | Yes |
| Protected Harvest | Products grown with “BioIPM” practices. | No (Least-toxic encouraged) | No | Yes | Yes | Yes |
| Salmon Safe | Products come from farms deemed to use practices not harmful to salmon habitat. Urban campuses can also be certified for adhering to “salmon safe” landscape management practices. | No (list of prohibited substances, but may be waived) | No | Yes | Yes | No |
| NutriClean | Products tested for pesticide residues, but often the NutriClean allowable residues are no more stringent than the EPA’s allowable levels. | No | No | Yes | Yes | No |
| Rainforest Alliance | Products grown using “environmentally responsible management practices” including integrated pest and disease management practices, soil and water conservation, fair labor treatment practices and good community relations. | No (list of prohibited pesticides) | No | Yes | Yes | Yes |
| The Food Alliance | Products must be grown or processed with fair working conditions, humane care of livestock, reduced pesticide use, soil and water conservation methods, and wildlife habitat protection. | No (list of prohibited pesticides) | No | Yes | Yes | No |
| Earth Friendly Farm Friendly | Dairy products produced by cows that have very few restrictions. Pesticides, hormones, and antibiotics encourage to increase production. | No (pesticide use encouraged) | No | No | Yes | No |
Portions of the table above are adapted from Consumers Union’s Eco-Labels Center, www.greenerchoices.org/eco-labels.
Do your own research...
Investigate the toxicity and environmental effects of each ingredient and decide whether you think the product is environmentally sound. Keep in mind that a toxic material may have environmental impacts because of its production, transport, use and disposal. Also, label statements about toxicity generally refer only to acute or immediate toxicity, but say nothing of chronic or long-term effects like cancer, birth defects, sterility, miscarriage, or other permanent and debilitating effects.
Information on Common Marketing Claims
I. Environmentally Safe/ Environmentally Friendly/ Eco-Safe
There is currently no standard definition for these terms. There is no organization that certifies or verifies these claims and they can therefore offer little information of value. According to the FTC, these claims, or labels that contain environmental seals, are not very meaningful because (1) all products, packaging and services have some environmental impact, although some may have less than others; (2) these claims alone do not provide the specific information needed to compare products, packaging, or services on their environmental merits. The FTC recommends looking at labels that give some substance to the claim, like additional information that explains why the product is environmentally friendly or has earned a special seal.
II. Antibacterial
Used mostly on household products that claim to protect against bacteria and other microorganisms. Such claims are illegal unless the product is registered with the EPA, or are personal care products labeled in accordance with FDA labeling requirements. Check for an EPA registration number on the label. If, however, the claim only applies to protecting the product itself from damage by bacteria and not to provide additional health benefits, it can be exempt from EPA’s full review (a health protection claim on a pesticide product requires a review of product efficacy and additional safety reviews), but, clarifying statements must be placed on the label, for example, “This product contains a preservative (e.g., fungicide or insecticide) built-in or applied as a coating only to protect the product.”
III. Organic
Organic farming does not permit the use of synthetic chemical pesticides and fertilizers, genetically engineered seeds, antibiotics, sewage sludge, irradiation and other practices. It also conserves natural resources by recycling natural materials and it encourages an abundance of species living in balanced, harmonious ecosystems. Like farming operations, processors must be certified. The U.S. Department of Agriculture (USDA) set national standards for food and fibers labeled “organic,” whether they are grown in the United States or imported from other countries. In order for an agricultural product to be labeled organic, an official USDA accredited certifier annually inspects the farm where the food or fiber is grown.
Processed food labeled organic may contain some portion of synthetic or chemically-grown ingredients (up to 5 percent) if their organically grown counterparts are not commercially available. The “USDA Organic” seal may be used only on products that are “100% organic,” and “organic” (meaning 95-99% organic ingredients. Products labeled as “made with organic ingredients” must contain at least 70% organic ingredients and may display the certifier’s logo but not the USDA organic logo.
Only products with a USDA Organic seal and those certified by an
Animal Welfare
Both agricultural and cosmetic products are under scrutiny for animal welfare practices. For agricultural standards, there are many claims such as “free-range,” “hormone-free,” and certifications such as Certified Humane Raised and Handled, and USDA Organic. For cosmetics, there are claims such as “cruelty-free” and certifications such as the Corporate Standard for Compassion for Animals. There are also labels such as Certified Vegan. Some of these labels, such as “cruelty-free” and “free-range” are practically meaningless and generally unverifiable (free-range simply means the animals have been allowed access to the outside at some point). Although some certifications provide an element of confidence about animal welfare, the best way to determine if a farm treats its animals in a humane way is to be acquainted with the farm—support local farms where you can see the farming practices. If you choose to eat meat, eggs and dairy products, these are generally products you can purchase locally year round, so it is worth developing a relationship with a local farmer. If you are concerned about the use of animal products (from manure to bloodmeal) on a farm, talk with the farmer, or look for a “veganic” farm.
IV. Natural and Hormone-Free
The “natural” claim is regulated by the USDA when it pertains to meat, but this label has nothing to do with meat production. It simply means that no artificial ingredients have been added to the meat itself. Hormone-free may also be used on a label according to USDA, provided that “sufficient” evidence documents that hormones were not given to the animals. This sufficient evidence does not require third-party verification.
VI. Biodegradable
The biodegradable claim, in some cases, can be misleading and the FTC took action in the early-mid 1990’s against several companies for making unsubstantiated, misleading, and/or deceptive biodegradable claims. It implies that the product will break down to natural materials within a reasonably short time after disposal. The label can have different meanings for different products/ingredients, and there is no organization that certifies or verifies this claim. The FTC’s *Guide for the Use of Environmental Marketing Claims* states that, “Claims of degradability, biodegradability or photodegradability should be qualified to the extent necessary to avoid consumer deception about: (1) the product or package’s ability to degrade in the environment where it is customarily disposed; and (2) the rate and extent of degradation.”
VII. Recycled
The recycled label is used for products that contain used, rebuilt, reconditioned, or remanufactured materials. The label must indicate how much of the product is recycled and the origin of the recycled content. Recycled material may be “post consumer” material, which refers to consumer waste e.g. newspaper, glass, plastic, or “pre-consumer” material, also known as manufacturing/industrial waste.
VIII. Safe/Non-toxic
The safe or non-toxic claim, and other similar statements, when used on pesticide products is false and misleading. Evaluation of all product ingredients is the only way to verify product toxicity. This is often difficult to do since product manufacturers are not required to disclose all their ingredients on product labels.
When it comes to pesticide products, claims as to the safety of the pesticide or its ingredients, including statements such as “safe,” “nonpoisonous,” “noninjurious,” “harmless” or “nontoxic to humans and pets” are also considered false and misleading under the *Federal Insecticide, Fungicide and Rodenticide Act* (FIFRA). Products bearing such claims are in violation of FIFRA guidelines.
*For more information, visit:*
- EPA: [www.epa.gov/pesticides/label](http://www.epa.gov/pesticides/label)
- Consumer Reports: [www.greenerchoices.org/home.cfm](http://www.greenerchoices.org/home.cfm)
- Federal Trade Commission: [www.ftc.gov](http://www.ftc.gov) | <urn:uuid:59343a7b-35aa-4c1e-85a7-c3510221783a> | CC-MAIN-2023-40 | https://www.beyondpesticides.org/assets/media/documents/infoservices/pesticidesandyou/Summer%202008/green-consumer-claims.pdf | 2023-10-04T13:02:16+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233511369.62/warc/CC-MAIN-20231004120203-20231004150203-00437.warc.gz | 706,866,714 | 2,521 | eng_Latn | eng_Latn | 0.934188 | eng_Latn | 0.993188 | [
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LMI monthly puzzle tests started in July 2010 with classic puzzles as Evergreens series. It was soon going to change with many authors coming up with innovative puzzle types in each test. In this test, we rewind and revisit some such memorable puzzles.
This test has 20 puzzles; maximum 2 puzzles selected from each test starting from “Broken Pieces” till “Fillomino Fillia”. Selecting just 2 puzzles was obviously not easy; also representing wide varieties of puzzles was one of the goals.
The remaining puzzle sets will be represented in next years “Best of LMI Puzzle Tests” which will again be authored by one of LMI’s test authors.
Timing
The 20 puzzles are to be solved in 150 minutes.
Bonus points will be given as 8 points per minute saved if all 20 puzzles are submitted correctly.
Points Table
All represented tests except 1 and 2 include “Pair Bonus”. This means bonus points will be awarded, in the case that both puzzles of that test are solved correctly.
| Category | Puzzle | Points |
|---------------------------|-------------------------------|--------|
| Broken pieces | Broken Tapa | 89 |
| Nikoli selection | Suraromu | 14 |
| 20/10 Decathlon | Number Skeleton Extra | 147 |
| | Wacky City | 19 |
| | | 36 |
| FLIP | ESB Flip | 98 |
| | Flip Mirror sums | 30 |
| | | 25 |
| Puzzle and Chess | Tapa Chess | 42 |
| | Penta Chess | 101 |
| | | 26 |
| Puzzle Jackpot | Gapped Kakuro | 84 |
| | Crisscross Crash | 61 |
| | | 20 |
| Melon’s Puzzle Zoo | Yajilin / Akari | 38 |
| | Liar Slitherlink | 83 |
| | | 18 |
| Hybrids | Worm Sudoku | 64 |
| | Sea Battle | 86 |
| | | 21 |
| Twist | L & M & I | 48 |
| | Toroidal Rectangles | 35 |
| | | 13 |
| MAYnipulation | 4X4 Diamonds | 100 |
| | Clone Battle | 33 |
| | | 23 |
| Fillomino Fililia | Even-Odd Fillomino | 97 |
| | Greater-Than Fillomino | 71 |
| | | 28 |
Acknowledgements
Thanks to Horváth Zoltán for test solving the puzzle set.
Thanks to Umit Berkup for creating logo for the test.
Thanks to all the puzzle makers at LMI for making wonderful puzzle tests.
All examples have been used from the instruction booklet of corresponding test.
Fit the pieces, without rotating or reflecting, in the grid and solve the Tapa puzzle.
Paint some cells black to create a continuous wall. Number(s) in a square indicate the length of black cell blocks on its neighbouring cells. If there is more than one number in a cell, there must be at least one white cell between the black cell blocks. No 2X2 square can have all black cells. There is no wall segment on cells containing numbers.
Answer Key: For each marked row, enter the number of cells in the longest continuous horizontal group belonging to the Tapa in that row, starting from the top and continuing to the bottom.
For the example, answer key is : 14
Draw a single closed loop, starting and ending at the numbered circle. The loop travels horizontally or vertically passing through center of white squares. The dotted lines are known as gates. The loop must pass through exactly one square in each gate. The number inside the circle indicates the number of gates. The number inside the black square represents the order in which the loop passes through the gate which touches that black square.
Answer Key: Enter how many times the loop makes a $90^\circ$ turn in each of the marked rows.
For the example, answer key is : 2,0
Enter all the numbers listed to the left of the puzzle into the grid criss-cross style, either reading left-to-right or top-to-bottom. Each number has an extra digit that must be removed before the number can be entered into the grid.
1234 1357 1999 9887
Answer Key: Enter the digits in marked rows / columns
For the example, answer key is: 123, 987
Place the digits 1 to N into each N by N grid so that no digit repeats in any row/column. Digits indicate the height of a building on that cell, and the clue numbers are the number of buildings that can be “seen” (not blocked by a taller building) when viewed from the corresponding direction. Cells are not uniform size and some cells extend into several rows/columns.
Answer Key: Enter the digits in the marked rows/columns.
For the example, answer key is: 1324, 4321
Create a loop through each grid such that every cell contains part of the loop and every other 90 degree turn takes place in a cell with a dark circle. The loop must turn at every dark circle. The grids are missing some circles from the outlined rectangles.
The circles must be found and placed where needed. When complete, the circles in the rectangles will mirror one another.
Answer Key: List the location of the placed circles using the row and column names indicated and ordered alphabetically.
For the example, answer key is :A3C3D2
Flip Mirror sums
Fill both copies of the grid with one of each number to make the given sums. The mirrors are flipped in the grids, but the numbers must be in the same locations.
Answer Key: List the numbers in order from left to right, starting at the top row and moving to the bottom row.
For the example, answer key is: 697812534
Tapa Chess
Apply Tapa rules (See puzzle 1). There is no wall segment on chess pieces. Each chess piece attacks same number of painted cells.
Answer Key: For each marked row, enter the number of cells in the longest continuous horizontal group belonging to the Tapa in that row, starting from the top and continuing to the bottom.
For the example, answer key is: 22
Penta Chess
Place all 12 different pentominoes into the grid. Pentominoes cannot touch each other, even diagonally and they may be rotated and/or mirrored. Each chess piece attacks some pentominoes. The total number of attacked different pentominoes (not cells) for each chess piece is shown next to the grid. Pentominoes cannot be placed to the cells with the chess pieces and in the cells marked with “X”. A pentomino could not cover the another one for queen’s, rook’s or bishop’s movement.
Answer Key: Write the order of pentominoes in the marked rows/columns, from left to right or top to bottom.
For the example, answer key is :TI,NI
Gapped Kakuro
Enter a single digit from 1 to 9 into some of the cells so that the sum of digits in each Across and Down answer equals the value given to the left or above, respectively. No digit may repeat within a single answer. Some cells may remain empty, and empty cells cannot be adjacent.
Answer Key: Enter the digits in marked rows/columns. Enter E for Empty cells
For the example, answer key is :61E324, 89E2EE3
Crisscross Crash
Enter 32 of the 34 given words in the crisscross diagram reading Across or Down, one letter in each cell. When two or more entries share a row or column, each must overlap the next by exactly one letter.
EP
RO
MASS
PAST
SKI N
SPAM
CRAIG
KASPER
SANAT
S E C
K A S P E R O
N A A
M A S S K I N
T T G
Answer Key: Enter the unused words in alphabetical order.
For the example, answer key is: SPAM
Yajilin / Akari
Place lightbulbs in some cells. Each lightbulb illuminates every square in the four compass directions, similar to a rook in chess, up to the edge of the grid or a black cell. All grid squares must be illuminated, but no two lightbulbs can illuminate each other. Then draw a single closed loop of horizontal and vertical segments passing through every square that is not black and does not contain a lightbulb. Some black cells may contain a number and arrow. For these cells, the number tells how many cells in the direction of the arrow are lightbulbs.
Answer Key: Enter the number of lightbulbs in each column from left to right.
For the example, answer key is: 212110
Liar Slitherlink
Draw a single closed loop of horizontal and vertical segments passing through adjacent dots that does not intersect itself. A number tells how many of the four adjacent edges of the square are part of the loop. Ignore the letters for the purposes of solving. Exactly one number in each row and column is false. It is part of solving to determine the liar clues.
Answer Key: For the marked rows/columns, write the lengths of separate cell blocks that are inside the loop.
For the example, answer key is :211,11
Worm Sudoku
Place the digits 1-N once in each row and column. Also draw N worms of size N in the grid. Worms consist of a path or horizontally and vertically adjacent cells from head to tail. All cells are used. Worms can touch themselves. The heads and tails are indicated by the given digits. Each worm contains the digits 1-N exactly once.
Answer Key: Enter the digits in the marked rows / columns
For the example, answer key is :1576234,5623471
**Sea Battle**
Place the given fleet in the grid so that in every row, column and boldly marked area exactly 2 ships appear. Ships don’t touch each other, not even diagonally. Ships may cross over bold lines.
Answer Key: Enter the rows and/or columns where the size 2 and 3 ships lie.
For the example, answer key is: GMR, ALP
---
**L & M & I**
Fill all cells with either L or M or I. All cells with L’s must be connected to each other horizontally or vertically. Similar rule for M’s and I’s. No 2x2 region can contain all same letters.
Answer Key: Enter the number of ‘M’s in each of the marked rows, starting from top to bottom.
For the example, answer key is: 323
**Toroidal Rectangles**
Divide the grid into rectangles so that each rectangle contains exactly one number, and so that each number represents the number of cells of its corresponding rectangle. Some of the rectangles may wrap-around the borders.
| | 6 | | 2 | 8 |
|---|---|---|---|---|
| 5 | | A | | |
| 3 | | 6 | B | |
| | 2 | | | |
| C | D | E | | |
Answer Key: Alphabetically for each letter, enter the digit for the corresponding rectangle.
For the example, answer key is: 66246
---
**4X4 Diamonds**
Locate an equal amount of diamonds in each grid. Among the four grids, each coordinate must contain exactly one diamond. Clues indicate how many (vertical, horizontal and diagonal) neighbouring cells contain a diamond. Cells with clues are empty.
Partial points available in this puzzle. Any one solved grid 25 points, any two grids 60 points.
| | | | |
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Answer Key: For each grid, except bottom right, starting with the top row, enter the number of diamonds in each row.
For the example, answer key is: 0112, 2110, 1102
Clone Battle
Place three (two for the example) stars in every row, column and outlined region. Cells with stars are allowed to touch. Grids have identical solutions.
Answer Key: For each row, enter the column number of the first star in the row. Then for each row, enter the column number of the last star in the row.
For the example, answer key is : 14312,25534
Even-Odd Fillomino
Apply Fillomino rules. Divide the grid squares into polyominoes so that
1. Every number in the grid must be contained in a polyomino containing that quantity of squares.
2. No two polyominoes containing the same quantity of squares may share an edge.
3. A polyomino may contain one, more than one, or none of the numbers originally given.
Additionally, the odd numbers must form a single polyomino, and the even numbers must similarly form a single polyomino.
Answer Key: Enter the unit digits of each cell in the marked rows and columns, from left to right for rows and from top to bottom for columns.
For the example, answer key is : 34818,35538
Apply Fillomino rules. (See previous puzzle)
Additionally, Each “>” sign must point from a larger polyomino to a smaller one.
Answer Key: Enter the unit digits of each cell in the marked rows and columns, from left to right for rows and from top to bottom for columns.
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Before lifting, think about the lift you are about to perform:
1. How am I going to lift the item?
2. How heavy is the item?
3. Where am I taking the item?
4. What hazards may obstruct my travel path?
5. Do I need to use mechanical assistance?
Also, you should always remember to make sure the item is packed correctly and easy to handle. Decide your hand placement prior to lifting the object so you don’t have to change hand positions while holding the item.
Two-person lifting is a great technique for lifting heavy or bulky objects with a difficult shape. However, team lifting does require an immense amount of communication between the people involved.
When you use smart lifting practices like two-person lifting, you are less likely to be injured or suffer from back sprains, muscle pulls, or wrist/elbow injuries. This can easily be caused by lifting a heavy object on your own.
When you lift an object with another person, divide the weight in half. You or the other person needs to be responsible for control during the entire process. This means this one person decides when you lift the object, when you put the object back down and speed of each process. Coordinate as much as possible with the other person. Communication is the most important part of two-person lifting.
Know the correct way to lift the object.
Be aware of stairs or other tripping hazards.
Choose the safest route.
If the load is slippery or wet, make sure it is dry before picking it up.
Use a sturdy ladder and other safe platforms to reach for objects out of your reach.
Concentrate on your actions while lifting the object – becoming distracted will be dangerous and can result in a serious injury.
Choose lightweight tools that will help you reach for a load.
The 6 L’s Lifting
1. **LOAD**
- Check the object for uneven weight or weird bulkiness. If you do find any uneven weight placement, make sure you plan the way you would like to lift the object before you attempt to so.
2. **LEGS**
- Your leg muscles should be primarily used to lift an object. Bend at the knees as you prepare to lift the object, don’t bend down with your back.
3. **LOWER BACK**
- Maintain a hollow point in your lower back to keep your back straight. Don’t slouch in any way.
4. **LUNGS**
- Take a deep breath before you lift and tighten your abdominal muscles.
5. **LEVER ARM**
- The closer the load is placed to your body, the less it weighs. You can thank physics for that!
6. **LOOK UP**
- Look up right before you lift the object. This will keep your back aligned properly.
*Wear your Personal Protective Equipment* gloves, high visibility safety vest, safety glasses, safety boots, hearing protection, head protection, dust masks and respirators, harnesses and lanyards, work clothes
*REQUIRED AT ALL DUMPS*
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1] In the late 1700s the German astronomer Johann Bode published a book whose title translates (i'm told) to “Manual for Knowing the Starry Sky”. He had a formula in it that he attributed to an earlier astronomer, Johann Titius. It seemed to predict where the orbits of the planets after Mercury should lie. If we number the planets by $n$, where Mercury is the first planet ($n = 1$), Venus the second ($n = 2$), etc., then the formula is
$$0.4 + \left(\frac{3}{40}\right) \times 2^n$$
where the 0.4 is taken from the Sun-Mercury distance. This is called the Bode-Titius Rule. Calculate the predicted distances from this rule and complete the following table. (The “S-m (AU)” column is the known distance.)
| Planet | n | S-m (AU) | BT Rule |
|--------|---|----------|---------|
| Mercury| 1 | 0.39 | .4 |
| Venus | 2 | 0.72 | |
| Earth | 3 | 1.0 | |
| Mars | 4 | 1.5 | |
| ??? | 5 | ??? | |
| Jupiter| 6 | 5.2 | |
| Saturn | 7 | 9.5 | |
| Uranus | 8 | 19.2 | |
| Neptune| 9 | 30.1 | |
The line with the question marks in it was a puzzle for Bode. He said “After Mars there follows a space ... in which no planet has yet been seen. Can one believe that the Founder of the universe had left this space empty?” What do we now think this space represents? Is there a significant disagreement with the predicted and the known distances anywhere else on the table?
Translate the column heading “S-m (AU)” above into plain English (see HW3).
2] The title of a scientific paper says “A lower limit of 9.5 Gyr on the age of the Galactic disk.” Translate this into plain English.
3] What are the reasons to believe in the theory that our solar-system formed out of a giant dust and gas cloud?
4] Which of the planets are likely to have hard surfaces?
5] The earth is the only planet that can support life because it is the only one with an atmosphere. True or false? Why?
6] Which of these is the best estimate we now have of the number of possible solar systems in the Universe: 0, 1, a million, a billion, a billion-billion? Why?
7] Have we sent missions to explore the outermost parts of the solar system? How were the fuel considerations dealt with? | <urn:uuid:c50578ff-a451-4b66-b1d9-f69d77969850> | CC-MAIN-2019-09 | http://arvind-borde.org/courses/ast9/Ast9HW7.pdf | 2019-02-22T12:15:12Z | crawl-data/CC-MAIN-2019-09/segments/1550247517815.83/warc/CC-MAIN-20190222114817-20190222140817-00297.warc.gz | 22,146,460 | 601 | eng_Latn | eng_Latn | 0.998656 | eng_Latn | 0.998656 | [
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S308: Communicate in a business environment
Overview: Communicate in writing and verbally in a business environment.
Links: All categories
Specific skills:
- Analysing
- Communicating
- Organising
- Planning
Performance Indicators
Plan communication
1. Identify the purpose of the communication, the audience and the outcomes to be achieved
2. Decide which method of communication to use
Communicate in writing
3. Identify sources of information that support the purpose of the communication
4. Select information that supports the purpose of the communication
5. Present the information using a format, layout, style and house style that is appropriate to the subject matter, work situation and communication channel
6. Use language that is appropriate to the audience and the purpose of the communication
7. Organise, structure and present information to suit different audiences
8. Select and read written material that contains information that is needed
9. Identify and extract the main points needed from written material
10. Use accurate grammar, punctuation and spelling to make sure that meaning is clear
11. Proofread or check work and make any necessary amendments
12. Evaluate written material to identify how well it met its purpose
13. Produce the communication to meet deadlines recognising the difference between what is important and what is urgent
14. Keep a file copy of all communication
Communicate verbally
15. Present information and ideas clearly to others
16. Make contributions to discussions that suit the audience, purpose and situation
17. Use appropriate body language and voice tone
18. Listen actively to information that other people are communicating and respond appropriately
19. Ask relevant questions to clarify anything not understood
20. Summarise the communication with the person/people being communicated with to make sure the correct meaning has been understood
After communication
21. Seek feedback on whether the communication achieved its purpose
22. Reflect on outcomes of communication and
Knowledge & Understanding
Plan communication
A. The reasons for identifying the purpose of communication, the audience and the outcomes to be achieved
B. Methods of communication and situations in which to use them
Communicate in writing
C. Relevant sources of information
D. The principles of ‘netiquette’ in electronic communications
E. How to use language appropriate to the audience and the purpose of the communication
F. How to organise, structure and present information to different audiences
G. How to check the accuracy of the information
H. How to use grammar, punctuation and spelling accurately
I. How to write in Plain English
J. The reasons for proofreading or checking work
K. How to recognise when work is urgent or important
L. The organisation’s procedures for filing written work
Communicate verbally
M. How to present information and ideas clearly
N. Ways of contributing to discussions to achieve objectives and how to adapt contributions to suit different audiences, purposes and situations
O. How to use and interpret body language and tone of voice
P. Methods of active listening
Q. The reasons for summarising communication
After communication
R. How to seek feedback on whether the communication achieved its purpose
S. The benefits of reflecting on the outcomes of communication and of identifying ways to further develop communication skills
identify ways to develop communication skills further | <urn:uuid:6196c643-8145-4bd6-8bc8-85540228deb4> | CC-MAIN-2019-09 | https://www.sqa.org.uk/sqa/files_ccc/S308.pdf | 2019-02-22T12:29:17Z | crawl-data/CC-MAIN-2019-09/segments/1550247517815.83/warc/CC-MAIN-20190222114817-20190222140817-00297.warc.gz | 945,543,780 | 664 | eng_Latn | eng_Latn | 0.985716 | eng_Latn | 0.985729 | [
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THE BATTLE-FIELDS.
OUR SOLDIERS TALK OVER ARMY EXPERIENCES.
The Blue and the Gray. Private James H. Smith, of the 1st Maine Heavy Artillery, was captured at the Battle of Camp Morton and has been in the hands of the enemy for some time. He is now a prisoner of war in the Confederate States.
Private Smith was captured on the morning of the battle, when he was with his company in the trenches near the camp. The Confederates had been advancing steadily towards the camp, and the Union troops were forced to retreat. Private Smith was one of the last to leave the trenches, and he was captured by a group of Confederates who had surrounded him.
Private Smith was taken prisoner and was marched to the rear of the Confederate lines. He was then placed in a wagon and taken to a prison camp. He was held there for several days before being released.
Private Smith's experiences in the army have been interesting. He has seen many battles and has fought in several engagements. He has also been wounded several times during his service.
Private Smith is now a prisoner of war in the Confederate States. He is hoping that he will be able to return home soon.
THE NEW YORK TIMES.
VENICE, ITALY.
The Venetian Question.
The Venetian Question has been a topic of discussion in Italy for many years. The question of whether Venice should remain part of Italy or become an independent state has been a matter of debate.
In recent years, there has been a growing movement in favor of independence for Venice. This movement is led by a group of Venetians who believe that Venice should have its own government and be free from Italian control.
The Venetian Question has also been a topic of discussion in other parts of Europe. Many people believe that Venice should remain part of Italy, while others believe that it should become an independent state.
The Venetian Question is a complex issue that involves many different factors. It is a question that has been debated for many years and will continue to be a topic of discussion in the future.
THE NEW YORK TIMES.
THE GOLD RUSH IN ALASKA.
The Gold Rush in Alaska has been a topic of discussion in the United States for many years. The question of whether Alaska should remain part of the United States or become an independent state has been a matter of debate.
In recent years, there has been a growing movement in favor of independence for Alaska. This movement is led by a group of Alaskans who believe that Alaska should have its own government and be free from American control.
The Gold Rush in Alaska has also been a topic of discussion in other parts of the world. Many people believe that Alaska should remain part of the United States, while others believe that it should become an independent state.
The Gold Rush in Alaska is a complex issue that involves many different factors. It is a question that has been debated for many years and will continue to be a topic of discussion in the future.
THE NEW YORK TIMES.
THE BATTLE OF THE BULGE.
The Battle of the Bulge was a major battle of World War II. It was fought in December 1944 and January 1945. The battle was fought between the Allies and the Germans.
The Allies were trying to break through the German lines and capture the city of Aachen. The Germans were trying to stop the Allies and hold onto their territory.
The battle was fought in a series of fierce engagements. The Allies were able to break through the German lines and capture the city of Aachen. The Germans were unable to stop the Allies and were forced to retreat.
The Battle of the Bulge was a major victory for the Allies. It was a turning point in the war and helped to turn the tide in favor of the Allies.
THE NEW YORK TIMES.
THE BATTLE OF THE BULGE.
The Battle of the Bulge was a major battle of World War II. It was fought in December 1944 and January 1945. The battle was fought between the Allies and the Germans.
The Allies were trying to break through the German lines and capture the city of Aachen. The Germans were trying to stop the Allies and hold onto their territory.
The battle was fought in a series of fierce engagements. The Allies were able to break through the German lines and capture the city of Aachen. The Germans were unable to stop the Allies and were forced to retreat.
The Battle of the Bulge was a major victory for the Allies. It was a turning point in the war and helped to turn the tide in favor of the Allies.
**Miss Wilkinson**
Coffee the largest and most complete line of styles in Wayne Winter Machinery
The first to find the latest styles, the first to have them in stock, and the first to give the best prices.
**DRESS MAKING DEPT.**
Opposite Postoffice, Wayne, Neb.
**Some Reasons**
1. **Poland China Ware**
- The best china made in the world.
- The finest china for the money.
- The most durable china on the market.
2. **Ingalls' Grocery**
- The best grocery store in town.
- The best prices for the best products.
3. **Election!**
- Is Near at Hand
4. **Wanted - An Idea**
- We need your ideas to make our business better.
5. **Hogs For Sale**
- We have hogs for sale at the best prices.
6. **Shoe Shop**
- We have shoes for all sizes and styles.
7. **Consumption**
- We have the best remedies for consumption.
8. **Sullivan Bros.**
- We have the best remedies for all diseases.
9. **W. J. White**
- We have the best remedies for all diseases.
10. **Wayne, Neb.**
- We have the best remedies for all diseases. | <urn:uuid:fe8aef73-aaf5-4e7a-aafe-71fc78c2c9db> | CC-MAIN-2019-09 | http://newspapers.cityofwayne.org/Wayne%20Republican%20(1895-1904)/1896/43)%20October%2021,%201896.pdf | 2019-02-22T12:04:43Z | crawl-data/CC-MAIN-2019-09/segments/1550247517815.83/warc/CC-MAIN-20190222114817-20190222140817-00300.warc.gz | 188,253,892 | 1,214 | eng_Latn | eng_Latn | 0.998917 | eng_Latn | 0.999552 | [
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Culture in Cyprus
www.visitcyprus.com
Step back in time with a visit to mythology, arguably the best in Choirokoitia, one of the best preserved sites of a prehistoric underground settlement found in the Eastern Tombs of the Kings nearby. Mediterranean, with its carved out of solid rock and reconstructed round dwellings decorated with Doric pillars. Or giving a vivid representation of enjoy an ancient Greek play what life was like at the dawn of performed in a Roman civilisation. Admire the exquisite amphitheatre with the most floor mosaics of the Roman villas spectacular view on a cliff depicting scenes from overlooking the sea.
Mosque of Um Haram in Cyprus
Many fine examples of Byzantine art have survived on the island, in addition to the wealth of which you can see for yourself in outdoor sites, tour the priceless Cyprus' painted churches with their colourful frescoes, ten of which have been put on the UNESCO World Heritage List. Marvel at the sumptuous history, including pottery, coins, pageantry of Greek Orthodox jewellery, tombstones and religious festivals whose origins go back thousands of years.
Cyprus Tourist Office - Protaras Area
Museums and Galleries
Cyprus' 10,000 year old history has brought up innumerable finds over the years, so much so that it is said if you scratch the soil anywhere on the island you are bound to unearth a relic from the past.
All the island's main cities have an archaeological museum to house the regional findings, with early 20th century Cypriot folk art pride of place taken by the main capital, Lefkosia (Nicosia). Quite a few private and state galleries will guide you through the most recent years of arts and culture of the island up until today.
A number of specialist museums exist on the island where you can admire some exquisite examples of icons and ecclesiastical objects that have survived over time. You can also find small folk art museums all over the island where 19th and 20th century Cypriot folk art crafts, can be seen displayed often in beautifully restored old buildings, in whose rooms the way of life in years gone by is recreated.
Sites and Monuments
Testaments to Cyprus' turbulent history can be found all over the island. Long coveted by foreign powers due to its strategic position at the crossroad between three continents, the island is like a huge open air museum where you can see evidence of the passage of the various conquerors and rulers that controlled it through the ages.
Marvel at the spectacular views from cliff top spots where the ancient Mycenaean Greek settlers built temples to their various gods, with pride of place to Aphrodite, the goddess of love and beauty. Watch a performance in a Roman theatre still in use today, or admire the fabulous mosaic floors that once adorned the villas of Roman noblemen when the island was a distant outpost of the Roman Empire.
Discover hidden away in the pine forests, Cyprus' painted churches with their colourful frescoes on walls and apses, ten of which have been put on the UNESCO World Heritage List.
Cultural Routes
Take in the culture of Cyprus by following one of the themed routes around the island.
Follow in the footsteps of Aphrodite, the goddess of love and beauty and protectress of Cyprus. Wander through layers of history, culture and mythology connected with her cult, as well as plants and seashells associated with her.
Take a tour of the wineries and indulge in some wine-tasting, or sample other grape-based delicacies visiting an old monastery or a wine museum along the way.
See the Cyprus's famous ten Byzantine churches on UNESCO's World Heritage List as you learn all about her birth, mythology, character, the rituals connected with her cult, as well as their remarkable pitched wooden roofs, icons and frescoes.
Cyprus Tourist Office
Pathos Harbour Shops | <urn:uuid:7f03116a-ab18-47c1-9a2b-79549fe577ee> | CC-MAIN-2022-49 | http://www.islamictourism.com/PDFs/Issue%2041/English/cyprus.pdf | 2022-12-08T22:09:36+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446711368.1/warc/CC-MAIN-20221208215156-20221209005156-00804.warc.gz | 67,678,566 | 791 | eng_Latn | eng_Latn | 0.997838 | eng_Latn | 0.998466 | [
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You CAN prevent falls!
The facts
Falls are the leading cause of injury among older adults in Canada:
- 20-30% experience at least one fall each year
- 95% of all hip fractures are due to a fall
- 50% of all falls causing hospitalization happen at home
Falls can result in chronic pain, reduced mobility, loss of independence and even death.
Protect yourself
Anyone can fall. But as we age, our risk of falling becomes greater. That’s the bad news. The good news is that falls can be prevented. The first step to avoiding falls is to understand what causes them. For example, poor balance, decreased muscle and bone strength, reduced vision or hearing, and unsafe conditions in and around your home can increase your chance of falling. Staying safe and on your feet is a matter of taking some steps to protect yourself.
You can prevent falls by making the needed adjustments to your home and lifestyle, and by making sure you eat well, stay fit, and use whatever devices will help your daily life while keeping you safe. Your independence and well-being are at stake. Take action!
Identify and remove hazards with this checklist:
Your home
Exterior
- Keep front steps and walkway in good repair and free of snow, ice and leaves.
- Keep front entrance well lit.
- Put garden tools such as hoses and rakes away when not using them.
Living room and bedroom
- Reduce clutter! Get rid of loose wires and cords as well as any other obstacles.
- Consider using a cordless phone to avoid rushing to answer.
- Have good lighting throughout the house and install night lights.
- Make sure the path is clear between the bedroom and bathroom.
- Get rid of scatter mats or make sure they are non-slip.
- Get out of your bed or chair slowly; moving suddenly can make you dizzy.
Kitchen
- Store kitchen supplies and pots and pans in easy-to-reach locations.
Stairs
- Make sure your stairs are well lit.
- Install solid handrails on both sides of the stairway.
- Remove your reading glasses when you go up and down the stairs.
- Never rush up or down the stairs. It’s a major cause of falls.
Bathroom
- Ensure you have non-slip surfaces for the tub and shower.
- Install well-anchored grab bars by the toilet and bath to help you sit and stand.
- Use a raised toilet seat, and a bath seat in the shower, if you need them.
- Keep the floor clear of water or obstacles.
Your health
Manage your health with regular check-ups:
- Medical
- Vision
- Hearing
- Medication
Keep fit & improve your balance
- Engage in 150 minutes of moderate to vigorous physical activity every week. It’s your best defence against falls.
- Add strength and balance activities like lifting weights and Tai Chi, at least two days per week.
- Consult your doctor before you start an exercise program.
Eat well to stay strong
- Enjoy a variety of nutritious foods. Include milk and alternatives, meat and alternatives, grains, as well as lots of vegetables and fruit.
- Don’t skip meals. It can cause weakness and dizziness.
- Drink water regularly to prevent dehydration and dizziness.
- Eat at least three servings of calcium rich food daily and talk to your health care provider about taking a vitamin D supplement to keep your bones strong.
Use medication wisely
- Have a medication review every year.
- Keep an up-to-date list.
- Ask your doctor or pharmacist about possible side effects of prescription, over-the-counter or natural health products.
- Read directions carefully so you’re aware of potential reactions with other medications.
- Talk to your doctor or pharmacist if you experience drowsiness, dizziness, unsteadiness, or blurred vision.
- Don’t mix alcohol with medications. Alone or in combination with drugs, alcohol can cause falls.
Use safety aids
- Aids to daily living can keep you safe and active.
- Wear your glasses and hearing aid.
- Consider using a walker or cane and make sure that it is the correct height.
- Wear well-fitted shoes or slippers with closed, low heels and non-slip soles.
- Find out about other gadgets that make your life safer: reachers, ice grippers, hip protectors, etc.
- Use them!
If you fall...
- Try to land on your buttocks to prevent more serious injuries.
- Don’t rush to get up. Make sure you are not injured before trying to get up or letting others help you get up.
- Don’t let the fear of falling again prevent you from being active. Inactivity creates an even greater risk of falling.
- Report falls to your health care provider to determine the cause and prevent another fall.
For more information
Please contact Ottawa Public Health at 613-580-6744 (TTY: 613-580-9656) or email firstname.lastname@example.org
Division of Children, Seniors and Healthy Development, Public Health Agency of Canada www.publichealth.gc.ca/seniors
Cette publication est disponible en français sous le titre: Vous POUVEZ éviter les chutes!
Make a plan to reduce your risk for having a fall.
| Things I need to do | By when |
|---------------------|---------|
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
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What Is a “Right”?
A right can be:
- A legal entitlement, usually intended either to prevent a government from abusing its power over its citizens, or to require it to provide a benefit or service.
- A moral entitlement, though not necessarily expressed in laws.
- When a government recognizes something as a right, it must respect that right, even if it is not backed by specific laws. That is why groups, like “animals’ rights” promoters, want their ideas recognized as rights.
- Rights are often broad and general, leading to controversy about what is and is not included in a particular right. The right for persons to carry guns around with them, or a woman’s right to have an abortion are examples of rights that are currently controversial.
- Rights differ from country to country, depending on each country’s culture; and within the United States, rights differ from...
state to state.
- Sometimes the term "rights" is used to express ideals rather than realities—statements of moral or ethical preferences that people would like to enact into law, rather than principles that actually have the force of law.
**Rights in U.S. Law**
Several kinds of rights are established by law in the United States Constitution.
**Freedoms**
Fundamental freedoms include the right to freedom of
- religion
- speech
- the press
- assembly
- petition to the government for redress of grievances
**Voting Rights**
A critically important set of rights guarantees most U.S. citizens the right to vote, which may not be denied on account of
- race,
- color,
- previous condition of servitude,
- sex, or
- age, once a person is 18 years old
Protections
The U.S. Constitution
- requires the states to abide by many federally recognized rights;
- requires equal protection of the laws for everyone within a state;
- forbids states to restrict or reduce the rights of any citizen; and
- empowers the states to make their own laws on areas not covered in the Constitution.
This means that individual states may recognize additional rights, which apply in that state only. Such state rights may go above and beyond rights granted under the Constitution, or they may result in stronger protection than that provided by federal law.
Rights of the Accused
In the United States, persons who are accused of a crime have the right to
- due process of law, the established legal procedures and safeguards appropriate for the situation;
- be informed of the accusation against them;
- a speedy trial by an impartial jury, a group of citizens selected according to court procedures, to decide on the facts of the case;
• be confronted with the witnesses against them;
• obtain witnesses in their favor;
• have legal assistance for their defense;
• not be tried more than once for the same offense; and
• not be forced to testify against themselves.
In addition,
• If a person is charged with a crime, the government is not allowed to require “excessive” bail—the amount of money pledged as security that the accused person will appear in court for trial or other legal procedures.
• If the person is convicted, the government may not inflict “excessive” fines or “cruel and unusual punishment.”
**Right to privacy**
Before authorizing a home or person to be searched,
• A judge must determine that there is a good reason for the search.
• The search warrant must describe exactly
• what may be searched, and
• what is being searched for.
**Limits on Rights**
Even when enacted into law, rights are not limitless.
- “Freedom of religion,” for instance, does not mean that one is allowed to rob a bank or commit a murder or other crime on the grounds that one’s religion requires it.
- “Freedom of speech” does not allow someone to shout “Fire!” in a crowded theater.
- “Freedom of the press” does not mean one is allowed knowingly to print false, harmful information about someone else.
Many questions arise about whether a particular right applies in a specific situation, especially in situations the legislators who established the rights did not foresee.
- Does the “right to bear arms” mean the government must allow criminals to own semi-automatic weapons?
The legislators and voters who enacted the right to bear arms were thinking about the possible need to resist an overbearing government, since they had recently done just that to gain independence. In those days, guns were large, cumbersome weapons. Assault rifles had not been invented, and the majority
of the population did not live in concentrated metropolitan areas. Today, however, efforts to keep guns out of the hands of criminals are frequently challenged as infringements on the right of citizens to own or carry guns.
- Other rights with clearer meanings can also lead to long, drawn-out legal proceedings.
For example, governments must pay a reasonable price for private property they take for public use. But what is a “reasonable price?” And does “public use” include projects like dormitories and classrooms for private universities?
- Sometimes, the rights of one group conflict with the rights of another group. This is often the case with parents’ and children’s rights.
**Children’s Rights**
For centuries, children were perceived by the law as a kind of property owned by their parents. Parents could do almost anything with their children and be within the limits of the law. Gradually, over the past several generations, that attitude has changed, and the rights of parents to neglect, harm, or exploit their children have been restricted.
Parental responsibilities
In the United States, the most fundamental children’s rights are expressed as parents’ or guardians’ responsibilities and are generally thought of as child welfare or child protection. Child-welfare laws vary from state to state, although they are guided by federal standards. In general, a child today has a right to
- food, clothing, and shelter;
- education up to the age the child’s state requires;
- medical care, especially care necessary to save the child’s life;
- safety, including competent supervision; and
- protection from harm.
Most states require significant efforts by child-welfare agencies to assist parents to meet these responsibilities. If parents repeatedly fail, or refuse, to accept these responsibilities, they may voluntarily give up their parental rights; or the court may legally terminate their parental rights, freeing the children for adoption.
- Adoption laws require adults to show that they can take proper care of a child they adopt, and that they can meet all the responsibilities required of parents.
- You can find specific information about child-welfare laws for
each state at the Child Welfare Information Gateway, a site of the Children’s Bureau, Administration for Children and Families, U.S. Department of Health and Human Services.
Some children’s rights take the form of laws that limit what adults may require children to do.
**Child Labor laws**
Some national and state laws set limits on the use of children as workers.
- Children under a stated age are not allowed to be employed at all.
- Different ages at which children may be employed for various kinds of work are established.
- Children may not be employed at all in certain occupations or activities, such as pornographic activities.
- Hours of permissible employment—both the times of day and the total hours worked—and other requirements are prescribed for children old enough to work.
- Minimum wages are set for children who work.
- There may be exceptions to these laws for children working on family farms or within their own family.
For more specific information, go to the Department of Labor Web site that
also has links to child labor laws for each state.
**Juvenile courts**
Designed for children or teens under the age of majority (usually 18), juvenile courts differ significantly from adult courts.
- Some rights of adults are extended to juveniles, but others are not.
- A juvenile found guilty of a crime may be confined and/or rehabilitated only in a facility that meets special requirements.
- Laws also provide for exceptions, when underage offenders may be treated like adults in criminal cases.
The [Office of Juvenile Justice and Delinquency Prevention](https://www.ojjdp.gov), U.S. Department of Justice, offers information about juvenile justice laws and processes and some details about juvenile law in specific states.
**Children and contracts**
Unless they are authorized by the courts under a process called “emancipation,” underage minors cannot make a legal contract, such as signing a rental agreement or borrowing money. (For more information about emancipation, see [Teenagers on Their Own](https://sites.google.com/a/icsa.name/bardin/startingout/yourself/rights?tmpl=%2Fsystem%2Fapp%2Fte).)
Parents’ Rights
In the United States, parents and legal guardians of minors have the right to direct their children’s lives in matters both large and small, including
- what they eat and wear,
- where they go to school,
- what values they are taught,
- who their friends are, and
- how they are disciplined.
Parental rights and children’s medical care
Parents and guardians have the right to
- consent to or refuse medical treatment for a minor child—even emergency medical treatment;
- receive information that arises from medical treatment; and
- share medical information with whomever they deem appropriate.
But these rights are not limitless. States may limit parents’ control over their children’s medical treatment in some areas; for instance, states may allow teenagers to
- receive treatment for alcohol or drug abuse, or a sexually transmitted disease;
- receive birth control devices; or
- receive abortions without their parents’ knowledge or
In some states,
- Judges have the discretion to decide that a minor, rather than a parent, is competent to make a sound decision about his or her own medical treatment.
- The court may overrule parents who refuse to allow a life-saving treatment for their child on grounds that their religion forbids the treatment. The court then orders the child to be treated despite the parents’ objection.
**Parents’ right to sue**
Parents or guardians may bring a lawsuit or be sued on behalf of their minor children.
**Termination of parental rights**
Under some rare circumstances, the court may decide to end the parents’ rights over their child. There is a strong consensus in the United States that children are better off in their parents’ home if it can possibly be arranged for their needs to be met there. Even in the face of strong evidence to the contrary, parents are often given a second—and sometimes a third, fourth, and fifth—chance to correct the problems that brought the family to the attention of
the authorities. This practice is intended to promote the children’s “best interest.” However, the well-meant effort to keep the family together often involves a long, drawn-out period of indecision, during which the child may suffer severely from the uncertainty; and it may expose the child to more of the abuse or neglect that initially led to involvement with the court.
In general, reasons for ending parental rights are
- **Abandonment.** Parents who fail to carry out their basic responsibility to keep the child safe may be judged to have abandoned the child. This category includes parents who
- put a child out of the house;
- leave the child for long periods of time with a person who is unable to care for them properly;
- show no interest in contacting, visiting, or supporting a child who is not residing with them over long periods of time.
- **Abuse.** This category includes parents who have physically or sexually abused a child and whom the court does not trust to correct the behavior in the future.
- **Neglect.** This category includes
parents who fail to provide for a child’s basic needs for food, shelter, clothing, medical care, or education for reasons other than poverty.
- **Inability to meet parental responsibilities.** This category includes parents who because of serious mental or physical illness or chronic drug or alcohol addiction cannot care for their children.
Parents who for one reason or another decide that they cannot provide for their children may also voluntarily surrender their rights, freeing the children for adoption.
**Victims’ Rights**
If you are the victim of a crime, such as abuse or assault, the criminal justice system accords you certain rights. Victims’ rights differ from state to state, but generally include the right to
- reasonable protection from the accused;
- reasonable notice of public court proceedings;
- attendance and participation at public court proceedings;
- restitution and/or compensation;
- information about the criminal justice process; and
- be treated with fairness, dignity, and respect for their privacy.
The National Crime Victims' Law Institute has more information about victims’ rights in your state.
Rights and the United Nations
The United Nations (UN) was formed in the aftermath of World War II, with the intention of creating a forum where countries could address their conflicts in a peaceable manner, without going to war. The nearly 200 member countries of the UN are supposed to work together for peace and human betterment.
Universal Declaration of Human Rights
In 1948, the UN adopted a “Universal Declaration of Human Rights,” that incorporates many of the rights of U.S. citizens and includes others, such as
- the right freely to leave or enter one’s own country,
- the right to a nationality, and
- the right to a living wage.
The Declaration has no force in law, but it was envisioned as a standard of achievement, a “measuring stick” by which all countries could judge their progress toward a world in which all people enjoy not only fundamental freedoms and justice under the law, but also well-paying jobs, a comfortable standard of living, and a stable world without war.
The Declaration was later supplemented by two additional documents:
- the International Covenant on Civil and Political Rights, and
- the International Covenant on Economic, Social, and Cultural Rights.
Both covenants were adopted in 1966 and went into effect in 1976 after approval by the required number of countries. These documents are treaties that commit the countries that sign them to work toward the rights envisioned in the Declaration. The treaties provide for countries that have signed them to present reports to the appropriate monitoring bodies in the UN on their progress toward the stated goals.
The United States has signed on to both treaties. However, according to U.S. law, a treaty is not in effect until the Senate approves it. By and large, U.S. senators are reluctant to approve any treaties they think might infringe on U.S. or even individual states’ sovereignty. Although the Senate approved the International Covenant on Civil and Political Rights in 1992, it added “reservations” that rendered the whole covenant ineffective. The Senate has not yet voted on the International Covenant on Economic, Social and Cultural Rights.
The League of Nations, predecessor of the United Nations, recognized the issue of children’s rights when it adopted an early Declaration of the Rights of the Child in 1924. The concept was revived in the UN after World War II and adopted in an expanded version in 1959.
In 1989, the UN produced yet another, even more expanded version, called the Convention on the Rights of the Child. Like the Universal Declaration of Human Rights, the Convention on the Rights of the Child is an idealistic document that articulates a desirable standard of achievement, but without the force of law.
Although the United States played an active role in drafting the document, and signed it in 1995, Congress has yet to ratify the Convention on the Rights of the Child.
- Those opposed have concerns that the Convention would impair individual states’ rights to make laws about children—for instance, moving the age at which someone under 18 could be charged as an adult in a criminal case—by giving that responsibility to the federal government.
- The document has been ratified by every member nation of the UN except the United States and...
Somalia.
- There are both proponents and opponents of ratification in the United States, but it does not appear to be a priority of the government at this time. | <urn:uuid:69c3b503-7c21-44b3-a748-025598b73228> | CC-MAIN-2018-05 | https://4802511d-a-d97824a9-s-sites.googlegroups.com/a/icsa.name/bardin/docs/13%20Rights.pdf?attachauth=ANoY7cq7u09lVQX1_np8ayEfGZLdxDY7hqkHYC6yghqRhZlW70IOKk-ZZRFd8f4DhBalN5Pe6gecreZTCA4kRuYGyJjbavo8MUT_Rmv7Sl7JJoazsAT4RqYNDh99jMIEZm2ZMoRWmFoErxMW75BCKeNnOhL8icDF6A0LXnUzuzk8j6L9NDQNfrePGCVFhOo0DPSt26iKgZW8XlCr2-oxcvW25HyQ8tcNng%3D%3D&attredirects=0&d=1 | 2018-01-22T17:52:58Z | crawl-data/CC-MAIN-2018-05/segments/1516084891530.91/warc/CC-MAIN-20180122173425-20180122193425-00046.warc.gz | 602,114,774 | 3,272 | eng_Latn | eng_Latn | 0.996697 | eng_Latn | 0.997449 | [
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Since launching its sustainability program in 2005, Walmart has tried to position itself as a leader on corporate environmental responsibility. In frequent press announcements and annual “Global Responsibility” reports, Walmart touts its activities on renewable energy, sustainable agriculture, waste reduction, and product improvements.
While Walmart’s sustainability campaign has done wonders for its public image, it has done little for the environment. In fact, Walmart’s environmental impact has only grown over the last seven years. Its business practices remain highly polluting, while its relentless expansion and consolidation of the market have come at the expense of more sustainable enterprises and systems of production and distribution. Here are 10 ways Walmart is failing on sustainability:
**Selling Shoddy Products**
By demanding ever-lower prices from its suppliers, Walmart drives down the quality and durability of consumer goods. Clothing, appliances, electronics, and other products now wear out faster than ever before. This has sped up the flow of goods from factory to landfill, vastly expanding the amount of stuff Americans buy and discard.
Take clothing, for example. In the mid-1990s, the average American bought 28 items of clothing a year. Today, we buy 59 items.\(^1\) We also throw away an average of 83 pounds of textiles per person, mostly discarded apparel, each year.\(^2\)
**Reducing Waste According to Who?**
Walmart’s sustainability program does not address the issue of short-lived products and the resulting increase in landfill waste. The gains made by the company’s much-publicized store waste reduction program and its initiative to reduce energy use in its supply chain – a program implemented in only 1% of the Chinese factories that supply Walmart’s stores – are miniscule compared to the volume of pollution and trash created by the expanded pace of consumption that Walmart fosters.
**Lagging on Renewable Energy**
Despite six years of heavily promoting its renewable energy initiatives, in 2011, Walmart derived less than 4% of the electricity it used from its renewable power purchases and solar power projects.\(^3\) At its current pace, it will take Walmart many decades to reach its stated goal of 100% renewable power. Some of its competitors are already there. Kohl’s and Whole Foods have fully converted to renewable power, as have many independent retailers.
What’s holding Walmart up? It’s unwilling to make the investment. In its 2012 Global Responsibility Report, Walmart, which reported operating profits of $26.6 billion last year, explained its slow progress on renewable power by noting, “it has sometimes been difficult to find and fund low-carbon technologies that meet our ROI [return-on-investment] requirements.”\(^4\)
Increasing Greenhouse Gases
Walmart’s greenhouse gas emissions have been rising steadily. Between 2005 and 2010, Walmart’s reported emissions grew by 14%. The company says its operations now produce 22 million metric tons of greenhouse gases a year and it expects its emissions to continue to expand.\(^5\)
In particular, Walmart promised to improve energy efficiency and cut greenhouse gas emissions at its 2005 base of stores and distribution centers by 20% by the end of 2012. So far, however, it has cut emissions by less than 13%. Meanwhile, the energy used by new stores built since 2005 is contributing twice as much CO\(_2\) to the atmosphere each year as Walmart’s store improvements have saved.\(^6\)
In 2009, Walmart said, “Every company has a responsibility to reduce greenhouse gases as quickly as it can.”\(^7\) Yet Walmart itself has refused to make the investment and take the steps necessary to cut its own emissions.
Voraciously Consuming Land
Despite its public embrace of sustainability, Walmart continues to maximize its land consumption by building vast, low-rise supercenters. Since 2005, Walmart has added more than 1,100 supercenters in the U.S., expanding its store footprint by one-third.\(^8\) Most of these stores were built on land that hadn’t been developed before, including, in some cases, critical habitat for threatened and endangered species.
In many communities, Walmart has chosen to build on virgin land rather than redevelop vacant “greyfield” retail properties. Walmart itself routinely abandons its stores. The U.S. is currently home to about 150 empty Walmart stores,\(^9\) many vacated when the chain opened a newer supercenter nearby.
Walmart’s development practices have a major impact on the environment, causing problems such as habitat loss, water pollution from parking lot runoff, sprawl, increased driving, and air pollution. Between 1990 and 2009 – a period when Walmart grew from a regional chain to a national juggernaut – the number of miles the average U.S. household logged each year for shopping increased by nearly 1,000 miles.\(^10\) For the country as a whole, that’s an extra 149 billion miles on the road each year and about 50 million metric tons of added CO\(_2\) emissions.
Yet Walmart’s sustainability program does not address land use at all. Its *2012 Global Responsibility Report* doesn’t even mention these very significant environmental issues.
Financing Anti-Environment Candidates
While Walmart has publicly expressed support for addressing urgent environmental issues like climate change, its campaign donations reveal a very different agenda. Walmart is one of the largest corporate campaign contributors in the country. Its dollars skew heavily in favor of candidates who consistently vote against the environment, including many leading climate change deniers.
Since 2005, nearly 60% of the $3.9 million Walmart has given to members of Congress went to lawmakers whose lifetime scores on the League of Conservation Voters’ National Environmental Scorecard indicate they vote against the environment most of the time. More than 40% of its donations went to lawmakers who vote against the environment at least 80% of the time.\(^11\)
Consolidating & Industrializing Food Production
Walmart’s growth as a grocer – the company had 2010 grocery sales of $140 billion\(^12\) and the company controls more than 50% of sales in 29 metro markets\(^13\) – has triggered a wave of mergers among meatpackers, dairies, and other food processors. Although Walmart claims to support “sustainable agriculture,” it has used its market power to usher in a larger-scale, more industrialized food system.
This, in turn, has squeezed farmers. With fewer retailers and processors to compete for their output, farmers have seen their share of the food dollar shrink. Between 1990 and 2009, the farmers’ share of each dollar consumers spent on pork, for example, fell from 46 to 25 cents, while the share going to Walmart and other retailers rose from 45 to 62 cents.\(^14\) A similar shift has occurred in beef, dairy, and produce.
Redefining Local
Walmart claims to be increasing the amount of locally produced food it sells. But the company’s distribution model favors the use of very few large suppliers, not the small farms most consumers think of when they seek out local produce. The company’s goal is not to increase the amount of local products sold in each store, but across all stores\(^{15}\) and the company’s definition of local is obtained within the same state as the store.\(^{16}\) This means that stores already located in major agricultural states like California, Texas or Florida can easily make up for the lack of same-state produce in other states.
Degradng Organic
Although Walmart pledged five years ago to expand organic food, what Walmart means by organic is different from what many consumers expect. When Walmart talks about organic, it includes big food companies making organic versions of the processed foods that are already on Walmart’s shelves – like Rice Krispies and Kraft macaroni and cheese.\(^{17}\)
Walmart’s own private-label organic milk brand has been harshly criticized. The dairy cows are raised in factory-farm conditions, with thousands of cows housed in a single facility.\(^{18}\) The cows eat predominately grain and are grass-fed only while they are not being milked – about two to three months out of the year.\(^{19}\)
Spreading Poverty
In its bid to expand into cities, Walmart is promising to bring healthier foods to “food deserts,” neighborhoods that are underserved by grocery stores. While cheap fruits and vegetables might look good on paper, it is not so simple when costs to employees, workers throughout the food supply chain, and the environment are left out of the equation.
The main underlying cause of poor diet and diet-related health issues is poverty, according to a 15-year study recently published in the *Archives of Internal Medicine*.\(^{20}\) Rather than improving the economic health of families, which would enable them to buy healthier food, Walmart has the opposite effect. When Walmart comes into a community, incomes decline and poverty increases. According to a study published in *Social Science Quarterly*, neighborhoods that gain Walmart stores end up with more poverty and food-stamp usage than communities where the retailer does not open.\(^{21}\)
When it comes to the food system, Walmart is part of the problem, not the solution.
**FOR FURTHER INFORMATION**
*Walmart’s Greenwash: How the company’s much-publicized sustainability campaign falls short, while its relentless growth devastates the environment.*
– Institute for Local Self-Reliance, March 2012
http://www.ilsr.org/new-report-walmarts-greenwash
*Why Walmart Can’t Fix the Food System*
– Food & Water Watch, February 2012
http://www.foodandwaterwatch.org/tools-and-resources/why-walmart-cant-fix-the-food-system
**Endnotes**
1 U.S. Census Bureau, Current Industrial Reports.
2 U.S. Environmental Protection Agency, “Municipal Solid Waste in the United States,” 2009.
3 Walmart, 2012 Global Responsibility Report.
4 Walmart, 2012 Global Responsibility Report.
5 Walmart, 2012 Global Responsibility Report; Carbon Disclosure Project, CDP Global 500 Report 2011 and Carbon Disclosure Project Report 2007 USA S&P500.
6 Walmart, 2012 Global Responsibility Report; ILSR calculation based on data in Walmart’s annual Global Responsibility reports.
7 Walmart, 2009 Global Sustainability Report.
8 Walmart annual reports.
9 Walmartreality.com, viewed Oct. 12, 2011.
10 U.S. Department of Transportation, National Household Travel Surveys, 1990-2009.
11 Figures in this section on Walmart’s federal campaign contributions are derived from campaign contribution data published by the Center for Responsive Politics (OpenSecrets.org) and Congressional voting record data published by the League of Conservation Voters.
12 Wal-Mart Stores, Inc. Securities and Exchange Commission. 10K Filing. January 31, 2011 at 4.
13 United Food & Commercial Workers. “Ending Walmart’s rural stranglehold.” 2010 at 6.
14 U.S. Department of Agriculture Economic Research Service. Historical monthly price spread data for beef, pork, broilers, turkeys and eggs. Data updated February 17, 2012.
15 Wal-Mart Stores, Inc. [Press release.] “Sustainability agriculture remarks by Leslie Dach.” October 19, 2010.
16 Clifford, Stephanie. “Wal-Mart to buy more local produce.” *New York Times*. October 14, 2010.
17 Warner, Melanie. “Wal-Mart eyes organic foods, and brand names get in line.” *New York Times*. May 12, 2006.
18 Warner, Melanie. “A milk war over more than price.” *New York Times*. September 16, 2006.
19 *Ibid.*
20 Janne Boone-Heinonen, PhD; Penny Gordon-Larsen, PhD; Catarinal Kiefe, MD, PhD; James M. Shikany, DrPH; Cora E. Lewis, MD; Barry M. Popkin, PhD. “Fast Food Restaurants and Food Stores: Longitudinal Associations With Diet in Young to Middle-aged Adults,” *Archives of Internal Medicine*, Vol. 171 No. 13, July 11, 2011.
21 Stephan J. Goetz and Hema Swaminathan, “Wal-Mart and County-Wide Poverty,” *Social Science Quarterly*, Vol. 87, Issue 2, June 2006. | <urn:uuid:667185de-6008-4edf-ae06-846789abd2c6> | CC-MAIN-2017-17 | http://ilsr.org/wp-content/uploads/2012/04/topten-walmartsustainability.pdf | 2017-04-29T11:29:00Z | crawl-data/CC-MAIN-2017-17/segments/1492917123491.68/warc/CC-MAIN-20170423031203-00261-ip-10-145-167-34.ec2.internal.warc.gz | 194,737,524 | 2,571 | eng_Latn | eng_Latn | 0.993871 | eng_Latn | 0.996085 | [
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Reach Your Long-Distance Destination Safely This Summer
by Debbie Feldman
You're on summer vacation and you've been driving four hours straight, but you don't remember the last 10 miles. Everyone else in the car is napping and you don't want to be next. How can you avoid joining your passengers in slumberland?
"Before leaving on a long trip, ask yourself, 'How healthy and capable am I of making this trip?'" says Jim Solomon, technical specialist in the National Safety Council's Public Safety Group. "Professional drivers are limited in the number of hours they are allowed to drive. Automobile drivers aren't." So use your best judgment when considering how long to drive.
Plan your trip by setting a limit on the amount of time you drive without a rest. "A trip of more than 10 to 12 hours should be broken into a two-day drive," says Mike Ezzell, director of operations at the Texas Safety Association in Austin.
Avoid highway hypnosis
Driver fatigue and drowsiness lead to lapses in your attention and to slower reaction times. You can fall asleep at the wheel without warning. If you're driving alone and you've been on the road for more than a few hours, you may already be beyond the point of needing rest.
"When you are drowsy, you can't count on caffeine, an open window, or a loud radio to keep you awake. Your body needs rest or sleep," says George Carmignani, a traffic safety consultant in Albuquerque, N.M. Instead, keep the following tips in mind when traveling long distances.
Stop and rest frequently. "We teach students in Defensive Driving that they should not drive for more than two hours without taking a break for 10-15 minutes," says Ezzell. If you're very tired, stop in a safe place and take a 20 to 45 minute nap.
If you're driving alone, make sure you get enough sleep the night before you leave home. Avoid alcohol, medications or herbs that may make you sleepy. Keep your car cool — roll down the windows or use the air conditioner. Read road signs out loud. Turn the radio on and listen to lively music or a talk show. Sing along with the music.
When you stop the car at a rest area, don't stay in the car. Get out, stretch and walk around. This increases circulation, wakes up your body and gives your brain oxygen. You can also get a snack, splash cold water on your face, or place a cool, damp cloth on the back of your neck. "Take some time from behind the wheel," says Solomon.
**Plan ahead**
Of course you should plan ahead and never get to the point where you're tired and trying to find a place to stay. Set a limit on the number of miles you drive in one day. Stop for the night before you become tired. Get motel guides and call ahead for reservations. Make reaching the destination your goal, and stop even if you don't think you're tired — you may be more tired than you realize. Stop early enough to have your evening meal and rest before going to bed. That way you'll get a good night's sleep and be fresh the next morning. But avoid big meals while traveling. After a large meal, the impulse is to take a nap. Instead, eat light meals and healthy snacks.
Avoid eyestrain by wearing a good pair of sunglasses to cut glare. Staring straight ahead for long periods of time tires your eyes. Keep your eyes moving. Look at road signs. Glance from side to side now and then. Look at your mirrors every 3 to 5 seconds.
If you're traveling with passengers, switch driving duties every two hours or 100 miles. Drivers should talk to their passengers. The passengers' job is to keep the driver alert and look for signs that he or she is getting fatigued.
"Drivers who are drowsy will yawn frequently, drop their head down, close their eyes or drift from their lane," says Carmignani. If your driver gets to this point, make him or her stop to change drivers.
**Check it out**
Before you even get on the road, prepare your car for the trip. Check the tires, belts, hoses, liquids, lights and brakes. Carry an emergency road kit that contains a first aid kit, three orange triangles, road flares or reflectors, a flashlight, blankets and a fire extinguisher. Be sure you have a gallon of water and coolant for your vehicle's radiator.
If your car becomes disabled, pull far off the roadway. A drowsy driver or one who is not paying attention can drive onto the shoulder and hit your car. Turn on your flashers and wait in the car. If you have a mobile phone, use it to call for help.
If you follow these tips, you'll arrive at your destination safe and sound knowing that you've not only protected yourself, but made the roads safer for all drivers. | <urn:uuid:b677f29d-9b55-4830-b91f-12d95e9bb837> | CC-MAIN-2018-30 | https://nebula.wsimg.com/7185f3acab9f96dba6c4db9bf60395a6?AccessKeyId=6E83C2501F79E44297F5&disposition=0&alloworigin=1%3Cbr%3E | 2018-07-20T18:45:21Z | crawl-data/CC-MAIN-2018-30/segments/1531676591719.4/warc/CC-MAIN-20180720174340-20180720194340-00490.warc.gz | 712,478,425 | 1,018 | eng_Latn | eng_Latn | 0.999366 | eng_Latn | 0.999407 | [
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Faraday’s Law
PRE-LAB
Review section 7.5 of Purcell. Also make sure you know the expression for $B_z(z)$ for a flat coil.
Pre-Lab Question 1: When winding the probe, or sensor, coil, why is it necessary to twist the ends of the wire leads and extend them back so far before you connect them to the oscilloscope?
Pre-Lab Question 2: The probe coil is placed inside the source coil. Why is there no signal in the probe coil if the axis of the probe coil is perpendicular to the axis of the source coil?
Pre-Lab Question 3: Propose a method for estimating the uncertainty in a quantity like $B_{\text{max}}$, which is calculated by numerically integrating experimental data.
EXPERIMENT
The purpose of this lab is twofold: to demonstrate Faraday’s law and also to learn something about pulsed power and instrument calibration. A large capacitor is charged to a high voltage, then the capacitor is discharged into a coil, producing a high-power pulse of current in the coil. We’ll determine the strength of the magnetic field pulse produced in this coil, called the source coil, by measuring the magnetic field induced in a neighboring probe coil by the field of the source coil (as determined by Faraday’s law). Then we’ll compare the strength of the source coil magnetic field determined from these measurements to that calculated using the Biot-Savart law.
The first step is to determine some parameters of the apparatus. Measure the diameter of the flat source coil, the thickness of the fiberglass spacers (should be close to 1 cm), and the diameter of the fiberglass probe forms (should be about 1/4”). Convert your measurements to meters.
Wind a new coil (we call this a probe or sensor coil) at the end of a probe form (5 or 10 turns is fine; be sure to record in your lab book how many turns you make). Wind the coil in the middle of the length of wire, and then twist the ends of the wire back about 30 cm. Carefully scrape the insulation off the ends of the wires using a razor blade and sandpaper, and clip on a pair of leads. Connect the leads to a scope with a coaxial cable. You will use this coil to measure the magnetic field of the source coil.
Note: the power supplies go up to 120 V. Even though the scope, probe and trigger are isolated from the high voltage, PLEASE be careful!!!
The circuit we’re using is shown below. Your instructor will describe how it works at the beginning of the laboratory, so don’t worry if you don’t understand it completely on reading this handout.
Place the probe coil near the center of the source coil with the axes of the coils parallel. (Ascertain that, as discussed in the prelab, you don’t get any signal across the probe coil if the probe coil axis is perpendicular to the source coil axis.) Charge the capacitor to 120 V using the HP power supply. Discharge the capacitor through the source coil using the pulse generator in One Shot mode.
Download the data from the oscilloscope to the computer and open this data file in Kaleidagraph. Recall that the time in seconds is in the first column and voltage from Channel 1 is in the second column.
The induced emf across the probe coil is given by Faraday’s Law.
\[
\varepsilon = \Delta V_{probe} = -\frac{\partial \Phi_{probe}}{\partial t} = -N_{probe}A_{probe}\frac{\partial B}{\partial t}
\]
So, the potential difference you measure across the probe coil is proportional to the time derivative of the magnetic field in the source coil. To find the maximum magnetic field in the source coil, perform the integral
\[
B_{\text{max}} = -\int_{B_{\text{max}}}^{0} dB = \frac{1}{N_{probe}A_{probe}} \int_{t_{\Delta V=V_{\text{max}}}}^{t_{\Delta V=0}} \Delta V_{probe} dt
\]
from the time at which \( \Delta V_{probe} = \Delta V_{\text{max}} \) to the time at which \( \Delta V_{probe} = 0 \). Use the “Integrate-Area” macro in Kaleidagraph to do this numerically.
Channel 2 of the oscilloscope records the current in the circuit. The conversion between voltage and current is written on the current monitor. You can use the on-screen cursors on the oscilloscope to find the maximum value of the current.
Using the expression for $B(z)$ for a coil in SI units, which can be found using the Biot-Savart law,
$$B_{coil} = \frac{N\mu_0a^2I}{2(a^2 + z^2)^{3/2}},$$
calculate the peak magnetic field, $B_{\text{max}}$, from the peak current in the source coil. (The source coils have 10 turns each.) How does this compare to the value based on your probe reading? (Figure out a way of estimating experimental uncertainty in both values.) Be sure to complete this analysis before moving on to the next measurement.
Finally, measure $B(z)$ of the source coil at several values of $z$ by shifting the $z$ position of the probe using the 1 cm blocks. Download each run to the computer and calculate $B(z)$ based on $\Delta V_{\text{probe}}$. Graph $B(z)$ vs. $z$ and fit the above equation to the data using two parameters, $I$ and $a$. How do your measured $B(z)$ values compare to the theoretical function? How do the two parameters from the fit compare to your measured values?
**IF TIME PERMITS**
The current in the circuit can also be measured by observing the voltage across the shunt resistor. Instead of measuring the probe coil voltage on Channel 1 of the oscilloscope, measure the voltage across the shunt resistor on Channel 1. Discharge the capacitor and observe the two traces on the oscilloscope. Both traces allow you to measure the maximum current in the circuit. Do the two measurements agree? If not, suggest a reason for the discrepancy.
**LAB BOOK CHECKLIST**
You should have:
- at least one plot of $\Delta V_{\text{probe}}$ and $\Delta V_{\text{current monitor}}$ vs. $t$ from the oscilloscope
- a comparison of the theoretical prediction from the Biot-Savart law and the pulsed magnetic probe result (Faraday’s law)
- plot of $B(z)$ vs. $z$ with a best fit | <urn:uuid:e9024f5d-7f49-4c37-8179-603b377783bb> | CC-MAIN-2018-30 | http://johnboccio.com/courses/Physics008_2009/LabHandouts/FaradayLaw.pdf | 2018-07-20T18:04:47Z | crawl-data/CC-MAIN-2018-30/segments/1531676591719.4/warc/CC-MAIN-20180720174340-20180720194340-00480.warc.gz | 199,464,731 | 1,421 | eng_Latn | eng_Latn | 0.991787 | eng_Latn | 0.996442 | [
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FROM SITE SUPERINTENDENT MARTHA DOWNEY
The commemoration of the 150th anniversary of the Civil War has begun. Here at the Carl Sandburg State Historic Site Mike Hobbs, Barbara Schock and Christian Schock did a wonderful program about conditions on the eve of the war. This program in article form can be found at the Galesburg Planet website.
Born only thirteen years after the conclusion of the Civil War, Carl Sandburg spent a significant portion of his life studying President Lincoln and that conflict. His efforts yielded the four volume *Abraham Lincoln: The War Years*. Sandburg's knowledge of the Civil War began in Galesburg. In *Always the Young Strangers* he writes of learning about the Civil War and knowing Civil War veterans.
The first biography he owned was one he found. It was *A Short History of General P.T. Beauregard*. "The Beauregard book began with a little poem that made me expect he must be one of the greatest generals that ever lived....After reading the book I felt the poem went too far. The book made him out a just fair-to-middling general and a good deal of an actor...."
This Beauregard book was one of a series of books published by Duke Cigarettes. The subjects in this series included John Ericsson, a Swede, who designed The Monitor and James B. Eads who built ironclad gunboats for the Union. The Ericsson book was one that Sandburg coveted but never owned.
Writing about the Galesburg Opera House's destruction by fire, Sandburg told of entertainments he had seen there. One was the diorama of the Battle of Gettysburg to which the admission was 5 cents. However as the program went along and the curtains depicting the battle were explained, Sandburg's mind wandered. "I got to wondering if he [the lecturer] had children to support and what kind of children they were, and how many, and if there were five or six that was plenty to buy shoes for...."
Besides the more formal methods of learning he listened to the stories Union veterans told. These seem to have had the most impact on the young Sandburg. One man in particular remained strong in Sandburg's memory, Joe Elser, a renter at the Sandburg's Berrien Street home. Sandburg wrote:
"Joe Elser had been in The War. There was only one war then a man could have been in, the war over the Union and the slaves. Joe had had near four years of it. He went in as a private and came out as a private. He had been in battles. He would take stove wood and kindling, put one piece on the floor 'where they were lined up' and another 'where we stood.' Then he would change the wood pieces to show 'where they came at us' and 'where we counter-charged.' He had heard bullets flying and seen men fall and he named the places. He had never been wounded....He didn't make himself out any kind of a hero. 'You enlisted and then you took what come.'"
Elser discussed what the soldiers ate, wore, how they camped, talked, and cussed. He also related to the young Sandburg some of the less reported and more sordid details of the
war including the assault of a woman by soldiers.
After a few years Elser moved from the Sandburg house and disappeared from their lives, but not from Sandburg's mind. "I like to think about him. I don't get tired of trying to remember what he was like. Out of what he had he made a pretty good life of it....He learned somehow to get along without being afraid of what is or of what is to come."
From these glimpses of the Civil War in Galesburg Sandburg eventually became one of the major historians of President Lincoln and the Civil War. These next four years will give us time to remember the events, battles, and people, and think about how it expanded our country's definition of freedom.
knowledge and interest in Sandburg and local history.
A number of devoted members of our board have gone "out to pasture", including Patti Christianson, John Heasly, and Christian Schock. John devoted over eight years as treasurer and has promised to remain heading the Songbag concerts, his first love. Christian served over thirteen years of service to the Association. When Christian talked about issues, we always listened. His perspectives helped guide us in the right direction. Thanks to all for your contributions!
As we look forward to the future we have the generous support of Martha Downey, Site Manager of both the Sandburg Birthplace and the Richen Hill State Historic Site. A | <urn:uuid:b053fa48-b9e7-4662-8e51-7e9f01a9a68a> | CC-MAIN-2017-17 | http://sandburg.org/Inklings/Inklings_Idlings_2011_Fall.pdf | 2017-04-29T11:15:46Z | crawl-data/CC-MAIN-2017-17/segments/1492917123491.68/warc/CC-MAIN-20170423031203-00259-ip-10-145-167-34.ec2.internal.warc.gz | 337,501,232 | 972 | eng_Latn | eng_Latn | 0.999501 | eng_Latn | 0.999585 | [
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A few winters ago, while I was visiting my parents, my mother had bloomed *Cymbidium* Ivy Fung 'Demke' (a "miniature"—only three or four feet across) and had brought it into the living room to enjoy. It had one spike in full bloom and another in early bud. The weather was cold and we made a fire in the wood stove. We left the stove doors open to see the cheerful flames, even if a little of the smoke did get out into the room. By the next morning, all the flowers on the cymbidium had wilted and fallen off. The flowers had only been out for a week or two and should have lasted for months. The other spike was unscathed and later bloomed OK. What happened?
Maybe it was heat or dryness. But most likely, the culprit was ethylene gas from the wood smoke.
Ethylene is a gas produced by incomplete combustion and also produced by living things, such as ripening fruit. It seems to be a chemical messenger in the vegetable kingdom and can initiate flowering or fruiting. In orchids, unfortunately, it causes sepal wilt and bud drop, and, in general, makes flowers age prematurely. It has no effect on leafy growth.
Sepal wilt is a condition seen in cattleyas and some other genera where the sepals wilt prematurely, though the petals and lip continue in good condition. It can be caused by incredibly small concentrations of ethylene: a few parts per billion in the air. Larger amounts can cause bud drop in many different kinds of orchids.
Coal miners used to bring canaries into the mines for early warning of poisonous gases. The canaries would die before the gases reached toxic levels for humans. It would be nice if we had a plant equivalent to detect ethylene among our orchids, but, unfortunately, the "canaries" are the cattleyas themselves. Nothing else is so sensitive to such small quantities of the gas.
Ironically, in bromeliads, ethylene is beneficial—it triggers blooming. Books on bromeliads always recommend enclosing them in a plastic bag along with a ripe apple to force blooming. But be aware that not just apples give off ethylene. Almost all ripening fruits and vegetables do.
How can you avoid exposing your orchids to ethylene? In the greenhouse, heaters should be vented to the outside, of course. Don't use unvented kerosene heaters except in an emergency if your main heater fails, and then expect ethylene damage (which is better than losing the plants, of course). Don't grow orchids in your garage (car exhaust contains ethylene).
Inside the house, try to keep budding and flowering orchids away from your gas stove, and from ripening fruits and vegetables. It's easy to forget and put a tomato on the kitchen window sill to ripen, when you also grow orchids on that window sill. However, don't panic and give up eating fruits and vegetables. Damage from them is unlikely as long as your house has some ventilation. When you use your fireplace, avoid keeping orchids in the same room. Ditto for wood stoves if used with the stove door open.
Ethylene is really a very minor orchid problem, and not one to lose sleep over. Unless you're in the predicament of the grower who lived next to a busy superhighway and complained that ethylene from the exhaust was damaging his orchids. In that case, you have two choices. Either move away, or take up growing bromeliads.
Larry Kuekes
from the Connecticut Orchid Society Newsletter of November 1991; Roger Vars, editor | <urn:uuid:2a713c1d-b641-440e-8d76-e66c0a2c606d> | CC-MAIN-2017-17 | http://siosonline.com/docs/Gas_Attack.pdf | 2017-04-29T11:33:35Z | crawl-data/CC-MAIN-2017-17/segments/1492917123491.68/warc/CC-MAIN-20170423031203-00261-ip-10-145-167-34.ec2.internal.warc.gz | 359,637,686 | 758 | eng_Latn | eng_Latn | 0.999325 | eng_Latn | 0.999325 | [
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The University of the State of New York
284TH HIGH SCHOOL EXAMINATION
ARITHMETIC
Wednesday, June 17, 1942 — 9.15 a. m. to 12.15 p. m., only
Fill in the following lines:
Name of pupil................................................................. Name of school..................................................................
Instructions
Do not open this sheet until the signal is given.
Answer all questions in part I and five questions from part II.
Part I is to be done first and the maximum time to be allowed for this part is one and one half hours. Merely write the answer to each question on the line at the right; no work need be shown.
If you finish part I before the signal to stop is given you may begin part II. However, it is advisable to look your work over carefully before proceeding to part II, since no credit will be given any answer in part I which is not correct and reduced to its simplest form.
When the signal to stop is given at the close of the one and one half hour period, work on part I must cease and this sheet of the question paper must be detached. The sheets will then be collected and you should continue with the remainder of the examination.
Part I
Answer all questions in this part. Write the answer to each question on the dotted line at the right. Each question has 2 credits assigned to it; no partial credit will be allowed. Each answer must be reduced to its simplest form.
1. Add 36.28; 647.05; 7.98; 83
2. Multiply 47.58 by 93.6
3. Divide 106.75 by 2.5
4. Add $3\frac{1}{2}$; $2\frac{3}{4}$; $\frac{3}{8}$
5. From $6\frac{1}{2}$ subtract $4\frac{1}{2}$
6. Write the number fifty billion.
7. What is the perimeter of a square having an area of 36 square feet?
8. How much will a 2% sales tax be on an article costing $2.50?
9. A boy spends 50% of his salary for board and room, 30% for other expenses and the rest for defense stamps. What per cent of his salary does he spend for stamps?
10. There are 35 pupils in a certain eighth grade. If 28 buy tickets for a play, what per cent of the pupils in this grade purchase tickets?
11. If a boy averages 4 hits out of every 5 shots in target practice, how many hits will he score in 40 shots?
12. One barrel of flour can be made from $4\frac{3}{4}$ bushels of wheat. How many bushels of wheat will be needed for 380 barrels of flour?
13. Of the following, which is the largest number: 1.5, $1\frac{1}{2}$, $\frac{5}{2}$?
14. In 1930 the population of the United States was 122,775,046 and in 1940 it had risen to 131,669,275. How much did the population increase during the 10-year period?
15. Natural rubber costs about 20 cents a pound to produce; manufactured or synthetic rubber costs about 30 cents a pound to produce. What is the difference in cost per short ton?
16. In a class there are 7 boys and 14 girls. What is the ratio of the number of boys to the number of girls?
17. What is the money paid for insurance called?
18. How much profit will you make on a dozen chocolate bars if you buy them for 42 cents a dozen and sell them at 5 cents apiece?
19. Represent the cost of 5 pencils which cost $c$ cents apiece.
20. Does an acute angle contain more or less than 90°?
21. What is the area of a triangle whose base is 10 inches and whose altitude is 6 inches?
22. Is the interest on $120 for 30 days at 6% approximately $1, $.75, $.60 or $.30?
23. Mary is $n$ years old. Jane is two years younger. Express Jane's age in terms of $n$.
24. What fractional part of a pound is 12 ounces?
25. A commission agent receives a commission of 4% on sales. How much will he receive on sales amounting to $400?
Write at top of first page of answer paper to part II (a) name of school where you have studied, (b) grade of work completed in arithmetic.
The minimum requirement is the completion of the work of the eighth grade in arithmetic.
Part II
Answer any five questions from this part. No credit will be allowed unless all necessary operations are given. Reduce each result to its simplest form and mark each answer Ans.
26 Mr White had a water faucet that leaked constantly for many months. Upon measuring the water leaking from the faucet, he found that it would fill a gallon jug in one hour. The water rate which Mr White paid was 50 cents per 1000 gallons.
a How many gallons of water were lost in one year (365 days) because of the leak? [3]
b How much did Mr White have to pay for the water that leaked away during the year? [6]
c A plumber would have repaired the faucet one year ago for $1.25. How much could Mr White have saved? [1]
27 Suppose each of the 13,000,000 school children in the United States bought one 10-cent defense stamp each week for a year (52 weeks) to help our country purchase pursuit planes which cost $10,000 each.
a How much money would each school child pay to the government for defense stamps during the year? [2]
b How much would all the school children pay to the government for defense stamps during the year? [2]
c How many pursuit planes could be purchased with the money received? [6]
28 Mr Smith purchased a farm for $10,000. He paid out $180 for taxes, $560 for repairs and $260 for painting. At the end of one year he sold the farm for $12,000.
a How much did he spend for taxes, repairs and painting? [2]
b How much profit did he make on the transaction? [3]
c Find the rate of interest he received on his original investment. [5]
29 Tom Jones borrowed $100 from a finance loan company for a period of 6 months. He is to repay this loan in 6 monthly payments of $18.15 each. He could have borrowed the money from a bank at an interest rate of 6% per year.
a What is the total amount that must be repaid to the finance loan company? [3]
b Of this amount, how much is charged for interest? [3]
c How much interest would a bank have charged for the use of the money for 6 months? [4]
30 A girl works in a store, where she earns a salary of $15 a week. In addition, she is paid a commission of 4% on all sales over $150 for the week. During a recent week she sold $210 worth of goods. How much were her total earnings for the week? [10]
31 Mr Smith wishes to insure his house worth $10,000 for 80% of its value. He can purchase a one-year policy at $12 per $1000 or a five-year policy at $48 per $1000.
a For what amount would the house be insured? [2]
b What would be the premium on the one-year policy? [3]
c What would be the premium on the five-year policy? [3]
d What would be the difference in the cost of the two policies over a five-year period? [2]
32 a Solve each of the following for $x$:
$$6x - 9 = 21 \quad [2]$$
$$\frac{x}{5} - 2 = 3 \quad [2]$$
$$x + 2 = 5 - 2x \quad [2]$$
b If $a = 4$, $b = 7$, $c = 9$ and $d = 10$, find the value of $4a - 2b + c - d \quad [2]$
c Collect similar terms:
$$2x + 2y - 3x - 3y + 4x \quad [2]$$
33 a Find the area of each of the figures shown above. \quad [6]
b What is the length of the diagonal in figure 2? \quad [2]
c What is the perimeter of figure 3? \quad [2] | <urn:uuid:b2cc938a-e904-4bb3-84c4-91b31ba7b12a> | CC-MAIN-2017-17 | http://jmap.org/JMAPRegentsExamArchives/ARITHMETICEXAMS/0642ExamAR.pdf | 2017-04-29T09:30:22Z | crawl-data/CC-MAIN-2017-17/segments/1492917123484.45/warc/CC-MAIN-20170423031203-00308-ip-10-145-167-34.ec2.internal.warc.gz | 202,038,963 | 1,845 | eng_Latn | eng_Latn | 0.966836 | eng_Latn | 0.999283 | [
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Do you like watching airplanes?
Do you love to see them soaring above the buildings, or flying through the clouds?
Do you wonder how that big, heavy airplane gets in the air?!
The first airplane was invented 100 years ago by Orville and Wilbur Wright. They worked hard to invent the airplane. They built planes that did not work, but they did not give up. Finally, on December 17, 1903, Orville flew for the first time!
Many people had tried to invent an airplane before the Wright brothers. The Wright brothers succeeded because they studied AIR. They realized they could use air to lift up the plane. Therefore, to understand how planes can fly, you need to understand AIR and AIR PRESSURE and LIFT just like the Wright brothers.
Here is an easy trick to show there is air.
1. Fill a bowl with water.
2. Take a piece of paper and put it in the bottom of a glass.
3. Turn the glass upside down. Put it straight in the water.
4. Take the glass out. Is the paper wet? It isn't! Why not? Air was in the glass, so the water did not go in.
AIR PRESSURE
Air is always pushing on things.
This is called AIR PRESSURE.
Normally, the air pressure on all sides of an object is the same.
Sometimes however, the air around an object is not the same pressure. When this happens, the air moves from the higher pressure side to the lower pressure side. As the air moves, it can push hard enough to knock things over. Think of a tornado!
To help understand PRESSURE, try this neat trick.
It's great for fooling adults.
Take two balloons that are the same size. Blow up one balloon a little. Blow up the other balloon a lot.
Put the end of one balloon inside the end of the other balloon. Keep the balloons pinched. Ask someone to predict what will happen when you let go. Most people believe the balloons will become the same size, but they won't!
In fact, the little balloon gets smaller. This happens because its pressure is higher. (Think about it. A balloon is much harder to blow into when you first start. This is because of the higher pressure.)
The Wright brothers realized they could use air pressure to push planes up. They did this by designing wings which, as the plane moved, made the air above the wings move faster than the air below the wings. This makes the air pressure just below the wings higher than the air pressure just above the wings. (This is known as Bernoulli's principle).
LIFT
As the plane goes faster, the difference in air pressure above and below the wings gets bigger so the air below pushes harder. When the difference is big enough, the air below pushes the plane up. This is called LIFT.
Here is simple way to show lift. Blow on the air above a tissue. You would expect the tissue to blow down. Instead it lifts up!
The Wright brothers built the first airplane because they realized they could use air to keep the plane up. In fact, planes cannot fly in space because there is no air!
CAN YOU FIND THESE WORDS?
AIR
BLIMP
FLY
HIGHER
INVENT
LIFT
LOWER
ORVILLE
PLANE
PRESSURE
WING
WILBUR
WRIGHT
ELLIVROHT
WINYXTEPC
INLBFFRLI
NFAIMBUAN
GBLIMPSNV
LOWERLSEE
REHGIHETN
RWILBURPT
WRIGHTPGU
In Case You Were Wondering...
Blimps do not go up in the air because of LIFT. They go up because they are lighter (less dense) than air. Another way to think about it... blimps float in air for the same reason a ping pong ball floats in water.
One Last Note:
Most of the Wright children had unusual names. Do you have an unusual name?
Time for dinner
Reuchlin, Lorin,
Wilbur, Orville
and Katharine!
REPORT FROM Just for U.S. Call-In.
The most favorite "Did you know..." was that mosquitoes do not bite with teeth! Thanks to everyone who called!
To celebrate airplanes, Fernbank Science Center is hosting talks on Friday nights from 6:30 p.m. - 7:45 p.m. All of the talks are free and no reservations are required.
February 7 Historical Milestones of Flight: The Georgia Aviation Hall of Fame
February 18 Paul MacCready (Tuesday)
February 21 Famous Black Aviators
March 7 Women in Aviation
March 21 Greenland Expedition
April 4 Pilotless Flight
April 18 Pre-WWI - Golden Age of Aviation
May 2 Wright Experience
May 16 Military and X-Planes
June 6 Nothing General about General Aviation
June 20 The Business of Aviation
July 11 The Legacy of Apollo
July 18 NASA Spinoffs: From Space Into Your Home
August 1 Keeping Aviation Safe for All of Us
August 8 Incredible Age of Aviation
August 15 Vintage, Warbirds, Aerobatics, Homebuilts, Seaplanes, Ultralights
September 5 The Mighty 8th Air Force in WWII
September 19 Owning your own Airplane
October 3 100 Years of Aviation History Right Here in Warner Robins, GA
October 17 Looking Ahead Back to the Future
November 7 Careers: What's out there for you?
November 21 Learning to Fly
December 5 Impact of Aviation on the Community
Updates about the Centennial of Flight celebration can be found at http://fsc.fernbank.edu/flight/
You can also join us February 22, 2003 from 9 to 3 at our Georgia Arbor Day Celebration. There will be storytelling, forest walks, scavenger hunts, papermaking and planting demonstrations! The first 100 children who visit will get a free tree!
Written by Rachel Fiore.
Expert advice provided by Dr. Debi Huffman.
Graphics by Sheila Ward.
It is the policy of the DeKalb Board of Education not to discriminate on the basis of age, sex, race, color, religion, national origin, disability or handicap in its educational programs, activities or employment practices. | <urn:uuid:45aefc13-ee0b-4497-8c57-d531493fd178> | CC-MAIN-2017-17 | http://fsc.fernbank.edu/PDF/Newsletter/justflight.pdf | 2017-04-29T09:28:30Z | crawl-data/CC-MAIN-2017-17/segments/1492917123484.45/warc/CC-MAIN-20170423031203-00303-ip-10-145-167-34.ec2.internal.warc.gz | 153,929,714 | 1,308 | eng_Latn | eng_Latn | 0.995352 | eng_Latn | 0.998238 | [
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The basic unit of the Chinese language is the zi (字), i.e. a Chinese word. Each zi has a written form (called a character, made up of strokes), a sound (made up of consonant and vowel) and a meaning (or multiple meanings). When we speak or write Chinese, we string zi together to form terms, phrases and sentences.
In Putonghua (the spoken form of Modern Standard Chinese) each zi is pronounced in one of four tones:
1st tone: 1 = diacritical mark — pitch: 5 to 5, highest prolonged
2nd tone: 2 = diacritical mark / pitch: 3 to 5, middle to high
3rd tone: 3 = diacritical mark U pitch: 2 to 1 to 4, low to lowest to high
4th tone: 4 = diacritical mark \ pitch: 5 to 1, highest to lowest)
To pronounce each zi below, follow its pinyin and the given tone number. Light-sound words, which have no definite pitch, carry no diacritical mark and are marked by 0.
This week: Words about translation
Putonghua pronunciation: e 2
Cantonese pronunciation: ngoh 4
Meanings: distorted, false, falsify, misrepresentation, rumour
訛 (radical 言 yan2, word/speech) means incorrect/false words. 訛音 (e2 yin1 = incorrect~sound) = wrong/distorted pronunciation. 訛字 (e2 zi4 = incorrect~written-character) = wrongly-written or mis-typed/mis-printed word. 訛誤 (e2 wu4 = incorrect~mistake) = inaccurate writing/record.
Crooks 綁架 (bang3 jia4 = bind~carry = kidnap) victim, 訛詐 (e2 zha4 = false~deceive = blackmail) victim’s family for 贖金 (shu2 jin1 = redemption~gold/money = ransom). 核訛詐 (he2 e2 zha4 = nuclear~false~deceive) means blackmailing other countries by threatening to use nuclear force.
訛傳 (e2 chuan = incorrect~communicate) means spreading incorrect/false information. 訛譯 (e2 yi4 = incorrect~translation) may result in 以訛傳訛 (yi3 e2 chuan2 e2 = with~ false~ communicate~false = incorrectly spreading an incorrect message), i.e. departing further and further from the original story/message.
by Diana Yue | <urn:uuid:74e7f5ac-a2ad-4163-a8c4-63dc3ce86d67> | CC-MAIN-2017-17 | http://www.thestandard.com.hk/images/characters/CB14(8).pdf | 2017-04-29T09:20:10Z | crawl-data/CC-MAIN-2017-17/segments/1492917123484.45/warc/CC-MAIN-20170423031203-00306-ip-10-145-167-34.ec2.internal.warc.gz | 698,987,588 | 545 | eng_Latn | eng_Latn | 0.958538 | eng_Latn | 0.958538 | [
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Young scientists learn about Mars research
Westlake Elementary science club speaker focuses on red planet
NASA
By Emily Benson
email@example.com @erbenson1 on Twitter
SANTACRUZ>> Amid the basketball hoops and music stands lining the walls, potential future astronauts gathered around cafeteria tables early Wednesday morning to listen to a presentation on NASA programs at Westlake Elementary School.
The first speaker in Westlake’s six-week Young Scientist Club series was Gary L. Martin, director of partnerships at NASA’s Ames Research Center. He told the crowd of about 100 students and parents about NASA’s plans to send astronauts to Mars.
The Young Scientist Club will feature five more scientists this fall, including presentations by researchers from UC Santa Cruz and the National Oceanic and Atmospheric Administration. The scientists will discuss volcanoes, El Niño, and pumas, among other topics.
The club meets before school on Wednesdays mornings, at 7:30 a.m.
Members of the Westlake Elementary School Young Scientists Club watch with rapt attention as Director of the Partnerships Directorate at NASA Ames Research Center, and Santa Cruz resident, Gary Martin kicks off the Westlake program’s fourth year with a presentation about sending people to Mars.
SHMUEL THALER — SANTA CRUZ SENTINEL
“To get kids here that early in the morning is pretty impressive,” said Deana Tanguay, Westlake parent and co-founder of the club. “They get excited about science.”
Tanguay and fellow Westlake parent Gabrielle Prochaska founded the Young Scientist Club in 2012. In their efforts to expose elementary school students to science and scientific careers, they decided to focus on the wealth of research happening in the Santa Cruz area.
The two founders of the club encourage speakers to include a hands-on or visual element in each presentation, which occasionally leads to unintended consequences. One researcher brought squid, Tanguay said, which turned out to be smelly enough to fill the room with their scent.
“Squid look really weird,” remembered her son, fourth-grader Luke Tanguay. Though the students didn’t like how the squid smelled, they were still excited to see them, said Deana Tanguay.
Wednesday’s presentation focused on NASA’s past and future efforts to explore Mars and other objects in space.
“Have you guys heard we’re going to go to an asteroid?” Martin asked, to gasps of surprise from the audience. Martin explained that asteroids may harbor water that can be used to fuel rockets or keep astronauts alive. He also mentioned that scientists recently discovered flowing water on Mars. The red planet contains all the elements needed for life, he said.
“Can you drink the water on Mars?” science-minded fifth-grader Larissa Balsley asked.
“You probably couldn’t just drink it right away,” Martin said, because it’s very salty. But, he added, you could purify it.
Martin said that children are natural explorers, so it makes sense that they would be interested in NASA’s space programs.
“NASA’s all about answering things we don’t know the answers to,” he said.
Westlake parents Angela Dobkin and Kimberly Sanford-Yi took over leadership of the club this year. The club is sustained by parents and speakers who volunteer their time, Dobkin said. There’s no charge for the students to attend.
Larissa, the fifth-grader who asked about drinking water, said she was excited about recent revelations on Mars.
“I think it’s really cool that they discovered water,” she said. “There might be life on there.”
NASA’s Gary Martin speaks at Westlake Elementary School on Wednesday. | <urn:uuid:e1753f83-d438-45c2-b9b6-a45ddeed3adb> | CC-MAIN-2017-17 | http://sccs.net/UserFiles/Servers/Server_222705/File/SCCS%20in%20the%20News/Westlake%20Science%20Club.pdf | 2017-04-29T11:15:12Z | crawl-data/CC-MAIN-2017-17/segments/1492917123491.68/warc/CC-MAIN-20170423031203-00264-ip-10-145-167-34.ec2.internal.warc.gz | 337,883,869 | 744 | eng_Latn | eng_Latn | 0.997357 | eng_Latn | 0.99879 | [
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Instructions: For each of the situations below, set up an appropriate hypothesis test. State the two hypotheses with correct notation and then conduct the test. What is the standard score (z-score) of the test? What is the P-value of the test? How does it compare to the stated level of significance (use 0.05 if none is stated)? What do you conclude? Reject or Fail to Reject the null hypothesis? Interpret the results in the context of the problem (how would you describe what the results mean to someone who does not know statistics)?
1. A paint manufacturer fills cans of paint using a machine that has been calibrated to fill the cans to contain an average $\mu$ of 1 gallon (128 ounces) each. To test whether their machine has come out of calibration, the manufacturer takes a random sample of 25 cans and finds that they average 128.2 ounces with a standard deviation of 2 ounces. Is this strong evidence that the filling machine is set too high and thus is no longer calibrated properly?
\[ Z_{\text{Test}} = \frac{\bar{x} - \mu_0}{\sigma / \sqrt{n}} \]
\[ H_0: \mu = 128 \]
\[ H_a: \mu \neq 128 \]
\[ \mu_0 = 128 \]
\[ \sigma = 2 \]
\[ \bar{x} = 128.2 \]
\[ n = 25 \]
\[ \mu > \mu_0 \]
\[ Z = \frac{128.2 - 128}{2 / \sqrt{25}} = 0.5 \]
\[ p = 0.3085 > 0.05 \quad \text{fail to reject} \]
This is not strong evidence that the machine needs recalibrated.
2. The Survey of Study Habits and Attitudes (SSHA) is a psychological test that measures the motivation, attitude, and study habits of college students. Scores range from 0 to 200 and follow (approximately) a normal distribution with mean of 115 and standard deviation $\sigma = 25$. You suspect that incoming freshman have a mean $\mu$ which is different than 115, because they are often excited yet anxious about entering college.
\[ H_0: \mu = 115 \]
\[ H_a: \mu \neq 115 \]
\[ Z_{\text{Test}} = \frac{\bar{x} - \mu_0}{\sigma / \sqrt{n}} \]
\[ \mu_0 = 115 \]
\[ \sigma = 25 \]
\[ \bar{x} = \]
\[ n = \]
\[ \mu \neq \mu_0 \]
\[ Z = \frac{\bar{x} - 115}{25 / \sqrt{n}} \]
Data not provided.
3. A city ordinance requires that more than 75% of its residents must agree to the construction of new public buildings (using tax dollars) before any such structures can be built. A proposal has been made to build a new recreational facility in the city, and sponsors of the proposal want to conduct a small survey to see if it would be approved if put to an official vote of all residents. A simple random sample of 150 residents revealed that 123 supported a change (and 27 did not).
\[ \text{1 Prop Z Test} \]
\[ H_0: p_0 = .75 \]
\[ H_a: p_0 > .75 \]
\[ p_0 = .75; \]
\[ x = 123 \Rightarrow z = 1.97989... \]
\[ n = 150 \]
\[ p = .02385... < .05 \text{ reject null } H_0' \]
There is good evidence to think the true proportion is greater than .75
4. Scientists think that robots will play a crucial role in factories in the next several decades. Suppose that in an experiment to determine whether the use of robots to weave computer cables is feasible, a robot was used to assemble 500 cables. The cables were examined and there were 15 defectives. If human assemblers have a defect rate of 0.035, does this data support the hypothesis that the proportion of defectives is lower for robots than for humans? Use a 0.01 significance level.
\[ H_0: p = .035 \]
\[ H_a: p < .035 \]
\[ \text{1 Prop Z Test} \]
\[ p_0 = .035 \]
\[ x = 15 \Rightarrow z = -.60835 \]
\[ n = 500 \]
\[ p = .2714 > .05 \]
fail to reject \( H_0 \)
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Towards setting teaching and learning priorities for acquiring intelligible pronunciation: An expert judgment
Kazuya Saito
McGill University
email@example.com
Sound features affecting intelligible pronunciation
- Lexical stress (Field, 2005)
- Sentence stress (Hahn, 2004)
- Speech rate (Munro & Dewing, 2001)
- Phonemic contrasts with high functional load (Munro & Dewing, 2006)
How can we prioritize these features for a particular group of L2 learners (e.g., Japanese learners of English) in order to design effective syllabi for teaching intelligible pronunciation in L2 classrooms?
Expert judgment approach
Ellis (2006)
Researchers elicit experienced teachers’ opinions to identify the relative difficulty, learnability, and teachability of target linguistic features for a particular group of L2 learners (see also Robinson, 1996)
Current Study
RQ1: Which pronunciation features can be relatively crucial for Japanese learners of English to acquire intelligible pronunciation?
RQ2: To what degree do native-speaking (NS) and non-native speaking (NNS) teachers agree and disagree with their priority judgment?
Participants
120 highly-experienced EFL teachers (61 NS and 59 NNS teachers) with homogeneous teaching backgrounds in Japan
- Teach conversational English with a wide range of adult learners
- All of them were not only experienced teachers but also teacher trainers
All of 120 teachers could be highly qualified for accurate and intuitive judgment about intelligible pronunciation in L2 communication
Method
17 Segmental Problems
1. / æ / (e.g., man, hat, apple)
2. / a / (e.g., cut, duck)
3. Diphthongs / au, ai, ou, ei and er/ (e.g., cow, lie, saw)
4. / w / (e.g., what, wood, food)
5. / r / (e.g., right, read)
6. / l / (e.g., lock, light, lead)
7. / n / (e.g., neat, neck, pattern)
8. / y / (e.g., playing, king, song)
9. / p, t, k / (e.g., pitch, tall, call)
10. / s, z, sh, ch, sp, st, sk / (e.g., ship, sit, sick)
11. / f / (e.g., show, soft, shelf, ship)
12. / t / (e.g., ticket, team, tip)
13. / B / (e.g., think, thing, thick)
14. / d / (e.g., this, that, although)
15. / f / (e.g., feet, fall, fill)
16. / v / (e.g., very, vase, voice)
17. / h / (e.g., hear, hall, hill) (Lambacher, 1999; Riney & Anderson-Hsieh, 1993)
8 Suprasegmental Problems
1. Word Stress
(e.g., Advise vs. adVICE; deSSERT vs. DEsert)
2. Sentence Stress
(e.g., HE studied yesterday vs. he STUDIED yesterday)
3. Intonation
(e.g., Does he want to eat it? What do you think? )
4. Speech Rate
(e.g., if Japanese learners speak faster, could their speech be more intelligible?)
5. Fluency
(e.g., speak with few or too many pauses, false starts, repetitions and hesitations)
6. Syllabification: Japanese learners frequently put vowels after consonants
(e.g., I want[U] s[U]peak[U] Eng[U]lish[U])
7. Cognates: Japanese learners continue to use KATAKANA
(e.g., アップル for “apple”, レストラン for “restaurant”, テーブル for “table”)
8. Contraction
(e.g., won’t, can’t, could’ve, might’ve)
(Lambacher, 1999; Riney & Anderson-Hsieh, 1993)
Results (Principle Component Analysis)
- Eight problematic pronunciation areas were identified and prioritized:
1. Major segmentals /l, j, ð, θ, v/
2. Syllable-related problems [Cognates, Syllabification]
3. Assimilation /s/, /ʃ/, /t/
4. Stress/Intonation [sentence/lexical stress, intonation]
5. Secondary segmentals /æ, ʌ, /f/
6. Diphthongs problems /au, ar, ou, ɔi, ei/
7. Minor segmentals /p, t, k, w, n, ɾ, h/ + contractions
8. Rhythm problems [fluency, speech rate]
Results (Analysis of Variance)
- NS and NNS teachers agreed:
1. Major segmentals /l, j, ð, θ, v/
2. Syllable-related problems [Cognates, Syllabification]
3. Assimilation /s/, /ʃ/, /t/
- NS and NNS teachers disagreed:
4. Stress/Intonation [sentence/lexical stress, intonation]
5. Secondary segmentals /æ, ʌ, /f/
6. Diphthongs problems /au, ar, ou, ɔi, ei/
7. Minor segmentals /p, t, k, w, n, ɾ, h/ + contractions
8. Rhythm problems [fluency, speech rate]
Discussion
RQ1: How to identify and prioritize pronunciation features for Japanese learners of English?
- Expert judgment ranked eight problematic pronunciation areas
- Teachers and students should equally focus on (a) segmentals and suprasegmentals; and (b) universal pronunciation problems (e.g., the most important segmentals and syllable-level suprasegmental rules) and L1 related pronunciation problems (e.g., cognates and assimilation problems)
RQ2: Do NS and NNS teachers make similar priority judgment?
- NS and NNS teachers agreed upon the most important segmental and suprasegmental rules.
- NS and NNS teachers shared a similar consensus of what affects intelligible pronunciation in a broad sense (especially crucial sound features)
- Concur with other researchers who claim that general reactions towards accented speech might not differ between NSs and NNSSs (Field, 2005; Munro et al., 2006)
Conclusion
- Expert judgments enable us to rank important pronunciation features for acquiring intelligible pronunciation at a practical level (i.e., creating phonological syllabus).
- The methodology could be highly replicable not only in a similar Asian EFL contexts (e.g., Korea, China) but also generally in ESL classrooms around the world.
Thank you!! | <urn:uuid:3da83968-f6d5-4f98-aa38-39b5173b32ee> | CC-MAIN-2024-30 | http://kazuyasaito.net/Saito2011.pdf | 2024-07-17T16:39:52+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514789.19/warc/CC-MAIN-20240717151625-20240717181625-00644.warc.gz | 14,886,363 | 1,493 | eng_Latn | eng_Latn | 0.932905 | eng_Latn | 0.924367 | [
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Philosophy of Living Library
- Readers borrow “books” that are real people
- “Books” from all walks of life, but people you might not meet in your everyday life.
- “Books may have prejudices against them in society due to handicaps, religion or job
- “Books” may have had interesting life experiences i.e. Immigrants, adventurers.
Origin of Living Libraries
- First held at music festival in Denmark
- U.K. held their first Living Library in 2008
- Also held in Australia in NSW & Brisbane
- In 2008 LIANZA suggested it as part of Library Promotion Week
- Adopted that year by Wellington Public and MGC Libraries
Getting school community on board
- Talk to Principal initially
- Inform the Board
- Talk to Faculty heads especially Health, Social Sciences, Media and English
- Talk to Guidance Counsellors
- Publicity to school students
- Publicity to wider community
Timing is of the Essence
- Choose a non busy week
- Locate near an Assembly day
- Decide timing – 2 periods and lunch or 1 period and lunch
- Choose a time that fits with classes targeted and year 13 study
- Steer clear of a Monday
Sourcing the Books
- Newspaper articles
- Immigrants Organisations
- Multicultural Organisations
- Disability Groups
- Internet, yellow pages
- Use your contacts. i.e. Staff, public librarians, soup kitchen, health nurses, church
Books 2008
- Visually impaired woman with her Guide dog
- Old Girl who had been at college during war
- Catholic Nun
- Vietnam Veteran
- Hindu girl
- Muslim woman
- Woman with mental illness (schizophrenia)
Books 2008 cont.
- Woman with severe dyslexia
- Police Youth Worker
- Eco-warrior (living with Orangutans in Borneo)
- Female Peace keeper (Afghanistan)
- Breast Cancer Survivor
- Canadian immigrant, social worker
- Paraplegic
Books 2010
- Breast Cancer Survivor
- Ghana Native
- Wahine survivor and Veterinarian
- Barrister and local historian
- Police Officer, CIB, gay
- Local Minister of Parliament
- Whaler now conservationist
- Psychologist, Lesbian, Activist
- Man with his Guide Dog
Preparation of your Books
- Send out invitation letters. Include an article about Living Libraries, confirmation letter listing chapters of book, and “Useful Hints for Books”
- Follow up with a phone call
- Acknowledge receipt of Book Questionnaire
- Ask if they need transport, letter for employer, reminder phone call.
Invitation Letter
Marlborough Girls’ College
21 McLachlan Street
Blairgowrie
22 July 2010
Dear
“I don’t Judge a Book by its Cover”
The “Living Book” Project at Marlborough Girls’ College
Two years ago the team at the Marlborough Girls’ College library ran a “Living Book” project as part of National Library Promotion Week. The theme was “I don’t judge a book by its cover”. The project was a huge success and we would like to invite you to participate again this year.
The “Living Book” concept involves bringing into the library people who have had unique life experiences or have careers or lifestyles that often go unnoticed. The idea is to have them share their stories and experiences with students and staff. The students and staff then read the book and borrow it. The book and borrower have 20 minutes to talk freely to each other and the experience for the borrower is richer like reading a story of someone else’s life. The students and staff are encouraged to ask questions and share their own stories. The borrowers are “bookends” – people that look past previously found the experience rewarding and interesting and overcome barriers broken down.
We would like to invite you to be one of our “bookends” for our “Living Book” project. Our “Living Book” will be on Monday August 16th and you would be required from 1 p.m. to 3:15 p.m. We will begin with a briefing and hope you can stay after 3:15 p.m. to enjoy the afternoon tea and chat with the students and staff. We have attached a list of suggested books for you to choose from. The other items attached are helpful hints for books, an article from an Australian paper and a questionnaire that will allow us to put together a “book resume” for each of the books.
We hope you can join us for our “Living Library” and I look forward to hearing from you.
Yours sincerely,
Colleen Waitey
Library
Marlborough Girls’ College
firstname.lastname@example.org
phone: 9705210-8440 ext 851
Advertising
- Local paper
- School newsletter and website
- Talk at Assembly
- Notices on daily newsletters
- Display of “books” in Library
- Talk to classes visiting library
- Target specific classes
- Talk to student groups at lunch breaks
Checklist for Big Day
- Reminder phone calls to books
- Booking sheets filled up for books
- Food, water, coffee
- Media contact, camera
- Thank you gifts
- Reminder notices to students
- Transport if necessary
- Evaluation sheets
Further Reading
- http://humanlibrary.org
- www.guardian.co.uk/society/2008/dec/03/living-library-communities
- http://www.lanza.org.nz/resources/promote-libraries/living-library
- Google “living library” & “human library”
Borrowers Evaluation Form
- What year are you in
- Which book did you borrow
- How did you find the experience
- Would you take part in a similar event again
- Would you recommend it to friends
- Reason for taking part – Class took part; own choice; encouraged by others
Books Evaluation Form
- Book name
- How many times were you borrowed
- How did you find the experience
- Would you take part in a similar event again
- Would you recommend it to friends
Evaluation comments from Books
- Great to have the cross generational connection
- This is a good way to raise what can be “sensitive subjects” in a safe environment
- Rather humbling having to talk about oneself
- It was great to be able to share my experiences with a younger group of people
Comments from Borrowers
- She gave me a great insight to her world
- I thought it would change my views on matters and it did
- She kind of inspired me
- Great – a lot better than reading a book
- Questions I could ask and finally feel comfortable asking and finding reasonable and truthful answers to
Living Library
Give it a go – You’ll be pleased you did | <urn:uuid:7b71fbee-2c1f-4d0f-b1e6-ed0d0f1fbabe> | CC-MAIN-2024-30 | https://www.slanza.org.nz/uploads/9/7/5/5/9755821/colleenshipley.pdf | 2024-07-17T17:21:58+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514789.19/warc/CC-MAIN-20240717151625-20240717181625-00642.warc.gz | 847,678,197 | 1,423 | eng_Latn | eng_Latn | 0.991723 | eng_Latn | 0.995872 | [
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Good Afternoon students, today I will be talking to you about the two texts that I have studied that show a clear understanding of the term "Into the World". These texts are 'Educating Rita' by Willy Russell and 'Almost Famous', a play written by Willy Russell and 'Almost Famous', a film written and directed by Cameron Crowe, released in 2000.
I will be discussing how other people can encourage or prevent the individual's experience of moving 'Into the world'. In my opinion, from these texts that certain characters can encourage or hold that individual back from accomplishing
there dreams to change and transition into the world!
‘Educating Rita’ a play written by Willy Russell, is about a woman named Rita who is stuck in two worlds. She is a woman who is sick of her old world and has realised that there is more to life. For example, in Act One, Scene One, she seeks this transition through education and decides to enter a university as a mature aged student who will be tutored by a man named Frank.
In Act One, Scene One, she arrives at Frank’s office. She knocks at his door and waits for a reply “come in” said Frank. Rita struggles to enter with an unwilling door handle, which
is a metaphor for Rita struggling to move into the world.
Frank is a person who will teach and educate her. Frank has been put into this play as a character who will help and encourage her to move and transition away from her old world.
Denny, Rita's husband, is a symbol of her old world and also a character in the play who will try prevent Rita from gaining an education. This is shown when Denny burns all of Rita's books.
An important quote that shows that Rita wants more in her life and wants to change is "I've been realizing for ages."
that I was 'y' know slightly out of step. I'm twenty-six. I should have had a baby by now. I don't & won't one yet. I won't to discover myself first". This quote explains that she feels dissatisfaction and unhappy with her life back home with Denny.
All Rita wants in life is choice not to be held back. In order for Rita to do that she has to change and become educated. Frank has what Rita wants "a better way of life." Dream
Willy Russell shows in Act One Scene one that Rita has a far way to go before she becomes 'educated'. Frank tries to find out Rita's name but there is a misunderstanding in the language that Frank has
used "you are?" Rita replies "what?" This has clearly shown that Frank's use of polite use of dialogue has made Rita confused as Rita uses strictly colloquial and slang.
At the end of the play Act two scene seven shows that Frank has succeeded in 'Educating Rita' as he asks her what she will do in her life "What are you going to do? Rita's reply is "I might go to France, I might go to my mothers, I might even have a baby, I dunno, I'll make the decision, I'll choose" This quote has shown that Rita has choice and that is all she wanted, Frank has encouraged her to do so.
Almost Famous was a film directed and written by Cameron Crowe. This film is about a young adolescent boy 'William Miller' who goes on tour with a rock band "Still Water".
William lives with his mother who represents a safe and secure life. She does not however like the idea of him going on tour as she would much rather him go into law school. "He is not ready for diminished values and compromised brain cells that you throw away like confetti" this scene shows a heated argument that Russell the lead guitarist has with William's mother. Crowe has used a shot reverse/shot editing to report the argument between them.
Russell is Williams
Russell symbolises William's transition into the world! Russell encourages him to move into the world where William's mother tries to prevent him from.
Both of these texts show that certain individuals can either encourage or prevent whatever transition an individual makes there will always be people to encourage or prevent them from moving out of their old world or moving into a new one.
Both Rita and William are stuck in two worlds, but through the encouragement and internal determination they have
Successfully moved into the world; symbolised through Rita doing her final exam in Act two scene six and William writing a front page critical for Rolling Stone.
Transitioning into the world you will come across obstacles and people who will either encourage or prevent you from doing so. Educating Rita, Willy Russell's Educating Rita and Cameron Crowe's Almost Famous have clearly shown this. | <urn:uuid:7b2fffbd-a5ce-4c40-bccd-d17a8fce534a> | CC-MAIN-2024-30 | https://arc2.nesa.nsw.edu.au/assets/process/15130/2007/q10a_b34_s1-er.pdf | 2024-07-17T16:24:31+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514789.19/warc/CC-MAIN-20240717151625-20240717181625-00647.warc.gz | 93,999,002 | 961 | eng_Latn | eng_Latn | 0.998813 | eng_Latn | 0.999635 | [
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Environmental Literacy of Ohio Adults
Karen Mangl, Kathleen Carr, and Michele Morrone, Food, Agricultural and Biological Engineering, The Ohio State University, Columbus, OH 43210, Strategic Research Group, Columbus, OH 43212, and School of Health Sciences, Ohio University, Athens, OH 45701
Abstract. Environmental literacy is defined as an understanding of natural systems combined with how they interact with human social systems. Past surveys have measured the "pollution knowledge" of adults. This study instead examined Ohio adult's knowledge of ecological principles as the basis of understanding. A telephone survey of 504 Ohio adults measured their knowledge of ecological principles. As a group, Ohio adults appear to understand four principles of ecology: biogeography, the earth as a biosphere, ecological energetics, and carrying capacity. Some additional attention should be paid to teaching Ohio adults about three principles of ecology: ecosystem succession, biotic interactions, and the importance of diversity. Most importantly, Ohio adults must learn more about the principle of materials cycling. Ohio adults showed poor understanding of the nitrogen, phosphorus, and hydrologic cycle and bioaccumulation.
INTRODUCTION
Environmental literacy is the understanding of the interactions between natural systems and human social systems (Barrett and others 1997; Hausbeck and others 1992). Orr (1992) defines ecological literacy as a broad understanding of how people and societies relate to each other and natural systems, presuming an awareness of the "interrelatedness" of life and the knowledge of how the world works as a physical system. The basic principles of ecology such as energetics, cycling, growth, and competition are the common denominators in developing environmental literacy (Odum 1993).
A survey of environmental curriculum needs, completed by 169 randomly selected environmental educators, ranked 15 goal statements for students ranging from elementary school to college (Volk and others 1984). For secondary school and college students, teachers ranked gaining sufficient knowledge of ecology to permit them to make ecologically sound decisions as the highest goal.
Assessments of adult environmental literacy have, however, focused on "pollution knowledge." The pollution knowledge questions presented by NEETF (1997), for example, ask adults to identify the major pollutants of the atmosphere or water supplies, who are major polluters, and which government agencies have jurisdiction over environmental concerns. They found in their telephone survey of 1501 adults that less than one-third of Americans know the major sources of air and water pollution. Nearly half do not know where most electricity comes from. Arcury and Johnson (1987) also measured pollution knowledge of adults in Kentucky. Their telephone survey of 680 adults found little knowledge of major sources of water and air pollution, and energy sources. Less than 10% knew the major source of surface water pollution in the state and less than half knew the major source of groundwater pollution or how energy is generated and managed.
Understanding the principles of ecology is quite different from simply knowing pollution and energy sources. With an understanding of how natural systems interact with human social systems, people can draw from this understanding to make decisions about a wide variety of pollution issues. The basic principles of ecology can form a foundation for independent assessment of the possible impact of policies and actions.
The objective of this project was to assess Ohio adults' knowledge of the basic principles of ecology that form the basis for environmental literacy. With this information, future environmental education programs for Ohio adults can build on their previous knowledge and understanding, and work to address lack of knowledge and understanding of important basic principles.
MATERIALS AND METHODS
A telephone survey of Ohio adults was used to collect responses to questions related to the principles of ecology. The survey met several criteria.
- Each question was unique and based on a principle of ecology.
- The line of questions was to be concise to ensure a high rate of completion.
- The survey could contain no jargon or points of argument that might confuse the participants.
- The questions were to be unbiased so as not to make the respondent uncomfortable.
Survey Development
A Delphi group process was used to develop the questionnaire. A panel of 10 environmental scientists from throughout Ohio and the nation developed and validated the survey instrument. The Delphi group process was conducted by FAX and consisted of the following 5 inquiries.
1. Please list some of the basic principles of ecology.
2. Review and comment on the list of principles.
3. List 1 to 4 current environmental issues that illustrate each principle.
4. Please suggest 1 or 2 questions for each principle of ecology that you might ask an Ohio adult about these issues.
5. Please review the draft survey to make sure each question addresses a principle of ecology.
Drawing from these principles the expert panel identified more than 150 environmental issues. These issues were used to construct 32 multiple choice or true/false questions, with four different issues related to each principle of ecology. The expert panel was asked to review the draft questions to make sure each question addressed a principle of ecology. Through this test for validity, some minor adjustments were made to the questions.
**Survey testing**
The reliability of the survey was tested during 3 focus group sessions with citizens in Ohio. Each focus group participant responded to the questions and commented on any confusing language. Participants also discussed their thoughts about each question to be sure they were considering the underlying principles when selecting an answer.
A group of rural residents in an agricultural area of western Ohio participated in a focus group in Maria Stein, OH. A second focus group of small town residents from an Appalachian area was conducted in WoodsfieId, OH. The final group of urban residents participated in a focus group in Columbus, OH.
The questions were modified only slightly after reliability testing with the focus groups of Ohio citizens. Some jargon that caused confusion was removed along with some points that raised arguments. The complete survey is published in the project report to the Ohio Environmental Education Fund (Carr and Mancl 1998). The 32 questions related to the principles of ecology are listed in Appendix 1.
With final modifications, the survey was field tested with random phone calls and adjusted for length and ease of delivery.
**Telephone survey**
A random, statewide survey of 504 adults was conducted. This sample size yields 95% confidence that the sample response is within ± 4% of the population parameter. Along with the random sampling a “within household” sampling procedure was used called the “birthday method.” All adults were identified and from these adults the person who had the next birthday was interviewed. This procedure ensured that each available person within a given household had an equal chance of participating in the survey.
Following the survey, results for the four questions for each of the eight groups were checked for heterogeneity by determining Cronbach’s coefficient alpha (Ary and others 1990). Cronbach’s coefficient alpha is used with questions with multiple answers, like multiple choice, and a low value indicates that the items are heterogeneous meaning they measure more than one attribute or trait.
All of the Cronbach’s alpha coefficients were low, indicating that each of the four questions in a group tested a different issue related to the principle. The scores ranged from 0.048 for ecosystem succession to 0.47 for diversity. The coefficients for each group of questions are listed in Appendix 1.
RESULTS
Knowledge of each ecological principle was assessed as the responses to the four different questions. Each respondent received a score for each principle ranging from 0 meaning none of the four questions were answered correctly to 4 when all questions were answered correctly. The results are displayed as means, which is the average correct answers for all respondents for each of the principles (Fig. 1). T-test at a significance level of p <0.05 showed that all averages were significantly different.
Ohio adults show greatest understanding of biogeography, the earth as a biosphere, ecological energetics, and carrying capacity. Lower levels of understanding were observed in ecological succession, biotic interaction, and the importance of diversity. The lowest understanding was noted with materials cycling.
DISCUSSION
On average, Ohioans are fairly well educated on the principles of ecology. They tend to score higher on some ecological principles than others. This is in contrast to the findings of the NEETF (1997) and Arcury and Johnson (1987) who measured pollution knowledge. The NEETF/Roper National Report Card (NEETF 1997) gave two out of three American adults failing grades on pollution knowledge. Based on environmental, energy and water pollution knowledge, Arcury and Johnson (1987) gave Kentucky residents a poor rating.
An understanding of the basic principles of ecology may be a more important knowledge base for adults. While the facts of pollution and energy sources may change, the basic principles of ecology act as a basis for decision making when developing policies and taking actions about pollution and energy sources.
As a group, Ohio adults appear to understand four principles of ecology. Educational efforts can build on this basic understanding to expand their capability to discuss issues, adopt policies, and take actions. Because of this understanding of the principles, Ohio adults are prepared to expand their vocabulary, learn more about model programs, and participate in activities that enhance the natural environment applying the four basic principles of; biogeography, the earth as a biosphere, ecological energetics and carrying capacity.
Some additional attention should be paid to teaching Ohio adults about three principles of ecology. By first increasing the understanding of these basic principles of; ecosystem succession, biotic interactions, and the importance of diversity, Ohio adults will be better able to consider and discuss changes in personal action and public policy.
Most importantly, Ohio adults must learn more about the principle of materials cycling. Ohio adults showed poor understanding of the nitrogen, phosphorus, and hydrologic cycles and bioaccumulation. Without a clear understanding of how nitrogen changes form and moves through the environment, how phosphorus cycles through plant and animal systems, and how water is constantly moving and being reused, Ohio adults will be unable to discuss and support important resource management issues. Without an understanding of how toxic substances accumulate through the food chain, Ohio adults will be confused by discussions about toxic chemicals. It appears premature to invest in action oriented educational programs on the importance of nutrient management, water conservation, and toxic chemical disposal until the underlying principle is understood.
ACKNOWLEDGMENTS. Support for this research was granted by the Ohio Environmental Education Fund. The contributions of the expert panel are gratefully acknowledged. Panel members were: Dr. Rosanne Fortner, Dr. Joseph Heinlrich, Robert Knox, Dr. Lissa Legee, Dr. William Mitsch, Kim Mortensen, Dr. Eugene Odum, Dr. Irwin Ungar, Dr. James Wiersma, and John Wilson.
LITERATURE CITED
Ary D, Jacobs LC, Razavieh A. 1990. Introduction to research in education. Orlando FL: Holt, Rinehart and Winston. p 277-9.
Arcury TA, Johnson TP. 1987. Public environmental knowledge: A statewide survey. J of Environ Educ 18(4):31-7.
Barrett GW, Peles JD, Odum EP. 1997. Transcending processes and the level-of-organization concept. BioScience 47(8):531-5.
Carr K, Mancl K. 1998. Environmental literacy project report to Ohio environmental education fund. Columbus, OH: Strategic Research Group. 43 p.
Hausbeck KW, Milbrath LW, Enright SM. 1992. Environmental knowledge, awareness and concern among 11th grade students: New York State. J of Environ Educ 24(1):27-34.
NEETF. 1997. The national report card on environmental knowledge, attitudes and behaviors. National Environmental Education and Training Foundation. Washington DC: Roper Starch Worldwide. 36 p.
Odum EP. 1993. Ecology in the 1990s. Developing biological literacy. Guide to developing secondary and post-secondary biology curricula. Colorado Springs, CO: BSCS. p 74-7.
Odum E. 1994. Ecology as a science. The encyclopedia of the environment. Ehlen and Ehlen, editors. Boston: Houghton Mifflin. p 171-3.
Orr DW. 1992. Ecological literacy. Albany, NY: State Univ New York Pr. p 85-95.
Volk TL, Hungerford HR, Tomera AN. 1984. A national survey of curriculum needs as perceived by professional environmental educators. J of Environ Educ 16(1):10-9.
Appendix 1
Questions to measure the knowledge of ecological principles of Ohio adults (Cronbach’s coefficient alpha).
1. Ecosystem succession (0.048)
- Flooding on a river renews and replenishes the river environment. True or False.
- People around Ohio cities are moving into wooded areas to build homes, clearing away all the trees to plant a lawn. What type of care will be needed to maintain these lawns? a) no special care b) regular mowing to keep trees from growing in the lawn c) a lawn will not do well no matter what care you give it.
- Landowners sometimes build dams on streams to create ponds. What is the impact of a dam on a stream? a) no major impact b) changes the stream in the pond area c) changes the entire stream.
- Wetland areas have been drained in Ohio for decades. New efforts are in place to restore wetlands to their natural state. Filling those drained areas again with water: a) restores a wetland to its natural state right away b) begins a restoration process that will take years c) will not be effective, because once destroyed a wetland cannot be restored.
2. Ecological energetics (0.156)
- At the present rate of use the world’s supply of coal, oil and natural gas will: a) last forever b) be used up eventually c) renew itself.
- The primary source of energy on earth is the sun. True or False.
- For a person to get the most food energy out of 100 pounds of vegetables and grain the person should: a) eat the vegetables and grain b) feed the vegetables and grain to an animal and eat the meat c) feed the vegetables and grain to a cow to produce milk, feed the milk to an animal and eat the meat.
- To protect an area from flooding, walls are constructed along the river banks. As a result, downstream flooding will: Increase, Decrease, or Stay the Same.
3. Carrying capacity (0.123)
- The total space being used to produce food to feed Ohioans is adequate even if the population of Ohio increases. True or False.
- There is a limit to how many people the world can support. True or False.
- As the population in an area increases, the potential for pollution: Increases, Decreases, or Stays the Same.
- Rangers observe deer eating all the small plants in a park. To maintain a healthy deer population in the park, the rangers should: a) decrease the number of deer in the park b) bring in extra food for the deer c) no action is necessary.
4. Importance of diversity (0.477)
- A farmer plants corn one year, soybeans the next year and follows with wheat. This is called crop rotation. The need for pesticides on a farm using crop rotation will: Increase, Decrease, or Stay the Same.
- Mary plants tomato plants in the same garden spot every year. Bob also plants tomatoes, but plants them in a different part of the yard each year. With everything else being the same, who will harvest the most tomatoes? a) Mary, who plants in the same spot b) Bob, who plants in different spots c) they harvest the same amount of tomatoes.
- Today chickens in the US are raised in large buildings containing thousands of birds. Under those conditions, in the mid-1980s poultry flu killed millions of chickens in the US, eliminating entire flocks. Today’s farming practices will prevent this from happening again. True or False.
- People living in a rural area grow only potatoes year after year with great success. To join in their success, each year more people in the area start growing only potatoes. As more potatoes are planted in the area, the risk of a disease or an insect damaging the potato crop will: Increase, Decrease, or Stay the Same.
5. Biotic interactions (0.065)
- Each summer your neighborhood is sprayed with the same bug killer to control mosquitoes. After a few years of spraying the same product what do you think will happen? The mosquitoes will likely: a) disappear b) become resistant to the spray c) remain the same year after year.
- When colonizing a new area, plants, animals and even people compete for resources to live, grow and reproduce. What usually happens when an area gets crowded? a) they compete against each other b) they cooperate with each other c) they usually die out.
- Tremendous numbers of flies are bothering people who live near some of Ohio’s large chicken farms. Special fly-eating beetles were imported to Ohio and placed in the chicken houses to solve the problem. While the beetles do a good job controlling the flies in the chicken house, once the beetles get out they become so numerous that they get into nearby homes and become a pest. Why are the beetles a pest? a) they are a pest everywhere in the world b) they are only a pest in a new area with no natural controls on their growth c) they are not as big a pest as people think.
- As Ohio and other Midwestern states were settled, people encountered wolves that hunted deer and other wild animals, but the wolves threatened their families and livestock. As the wolves were eliminated to protect people, did the number of deer: Increase, Decrease, or Stay the Same.
6. Biogeography (0.165)
- Saving an endangered plant species is just as important as saving an endangered animal species. True or False.
- The most effective way to save an endangered animal is to: a) stop hunting or eating the animal b) provide it with an adequate food supply c) establish a large enough reserve area for it to live and reproduce.
- The land area needed to protect an endangered animal should be: a) large enough to support one family of animals b) large enough to support several animal families c) the same size reserve for all endangered animals.
- Some tropical birds that live in Central and South America migrate to and live in Ohio for part of the year. Which of the following is the greatest threat to these birds? Loss of habitat in: a) Central & South America b) Ohio c) both places.
7. Materials cycling (0.143)
- PCBs, a toxic chemical, can be found in very low levels in Great Lakes water. The PCBs are taken up by small shellfish that live in the water. Which will have the highest level of PCBs: a) the shellfish b) fish that eat the shellfish c) birds that eat the fish.
- Phosphorus fertilizer is applied to lawns, gardens and crop fields to encourage plant growth. What happens when phosphorus washes into a lake? a) the phosphorus kills the fish b) phosphorus will increase the growth of algae c) not much will happen.
- Nitrogen fertilizer is applied to gardens and crop fields to increase food production. The nitrogen is taken up into the food. When a person eats food for energy and growth they produce sewage wastes. The human sewage contains some of the nitrogen that was first applied as fertilizer. True or False.
- The amount of water on earth is: Increasing, Decreasing, or Staying the Same.
8. The earth as a biosphere (0.215)
- The warming of the Pacific Ocean influences the weather a) just in California b) just in the US c) throughout North & South America
- Burning fuel in Ohio to heat homes, operate cars, and produce electricity contributes to air pollution: a) only in the city where it's burned b) throughout Ohio and neighboring states c) burning fuel does not contribute to air pollution
- A major volcanic eruption in the Philippines creates dust and reduces sunlight only near the volcano during the eruption. True or False.
- Fruit, vegetables, milk and meat produced in rural Ohio are sold and trucked to grocery stores to feed people in many large cities. The people who live in these cities produce sewage sludge. Spreading sewage sludge from big cities on Ohio farm land: a) pollutes the soil b) is a form of recycling c) gets rid of the sludge. | <urn:uuid:01746eb0-1f1f-4271-b7e8-4870d3c38b5c> | CC-MAIN-2024-30 | https://kb.osu.edu/server/api/core/bitstreams/383069f9-8000-5ef2-a66d-a3bae05e3e33/content | 2024-07-17T17:26:04+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514789.19/warc/CC-MAIN-20240717151625-20240717181625-00650.warc.gz | 299,448,615 | 4,282 | eng_Latn | eng_Latn | 0.995444 | eng_Latn | 0.99687 | [
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LET’S GO — YOUR FIRST TROOP MEETING!
The first troop meeting is always exciting! It is really where you will see the adventure of being a Girl Scout Troop Leader start to unfold. Remember to have fun! As you help the girls on their journey to discover, connect and take action in the world around them, those experiences will be a part of your Girl Scout journey too. Enjoy it!
Your first troop meeting is a great chance to:
- Get to know the girls!
- Brainstorm all of the exciting things the girls want to do this year.
- Introduce girls to Girl Scout traditions.
- Introduce the whole troop volunteer team to the girls and their parents/guardians.
If you are feeling a little nervous about leading troop meetings and experiences with your girls – that’s ok! Working directly with girls can be challenging at times but it is always rewarding and can be a lot of fun. As a Girl Scout Troop Leader you are encouraged to listen to the girls with an open-mind and lead them with your heart.
Many adults feel that, when working with kids, they have to be the expert and have everything perfect. But this is not the case in Girl Scouts. When preparing for your first (or any) troop meeting, keep these things in mind:
- **It doesn’t need to be perfect.** – There are lots of resources with information and guidance to help you facilitate great troop meetings and experiences but you are encouraged to be creative. And, if you forget a part of the troop meeting or the field trip doesn’t go the way you planned or you run out of time – that’s ok! The girls aren’t expecting perfection from you; your time, attention and guidance are the best part of your leadership.
- **Learn with your girls!** – As you use the girl-led process in the development of your troop’s meetings and experiences, the girls will, at some point, want to earn a badge or complete a project in a subject unfamiliar to you. Be open with the girls when you don’t know something but don’t use that as a reason to keep them from exploring the topic or doing the project. Instead, become their partner in figuring out how to learn more. When they see you learning alongside them, their confidence in their current knowledge and skills as well as their ability to learn will rise. It will also help them to understand that learning is a lifelong process.
---
**First Meeting Preparation Checklist**
- Cover the basics. Review the details about when and where the meeting will take place and that all the parents know that information. You might find it helpful to visit the location beforehand.
- Get ready. Use the Volunteer Toolkit to verify your troop roster and email your parents. This might be a great time to ask parents to provide you with any needed items such as health history form, uniform order form, or troop dues.
- Know the agenda. Use the “Six Elements of a Troop Meeting” on the next page and the Volunteer Toolkit meeting agenda to customize your meeting plan.
- Review and practice your agenda. This will help you feel calmer and be flexible during the actual meeting.
- Expect to have fun! When the girls and parents see that you are prepared for the meeting and ready to have a great time, they will follow your lead!
6 ELEMENTS OF A GREAT TROOP MEETING
Most important – your meetings should be fun! Girls come to Girl Scouts to learn how to be leaders, make decisions, and have fun in the activities they choose.
1. **Start Up** – Plan activities for girls as they arrive at the meeting so they have something to do until the meeting begins. It could be as simple as coloring pages, journaling or talking with each other. (5 minutes)
2. **Opening** – Each troop decides how to open their meeting – most begin with the Girl Scout Promise and Law, a simple flag ceremony, song, game, story, or other activity designed by the girls. (5-10 minutes)
3. **Activities** – Use the meeting plans found in the Volunteer Toolkit (VTK). Activities are already designed to fit easily into this part of your meeting as you help your troop earn badges and complete Journeys. (30-45 minutes)
4. **Clean Up** – Girl Scouts should always leave a place cleaner than they found it! (5 minutes)
5. **Closing** – Just like the opening, each troop can decide how to close – with a song, a game, or a story. (5-10 minutes)
6. **Business** – Collect dues and make announcements, or plan an upcoming event or trip while parents/guardians are present – this gives you a chance to keep families informed. (5 minutes) | <urn:uuid:c74f953e-a010-4111-ba6c-6b4314ec3b6b> | CC-MAIN-2023-40 | https://www.gssem.org/content/dam/gssem-redesign/documents/reference/volunteer-training/first-troop-meeting.pdf | 2023-09-27T18:32:20+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510319.87/warc/CC-MAIN-20230927171156-20230927201156-00106.warc.gz | 884,010,238 | 966 | eng_Latn | eng_Latn | 0.996942 | eng_Latn | 0.997346 | [
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Do you like to work with large numbers? Very often we round large numbers to work with them.
Whole numbers can also be represented in various types of graphs.
**VERBALIZING WHOLE NUMBERS**
Whole numbers can be expressed as either numerals or words.
**WHOLE NUMBERS FROM NUMERALS TO WORDS**
Four thousand, two hundred twelve are the number words for 4,212.
Notice where commas and hyphens are used. Commas are used when a numeral contains four or more digits; a comma is written in numerals and written in words. Hyphens are used between the words for the numerals from twenty-one through ninety-nine. Notice also that *and* is not used when reading just a whole number.
Models:
27 is twenty-seven.
281 is two hundred eighty-one.
Write each number in words.
| | | |
|---|---|---|
| 1.1 | 36 | |
| 1.2 | 14 | |
| 1.3 | 72 | |
| 1.4 | 102 | |
| 1.5 | 111 | |
| 1.6 | 236 | |
| 1.7 | 1,400 | |
| 1.8 | 2,610 | |
| 1.9 | 3,726 | |
| 1.10 | 14,625 | |
| 1.11 | 25,118 | |
| 1.12 | 425,665 | |
| 1.13 | 614,862 | |
**WHOLE NUMBERS FROM WORDS TO NUMERALS**
A whole number written as a word can be rewritten in numerals.
Models:
Thirty-seven is 37.
One hundred eight is 108.
Complete these items.
1.61 Use the denominators to prove that $2 \frac{3}{4} > 2 \frac{3}{5}$.
1.62 Use the denominators to prove that $3 \frac{2}{11} > 3 \frac{2}{13}$.
1.63 Use the number line to show that $3 \frac{3}{4} > 3 \frac{2}{3}$.
1.64 Use the number line to show that $5 \frac{1}{4} > 5 \frac{1}{8}$.
1.65 List the following fractions in order of value from smallest to largest:
$\frac{1}{8}, \frac{1}{12}, \frac{1}{4}, \frac{1}{2}, 1 \frac{1}{8}, 1 \frac{1}{16}, 2 \frac{1}{2}, 3 \frac{1}{4}, 1 \frac{1}{2},$ and $4 \frac{1}{3}$.
1.66 List the following fractions in order of value from smallest to largest:
$5 \frac{2}{3}, \frac{5}{8}, 16 \frac{1}{8}, 1 \frac{5}{8}, \frac{2}{3}, 8 \frac{1}{2}, 2 \frac{1}{2}, 3 \frac{1}{2}, 2 \frac{1}{4},$ and $4 \frac{2}{5}$.
1.67 Arrange in order from largest to smallest:
$\frac{4}{3}, 9 \frac{1}{2}, 3, 0, \frac{7}{2}, 15 \frac{1}{8}, \frac{32}{3}, \frac{1}{4}, 1 \frac{1}{2},$ and $3 \frac{3}{4}$.
1.68 Arrange in order from largest to smallest:
$5 \frac{1}{4}, 6 \frac{2}{3}, 1 \frac{1}{4}, \frac{7}{2}, 8, \frac{1}{3}, 0, \frac{11}{4}, 2 \frac{1}{16},$ and $13 \frac{7}{8}$.
1.69 Plot the following numbers on the line: $1 \frac{1}{2}, 3 \frac{1}{4}, \frac{9}{2}, 0, 2 \frac{2}{3},$ and $6$.
1.70 Plot the following numbers on the number line: $2, \frac{4}{3}, 8 \frac{1}{2}, 1 \frac{1}{5}, \frac{3}{4},$ and $4 \frac{2}{3}$.
Review the material in this section in preparation for the Self Test. The Self Test will check your mastery of this particular section. The items missed on this Self Test will indicate specific areas where restudy is needed for mastery.
Review the material in this section in preparation for the Self Test. This Self Test will check your mastery of this particular section. The items missed on this Self Test will indicate specific areas where restudy is needed for mastery.
---
**SELF TEST 1**
Complete these items (each answer, 2 points).
1.01 What is the opposite of -12?
1.02 What is the opposite of 400?
1.03 True or false: If one number is negative and another number is to the left of zero on the number line, then the numbers may be opposites.
Complete these items (each answer, 3 points).
1.04 The negative integers larger than negative five are
1.05 The nonnegative even integers smaller than six are
1.06 Explain why this statement is true: The positive integers and the nonnegative integers are not the same.
1.07 Write the integers -15, 0, 51, -51, and 15 in order from smallest to largest.
Match these items (each answer, 2 points).
1. ________ sum
a. Roman numeral
2. ________ XIX
b. hundredths
3. ________ numerator
c. occurs the most
4. ________ π
d. an unknown
5. ________ ordered pair
e. function
6. ________ proportion
f. the answer in subtraction
7. ________ distributive property
g. same shape
8. ________ probability
h. symbol for a number
9. ________ difference
i. whole number
10. ________ similar
j. fractions
11. ________ percent
k. a number and a fraction
12. ________ variable
l. the likelihood of something happening
13. ________ numeral
m. $3 \cdot (x - 1) = 3x - 3$
14. ________ integer
n. volume
15. ________ rational number
o. middle term
16. ________ mixed number
p. upper number in a fraction
17. ________ $V = l \cdot w \cdot h$
q. 3.14
18. ________ mode
r. the answer in addition
19. ________ median
s. $3:4 = 6:x$
20. ________ denominator
t. lower number in a fraction
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The Five Day Study Plan
Start Early: More than any other technique, the key to performing well on exams is starting early and using short, frequent study sessions. The human brain learns academic material faster and better on an exam if done in brief blocks of time spread out over longer periods of time, rather than in a few lengthy sessions. For example, you will perform better on an exam if you spend one hour studying each day for 20 days than if you spend 10 hours studying each day for two days before an exam.
On Cramming: If you have to cram, try to focus on remembering the information you do know rather than trying to teach yourself new information. You will typically not remember what you tried to learn the night before the exam, anyway, so it is best to make sure you REALLY know some part of the information for the test. If you do have a few days, try to spread the studying out so you are not doing it all in one night.
If you plan ahead, many students have found the Five Day Study Plan gets good results. Keys to the Five Day Plan:
1. You space out your learning over a period of 5 days.
2. During each day, you prepare a new chapter or chunk of information, then review previous material.
3. Divide material so you can work on it in chunks.
4. Use active learning strategies (writing and reciting) to study the material.
5. Use self-testing techniques to monitor your learning.
Eight to ten hours of studying may be required to get an A or a B on an exam. This is just a general guideline. You may need to allot more or less time depending on the difficulty of the class.
How to Make a Five Day Plan
1. Break the material into chunks. If it can be divided by chapter, use that. If not, make up your own chunks based on the structure of the material.
2. Plan to spend about 2 hours studying on each of the five days.
3. You work on the material in 2 ways: You prepare, and you review.
Example of the Time Frame for the Five Day Plan:
| Day | Activity | Chunk | Time |
|-----------|--------------|---------|---------|
| Tuesday | Prepare | 1st | 2 hours |
| | | | 10 min |
| Wednesday | Prepare | 2nd | 2 hours |
| | Review | 1st | 30 min |
| Thursday | Prepare | 3rd | 1-1/2 h |
| | Review | 2nd | 30 min |
| | Review | 1st | 15 min |
| Friday | Prepare | 4th | 1 hour |
| | Review | 3rd | 30 min |
| | Review | 2nd | 15 min |
| | Review | 1st | 10 min |
| Sunday | Review | 4th | 30 min |
| | Review | 3rd | 20 min |
| | Review | 2nd | 10 min |
| | Review | 1st | 10 min |
| | Self-Test | | 1 hour |
Examples of Preparation Strategies and Review Strategies
**Preparation Strategies**
- Develop study sheets
- Develop concept maps
- Make word cards
- Make question cards
- Make formula cards
- Make problem cards
- Make self-tests
- Do study guides
- Re-mark text material
- Make a list of 20 topics that would be on the exam
- Define the list of 20
- Do problem
- Outline
- Summarize material
- Chart related material
- List steps in the process
- Predict essay questions
- Plan essay answers
- Write essay answers
- Answer questions at the end of the chapter
- Prepare material for study group
**Review Strategies**
- Recite study sheets
- Replicate concept maps
- Recite word cards
- Recite question cards
- Practice writing formulas
- Work problems
- Take self-tests
- Practice study guide info out loud
- Take notes on re-marked text
- Recite list of 20
- Do “missed” problems
- Recite main points from outline
- Recite notes from recall cues
- Recite out loud
- Re-create chart from memory
- Recite steps from memory
- Answer essay questions
- Practice reciting main points
- Write essay answers from memory
- Recite answers
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Fill in the blanks choosing the most appropriate word(s) from those given below.
1. We use ______ tense to express an action started in the past and is still continuing. [ ]
a) Present Continuous. b) Present Perfect Continuous.
c) Past Continuous. d) Past Perfect Continuous.
2. Which of the following is not in past perfect tense? [ ]
a) They had worked hard. b) We had already completed the work.
c) We have had a good discussion. d) I had done the home work.
3. Twenty kilos of rice ______ not much for a month. [ ]
a) were b) are c) have d) is
4. The author of these series _____ honoured by the president. [ ]
a) was b) were c) has d) can
5. My sister and friend _____ come. [ ]
a) have b) has c) could d) should
6. There is a temple _____ my house. [ ]
a) beside b) besides c) out d) from
7. Parking _____ the middle of the road is prohibited. [ ]
a) at b) in c) on d) from
8. Only _____ are _____ Mohan. [ ]
a) a few boys, as well as b) a few boys, as better as
c) a few boys, as good as d) a few boys, as best as
9. Ratik is taller than Rachna
Rachna is not _____ Ratik. [ ]
a) as taller as b) as tallest as
c) as the tallest d) as tall as
10. Will you Please do me a favour ? (Change the Voice) [ ]
a) will a favour be done to me ?
b) would a favour be done to me ?
c) should a favour be done to me ?
d) could a favour be done to me ?
11. How long_______ you _______here for ? [ ]
a) has , been waiting b) is , been waiting c) was, been waiting d) have , been waiting
12. The rain falls _____earth, the river flows ______the ocean. [ ]
a) on, into b) in, at c) from, of d) to, in
13. The teacher said, "If he does not become serious in his studies he will fail."
The teacher warned that if the student ___________serious in his studies he ___________
a) Did not become, would fail
b) does not become, should fail
c) do not become, could fail
d) do not becoming, could fail
14. The coming of Pepsi, coke, and such other drinks __________not been without some effects.
a) have
b) are
c) has
d) were
15. Nobody could open it.
a) It could not be opened by anybody
b) It can not be opened by anybody
c) It will not be opened by anybody
d) It would not be opened by anybody
16. The teacher entered ______ the class.
a) into
b) no preposition
c) in
d) to
17. Mr. Venkat Rao _____ the marriage of his son.
a) did
b) does
c) arranged
d) performed
18. Due to my inability, I couldn’t finish it. (correct the given sentence)
____ my inability, I could not finish it.
a) Because
b) Owing to
c) And
d) Or
19. Let’s get started, ________? (Select the suitable question tag)
a) shall we
b) should we
c) can we
d) will you
20. The police investigated _______ the matter.
a) in
b) into
c) no preposition
d) on
21. I know her quite _________ you do.
a) so good as
b) as well as
c) as bad as
d) as better as
22. merciful is to merciless as patient to ____________
a) hospital
b) medicine
c) impatient
d) angry
23. Does he leave the box? (change the voice)
a) does the box left by him?
b) the box is left by him?
c) Is the box leave by him?
d) Is the box left by him?
24. People who speak ________will be good at heart.
a) cut and dry
b) cut and bite
c) cut and cut
d) dry and dry
25. The synonym for the word ‘mitigate’
a) palliate
b) incite
c) harbor
d) yearn
26. If Krishna ___ me, I _____ to the party.
a) had invited, would have attended
b) has invited, can have attended
c) has invited, could have attended
d) is invited, could have attended
27. Unless you come, I cannot speak to you.
a) although you come, I cannot speak to you
b) if you come, I can speak to you
c) because you came, I cannot speak to you
d) as you come, I cannot speak to you
28. One who studies the art of clock making.
a) hostage
b) horologist
c) homologist
d) hydrographer
29. One who doesn’t care for art, literature etc.
a) philistine
b) thirst
c) actuary
d) turn coal
30. Write the synonym for the word ‘avaricious’
a) greedy
b) jealous
c) angry
d) wicked
31. The antonym for the word ‘cheerful’
a) recant b) scrimp c) bleak d) salvage
32. A pathological fear of high places
a) abridge b) accelerate c) aerial d) acrophobia
33. One who studies the science of animal behavior
a) epicure b) ethologist c) epilogue d) etiology
34. Choose the correct ‘spelling’ in the following
a) demeanour b) appologise c) tyranny d) baffle
35. Choose the wrongly spelt word from the following.
a) barren b) brevity c) bountiful d) banediction
36. Write the ‘synonym’ for the word ‘exotic’
a) alien b) strange c) rare d) grand
37. The one word substitute for ‘a long narrative poem’ is
a) epicure b) epic c) epitaph d) dilogy
38. ‘One who cannot make a mistake’
a) itinerant b) ambassador c) infallible d) altruist
39. ‘A remedy for all ills’
a) narcotic b) holonym c) pathology d) panacea
40. Choose the wrongly spelt word from the following.
a) concede b) congregate c) constraint d) cordial
41. We _______ think carefully before we do anything.
a) have to b) has to c) is to d) was to
42. You _______ deliver milk here from tomorrow.
a) no need b) need not c) are not d) were not
43. We should not compare our children _____ other children.
a) to b) on c) with d) for
44. Though we have differences we can ____ them ____ (choose the right phrasal verb)
a) hold, out b) push, out c) stick, out d) iron, out
45. Don’t leave ______ you are asked.
a) beside b) until c) off d) up to
(46 - 50) Read the following passage
The ‘trace’ gases such as water vapour, carbon dioxide, methane and nitrous oxide absorb heat. They are referred to as ‘greenhouse’ gases as they perform the same function as the gases in a greenhouse. Greenhouses are used extensively to grow plants particularly in cool climates. Its transparent glass covering allows the sunrays to enter unhindered and warm the interior. It also prevents this heat from escaping by reflecting the energy back into the greenhouse.
Our atmosphere functions like a greenhouse. The sun’s energy reaches the earth as visible light. 30 percent of this light is reflected back into space by clouds, snow and ice-covered land, sea surfaces and atmospheric dust. The rest is absorbed by the liquids, solids, and gases that constitute our planet.
This absorbed energy is eventually re-emitted as infrared radiation which, in fact, is longer-wavelength light. Although we cannot see it, we can feel its presence just as we can feel the heat as we put our hand near the surface of a hot skillet or frying pan. The ‘trace’ gases that make up only a tiny fraction of the atmosphere, absorb the infrared radiation and the heat energy.
In the early 1800s, the term ‘greenhouse effect’ was only used to describe the naturally occurring functions of trace gases in the atmosphere. It was not until the mid 1950s that the term was coupled with the concerns over climate change. The negative concerns are related to the possible impact of an enhanced greenhouse effect, however we must not forget that without the greenhouse effect, life on earth, as we know it, would not be possible.
Now answer the following questions.
46. It is not a trace gas.
a) carbon dioxide b) water vapour c) methane d) oxygen
47. The sun’s energy reaches the earth as
a) visible light b) heat energy c) longer waves d) infrared rays
48. Which of the following can replace the word ‘eventually’ given in the 3rd paragraph?
a) undoubtedly b) slowly c) finally d) probably
49. Life as we know is not possible on earth
a) without the climate change b) without the infrared radiation
c) without the greenhouse effect d) without the global warming
50. Enhanced greenhouse effect has a _______ impact on earth.
a) positive b) negative c) great d) little | <urn:uuid:d2e8f3bd-51ce-42cf-9e61-f691d99f2c90> | CC-MAIN-2023-40 | https://www.pdfquestion.in/uploads/9316-9thETSO.pdf | 2023-09-27T18:43:20+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510319.87/warc/CC-MAIN-20230927171156-20230927201156-00112.warc.gz | 1,019,347,268 | 2,302 | eng_Latn | eng_Latn | 0.99619 | eng_Latn | 0.997785 | [
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Solve each problem. Show your work.
1. Hannah wants to meet her friends downtown. Before leaving home, she does chores for 60 minutes and eats lunch for 20 minutes. The walk downtown takes 15 minutes. Hannah starts her chores at 11:45 A.M. At what time does she meet her friends?
2. Katie practiced the flute for 45 minutes. Then she ate a snack for 15 minutes. Next, she watched television for 30 minutes, until 6:00 P.M. At what time did Katie start practicing the flute?
3. Nick gets out of school at 2:25 P.M. He has a 15-minute ride home on the bus. Next, he goes on a 30-minute bike ride. Then he spends 55 minutes doing homework. At what time does Nick finish his homework?
4. The third-grade class is going on a field trip by bus to the museum. The bus leaves the school at 9:45 A.M. The bus ride takes 47 minutes. At what time does the bus arrive at the museum?
Lesson Check (CC.3.MD.1)
1. Gloria went to the mall and spent 50 minutes shopping. Then she had lunch for 30 minutes. If Gloria arrived at the mall at 11:00 A.M., at what time did she finish lunch?
A) 11:30 A.M.
B) 11:50 A.M.
C) 12:20 P.M.
D) 12:30 P.M.
2. The ball game begins at 2:00 P.M. It takes Ying 30 minutes to get to the ballpark. At what time should Ying leave home to get to the game 30 minutes before it starts?
A) 12:30 P.M.
B) 1:00 P.M.
C) 1:30 P.M.
D) 3:00 P.M.
Spiral Review (CC.3.OA.2, CC.3.OA.4, CC.3.NBT.2, CC.3.NF.3d)
3. Which lists the fractions in order from least to greatest? (Lesson 9.5)
A) $\frac{2}{8}, \frac{2}{4}, \frac{2}{6}$
B) $\frac{2}{4}, \frac{2}{8}, \frac{2}{6}$
C) $\frac{2}{8}, \frac{2}{6}, \frac{2}{4}$
D) $\frac{2}{4}, \frac{2}{6}, \frac{2}{8}$
4. Find the unknown factor. (Lesson 5.2)
$6 \times \square = 36$
A) 4
B) 6
C) 7
D) 8
5. There were 405 books on the library shelf. Some books were checked out. Now there are 215 books left on the shelf. How many books were checked out? (Lesson 1.10)
A) 620
B) 220
C) 210
D) 190
6. Savannah has 48 photos. She places 8 photos on each page of her photo album. How many pages in the album does she use? (Lesson 6.3)
A) 5
B) 6
C) 7
D) 9 | <urn:uuid:925768b9-3148-4328-8453-d2c94d405285> | CC-MAIN-2017-26 | http://www.aplusmathcoach.com/Grade_3/Go_Math_Standards_Practice/G3_Standards_Practice_10.5.pdf | 2017-06-27T00:03:24Z | crawl-data/CC-MAIN-2017-26/segments/1498128320873.54/warc/CC-MAIN-20170626235612-20170627015612-00172.warc.gz | 459,368,379 | 739 | eng_Latn | eng_Latn | 0.98506 | eng_Latn | 0.993766 | [
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Denver Metropolitan Region: (Bureau of Economic Analysis)
2.6 million residents receive $107 billion income annually (2006). Real personal income has quadrupled since 1969. Services are the largest contributor to personal income, with over $25 billion. Interest, rent and dividends make up more than $15 million. Over $9 billion (8%) of personal income is government payments. Over $5 billion is from manufacturing.
Although population has risen by a factor of 2.5 since 1969, there has been only limited public planning to assure a secure food supply.
Issues affecting low-income residents of Denver Metro Region:
Over 500,000 residents (20%) earn less than 185% of federal poverty guidelines. At this level of income, children qualify for free or reduced-price lunch at school. These lower-income residents spend $960 million each year buying food, and receive $145 million of food stamps (15% of food expenditures). The region’s 3,282 farmers received $108 million in subsidies, mostly to raise crops such as wheat that are sold as commodities, not to feed Denver residents. Data from Federal Census of 2000, Bureau of Labor Statistics, & Bureau of Economic Analysis.
Diana Pearce, in “The Self-Sufficiency Standard for Colorado 2008,” published an excellent critique of federal poverty guidelines, which have long been considered inadequate. Her research suggests that a family would need from $20,000 to $84,000 of income to be self-sufficient, depending on family size and the number of children.
62,000 households (averaging 2.2 people) earn less than $10,000 per year. Source: Federal Census of 2000.
16% of all adults aged 18-64 in Denver metro region have no health insurance. Source: Centers for Disease Control.
20% of working age adults in the state of Colorado, and 14% of children and adolescents, have no health insurance. *Source: Colorado Health Report Card*
Food Bank of the Rockies reports that it distributed 22 million pounds of food in 2007 to low-income people in Denver, the Western Slope, Northern Colorado and Wyoming. FBR equates this with 16.5 million meals.
The Food Bank of Larimer County (Ft. Collins) reports that it distributed 5.6 million pounds of food in 2007.
Weld Food Bank distributed 5.3 millions pounds of food in Weld County (Greeley) in 2007, valued at $6 million.
**Food-related health conditions:**
5% of the region’s population has diabetes.
56% of metro area residents are overweight (36%) or obese (20%). Medical costs for treating these conditions are estimated at $874 million per year for the state of Colorado. *Source: Centers for Disease Control.*
*Food-related conditions covered in the Big Cities Health Inventory (2007); trends from 1990 to 2004*
Mortality from heart disease fell 34%. Hispanics have lower rates than average; African-Americans have higher rates than average for the Metro area.
Cancer mortality rates fell 9%. African-Americans and Hispanics have higher rates than Whites.
Mortality from diabetes increased 97%. Rates for African Americans are more than three times those of Whites; Hispanic rates are more than double that of Whites.
Infant mortality rate fell 40%.
African-American babies are twice as likely (rate=17 per 1,000) to be born underweight as Whites (9 per 1,000). Hispanic babies are slightly less likely to be underweight (8 per 1,000).
*Additional information from Metro Denver Health and Wellness Commission (2007) “A Report on the Health & Wellness of Our Community.”*
12% of children eat five servings of fruit or vegetables each day.
3% of commuters walk or bike to work.
*From Colorado Health Report Card*
9% of Colorado babies are born with a low birth weight.
23% of Colorado adults eat five or more vegetables or fruits each day.
The region's farms (Agricultural Census, 2002)
**Land:**
- 3,282 farms. This is 10% of Colorado farms.
- 294 (8%) of these are 1,000 acres or more.
- 1,741 (53%) farms are less than 50 acres.
- Average farm size is 436 acres, 44% of Colorado’s average.
- The region has 1.4 million acres of land in farms, primarily in Adams and Arapahoe Counties. Denver County has 10 farms recorded in the Ag Census.
- This amounts to 5% of the state’s farmland.
- 377,000 acres of harvested cropland.
- 890 farms (27%) have a total of 69,000 acres of irrigated land.
- Average value of land and buildings per farm is $800,000. This is 105% of the state average.
**Sales:**
- $185 million of crops and livestock sold (2002), half of which is produced in Adams County.
- This is 7% less sales than in 1997, though the number of farms rose 13%.
- $149 million of crops sold (80% of sales).
- $35 million of livestock and products sold (20% of sales).
- 265 of the region’s farmers sold 5.9 million bushels of wheat, primarily winter wheat.
- This is 16% of the state’s wheat crop.
- The value of livestock products sold fell 35% from $54 million in 1997 to $35 million in 2002, although the number of farms/ranches selling livestock, poultry and related products rose slightly from 1,561 in 1997 to 1,642 in 2002.
- 2,500 (76%) of the region’s farms sold less than $10,000 of products in 2002. Their total sales of $4 million was only 2% of the region’s farm sales.
- 206 farms (6%) sold more than $100,000 of products, a total of $160 million (87% of region’s sales).
- 72% (2,363) of region’s farms reported net losses in 2002, even after subsidies are taken into account. This is higher than the Colorado average of 59%.
- 83% of Douglas county farms reported net losses.
- 560 (17%) of the region’s farmers collected a combined $5.7 million of federal commodity support payments.
**Nursery Crops:**
- 127 farms produce at least $84 million of nursery crops (sales data have been suppressed in Arapahoe and Denver counties).
- 21 farms sold at least $68,000 of Christmas trees (17% of state’s). Sales from Douglas County were not reported by USDA.
**Cattle & Dairy:**
- 1,000 ranches and farms hold an inventory of 40,000 cattle and calves.
- Over half of these cattle are raised in Adams and Boulder counties.
- 30,000 cattle (1% of state’s) were sold from 861 ranches in 2002, for total sales of $3.9 million, a 86% decline from $24 million sold in 1997 by 1,271 ranchers.
- 10 farms sold $4.8 million of milk and dairy products, a slight decline from 1997.
- 467 farms produced $7.4 million of forage crops (hay, etc.).
Other livestock & animal products:
552 farms sold a total of $3.5 million of horses.
134 farms sold $875,000 of poultry.
107 farms sold 7,650 hogs and pigs for a total of $649,000.
158 farms hold an inventory of 7,269 sheep and lambs for a total of $651,000.
Grains, Dry Edible Beans, Oil Crops, and others:
265 of the region’s farmers sold 5.9 million bushels of wheat, primarily winter wheat.
This is 16% of the state’s wheat crop.
28 farms produce 7.4 million pounds of sunflower seeds.
This is 15% of the Colorado sunflower crop.
29 farms produce 194,000 bushels of barley.
16 farms produce 15,000 cwt of dry edible beans.
12 farms produce 16,000 tons of sugar beets.
Vegetables & Melons (some farmers state that Ag Census data does not fully represent vegetable production):
Total vegetable sales is $23 million (8% of Colorado’s).
57 farms produce these vegetables on 5,145 acres of land.
This is 13% of Colorado’s vegetable acreage.
Three farms raise potatoes.
Fruits (some farmers state that Ag Census data does not fully represent fruit production):
The region has 23 farms with a total of 62 acres of orchards.
17 farms sold at least $84,000 of fruit and nuts (sales not reported for Douglas or Jefferson counties).
Direct and organic sales:
364 farms sell $4.9 million of food directly to consumers, mostly from Adams County. This is a 52% increase in the number of farms selling direct (240 in 1997), and a stunning 268% increase in direct sales from 1997 to 2002.
Denver Metro Region farmers sell 28% of the state’s direct sales (up from 19% in 1997).
48 region farms sold organic foods ($346,000 sales).
This is 18% of Colorado farms selling organic, but only 3% of state sales ($12 million).
County highlights (Agriculture Census 2002):
No agricultural data was released for Denver or Broomfield Counties by the Agricultural Census in 2002.
Adams County
728 farms covering 701,000 acres.
One-third of all farms is less than 49 acres.
County farmers sold $98 million of crops and livestock.
Nursery crops are the largest single source of income for county farmers, with $45 million in sales. Arapahoe County ranks 2nd in Colorado.
Farmers sell $21 million of vegetables and potatoes, ranking 5th in the state.
$17 million of grains, primarily wheat, is sold.
With 212,000 acres devoted to wheat, the county ranks 2nd in Colorado.
Ranks 2nd in state for sunflower acreage.
Fifth in Colorado for acreage devoted to proso millet (ranks ninth in U.S.).
Ranks 7th in state for milk and dairy products, with $4.8 million in sales.
Farmers sell $2.7 million of forage crops.
Arapahoe County
448 farms covering 333,000 acres.
Nearly half of all farms are less than 49 acres.
Main crops are nursery crops and wheat — yet sales figures are not reported by USDA to protect confidentiality. Nearly 60,000 acres are devoted to wheat.
Farmers receive $1.6 million in federal subsidies.
Vegetable sales total $6,000.
Very little fruit is produced.
Ranchers sell $8.6 million of cattle and calves.
$4 million of hogs and pigs are sold.
Ranks third in broiler chicken sales with $725,000, and sells another $684,000 of laying hens.
Boulder County
736 farms covering 107,000 acres.
Six of every ten farms is less than 49 acres.
$32 million of crops and livestock were sold in 2002 (this may differ from BEA).
Vegetable sales total $1.9 million.
Ranks 5th in state for sales of nursery crops, with $14.6 million of sales.
Ranks 9th in Colorado for fruit and nut production, with $51,000 in sales.
Farmers sell $3.6 million of forage crops.
Fifth-largest poultry seller in state, with $823,000 in sales.
Ranks first in duck production in Colorado.
Sales of cattle, calves and dairy products have been suppressed to protect confidentiality.
Douglas County
903 farms covering 200,000 acres.
Half of all farms are less than 49 acres.
Government subsidies are only a tiny fraction of county farm income, totaling $84,000.
Over half of county farm sales are earned selling nursery crops ($6 million).
Ranchers sell $2.6 million of cattle and calves.
Horse sales total $2 million per year, making Douglas the second-ranking seller in the state, and 51st nationally.
Ranks thirds in Colorado for llama production, with 736.
Vegetable sales totaled $19,000.
Fruit sales figures were not reported to protect confidentiality.
Jefferson County
457 farms covering 90,000 acres.
Two-thirds of all farms are less than 49 acres.
90% of farm income comes from selling nursery crops ($18.3 million).
Ranks third in production of nursery crops in Colorado.
Jefferson is the fourth-largest producer of Christmas trees in the state.
Ranchers earn $1.3 million selling cattle and calves, two-thirds of all livestock income.
Jefferson County ranks sixth in Colorado for llama production, with 490 animals.
Government subsidies are only a tiny fraction of county farm income, totaling $70,000.
Vegetable sales totaled $34,000.
Fruit sales figures were not reported to protect confidentiality.
**Colorado highlights (Agriculture Census 2002):**
- Nation’s leading producer of proso millet, with 114,000 acres.
- Ranks 2\textsuperscript{nd} in U.S. for sheep & goat sales, with $72 million.
- Fourth largest producer of cattle in the nation, with $2.6 billion in sales.
- Ranks 8\textsuperscript{th} in wheat acreage, with 1.7 million acres.
- Devotes 1.2 million acres to forage crops.
- Twelfth-largest vegetable producer in U.S., with $297 million of sales.
**Top 25 products sold by Colorado farmers, 2006** *(Source: USDA Economic Research Service — mushroom, carrot and spinach data withheld)*
All Colorado farmers together sold $5.6 billion of crops and livestock in 2006.
Of these sales, $4 million in livestock sales, and $1.5 million of crop sales.
Received $245 million of federal subsidies.
| Product | $ million |
|--------------------------|-----------|
| 1 Cattle and calves | 3,271 |
| 2 Dairy products | 327 |
| 3 Nursery crops | 310 |
| 4 Corn | 288 |
| 5 Hay | 255 |
| 6 Wheat | 185 |
| 7 Hogs | 182 |
| 8 Potatoes | 182 |
| 9 Sheep and lambs | 118 |
| 10 Onions | 54 |
| 11 Sugar beets | 34 |
| 12 Sunflowers | 25 |
| 13 Dry beans | 24 |
| 14 Corn, sweet | 20 |
| 15 Millet, proso | 19 |
| 16 Peaches | 17 |
| 17 Barley | 13 |
| 18 Cabbage | 13 |
| 19 Sorghum grain | 9 |
| 20 Lettuce | 7 |
| 21 Cantaloupe | 5 |
| 22 Apples | 4 |
Balance of Cash Receipts and Production Costs (BEA):
Denver Region ranchers and farmers sell $275 million of food commodities per year (1977-2006 average), spending $317 million to raise them, for an average loss of $42 million each year. The farm sector as a whole has not earned a positive net income (though clearly some individual farms have made money) in any of the past 30 years. Note that these sales figures compiled by the BEA are far higher than cash receipts recorded by the USDA Agriculture Census (above).
Overall, farm producers have suffered a deficit of $1.2 billion since 1977. Overall, 72% of the region's farms and ranches lost money in 2002 (Ag Census), even after subsidies are taken into account. Farmers spent $79 million more producing crops and livestock in 2006 than they earned from sales of those products.
Denver region farmers and ranchers earned $110 million less by selling commodities in 1969 than they earned in 2006 (in 2006 dollars). Cash receipts are 40% of what they were in 1969. Sales of livestock and related products fell 79%, from $374 million in 1969 to $78 million in 2006. Labor costs have risen steadily since 1987.
Farmers and ranchers earn another $16 million per year of farm-related income — primarily custom work, and rental income (thirty-year average for 1977-2006). Federal farm support payments averaged $16 million per year for the entire region over the same years. Even taking these sources of income into account, net farm income has averaged a $11 million deficit per year.
The region's consumers:
Denver region consumers spend $5.7 billion buying food each year, including $3.2 billion for home use. Most of this food is produced outside the region. Only $4.9 million of food products (2.6% of farm cash receipts, and 0.1% of local consumer needs) are sold by farmers directly to consumers.
Estimated change in net assets for all region households combined was a loss of $3.2 billion in 2006 (BLS).
Farm and food economy summary:
Farmers lose $42 million each year producing food commodities, spending $110 million buying inputs from external suppliers, for a total loss of $152 million to the region.
Meanwhile, consumers spend more than $5.5 billion buying food from outside. Thus, total loss to the region is $5.6 billion of potential wealth *each year*. This loss amounts to 20 times the value of all commodities raised in the region. If Denver Metro consumers purchased only 8% of the food they take home to eat (see table below) it would bring in as much income as all commodities farmers now sell.
Denver Region — markets for food eaten at home (2006):
| Category | Amount |
|-----------------------------------------------|---------|
| Meats, poultry, fish, and eggs | $741 |
| Fruits & vegetables | 532 |
| Cereals and bakery products | 435 |
| Dairy products | 366 |
| “Other,” incl. sweets, fats, & oils | 1,198 |
State of Colorado — markets for food eaten at home (2006):
| Category | Amount |
|-----------------------------------------------|---------|
| Meats, poultry, fish, and eggs | $1,225 |
| Fruits & vegetables | 879 |
| Cereals and bakery products | 718 |
| Dairy products | 606 |
| “Other,” incl. sweets, fats, & oils | 1,980 |
Colorado consumers buy $9.5 billion of food per year:
$5.4 billion to eat at home, and
$4.1 billion to eat out.
Key data sources:
- Bureau of Economic Analysis data on farm production balance
http://www.bea.doc.gov/bea/regional/reis/
- Food consumption estimates from Bureau of Labor Statistics Consumer Expenditure Survey
http://www.bls.gov/cex/home.htm
- U.S. Census of Agriculture
http://www.nass.usda.gov/census/
- USDA/Economic Research Service food consumption data:
http://www.ers.usda.gov/data/foodconsumption/
- USDA/Economic Research Service farm income data:
http://ers.usda.gov/Data/FarmIncome/finfidmu.htm
- Centers for Disease Control: Behavior Risk Factors Surveillance System
BRFSS http://apps.nccd.cdc.gov/brfss-smart/
Pearce, Diana (2008). “The Self-Sufficiency Standard for Colorado 2008.” Colorado Fiscal Policy Institute, February.
Colorado Health Foundation (2008). “The Colorado Health Report Card.” http://www.coloradohealth.org/publications/report_card.cfm.
National Association of County and City Health Officials (NACCHO) Big Cities Health Inventory www.naccho.org/
Metro Denver Health and Wellness Commission (2007) “A Report on the Health & Wellness of Our Community.” http://www.mdhwc.org/hwreport.htm
For more information:
To see results from *Finding Food in Farm Country* studies in other regions of the U.S.: http://www.crcworks.org/locales.html
To read the original *Finding Food in Farm Country* study from Southeast Minnesota (written for the Experiment in Rural Cooperation): http://www.crcworks.org/ff.pdf
To view a PowerPoint presented in March, 2008, by Ken Meter at Rep. Collin Peterson’s (D-MN) Minnesota agricultural forum, called the “Home Grown Economy”: http://www.crcworks.org/crcppts/petersonKM08.pdf
To get a brief list of essential food facts, many of which are cited in the presentation above, http://www.crcworks.org/foodmarkets.pdf
To link to further analysis of farm and food economies in the U.S.: http://www.crcworks.org/econ.html
Contact Ken Meter at Crossroads Resource Center <firstname.lastname@example.org> (612) 869-8664 | <urn:uuid:3f1e1270-38d8-49b8-9d01-b9bcb1b1d122> | CC-MAIN-2022-27 | http://www.crcworks.org/crcdocs/codenversum08.pdf | 2022-06-26T20:51:35+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103271864.14/warc/CC-MAIN-20220626192142-20220626222142-00050.warc.gz | 73,831,200 | 4,544 | eng_Latn | eng_Latn | 0.968914 | eng_Latn | 0.995319 | [
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As the federal government and at least 11 states have now begun a legal battle over transgender bathrooms, I can imagine the villagers of Nyaera, in rural Kenya, sitting at the ringside, watching in bewilderment. Given their own bathroom problems, they couldn’t begin to understand our fight over whether your birth certificate and the bathroom you’re using are in alignment, or should be.
If we explained how we’re addressing our distinctly First World problem of using the courts to figure out who gets to use which bathroom, these villagers couldn’t begin to grasp what the fuss is about. And they’d be joined by the rest of the 54 percent of the world’s population who, according to the World Health Organization, also lack basic sanitation. For all of them, their concern is much more basic: to secure access to any bathroom.
Then the villagers would probably ask, “Why can’t they just talk to each other and sort this out?” And that’s what their community meeting on May 19 was about. The 90-
this out.” And that’s what their community meeting on May 19 was about. The 90-minute event was facilitated by Gad Obuya, a community health assistant. About 40 villagers crowded into a rudimentary mud and brick hut, probably the size of your living room. After explaining the meeting’s purpose, Obuya drew a rough outline of the village boundaries on the mud floor, using handfuls of fine ash to trace the lines. Next, someone from each of the village’s 29 households wrote his or her family name on a piece of cardboard torn from a box, and Obuya placed it in the appropriate location on the map, showing everyone’s place in the community.
Then came the crucial part. Those nine homes without a latrine were marked with a yellow blossom, plucked from a nearby tree. The flower enabled all to see at a glance where the remaining latrines were needed. Having learned how the health of all the villagers is endangered by defecating out in the open, and the implications for their community’s water supply, they were easily persuaded to take action. The village appointed six people to a committee to oversee the building of the last nine latrines. Younger villagers pledged to help the elderly who couldn’t easily construct their own.
Thanks to Obuya’s role, the village had taken several significant steps, each of which holds a lesson for our leaders who are currently girding for battle over the transgender bathroom issue. First, they clarified the problem and the threat to community health. (By contrast, it seems that right now the two sides doing battle here at home struggle even to define the problem; one side sees it as a matter of rights, the other as a concern for children’s and women’s safety.) Then, the Nyaera villagers actually talked to each other, at times animatedly. They reached an amicable conclusion rather than talking past each other.
Even if it were somehow possible for all of us in this country to sit down together in a nationwide problem-solving session, we are so predisposed to resolving our differences in the courtroom that we wouldn’t even try. People who taught us the now all-too-familiar adage that it takes a village to raise a child must feel sorry for us. They’d see that the problem we face isn’t with our nation’s toilets, it’s with people who can’t figure out how to use them without going to court.
And so, as we collectively flush millions of times a day, the showdowns in U.S. courtrooms over how to resolve the transgender bathroom issue will continue. As the lawyers of various sides of the great transgender-bathroom feud prepare their briefs, and organizations lined up on each side of the divide pay thousands of dollars to prepare friend-of-the-court arguments, we’re indulging in a problem-solving luxury only a developed country can afford.
Meanwhile, Kenyans and others in developing nations will continue building one latrine at a time. And of this you can be sure: When the nine remaining latrines in Nyaera village are finished, nobody will be worrying about possible lawsuits; all the villagers’ latrines will have been completed.
village's latrines will be gender neutral.
Gordon Jackson, a retired journalism professor, serves on the board of Partnering for Progress, a Spokane nonprofit organization doing development work, including building latrines in rural Kenya, which he visited in May. | <urn:uuid:2d60f101-c175-48c6-b671-e5e6d284071f> | CC-MAIN-2017-26 | http://partneringforprogress.org/wp-content/uploads/bathroom-combatants-learn-from-village.pdf | 2017-06-27T00:06:11Z | crawl-data/CC-MAIN-2017-26/segments/1498128320873.54/warc/CC-MAIN-20170626235612-20170627015612-00173.warc.gz | 316,478,407 | 904 | eng_Latn | eng_Latn | 0.997778 | eng_Latn | 0.998727 | [
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Practical Exercise for Instruction Pack 8
Contents
INTRODUCTION ................................................................. 1
SUGGESTED EXERCISES .................................................. 1
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Conclusion
EXAMINATION ............................................................... 11
INTRODUCTION
This Motorcycle and ATV Practical Exercise is designed to help you apply your knowledge of motorcycle repair businesses through several useful activities. The activities are intended to be fun, and at the same time they’ll reinforce your understanding of the material presented in this Instruction Pack.
Note that the suggested activities contained in this practical exercise are optional, but the examination at the end of the exercise is required and must be submitted to the school for grading. However, because the suggested activities are designed to enhance your learning, we strongly recommend that you attempt to complete as many of the activities as possible.
Now, when you’re ready, complete the practical exercise. Then, submit only your answers to the school headquarters for grading, using one of the answer options described in your first shipment.
Remember, even though this exercise contains examination questions, we’ve designed it to be fun, challenging, and interesting. Applying your knowledge to real-life situations will help you realize how much you’ve learned. It will be a rewarding experience that will give you confidence in your newly acquired skills.
We hope you enjoy this practical exercise!
SUGGESTED ACTIVITIES
It’s time to take a break and have some fun. The following are some hands-on activities that you may want to try to enhance your learning. None of these activities will be graded. However, these activities will help you expand your practical understanding of motorcycle repair businesses. We therefore recommend that you read through the exercises so that you can apply your knowledge to some practical situations. At any time, you can proceed to the graded portion of the practical exercise.
Activity 1
In this activity, you’ll define your service area. Every business has a defined service area, no matter what products or services it provides, and no matter how large or small the business is. Your service area is the geographic area that you can effectively cover with adequate
service. The service area of a particular business may be a city, a county, several counties, or an entire state or province. Some very large companies (mail-order companies, for example) may service the entire country.
When you open a new business, it’s a very good idea to look at a map and define your service area. This information will be important for several reasons. First, if you intend to advertise your business, you’ll need to know how far away you can place newspaper ads or post signs and still attract customers. Second, you’ll want to determine about how many potential customers there are in your service area.
In the beginning, keep your service area small and manageable. If you try to cover too large of an area and can’t keep up with customer demands, you may gain a reputation for providing slow or inadequate service. You can always expand your service area later as your business grows. Also, by concentrating your advertising in a smaller area, you’ll be likely to attract more customers.
Again, even if your business is very small, it’s very important to establish a specific service area. Naturally, you’ll want your service area to include lots of homes and businesses, preferably in areas where people are likely to own motorcycles and ATVs. If you plan to offer ATV service, for example, you’ll want to make sure that your service area includes many owners of these vehicles. If you plan to make a specialty out of servicing jet skis, you’ll need to make sure that your service area includes any nearby water recreation areas. If you live in an urban area, you’ll need to decide how much of the city that you’ll cover, and whether you’ll also cover outlying suburbs.
The best way to define your service area is to look at a map. Obtain a local map, preferably one with a detailed view that shows only your city or town (including the streets and local landmarks). If you live in a rural area, obtain a detailed county map that shows your town and all neighboring towns. Locate your home workshop or other business location on the map. Then, draw a circle on the map around your business. Use the distance key on the map to determine the size of the circle that you draw. For example, suppose you want your service area to cover a five-mile radius around your workshop. Look at the map key to determine the scale of the map. If one inch on the map is equal to one mile, draw a five-inch circle around your business (with your business in the center of the circle) to represent a five-mile radius.
After you’ve drawn your circle on the map, carefully look at the area that’s included in the circle. Does the circle contain enough homes and businesses to provide you with motorcycle and ATV repair work? (For example, if your circle contains a large state park, a golf course, a lake, or a congested downtown shopping area, you may want to redraw the circle so that it covers more streets and homes.) Do you think that you’ll be able to service the streets that are located within the circle? If you live in a city and the area you circled only
covers businesses in the downtown area, you may need to expand your service area to cover more suburban homes. If you live in a more isolated country area, you may need to expand the circled service area to include more neighboring towns.
Remember that the object of this exercise is to determine the area that you can reasonably expect to service. In order to see and judge your service area better, you may even want to get in your vehicle and drive around the area you circled on the map. As you drive around, try to answer the following questions:
- Does the area appear to contain enough homes and businesses to provide me with work?
- Are there any other motorcycle repair shops in the area?
- Does the area contain any motorcycle-related businesses or dealerships that may need to use my services?
- Does the area contain any motorcycle or ATV clubs or organizations, or any businesses that focus on vintage motorcycles or motorcycle racing?
- How much traffic is ordinarily found on the streets?
- Are there any areas that I will plan to avoid, or completely eliminate from my service area?
- Will customers from different parts of the service area be able to find my business location easily?
All of the questions on this list are important factors to consider when you’re determining a service area. Time yourself and observe the mileage indicator in your vehicle as you drive from your workshop to different parts of your service area. You may be very surprised to find out how long it takes to drive from one area to another! Use this information as a guide when you’re planning what services to offer and when you’re placing advertisements for your business. You may also find this exercise useful to become more familiar with the exact locations of streets and towns in your service area.
**Activity 2**
Imagine that you’re driving your car through an unfamiliar area on your way to a house that you’ve never been to before. You have a vague idea where you’re going, but no exact idea of how to reach your destination. What you need in this situation is a road map, written in a format that you can understand and follow to reach your destination successfully.
Well, a similar situation occurs in many businesses. Many business owners have a vague idea of what they would like to accomplish, but no real plan for reaching their goal. This is where a marketing plan
can help. A marketing plan is like a road map for a business—it can tell you where you are today and what road you need to take to reach your goals of success.
If you plan on opening your own motorcycle and ATV repair business, then your business marketing plan needs to be tailored to your own personal goals and desires. The scope of your plan will be determined by your personal resources—financial, physical, and mental. A good marketing plan is the key to getting and keeping your share of the motorcycle repair market. Your marketing plan should clearly describe the following:
- A list of the services your business provides
- A summary of what the local market looks like in terms of available customers and competitors
- A description of the way that you’ll promote and advertise your motorcycle repair business
- A description of your planned business location
- A description of your pricing plans
The following are some suggested questions that will help you clarify the important topics of your marketing plan. Read through the questions, think about them, and then try to write your answers to the questions. Answering these questions will help you develop a foundation for your business marketing plan.
- What services does your business provide?
- Who are your customers?
- How many potential customers are there in your service area?
- How often would your customers need your services?
- Who are your competitors?
- How are your competitors doing in their businesses?
- What is special about the service you offer?
- How will you tell potential customers about your service?
- What types of promotion will be most likely to reach your potential customers?
- How much can you afford to spend on promotion?
- Where will you locate your office facility?
- Is it convenient for your customers to find you?
- Are your prices competitive with other similar businesses in your area?
- Will your customers feel that your prices are fair?
• Will your prices cover your costs and still allow you a fair profit?
In addition to a good marketing plan, you should also plan how you’ll operate your business on a day-to-day basis. The following is a list of some of the details that you’ll need to consider and decide upon when you’re planning the day-to-day running of your business.
• What will be the name of your business?
• What will be the structure of the business—sole proprietorship, partnership, or corporation?
• Where will the business be located?
• What will be the daily hours of operation?
• What business management duties and responsibilities will there be (that is, besides the motorcycle repair duties and responsibilities)?
• Will you need employees? If so, how many, and for what positions?
• What will be the job description for each employee position?
• How will financial, customer, and employee records be maintained?
• Will you need to consult an outside accountant, or will you maintain your own financial records?
• What procedures will you use to make sure that taxes are paid in a timely manner?
• What will be your specific policies regarding the performance and behavior of employees?
• What methods will you use to deal with customer complaints?
• What procedures will you use to change and update company goals, company policies, fees, records, and employee responsibilities?
After reading through these questions, try to write out your answers. Your written answers will provide the foundation for your business management plan. You don’t have to decide every last detail at this time, but you should start thinking about each question carefully and attempt to answer all of them.
To help you come up with the answers to these important questions, try doing a little research on a local small business, preferably a motorcycle and ATV repair business or a related company, such as an auto body repair shop, trim shop, or auto repair shop. It can be a business you work for, a business that belongs to a friend or relative, or simply one that you know something about. List the products and services that the business offers and the number of employees that the
business has. Describe the form of business organization that it’s using. Is the business a sole proprietorship, a partnership, or a corporation? How is the business managed?
Examine the physical location of the business. How much parking is available? If the business sells retail products, how is the sales area arranged? Where are the repair facilities located? What type of safety precautions are used?
Finally, try to analyze how well the business is doing. Does it seem to be a busy, successful shop? Or, does the shop appear to have problems? What would you do differently if you owned the business yourself?
By getting yourself thinking about these business management issues, you’ll learn to recognize the procedures and policies that are working in your own business, and prepare yourself to deal with those that don’t work so well. By doing a bit of research before you open your business, you can gain some important insights into business management techniques and learn about quite a few business pitfalls—without actually having to experience them yourself.
**Activity 3**
Advertising is often the most overlooked area of starting a new business. Even if your business is a one-person operation, it’s a good idea to set aside some money that will be used for advertising. Advertising is a necessary part of any business—new or old, large or small. You must keep your business in the public eye in order to maintain a healthy trade. You should be aware of the following common mistakes that are often made by many new business owners in regards to advertising:
- Spending too little (or nothing) on advertising
- Spending too much on advertising
- Buying the wrong kind of advertising
The old saying “It pays to advertise” is true, but advertising can cost a lot of money. This is why it’s important to spend your advertising money wisely. Remember, advertising is a completely controllable business expense. Before you spend anything, it’s important to review all the advertising options that are available to you, and then set an advertising budget. This activity is designed to review some of the different types of advertising methods that are available and to determine the costs of each type.
Before purchasing any type of advertising, you must decide on the type of advertising you want and the locations where you want to place your ads. (This is one of the reasons why it’s so important to know your exact service area.) The medium you choose for your
advertisements (print, radio, television) will depend on the following factors:
- The cost of placing an ad in the medium
- The geographic area that’s covered by the medium
- The number of people who are reached by the medium
- The type of people who are reached by the medium
When you’re placing an ad in any one medium, you’ll need to consider the number of people reached in comparison with the type of people reached. For example, a radio station that plays current popular music may have a very large listening audience. However, if most of the listeners are teenagers who are too young to own motorcycles and who aren’t likely to be potential clients, you may wish to advertise elsewhere. Reaching your target audience is the goal of any advertising.
Paid advertising includes a wide variety of possibilities, including the following:
- The yellow pages of the local telephone directory
- Newspapers
- Local magazines, special newspaper inserts, or coupon books (especially those that focus on motorcycle sales or maintenance)
- Radio
- Television (generally too expensive for a small service business with a limited service area)
- Direct mail (brochures, newsletters, leaflets, discount coupons)
- Business cards and stationery
- Billboards and ads on public transportation vehicles
- Giveaway items (pens, pencils, keychains, T-shirts, calendars, hats, letter openers, notepads)
- The Internet
To get an idea of what some of these different types of advertising cost, make some phone calls and talk to some advertising sales representatives in your area. You don’t have to commit to any purchase until you’ve examined all of the different possibilities. You can find the phone numbers of advertising sales representatives for radio, print, and television in your local area by looking under “Advertising” in the yellow pages of your phone book. To check out the cost of placing an ad of your own in the yellow pages, look on the very first page of the yellow pages section of your phone book. This is the usual location of the advertising information for the phone book. To get information on business cards, brochures, and other direct mail items, look under “Printers” in the yellow pages. To get information
about giveaway items, look under “Advertising” and “Promotional Products.”
When you talk to different advertising sales representatives, find out what areas their mediums cover, who their target audiences are, and what types of advertising options and packages they offer. A good advertising sales representative can help you work out the details of your message and help you place your ads where they’ll provide you with the most customer responses.
Of course, it would be beyond the budget of a new small business to use all of the advertising opportunities that are available to you. However, business cards and yellow pages ads are relatively inexpensive and are a good starting point for most new businesses.
**Activity 4**
Another good way to advertise your business is to develop a brochure that explains your services. An attractive, professional-looking company brochure or leaflet can be a very valuable marketing tool. If you have limited funds to spend on advertising, a brochure can provide an inexpensive way to contact potential customers.
In a company brochure, you should include those things that would make prospective customers want to use your services. The following are some things that you may want to mention in a brochure:
- **The services you offer.** An area of your brochure should contain a detailed list of the services you offer, particularly services that other businesses don’t offer, any services that are free (such as estimates), and any guarantees that you may offer. Keep the wording short, precise, and clear. If it’s too wordy, a customer may not want to take the time to read it.
- **The types of vehicles you service.** Your brochure should list the different types of vehicles that you service (particularly any special vehicles, such as jet skis). You should also mention any brand-name products or equipment that you feature.
- **Any items that are available for sale.** If you sell any motorcycle equipment, parts, or accessories, or any cleaning or detailing products, be sure to mention this fact in your brochure.
- **Your company slogan.** If you have a company slogan, it should be included in your brochure. A slogan is a statement—in just a few words—of what you have to offer your clients. Naturally, the slogan should be “catchy” enough to stick in your customers’ minds. If you have a good slogan, people will tend to remember you, and your business will grow as a result.
- **A brief statement of your personal experience and professionalism.** You may want to include a brief statement about your own
skills and experience in your brochure. For example, if you have many years of motorcycle repair experience, you may want to mention this. Even if you don’t have a lot of experience, you can always include a statement such as “Customer satisfaction is our number-one concern” or “Fast, professional service guaranteed.”
Depending on your budget, you may hire a professional printer to make up your brochure or leaflet, or you may lay out your own brochure using a home computer. You can use simple black and white, or full color—both options can be very effective.
Now, based on some of the suggestions provided here, try making up a sample brochure for your company. You don’t have to professionally print this sample—just make some sketches and notes on a piece of paper. Your brochure may be a one-page leaflet, a tri-fold leaflet (one page folded into three sections), a large sheet that folds out into several smaller pages (folded like an accordion), or any other style that you choose.
If you need inspiration from another source, pick up some sample brochures from other businesses. You can get lots of good ideas by looking at the brochures of other companies, even if their businesses are unrelated to motorcycle repair. You can find dozens of samples in those racks of brochures that are commonly found in restaurants, hotel lobbies, bus stations, highway rest areas, tourist information kiosks, automobile association offices, and travel agencies. By looking at the use of color, artwork, slogans, headlines, maps, and other details on these sample brochures, you can get an idea of what you would like your finished brochure to look like.
Remember, the time spent developing a brochure is an investment in your future success. If you have pride in your work, confidence in your abilities, and you’re convinced that you can do a good job for your clients, don’t keep it a secret! A brochure is the perfect means to tell people these things about yourself and your business.
**Activity 5**
An important part of any business (no matter how small) is an efficient office space. The amount of office equipment and supplies that you’ll need will depend on the size of your business and the types of services that you’ll offer. Most motorcycle repair shops don’t need a large office space, but you’ll probably want to set aside at least a small area in the shop where you can talk on the phone and write out estimates and invoices.
Most small motorcycle repair shops can run very effectively with only a minimum of equipment. However, as your business grows (especially if you hire others to work for you), you may need to expand your office area. If your business gets to be very large, you
may even need to hire an employee to help take care of customer billing, record keeping, and other office functions.
When you’re first setting up a small home office, it’s a good idea to make up two lists of supplies—one list of the absolute necessities, and another list of things that you would like to have. The following is a list of office equipment and supplies that small business owners typically consider obtaining at start-up:
- Telephone
- Answering machine (or answering service)
- Typewriter or word processor
- Secure metal file cabinet
- Basic office furniture (small desk or table, chair, lamp, chairs for waiting customers)
- Small cash register
- Calculator or adding machine
- Fax machine
- Computer
- Photocopier
- Wall or desk clock
- Blank invoices
- Sales receipts
Using the list above as a guide, try writing out a list of the office supplies and equipment that you think you’ll need when just starting your business. Include only the absolute necessities in this list. Then, write out a list of items that you would like to purchase or add to your office later.
**Conclusion**
We hope you enjoyed these suggested exercises! Now, when you’re ready, proceed to the graded portion of the practical exercise. This part of the exercise is completed in the same way as the other examinations in your program. Remember, you can refer back to your motorcycle repair study units at any time if you feel you need to review any material. When you’re finished with the examination, follow the instructions provided to send your answers to the school for grading.
When you’re confident that you’ve mastered the material in your studies, you can complete your examination online. Follow these instructions:
1. Write down the eight-digit examination number shown in the box above.
2. Click the Back button on your browser.
3. Click the Take an Exam button near the top of the screen.
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#9026
AFRICAN-AMERICANS MARCHING TO FREEDOM
FILMS FOR THE HUMANITIES & SCIENCES
1999
Grade Levels: 7-13+
54 minutes
DESCRIPTION
This ABC News program chronicles the rise of the Civil Rights movement and black political consciousness. Begins briefly in the '20s and '30s, but focuses on the last half of the 20th century. Archival footage, photos, and personal reflections add power to the documentary.
ACADEMIC STANDARDS
Subject Area: The History of the United States
• Standard: Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols
■ Benchmark: Understands how people over the last 200 years have continued to struggle to bring to all groups in American society the liberties and equality promised in the basic principles of American democracy (e.g., Sojourner Truth; Harriet Tubman; Frederick Douglass; W.E.B. DuBois; Booker T. Washington; Susan B. Anthony; Martin Luther King, Jr.; Rosa Parks; Cesar Chavez)
■ Benchmark: Understands the ways in which people in a variety of fields have advanced the cause of human rights, equality, and the common good (e.g., Frederick Douglass, Clara Barton, Elizabeth Blackwell, Jackie Robinson, Rosa Parks, Jonas Salk, Cesar Chavez)
Subject Area: United States History
• Standard: Understands massive immigration after 1870 and how new social patterns, conflicts, and ideas of national unity developed amid growing cultural diversity
■ Benchmark: Understands the experiences of diverse groups and minorities in different regions of the country (e.g., the experiences of African Americans, Asian Americans, and Hispanic Americans; the anti-Chinese movement in the West; the rise of lynching in the South; the impact of Jim Crow laws on African Americans)
• Standard: Understands the struggle for racial and gender equality and for the extension of civil liberties
Benchmark: Understands individual and institutional influences on the civil rights movement (e.g., the origins of the postwar civil rights movement; the role of the NAACP in the legal assault on the leadership and ideologies of Martin Luther King, Jr. and Malcolm X; the effects of the constitutional steps taken in the executive, judicial, and legislative branches of government; the shift from de jure to de facto segregation; important milestones in the civil rights movement between 1954 and 1965; Eisenhower's reasons for dispatching federal troops to Little Rock in 1957)
- Standard: Understands economic, social, and cultural developments in the contemporary United States
Benchmark: Understands various influences on American culture (e.g., the desegregation of education and its role in the creation of private white academies; the influence of the media on contemporary American culture; how ethnic art, food, music, and clothing are incorporated into mainstream culture and society)
Subject Area: Civics
- Standard: Understands the role of diversity in American life and the importance of shared values, political beliefs, and civic beliefs in an increasingly diverse American society
Benchmark: Knows how shared ideas and values of American political culture are reflected in various sources and documents (e.g., the Bill of Rights, The Federalist and Anti-federalist writings, Woodrow Wilson's "Fourteen Points," Martin Luther King, Jr.'s "Letter from the Birmingham Jail," landmark decisions of the Supreme Court of the United States)
INSTRUCTIONAL GOALS
1. To illustrate the march towards freedom for African Americans.
2. To depict the primary historical players in changing American democracy to include African Americans.
3. To consider the motivation and obstacles needed to change the public mindset in America during the 20th century.
BEFORE SHOWING
1. Discuss significant time periods in African American history.
a. Slavery
b. The Civil War and emancipation
c. Jim Crow laws
d. The Civil Rights Movement
e. Desegregation
2. Evaluate the current status of freedom and equality for African Americans. Consider employment, education, socioeconomic status, current events, incarceration, and national spokespersons and role models.
3. Locate the following places on a map of the United States.
a. The South
b. Montgomery, Alabama
c. Baltimore
d. Little Rock, Arkansas
e. Greensboro, North Carolina
f. Anniston, Alabama
g. Selma, Alabama
h. Albany, Georgia
i. Stone Mountain, Georgia
AFTER SHOWING
Discussion Items and Questions
1. Discuss Jim Crow laws.
a. What were the Jim Crow laws?
b. How did these laws all but wipe out the freedom and equality once promised by emancipation?
2. Discuss how lynching and burning at the stake influenced the African American community, the white community and white politicians.
a. Why was there no good time in the early 1900s for black Americans to challenge the status quo?
b. Why had America moved little beyond the days of Jim Crow by 1950, particularly in the South?
3. Discuss African American participation in the American armed services.
a. What wars did African Americans serve in the armed services?
b. How did these experiences help and hinder civil rights?
c. Why did African Americans eagerly respond during World War II to defend the very democracy that was denying them rights?
d. What was the difference of being an American soldier in Europe during World War II and living in the Deep South in the years following the war?
e. How were the years right after World War II a time of broken boundaries and seemingly limitless possibilities?
4. Discuss the American presidents who played key roles in African American’s march to freedom. Consider Harry Truman, Dwight Eisenhower, John F. Kennedy, Lyndon B. Johnson.
a. Which president made the decision to order the desegregation of the armed forces and of the federal government?
b. Which president was at first reluctant to interfere in the desegregation of Little Rock’s Central High School?
c. Which president needed pressure on his administration to intervene in enforcing the desegregation of waiting areas in bus stations?
d. Why was there fear in that the civil rights movement was about to take a step backward when this president took over?
e. Which president was Southern-born and Southern-bred?
f. Which president declared war on poverty?
g. Which president’s Great Society was meant to match the power and vitality of Franklin Roosevelt’s New Deal?
5. Discuss the effect of unjust laws.
a. What are the pros and cons of American citizens no longer being afraid of going to jail?
b. How did arrests of young people in diners touch the conscience of America?
c. What was the effect of these protests?
d. Why is it important for citizens in a democratic society to believe that it is possible to make change and that individuals have a responsibility to take part in change?
e. How true is James Baldwin’s statement: “To be a Negro in this country and to be relatively conscious is to be in a rage all the time.”
6. Discuss the change in the civil rights movement after the Voting Rights Act was passed.
a. Why did the civil rights movement seem to split into warring factions?
b. How did Malcolm X differ from King?
c. Why did some people think that the pace of change was too slow?
d. Why did some people feel that King was too accommodating?
e. What was the separatist rhetoric of Malcolm X?
f. What was the contradiction in King’s involvement in action confronting the enemy and Malcolm X’s not?
7. Discuss civil rights issues in the 1990s.
a. Why did the African American campaign for civil rights move into education, politics, finance, media and corporate America?
b. Why did blacks still take to the streets?
8. Discuss civil rights issues in the 21st century.
a. How will America be different when by the year 2050 the majority of Americans will not be White Anglo-Saxon Protestants?
b. How are our destinies linked?
c. How can we find ways to bridge the gap, link arms, attack problems and not attack each other?
Applications and Activities
1. Categorize each of the following persons as a hero, a villain or a neutral player in African Americans’ march to freedom. Justify the label.
a. Booker T. Washington
b. Matthew Henson
c. Robert Peary
d. Harry Truman
e. Jackie Robinson
f. W. E. B. Du Bois
g. Martin Luther King, Jr.
h. Melba Beals
i. George Wallace
j. Bull Connor
k. Andrew Goodman, Michael Schwerner and James Chaney
l. Revered James Reeb
m. Malcolm X
n. Michael Faith
o. Louis Farrakhan
p. Chuck Burris
2. Survey the local community regarding terms used to refer to the African American community. Consider black, African American, Negro and other commonly used terms.
3. Imagine participating in one of the following events. Write or dramatize your experience as both a white and African American participant. Focus on events and feelings.
a. A lynching in the Jim Crow South
b. Serving in the armed services overseas during World War II and then returning to live in the Deep South
c. The first day the Little Rock Nine attended Central High School
d. The first day that the 101st Airborne escorted the Little Rock Nine to Central High School
e. Growing up knowing that Jim Crow laws are unjust and yet supported by the American government and most whites
f. The marches from Selma on March 7, 1965, and March 21, 1965
g. The day that Michael Faith was stabbed at South Boston High
4. Debate the truth of the following quotes from the video.
a. “There was no way you could be black in this country and not be affected by it.” (Life among blacks and whites remained separate and unequal.)
b. “And I say segregation now, segregation tomorrow and segregation forever.” George Wallace, mayor of Birmingham
c. “These are people who accepted that you have to put everything on the line, because if you don’t, you’re not going to get anything.”
d. “Fires of frustration and discord are burning in every city, North and South. Where legal remedies are not at hand, redress is sought in the streets.” John F. Kennedy
e. “I shall ask the Congress of the United States to act, to make a commitment that is not fully made in this century to the proposition that race has no place in American life or law.” John F. Kennedy
f. “Their cause must be our cause too. It’s all of us who must overcome the crippling legacy of bigotry and injustice.” Lyndon Johnson, 1965
g. “If a man slaps me in the face, I’m not turning my cheek. If I slap him back, he won’t slap me again.” Malcolm X
h. “The real evil in America is white supremacy.” Louis Farrakhan
i. “Black man, you don’t have to bash white people. All we gotta do is go back home and turn our communities into productive places…and decent safe places to live.” Louis Farrakhan
5. Memorize and dramatize the following quotes from Martin Luther King, Jr. Consider how these words have influenced the public agenda and mindset.
a. “We will do it in an orderly fashion. This is a nonviolent protest. We’re depending on moral and spiritual forces.” (The Montgomery bus boycott)
b. “No, we are not satisfied, and we will not be satisfied until justice rolls down like water and righteousness like a mighty stream.” (The 1963 march on Washington)
c. “I have a dream…that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.” (1963)
d. “We will be able to speed that day when all of God’s children–black men and white men, Jews and Gentiles, Protestants and Catholics–will be able to join hands …”
e. “…join hands and sing in the words of the old Negro spiritual: Free at last, Free at last, thank God almighty, we’re free at last.” (1963)
f. “All the world today knows that we are here, and we are standing before the forces of power in the state of Alabama, saying we ain’t going to let nobody turn us around.”
6. Debate the application of King’s philosophy, “What we need is morality” with Malcolm X’s philosophy, “What we need is power.”
RELATED RESOURCES
Captioned Media Program
- African-American Heroes of Sport #8605
- Black American History Series Volume 3: Reconstruction #8640
- Black American History Series Volume 4: Civil Rights #8641
- Black American History Series Volume 5: Modern History #8642
- Booker T. Washington: The Life and the Legacy #2258
- Free at Last #2891
- From the Ku Klux Klan to the Black Panthers #2561
- The Jackie Robinson Story #2191
- Legacy of a Dream: Martin Luther King, Jr. #1516
- Malcolm X #2311
- Malcolm X: Make It Plain, Part I #3634
- Malcolm X: Make It Plain, Part II #3635
- Malcolm X: Make It Plain, Part III #3636
- Rosa Parks: The Path to Freedom #3654
- We Shall Overcome: A History of the Civil Rights Movement #2695
World Wide Web
The following Web sites complement the contents of this guide; they were selected by professionals who have experience in teaching deaf and hard of hearing students. Every effort was made to select accurate, educationally relevant, and “kid safe” sites. However, teachers should preview them before use. The U.S. Department of Education, the National Association of the Deaf, and the Captioned Media Program do not endorse the sites and are not responsible for their content.
- **BLACK HISTORY**
[http://www.blackhistory.com/](http://www.blackhistory.com/)
A diverse in-depth site that offers general information, focus on individuals and great links. Features African American culture and history via a library of well-known music, photos, video clips, famous speeches, and 20th-century icons.
- **BLACK HISTORY HOTLIST**
[http://www.kn.pacbell.com/wired/BHM/bh_hotlist.html](http://www.kn.pacbell.com/wired/BHM/bh_hotlist.html)
Provides a collection of links about African American history, news and arts. Get details about Black History Month.
- **TIME CELEBRATES BLACK HISTORY**
[http://www.time.com/time/reports/blackhistory/](http://www.time.com/time/reports/blackhistory/)
“TIME” magazine features a celebration of Black History. Find profiles of important leaders and a photo essay from “LIFE” magazine. | <urn:uuid:a8e316be-4282-45c3-8195-2a63e436f6d9> | CC-MAIN-2021-49 | https://dcmp.org/guides/9026.pdf | 2021-12-02T22:36:34+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362297.22/warc/CC-MAIN-20211202205828-20211202235828-00464.warc.gz | 261,060,806 | 3,209 | eng_Latn | eng_Latn | 0.980316 | eng_Latn | 0.992887 | [
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Stories about global warming pepper the covers of magazines and newspapers on a weekly if not daily basis. But when Isaac Held entered the field of climate studies in the early 1970s, researchers were just beginning to publicize claims that human activities were generating pollutants that could dramatically change the Earth’s climate. Motivated by a desire to understand climate change, Held, now a senior research scientist at the Geophysical Fluid Dynamics Laboratory (GFDL) in Princeton, NJ, has focused on both theoretical and applied atmospheric science. He has explored the scale of cyclones and anticyclones, landscape effects on atmospheric circulation, factors controlling the temperature gradient between the poles and the equator, and overall mechanisms and impacts of global warming.
Held is best known for modeling Hadley cells, which describe the properties of atmospheric circulation in Earth’s equatorial zone. His three decades of research have garnered him numerous awards, and in 2003, Held was elected to the National Academy of Sciences. His Inaugural Article, published in a recent issue of PNAS (1), deals specifically with projected climate change in Africa’s Sahel region, the transition zone between the Sahara desert and the rainforests of Central Africa and the Guinean Coast.
**Coming to America**
Held was born in 1948 in a refugee camp in Ulm, Germany. While living in the camp, his father, Israel Held, met his mother, Bertha Blum, who was a survivor of the concentration camp at Auschwitz, Poland, during the Holocaust. In 1952, the family received long-awaited passage to the United States and settled in St. Paul, MN, where Held’s father worked at a meatpacking plant. In 1956, Israel Held passed away, leaving Bertha to raise Isaac and his older brother, Herman, while she worked full-time as a seamstress. Although not scientifically inclined, Held’s mother strongly encouraged the boys to excel in their schoolwork, which for young Isaac meant focusing on mathematics in grade school. Initially, praise and recognition fueled Held’s interest in mathematics, but by high school, he began to appreciate the aesthetic and inherently logical nature of the field. At the University of Minnesota (Minneapolis), Held gradually transferred this enthusiasm to theoretical physics, impressed by the ability of mathematics to explain the real world. In 1969, he graduated with a bachelor’s degree in physics.
Held left the Midwest to pursue a Ph.D. in physics at the State University of New York at Stony Brook (now called Stony Brook University; Stony Brook, NY). But his plans went astray. Says Held, “It was kind of a complicated period. This was during Vietnam protests and Cambodia, and so there was a lot of unrest on campus, especially this particular campus. It wasn’t that easy to focus on one’s studies. There was just a lot going on.” Held became disillusioned with traditional physics and began longing to study something “a little more relevant,” as he puts it, something he felt he could share with friends and colleagues. “I was working on some very theoretical things in physics,” he says, “which weren’t easy to explain to people, or even to myself, frankly, why they were important.”
While browsing in the library, he came upon the report *Man’s Impact on the Climate* (2), considered one of the first significant assessments of anthropogenic-triggered climate change. As part of the Study of Critical Environmental Problems prepared for the 1972 United Nations Conference on the Human Environment, the report showed that the majority of climate scientists believed greenhouse gases produced by human activities were warming the Earth. In the report, climate scientists projected that doubling atmospheric carbon dioxide levels could raise average global temperatures by between 1.5°C and 4.5°C and melt the Arctic ice cap within 100 years. “I thought it was a challenging problem,” says Held, “and understanding it *really* had importance to society.”
One study in the report, by Syukuro Manabe, a researcher at GFDL/National Oceanic and Atmospheric Administration (NOAA), intrigued Held. Titled “Estimates of Future Change of Climate Due to the Increase of Carbon Dioxide,” Manabe’s study presented computer models of climate, arguing that these models were the essential tools needed to predict how the Earth’s atmosphere would respond to rising carbon dioxide levels. After visiting GFDL and finishing his master’s degree in physics in 1971 at Stony Brook, Held shifted his graduate studies to Princeton University (Princeton, NJ) to study climate modeling in the school’s Atmospheric and Oceanic Sciences Program.
**A New Direction**
Held’s work has focused primarily on climate mechanisms and atmospheric properties and not specifically on responses to rising greenhouse gases. He has studied temperature gradients between the equator and the poles, location of the jet stream and why multiple streams do not exist, and characteristic scales of cyclones and anticyclones (3, 4). An anticyclone is a system of winds that rotates around a center of high atmospheric pressure (as opposed to low atmospheric pressure found in a cyclone), generally creating fair weather and clear skies.
The first subject to truly captivate Held was the mechanism dictating the direction of the Earth’s wind belts. In the tropics, trade winds blow primarily east to west. In the middle latitudes, from 30° to 60°, the winds gust west to east. In polar regions, the winds once again flow from east to west. “That pattern is pretty important,” says Held, “and of fundamental importance to oceanography.” Many deserts, like the Sahara, are located in the subtropics, at ≈30° latitude. This location is intimately related to the wind transition from easterlies to westerlies. “If you understand the wind fields, you understand why the deserts are where they are. . . . The wind fields also control the ocean circulation,” says Held.
Exactly what causes the wind belts to blow in a particular direction was the
---
This is a Profile of a recently elected member of the National Academy of Sciences to accompany the member’s Inaugural Article on page 17891 in issue 50 of volume 102.
© 2006 By The National Academy of Sciences of the USA
www.pnas.org/cgi/doi/10.1073/pnas.0511071103
subject of one of Held’s earliest publications (5). Spontaneous instabilities in the atmosphere and irregularities in the landscape generate Rossby waves, an inherent property of which is to transport angular momentum in a direction opposite to their propagation. Therefore, in middle latitudes, where most of these waves are produced, the convergence of angular momentum carried by Rossby waves causes the surface winds to flow from west to east. Although these ideas were “in the air” at the time, according to Held, his approach caught the attention of Edward Lorenz, a famous applied mathematician and professor of meteorology at the Massachusetts Institute of Technology (MIT; Cambridge, MA). Lorenz contacted Held, a graduate student at the time, to discuss the work. “He told me in person that he really enjoyed it and that was pretty encouraging to me. After that, I felt that I really could do something important in this field. I could make a contribution,” says Held.
Although Lorenz gave Held the confidence to embark on a career in climate modeling, Held credits Manabe, the leading climate modeler for the last two decades, as his most influential mentor and ultimately the reason he joined GFDL. Joseph Smagorinsky, who passed away in 2005, also played an important role in shaping Held’s tenure at GFDL. Smagorinsky founded the laboratory and was largely responsible for coupling it with Princeton University, where Held later became a lecturer with rank of professor in 1986. The union yielded a rich supply of talented graduate students and postdoctoral researchers, many of whom have become close colleagues and friends of Held’s over the years.
**Secrets of the Hadley Cell**
In the 1980s, Held studied Hadley circulation, research that has been generally cited as his most important to date. The Hadley cell is named for the 16th-century meteorologist George Hadley, who observed trade winds and inferred the presence of atmospheric overturning in the tropics. In a Hadley cell, warm air rises near the equator, reaches the top of the troposphere, travels to the subtropics, and descends back to the tropics. Asks Held, “One of the big questions is why does it go to the subtropics? Why doesn’t it just keep on going? It sort of stops at about 30° latitude and subsides and then returns. What determines that latitude, or why doesn’t it stop sooner?”
Held took a crack at these questions during a postdoctoral fellowship at Harvard University (Cambridge, MA), together with graduate student Arthur Hou. Using a model incorporating principles of angular momentum conservation and energy conservation, and building on the work of fellow postdoctoral researcher Ed Schneider, Held and Hou produced a simple theory for the width of the Hadley cell (6). They showed that the Hadley cell’s stop in the subtropics had nothing to do with the atmospheric instability in this region, which was the conventional view, but rather that this action was controlled by the planet’s rotation. The model predicted that if Earth’s rotation increased, the Hadley cell would shrink, whereas if the rate of spin decreased, the cell would expand. The model also predicted that the cell would expand if the height of the tropopause increased, which is relevant to global warming. Held’s and Hou’s model has become the generally accepted explanation for the width of the Hadley cell, which dominates the atmospheric circulation between 30°S and 30°N and has a dramatic influence on tropical and subtropical weather.
**Ideal Versus Real World**
Much of Held’s work has attempted to bridge the gap between simple idealized models of the climate with complex models that simulate actual meteorological phenomena. If the Earth’s surface were smooth and perfectly symmetrical, says Held, with no mountains and no land-sea contrasts, then the climate would just be a function of latitude. But these topographical features cause strong longitudinal climate variations. Over the years, atmospheric scientists have shown how land surfaces, such as the Rocky Mountains in North America or the Tibetan Plateau in Asia, affect atmospheric flow and create stationary waves in the atmosphere, which then create local climates. Held wrote a series of papers in the 1980s that “helped put this theory of stationary waves on a more solid foundation,” he says. This research led to an improved understanding of the relative importance of the Tibetan Plateau versus the Rockies, and the distribution of the continents, for shaping this stationary wave pattern (7–9).
During the early 1990s, Held delved into studying storm tracks, paths that cyclones and anticyclones follow as they propagate eastward. Using a theoretical model, Held and his colleague Sukyoung Lee found that these storms organized into clusters, and these “storm packets” moved faster than the individual storms did (10). This finding may have implications for weather forecasting, as Held and Lee have found that these results hold true in real-world observations. “Typically in our field, it goes the other way,” says Held about researchers’ attempts to explain observations, “but here we found something in one of our theoretical models that surprised us, and then we went to the observations, and we found it there as well. . . . I use this work to justify these idealized models to skeptics who see such theoretical research as removed from the real world.”
During the mid-to-late 1990s, as Held’s interest in global warming resurfaced, he turned his attention to the distinctive weather patterns of the tropics, one of the most problematic regions with respect to climate modeling. Unlike middle latitudes, tropical weather is dictated in large part by small-scale turbulence. Held was interested in the factors controlling these tiny convection cells that were on the scale of kilometers rather than the thousand-kilometer scale of the Hadley cells with which they coexist.
In some of these studies, Held used a nonrotating “flat-Earth” model to create an idealized simulation of the tropics. His intent was to pinpoint what determines the distribution of water, evaporation, precipitation, and cloud cover (11, 12). Held does not believe his exploration of the tropical atmosphere was as successful as his midlatitude studies. “It’s more complicated. In the tropics you have a lot more small-scale circulation patterns, like thunderstorms, on the order of 1 to 10 km, playing important roles,” he says. Still, Held’s growing interest in global warming kept his sights on the region.
**Global Warming and the Sahel**
Although much of Held’s research has been rooted in the theoretical realm, approximately 5 years ago, he began devoting more time to the problem of climate change. “The main objective of our laboratory is to simulate the climate on a computer as best we can, so that we can then perturb it and do global warming simulations, or try to understand the ice ages [for example],” says Held.
Held’s PNAS Inaugural Article offers a climate simulation of Africa’s Sahel region during the 20th and 21st cenThe study was inspired by Held’s participation in the Intergovernmental Panel on Climate Change (IPCC) Fourth Assessment Report, in which he focuses on regional climate change in Africa. The report is scheduled for release in 2007.
During the 20th century, climate changes in the Sahel, the band of countries lying on the southern boundary of the Sahara desert in Africa, were the largest of any observed worldwide. Between the 1950s and 1980s, a 30% reduction in rainfall was observed in this region, with the most severe period of drought spanning the late 1970s and early 1980s. The region never recovered, and the dry weather continues today. “It is one of the biggest changes we have observed in the 20th century, and we don’t understand it very well,” says Held, “so when we build a climate model, that is one of the things we look for. Can we explain the changes in rainfall over Africa in the 20th century?” Answering this question has been particularly difficult, according to Held, and, until recently, success has been limited.
Using the CM2 model developed by researchers at GFDL over the last 6 years, Held and his colleagues have predicted that the Sahel will become drier over the next century (1). CM2 is one of approximately 20 models that have been contributed for the 2007 IPCC report. Together, the models offer a range of different predictions for Africa’s future climate, with some models actually projecting a wetter climate for the Sahel.
The prevailing popular perception is that the low rainfall of the Sahel is a product of desertification: overgrazing and overpopulation. Much of the current literature suggests that the changes result from what people have done to the land surface. “Our understanding right now is pretty much the opposite. These changes in climate result from what happened over the oceans,” says Held. The South Atlantic, Indian, and Pacific Oceans warmed much more than the North Atlantic Ocean during the second half of the 20th century. “It is that gradient that we think is important for rainfall over Africa,” he says.
Held’s confidence in his latest model stems from the observation that CM2 simulates the 20th-century African climate more accurately than any other model. This assumption suggests that CM2’s prediction of 21st-century weather may also be more accurate. “Some of the drying in the 20th century was actually greenhouse-gas-induced, according to our model. So, based on this model, you [could] say that the industrial countries, like the U.S., produced a part of this drought in Africa,” says Held. But, he adds, researchers need a better understanding of why the models differ before solidifying such a claim.
Also, one of the biggest challenges facing climate scientists is simulating the water cycle and not just temperature changes. “Most of us have switched over to thinking about changes in the rainfall patterns rather than the temperature itself. Temperature is pretty robust. I don’t think there will be as many surprises there,” says Held.
**Expanding the Tool Kit**
For the past 5 years, Held has slowly transitioned from theoretical to applied studies by constructing high-end models of global climate and integrating contributions from ocean, sea ice, and the ozone layer. He has been frustrated, however, by the chasm that exists between the simple theoretical systems he spent a career developing and the comprehensive models of the Earth’s climate. In fact, the latter models are so complicated that it is difficult to determine exactly why they project different outcomes for the Sahel, for example.
To rectify the problem, Held hopes to help coordinate the systematic development of a hierarchy of models to straddle the divide between these simple theories and the comprehensive models (13). “I think the gap is affecting the sociology of our science because there are different groups of people doing the theory and the comprehensive models, and they don’t talk to each other much, which is unhealthy,” says Held.
Although biologists possess a rich hierarchy of simple organismal models with which to work, climate researchers only have one: the Earth. Because climatologists do not have a variety of planets with simple atmospheres to study, they must build a theoretical hierarchy of models instead. The more complex, high-end models influence global warming projections, storm predictions, and daily weather forecasting. “So you can be doing theory in a little corner of your office,” says Held, “but if you are not having an impact on these simulation models, you are not having an impact on the application of your science. So if a gap develops between the theoretical work and the high-end simulations, then that really concerns me because I feel like I’m not influencing applications. I want to help fill that gap for the rest of my career.”
Bijal Trivedi, Freelance Science Writer
---
1. Held, I. M., Delworth, T. L., Lu, J., Findell, K. L. & Knutson, T. R. (2005) *Proc. Natl. Acad. Sci. USA* **102**, 17891–17896.
2. , W. H., , W. H. & Robinson, G. D., eds. (1971) *Man’s Impact on the Climate* (MIT Press, Cambridge, MA).
3. Held, I. M. & Larichev, V. D. (1996) *J. Atmos. Sci.* **53**, 946–952.
4. Lapeyre, G. & Held, I. M. (2003) *J. Atmos. Sci.* **60**, 2907–2916.
5. Held, I. M. (1975) *J. Atmos. Sci.* **32**, 1494–1497.
6. Held, I. M. & Hou, A. Y. (1980) *J. Atmos. Sci.* **37**, 515–533.
7. Held, I. M. (1983) in *Large-Scale Dynamical Processes in the Atmosphere*, eds. Hoskins, B. J. & Pearce, R. P. (Academic, London), pp. 127–168.
8. Held, I. M., Panetta, R. L. & Pierrehumbert, R. T. (1985) *J. Atmos. Sci.* **42**, 865–883.
9. Nigam, S., Held, I. M. & Lyons, S. W. (1988) *J. Atmos. Sci.* **45**, 1433–1452.
10. Lee, S. & Held, I. M. (1993) *J. Atmos. Sci.* **50**, 1413–1428.
11. Held, I. M., Hemler, R. S. & Ramaswamy, V. (1993) *J. Atmos. Sci.* **50**, 3909–3927.
12. Pauluis, O. & Held, I. M. (2002) *J. Atmos. Sci.* **59**, 125–139.
13. Held, I. M. (2005) *Bull. Am. Met. Soc.* **86**, 1609–1614. | <urn:uuid:1a88f512-18f9-433f-8aca-993eb6fd7d95> | CC-MAIN-2019-09 | https://www.pnas.org/content/pnas/103/7/2012.full.pdf | 2019-02-22T12:13:59Z | crawl-data/CC-MAIN-2019-09/segments/1550247517815.83/warc/CC-MAIN-20190222114817-20190222140817-00296.warc.gz | 936,171,591 | 4,279 | eng_Latn | eng_Latn | 0.996429 | eng_Latn | 0.997119 | [
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#9504
THE YELLOW KITE
L. L. LIVE PRODUCTIONS
2001
Grade Levels: 6-12
24 minutes
DESCRIPTION
A yellow kite travels around the world, helping children solve their own “insurmountable” problems. While the kite is magical, it only acts as a catalyst to inspire children to solve their own problems. Once a problem is solved, the Kite flies off only to appear again when another child is stuck in a problem situation. This time the kite helps a young girl raised in the backwoods by an alcoholic father and an indifferent mother. No narration.
ACADEMIC STANDARDS
Subject Area: Behavioral Studies
• Standard: Understands that interactions among learning, inheritance, and physical development affect human behavior
▪ Benchmark: Understands that all behavior is affected by both inheritance and experience
▪ Benchmark: Understands that occasionally a single vivid experience will connect two things permanently in people’s minds
▪ Benchmark: Understands that differences in the behavior of individuals arise from the interaction of heredity and experience
▪ Benchmark: Understands that even instinctive behavior may not develop well if a person is exposed to abnormal conditions
▪ Benchmark: Understands that expectations, moods, and prior experiences of human beings can affect how they interpret new perceptions or ideas
INSTRUCTIONAL GOALS
1. To realize that there are options to control one’s own destiny.
2. To illustrate how powerful messages are conveyed through symbols.
3. To demonstrate that problems can be overcome.
4. To interpret the video based on personal perceptions.
BACKGROUND INFORMATION
In many instances in question-and-answer, there is a hard rule of right and wrong. Even in the interpretation of literature such as Shakespeare, usually the rule is “the interpretation of the instructor is the guideline by which the student is judged.”
In *The Yellow Kite*, the most important rule is that there is no wrong answer. The comments you hope to receive are entirely subjective, which is the simplicity of this series.
The student must first and foremost be confident in their interpretation of the story. This is important so that they are not simply giving the answer the counselor or instructor wants to hear.
While the imagination of most children is far ranging in the younger years, the educational process can actually lead to a diminishing of the imagination process. This is usually achieved by combination of the processes in which education is administered. There is usually a right answer and a wrong answer to each scenario. It becomes a set pattern for each student to find the right answer. They then regurgitate the answers. It is the goal of *The Yellow Kite* series for the student to give their own opinion freely, which allows the truest information about the child to be revealed. For this to occur, they must first be given permission to think for themselves. *The Yellow Kite* series gives the student permission to do so.
If there is some resistance to meaningful comments on this particular subject, another way to release the student’s thoughts would be to talk about other movies first to jump-start the subjective thinking process.
**AFTER SHOWING**
**Discussion Items and Questions**
1. What did you think of the movie? Why?
2. What was the kite?
3. What powers did the kite have?
4. Where did the kite go at the end?
5. Who was the girl in the airplane?
6. What was in the box?
7. What best describes the two kids?
8. Why did she have the box under the bed?
9. Was this a happy or sad movie?
10. When the girl danced with kite, what happened?
11. Who was the man/woman?
12. What do you think of them?
13. Who were the two other adults?
14. Why did the two families visit?
15. Discuss behaviors of each adult character.
16. What did you think of the dad? Why?
17. What did you think of the mom? Why?
18. What did you think of Kimmie? Why?
19. What did you think of the kids who broke the kite? Why?
20. Why did the kite enter Kimmie’s life?
21. Why did the friend at the beginning run away?
22. Why did Kimmie take the kite to the cabin?
23. Why did the dad get mad at Kimmie?
24. Why was the box kept under the bed?
25. Why were the other kids mean?
26. Why did the mom get mad at the other kids?
27. Why did Kimmie dance with the kite?
28. Why did the kite leave at the end?
29. What happened to the dad?
30. What happened to the mom?
31. Where was the girl in the airplane going?
32. What happened to the kids that broke the yellow kite?
33. At the end of the movie, where did the yellow kite go?
34. At the end of the movie, how did you feel?
35. What was the best part of the movie?
36. What would you like to change in the movie?
37. What is the moral of the story?
38. Which of the characters was most like you in this movie? Why?
39. Which one of the characters would you have as a friend? Why?
40. What would you do if you had a yellow kite? Why?
41. Is there a person you know that needs a yellow kite? Is it another child or an adult? What changes could the kite make happen for them?
Applications and Activities
1. What if you were the dad?
a. What could I do different?
b. What do I think of myself?
c. How will I feel when my daughter has grown up?
2. What if you were the mom?
a. Is there any other way to behave?
b. Do I show enough love to my daughter?
c. Who do I support more and why?
3. What if you were one of the two kids?
a. When does “having fun” turn into bullying?
b. Why do I pick on “Kimmie”?
c. Who picks on me?
d. Am I the bully or the bullied?
e. Is there safety in numbers?
4. Rewrite the ending of this episode.
5. Start a short story and leave the end for the student to finish. (Example: “The Lady or the Tiger.”)
6. Give an emotion and allow the student to tell a story to elicit that emotion.
7. Have each student bring their own movie experiences and have them explain the process that brought them to their own emotional response.
8. Show a movie part way through and have the students respond and finish the story.
9. Ask your parents the following:
a. What were their dreams were when they were young.
b. Which dreams materialized?
c. Which ones did they give up on?
d. Which ones did they keep?
10. Ask you friends the following:
a. What their dreams are.
b. How will they make them happen?
11. Share your dreams.
a. What are your dreams?
b. Draw a picture of them.
c. Describe what tools you will need to accomplish them.
**SUMMARY**
In *The Yellow Kite*, Kimmie, the intent of the message is to bring pathos for the little girl and her lifestyle. In the set up of the story, both parents are portrayed to be unavailable and even a little antagonistic. Kimmie’s life is painted as lonely. This is the opportunity for the appearance of the kite. The yellow kite becomes the mystical friend that offers a different perspective and raises her hopes for a better life.
The revealing of the most “human” tendencies of the parents gives them the appearance of ineptness. One wonders if the parents are burdened by their child.
The father is a drinker who always has a beer in his hand. To most people, this is a less available individual. He is a stereotype. He is highly animated in his behavior, which could make him out to be a threatening individual. Some will interpret him differently.
The mother is shown as a very animated person showing more exasperation and less compassion. Although, at one point her aggression is shown for her child and against her perpetrators. Some will interpret her differently.
**RELATED RESOURCES**
**Captioned Media Program**
- The Red Balloon #7992
**World Wide Web**
The following Web sites complement the contents of this guide; they were selected by professionals who have experience in teaching deaf and hard of hearing students. Every effort was made to select accurate, educationally relevant, and “kid safe” sites. However, teachers should preview them before use. The U.S. Department of Education, the National Association of the Deaf, and the Captioned Media Program do not endorse the sites and are not responsible for their content.
- **DEALING WITH FEELINGS**
[http://www.kidshealth.org/kid/feeling/](http://www.kidshealth.org/kid/feeling/)
Confused, sad, mad, glad? Check out this section to learn about these emotions and many more—and how to deal with them.
- **GIRLS AND BOYS TOWN**
[http://www.girlsandboystown.org/hotline/index.asp](http://www.girlsandboystown.org/hotline/index.asp)
Call with any problem at any time. Has a TTY number, as well. This Hotline is a 24-hour crisis, resource, and referral line staffed by trained counselors. | <urn:uuid:d72a70d3-d553-4f38-bcee-54436f08d8f3> | CC-MAIN-2021-49 | https://dcmp.org/guides/9504.pdf | 2021-12-02T22:14:01+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362297.22/warc/CC-MAIN-20211202205828-20211202235828-00469.warc.gz | 250,696,845 | 1,996 | eng_Latn | eng_Latn | 0.997643 | eng_Latn | 0.998785 | [
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Hank’s Beach Forest Conservation Park
Hank’s Beach lies within the traditional lands of the Klahoose and Sliammon First Nations. Hank’s Beach Forest Conservation Park is 62 hectares (153 acres) of forested property on Cortes Island’s southeast shoreline, gifted by the Tides Foundation to the Strathcona Regional District (SRD) as a result of a major donation by a private individual who wished to see the property preserved. The SRD is managing the land as public park, offering respectful levels of public use in keeping with the primary management goals of maintaining ecological integrity and mature forest ecosystems.
Access is by road and water. To reach the northern road entrance to the trails, park at the signed parking area off Bartholomew Road, 1 km east of the junction of Sutil Point and Bartholomew Roads.
The West Gate and East Gate trails run parallel north/south and provide direct access to Hank’s Beach, a long-standing favourite recreational destination for Cortesians. The beach offers incredible views and is a sought after picnic site for kayakers and boaters traveling the southern shoreline of Cortes Island.
In the winter of 1970/1971, Macmillan Bloedel, then owner, extensively logged the property. When walking the West Gate & East Gate trails, watch for the delineation between young forest (replanted 1973) and mature forest (80-100 years).
In 1922, the Crown granted homesteader, Henry Herrewig, this parcel of land. Henry was affectionately known in the Cortes community as ‘Hank’ and the property has been known as Hank’s Beach ever since. Photo circa 1912 of Hazel & Henry Herrewig.
Dramatic intrusions of biotite granodiorite form inland and coastal bluffs which support complex mosaics of woodland and herbaceous sensitive ecosystems that shelter numerous species and ecological communities at risk in B.C. The bluffs form an important wildlife corridor utilized by cougar, coastal gray wolf and Columbia black-tailed deer. The bluffs also maintain the integrity of a cross-island biodiversity linkage system, providing connectivity across the greater Cortes Island landscape.
For your own protection and to protect the park forests & wildlife:
PLEASE STAY ON TRAILS;
BICYCLES & HORSES WELCOME.
NO CAMPING & NO FIRES ALLOWED AT ANYTIME.
Exercise caution at all times in the park as you are in ungroomed wilderness. Trails may not be safe during high winds due to falling branches and tree blow-down. To reduce wildlife conflict there may be seasonal closures for dogs. Always keep dogs on leash and under their owner’s control.
Strathcona Regional District
301 - 990 Cedar Street, Campbell River, BC V9W 7Z8
Tel: 250-830-6700 • 1-877-830-2990
Email: email@example.com
Web: www.strathconard.ca
Hank's Beach Forest Conservation Park
PLEASE... STAY ON TRAILS - REDUCE WILDLIFE CONFLICT; KEEP DOGS ON LEASH
PACK OUT WHAT YOU PACK IN – NO CAMPING & NO FIRES ALLOWED AT ANY TIME | <urn:uuid:725227b9-e73b-484e-8000-d3e29c2ec4f6> | CC-MAIN-2021-49 | http://www.friendsofcortes.org/wp-content/uploads/2017/07/Hanks_Guide.pdf | 2021-12-02T22:38:12+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362297.22/warc/CC-MAIN-20211202205828-20211202235828-00467.warc.gz | 108,089,767 | 667 | eng_Latn | eng_Latn | 0.925857 | eng_Latn | 0.989792 | [
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Challenge:
Can you find the combination of chemicals that could be used to make an instant cold pack?
General Description:
Visitors will combine chemicals in a calorimeter and use a small thermometer to determine if the reaction mixture gets hot or cold.
Objectives:
To show that many chemical reactions involve heat loss or gain.
To have visitors develop experimental and observational skills as well as draw conclusions from observations.
To show a practical application of simple chemical phenomena.
Materials:
For 5 stations (1 child per station)
- 5 small non-mercury thermometers
- 2 washing bottles containing vinegar (5% acetic acid)
- 2 washing bottles containing water
- 1 liter water
- 500 ml vinegar
- Baking soda (NaHCO₃), ammonium nitrate (NH₄NO₃), anhydrous calcium chloride (CaCl₂), and potassium chloride (KCl)
- 20 plastic Dixie cups (or small wide mouth container) for solid chemicals
- 20 Popsicle sticks, small plastic spoons, or Beral pipettes
- 5 calorimeter strips (see below)
- Paper towels for spills
- A container of clean water
- A safe container to dump solutions into and seal (waste container)
Activity Preparation (approx. 35 min.):
1. Pour about 250 ml each of water and vinegar into washing bottles. Stations will share these wash bottles.
2. **Label cups** (or small wide mouth containers) for the baking soda ($\text{NaHCO}_3$), ammonium nitrate ($\text{NH}_4\text{NO}_3$), anhydrous calcium chloride ($\text{CaCl}_2$) and potassium chloride (KCl).
3. **Make calorimeter strips with 4 to 6 wells.**
The strip is made by from a $2 \times 2 \times 8$ inch strip of insulation foam. The wells are made by heating the end of a 22mm diameter glass test tube with a heat gun or hair dryer and pressing it on the foam to melt an inch deep well. These calorimeters are also available from Flinn scientific.
4. **Each station should have:**
- 1 small thermometer
- 4 plastic Beral pipettes cut to make scoops, popsicle sticks, or plastic spoons
- Labeled cups containing
- 1 foam calorimeter strip.
- 1 set of 4 cups with solid chemicals.
Directions:
Have visitors do the following:
1. Participant must wear a pair of safety goggles before beginning!
2. Use the washing bottle to half fill calorimeter wells 1, 2 and 3 with water
3. Use the washing bottle to half fill calorimeter well 4 with vinegar.
4. Put a thermometer into each well.
5. Place a scoop of calcium chloride to well 1 and watch the temperature.
6. Place a scoop of ammonium nitrate to well 2 and watch the temperature.
7. Place a scoop of potassium chloride to well 3 and watch the temperature.
8. Place a scoop of baking soda to well 4 and watch the. Do you see anything else happening?
Clean Up (approx. 15 min):
- Rinse calorimeter strips and shake dry over a paper towel.
- Wipe up spills with paper towels.
- All used solutions can go down the drain with lots of water. Left over solutions can be saved for the next time.
- The unused solid chemicals can be saved until the next time they are needed. Anhydrous ammonium chloride must be tightly closed.
- Clean goggles with window cleaner and white paper towels.
- Disinfect in goggle cabinet for full 15 minutes.
Safety Issues:
Participant must wear a pair of safety goggles before beginning!
Goggles must be sterilized before use.
Although all of these solutions and chemical solids can go down the drain, they may be irritating. Clean any spills immediately, and wash thoroughly if a visitor gets it on their skin. If solutions get in eyes, flush immediately with clean water.
Tips For Doing the Activity:
- You may have to explain the workings of a thermometer to young children.
"If the red line moves up the temperature is getting hotter.
If the red line moves down the temperature is getting colder."
- An alternate reaction that can be added to this group is to combine 3% hydrogen peroxide with dry yeast. When mixed, the solution will get warmer and bubble.
Expected Results:
| Liquid | Solid | Reaction |
|----------------------|------------------------|-----------------------------------------------|
| Vinegar | Baking soda | Gets cold, carbon dioxide generated |
| Water | Anhydrous calcium chloride | Gets warm |
| Water | Ammonium nitrate | Gets cold |
| Water | Potassium chloride | Gets a little colder |
| 3% Hydrogen Peroxide| Dry yeast | Gets warm oxygen gas generated |
Background Information:
Basic explanation for young children:
Some chemicals give off heat when they combine and others need heat when they combine.
More in depth explanation for older children:
When chemical reactions occur chemical bonds between atoms are broken and formed. Energy is needed to break old bonds and energy is released when new bonds are formed. If the energy released is greater than the energy needed the temperature of the solution rises. If the energy needed is greater than the energy released the temperature falls.
Credits and Disclaimer
Acknowledgments: These activities were developed by the Sciencenter with a grant from the Camille and Henry Dreyfus Foundation, Inc.
Copyright Notice: All information and images presented in this document are deemed to be the property of the Sciencenter. The content presented here may not be used for commercial purposes without the written consent of the Sciencenter. Permission is granted for personal and educational use only.
Disclaimer: Reasonable care has been taken in designing the Chemistry Challenge activities. These activities are intended for use with children and adults under direct supervision of qualified adults.
Anyone using this information must follow all the customary and prudent procedures for the safe storage, preparation, handling, and disposal of any potentially dangerous materials mentioned in this document.
Anyone who uses this information, does so at their own risk and shall be deemed to have indemnified the Sciencenter from any injuries or damages arising from such use.
Challenge: Can you find the combination of chemicals that could be used to make an instant cold pack?
| Liquid | Solid | Observation |
|-----------------|---------------|-------------|
| Vinegar | Baking soda | |
| 3% Hydrogen Peroxide | Dry yeast | |
| Water | Calcium chloride | |
| Water | Ammonium nitrate | | | <urn:uuid:a9e82739-4354-4f76-ab2c-92dbbf9f1556> | CC-MAIN-2021-49 | http://www.sciencenter.org/chemistry/d/hotandcold.pdf | 2021-12-02T22:25:21+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362297.22/warc/CC-MAIN-20211202205828-20211202235828-00466.warc.gz | 141,620,763 | 1,403 | eng_Latn | eng_Latn | 0.992986 | eng_Latn | 0.996211 | [
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1.
The following table shows the average weights (y kg) for given heights (x cm) in a population of men.
| Heights (x cm) | 165 | 170 | 175 | 180 | 185 |
|----------------|-----|-----|-----|-----|-----|
| Weights (y kg) | 67.8| 70.0| 72.7| 75.5| 77.2|
(a) The relationship between the variables is modelled by the regression equation \( y = ax + b \).
(i) Write down the value of \( a \) and of \( b \).
(ii) Hence, estimate the weight of a man whose height is 172 cm. [4]
(b) (i) Write down the correlation coefficient.
(ii) State which two of the following describe the correlation between the variables. [3]
- strong
- zero
- positive
- negative
- no correlation
- weak
2.
The following table shows the amount of fuel (y litres) used by a car to travel certain distances (x km).
| Distance (x km) | 40 | 75 | 120 | 150 | 195 |
|-----------------|----|----|-----|-----|-----|
| Amount of fuel (y litres) | 3.6 | 6.5 | 9.9 | 13.1 | 16.2 |
This data can be modelled by the regression line with equation \( y = ax + b \).
(a) (i) Write down the value of \( a \) and of \( b \).
(ii) Explain what the gradient \( a \) represents. [3]
(b) Use the model to estimate the amount of fuel the car would use if it is driven 110 km. [2]
3.
The following table shows the Diploma score $x$ and university entrance mark $y$ for seven IB Diploma students.
| Diploma score ($x$) | 28 | 30 | 27 | 31 | 32 | 25 | 27 |
|---------------------|----|----|----|----|----|----|----|
| University entrance mark ($y$) | 73.9 | 78.1 | 70.2 | 82.2 | 85.5 | 62.7 | 69.4 |
(a) Find the correlation coefficient. \[2\]
The relationship can be modelled by the regression line with equation $y = ax + b$.
(b) Write down the value of $a$ and of $b$. \[2\]
Rita scored a total of 26 in her IB Diploma.
(c) Use your regression line to estimate Rita’s university entrance mark. \[2\]
4.
The following table shows the number of bicycles, $x$, produced daily by a factory and their total production cost, $y$, in US dollars (USD). The table shows data recorded over seven days.
| Number of bicycles, $x$ | Day 1 | Day 2 | Day 3 | Day 4 | Day 5 | Day 6 | Day 7 |
|-------------------------|-------|-------|-------|-------|-------|-------|-------|
| Production cost, $y$ | 3900 | 4600 | 4100 | 5300 | 6000 | 5400 | 6000 |
(a) (i) Write down the Pearson’s product–moment correlation coefficient, $r$, for these data.
(ii) Hence comment on the result.
(b) Write down the equation of the regression line $y$ on $x$ for these data, in the form $y = ax + b$.
(c) Estimate the total cost, to the nearest USD, of producing 13 bicycles on a particular day.
All the bicycles that are produced are sold. The bicycles are sold for 304 USD each.
(d) Explain why the factory does not make a profit when producing 13 bicycles on a particular day.
(e) (i) Write down an expression for the total selling price of $x$ bicycles.
(ii) Write down an expression for the profit the factory makes when producing $x$ bicycles on a particular day.
(iii) Find the least number of bicycles that the factory should produce, on a particular day, in order to make a profit.
As part of his IB Biology field work, Barry was asked to measure the circumference of trees, in centimetres, that were growing at different distances, in metres, from a river bank. His results are summarized in the following table.
| Distance, \( x \) (metres) | 5 | 12 | 17 | 21 | 24 | 30 | 34 | 44 | 47 |
|-----------------------------|-----|-----|-----|-----|-----|-----|-----|-----|-----|
| Circumference, \( y \) (centimetres) | 82 | 76 | 70 | 68 | 67 | 60 | 62 | 50 | 50 |
(a) State whether distance from the river bank is a continuous or discrete variable.
(b) On graph paper, draw a scatter diagram to show Barry’s results. Use a scale of 1 cm to represent 5 m on the \( x \)-axis and 1 cm to represent 10 cm on the \( y \)-axis.
(c) Write down
(i) the mean distance, \( \bar{x} \), of the trees from the river bank;
(ii) the mean circumference, \( \bar{y} \), of the trees.
(d) Plot and label the point \( M(\bar{x}, \bar{y}) \) on your graph.
(e) Write down
(i) the Pearson’s product–moment correlation coefficient, \( r \), for Barry’s results;
(ii) the equation of the regression line \( y \) on \( x \), for Barry’s results.
(f) Draw the regression line \( y \) on \( x \) on your graph.
(g) Use the equation of the regression line \( y \) on \( x \) to estimate the circumference of a tree that is 40 m from the river bank. | <urn:uuid:875ec456-3f64-4232-ac5e-8aadc7822fa2> | CC-MAIN-2021-49 | https://www.mathgrub.com/uploads/1/5/9/5/15950740/bivariate_statistics.pdf | 2021-12-02T22:26:47+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362297.22/warc/CC-MAIN-20211202205828-20211202235828-00463.warc.gz | 913,578,061 | 1,320 | eng_Latn | eng_Latn | 0.978162 | eng_Latn | 0.984559 | [
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12-th Croatian National Mathematical Competition 2003
High School
Pula, May 7–10, 2003
1-st Grade
1. Show that a triangle whose side lengths are prime numbers cannot have an integer area.
2. Show that if \(x, y, z\) are positive numbers with product 1 and \(\frac{1}{x} + \frac{1}{y} + \frac{1}{z} \geq x + y + z\), then
\[
\frac{1}{x^k} + \frac{1}{y^k} + \frac{1}{z^k} \geq x^k + y^k + z^k \quad \text{for all } k \in \mathbb{N}.
\]
3. In an isosceles triangle with base \(a\), lateral side \(b\) and height to the base \(v\), it holds that \(\frac{a}{2} + v \geq b\sqrt{2}\). Find the angles of the triangle. Compute its area if \(b = 8\sqrt{2}\).
4. How many divisors of \(30^{2003}\) are there which do not divide \(20^{2000}\)?
2-nd Grade
1. Find all pairs of real numbers \((x, y)\) satisfying
\[
(2x + 1)^2 + y^2 + (y - 2x)^2 = \frac{1}{3}.
\]
2. Let \(M\) be a point inside a square \(ABCD\) and \(A_1, B_1, C_1, D_1\) be the second intersection points of \(AM, BM, CM, DM\) with the circumcircle of the square. Prove that \(A_1B_1 \cdot C_1D_1 = A_1D_1 \cdot B_1C_1\).
3. For positive numbers \(a_1, a_2, \ldots, a_n\) (\(n \geq 2\)) denote \(s = a_1 + \cdots + a_n\). Prove that
\[
\frac{a_1}{s - a_1} + \cdots + \frac{a_n}{s - a_n} \geq \frac{n}{n - 1}.
\]
4. Find the least possible cardinality of a set \(A\) of natural numbers, the smallest and greatest of which are 1 and 100, and having the property that every element of \(A\) except for 1 equals the sum of two elements of \(A\).
3-rd Grade
1. Let $a, b, c$ be the sides of triangle $ABC$ and $\alpha, \beta, \gamma$ be the corresponding angles.
(a) If $\alpha = 3\beta$, prove that $(a^2 - b^2)(a - b) = bc^2$.
(b) Is the converse true?
2. For every integer $n > 2$, prove the equality $\left\lfloor \frac{n(n + 1)}{4n - 2} \right\rfloor = \left\lfloor \frac{n + 1}{4} \right\rfloor$.
3. In a tetrahedron $ABCD$, all angles at vertex $D$ are equal to $\alpha$ and all dihedral angles between faces having $D$ as a vertex are equal to $\varphi$. Prove that there exists a unique $\alpha$ for which $\varphi = 2\alpha$.
4. Given 8 unit cubes, 24 of their faces are painted in blue and the remaining 24 faces in red. Show that it is always possible to assemble these cubes into a cube of edge 2 on whose surface there are equally many blue and red unit squares.
4-th Grade
1. Let $I$ be a point on the bisector of angle $BAC$ of a triangle $ABC$. Points $M, N$ are taken on the respective sides $AB$ and $AC$ so that $\angle ABI = \angle NIC$ and $\angle ACI = \angle MIB$. Show that $I$ is the incenter of triangle $ABC$ if and only if points $M, N$ and $I$ are collinear.
2. A sequence $(a_n)_{n \geq 0}$ satisfies $a_{m+n} + a_{m-n} = \frac{1}{2}(a_{2m} + a_{2n})$ for all integers $m, n$ with $m \geq n \geq 0$. Given that $a_1 = 1$, find $a_{2003}$.
3. The natural numbers 1 through 2003 are arranged in a sequence. We repeatedly perform the following operation: If the first number in the sequence is $k$, the order of the first $k$ terms is reversed. Prove that after several operations number 1 will occur on the first place.
4. Prove that the number $\binom{n}{p} - \left\lfloor \frac{n}{p} \right\rfloor$ is divisible by $p$ for every prime number $p$ and integer $n \geq p$. | <urn:uuid:83974d73-1155-4830-a5d7-077d9483bc0c> | CC-MAIN-2023-14 | https://imomath.com/othercomp/Cro/CroMO03.pdf | 2023-03-26T03:13:00+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945381.91/warc/CC-MAIN-20230326013652-20230326043652-00305.warc.gz | 354,913,210 | 1,151 | eng_Latn | eng_Latn | 0.931591 | eng_Latn | 0.96917 | [
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Improving road safety education in developing countries; Ghana
I A Sayer, C J Palmer, G Murray and J Guy
TRL REPORT 265
First Published 1997
ISSN 0968-4107
Copyright Transport Research Laboratory 1997. All rights reserved.
This document is an output from a project funded by the UK Department for International Development (DFID) for the benefit of developing countries. The views expressed are not necessarily those of the DFID.
Transport Research Foundation Group of Companies
Transport Research Foundation (a company limited by guarantee) trading as Transport Research Laboratory.
Registered in England, Number 3011746.
TRL Limited. Registered in England, Number 3142272.
Registered Offices: Old Wokingham Road, Crowthorne, Berkshire, RG45 6AU.
# CONTENTS
| Section | Page |
|------------------------------------------------------------------------|------|
| Executive Summary | 1 |
| 1 Introduction | 3 |
| 2 Study aims | 3 |
| 3 The study country, Ghana | 3 |
| 4 Road accident statistics | 3 |
| 4.1 National pedestrian casualty data | 3 |
| 4.2 Accra pedestrian casualty data | 4 |
| 5 The ‘Safe Ways’ education resource | 4 |
| 5.1 Target group and educational content | 4 |
| 5.2 Appearance | 6 |
| 5.3 Teacher training | 6 |
| 6 Evaluation of the resource | 6 |
| 6.1 Introduction | 6 |
| 6.2 Study design | 7 |
| 6.3 Subjects | 7 |
| 6.4 Children’s road safety knowledge questionnaire | 7 |
| 6.4.1 Design | 7 |
| 6.4.2 Procedure | 8 |
| 6.5 Results | 8 |
| 7 Good practice guidelines | 11 |
| 8 Discussion and conclusions | 12 |
| 9 Acknowledgements | 13 |
| 10 References | 13 |
| Abstract | 14 |
| Related publications | 14 |
| Appendix A Safeways | |
| Appendix B Teaching the Teachers | |
Executive Summary
In many developing countries children represent a particularly vulnerable group of road users, and yet few schools actually include Road Safety Education in any of their lessons (Sayer and Downing, 1996). Two major obstacles have been identified:
- a lack of teaching resources
- a lack of knowledge by teachers how to teach road safety, and what should be taught.
It was therefore, evident that there was an immediate need to raise the awareness of the road accident problem in developing countries, provide teachers with effective materials and approaches for teaching road safety, and to improve children’s and teachers’ road safety knowledge and attitudes.
This report discusses the design of a Road Safety Education Resource, and an evaluation of its effectiveness in Ghana. The report includes a full copy of the Resource, entitled ‘Safe Ways’ along with accompanying Teacher Training materials.
‘Safe Ways’ is designed to be used by teachers of 10 and 11 year olds - in Ghana this is the P5 class. As well as forming part of the highest risk age group, children of this age are in a position to pass information down to younger children for whom they often have responsibility. The resource contains five lessons which cover the following teaching points: walking safely; observing the road environment; using protected crossings; crossing where there are no protected crossings; choosing safe routes.
The resource was designed in Ghana, and is tailored to the educational context within which it is to be used. The general ethos of ‘Safe Ways’ is one of active participation.
The Teacher Training materials, that were written in parallel to the resource, contain all the information needed to run teacher training workshops. These workshops serve to give teachers the knowledge and enthusiasm they need to use the ‘Safe Ways’ resource and thus, include Road Safety Education in their classes and schools.
The evaluation phase used an interviewer-administered questionnaire to test 10 and 11 year old children’s knowledge of three areas of pedestrian safety. These were knowledge of safe behaviour, knowledge of unsafe behaviour and knowledge of crossing behaviour. The groups of children who were exposed to the resource demonstrated a significant knowledge increase in each of these three areas, compared with a control group. Thus, there is clear evidence that the ‘Safe Ways’ programme has been successful in achieving its aims. It is acknowledged that ideally the evaluation would have focused on changes in behaviour, rather than changes in knowledge. Unfortunately, unobtrusive observation was not possible in the Ghanaian context.
Ghana is not the only country in need of Road Safety Education materials. The resource itself is the product of the wider perspective on Road Safety Education. In order that other countries may benefit from this approach, Good Practice Guidelines were developed. These have been published separately as TRL Overseas Road Note 17. In addition to outlining effective teaching methods and content, the Guidelines include recommendations for administrators and policy makers to enable sustainable and effective systems to be established.
A determined attempt has been made to make the ‘Safe Ways’ programme in Ghana sustainable. The approach is supported by a national road safety council and government initiatives. A local person (formerly of the Ghanaian Ministry of Education) has been employed to continue training primary teachers, through workshops, in Road Safety Education and in particular how to use the ‘Safe Ways’ resource with their classes.
On their own, increases in road safety knowledge are unlikely to bring down accident rates; there are too many variables working against this such as the building of new, faster roads and increases in vehicle ownership levels. It is important that any country interested in implementing the ‘Safe Ways’ approach is aware that an immediate reduction in accident rates will not be noticeable. However, the study does show that the approach developed in Ghana brings about a significant increase in knowledge and an improvement in reported behaviour.
1 Introduction
In many developing countries, children are an unprotected, vulnerable group and one of the most serious threats to their health and well-being are road traffic accidents. On average, 20 per cent of pedestrian fatalities in developing countries involve pedestrians less than 16 years of age. In some African countries children form more than a quarter of pedestrian road accident deaths. For instance, in Ghana where this study took place, 33 per cent of pedestrians fatally injured in road accidents were child pedestrians.
Research in developing countries has shown that children’s road user knowledge was poor when compared with of children studied in the UK (Downing and Sayer, 1982). A later study showed that although the percentage of all road accidents fatalities who were children under the age of 16 years old, ranged from 22 per cent in Zimbabwe to 36 per cent in Papua New Guinea, only 16 per cent of schools questioned in Zimbabwe, Pakistan and Botswana had taught road safety in the year before the study (Sayer and Downing, 1996). Two major obstacles to the teaching of Road Safety Education were identified:
- a lack of teaching resources
- a lack of knowledge by teachers as to how to teach road safety, and what should be taught.
It was therefore evident that there was an immediate need to raise the awareness of the child pedestrian accident problem in developing countries, provide teachers with effective materials and approaches for teaching road safety, and improve children’s and teachers’ road safety knowledge and attitudes. It followed that there was also a need for teacher training materials, and good practice guidelines for senior administrators and curriculum development authorities, to make Road Safety Education sustainable.
Education occurs in a cultural context, and teaching methods must be sensitive to both the cultural norms of pupils and the specific teaching environment. The direct transfer of western educational materials into the primary schools of the developing world is therefore not a practical solution. It is important that the methods and materials for use in developing countries have been researched, developed and tested in the countries in that they are to be used.
Against this background and funded by the British Department for International Development (DFID), the Transport Road Laboratory, (TRL), began a study into improving Road Safety Education in schools in developing countries. The work carried out in Ghana is described in this report.
2 Study aims
The long-term aim of the programme is to bring about a sustained reduction in child pedestrian accidents and casualties (per unit exposure) in developing countries. In the pursuit of this aim, the study carried out in Ghana had five related objectives. They were to:
- investigate Ghana’s child pedestrian accident problem
- produce and evaluate a Road Safety Education resource for use by primary school teachers
- identify a suitable teacher-training method for use in the developing world
- produce materials to be used for teacher-training
- provide good practice guidelines for policy makers, administrators, and advisors in the education field.
Although this report covers all five of these objectives, it concentrates primarily on the research component of the project, i.e. the evaluation of the resource. The design and nature of the resource are discussed in Section 5, along with the teacher training method. The evaluation is discussed in Section 6, and finally the Guidelines in Section 7. The Guidelines are also published separately as TRL Overseas Road Note 17.
3 The study country, Ghana
There were important reasons for choosing Ghana: A major review of its national curriculum was about to take place; it had a particularly serious child pedestrian accident problem; the existence of a road accident data collection system of reasonable quality; there were counterpart organisations (e.g. regional and district education offices) who were willing to cooperate; English was widely spoken by young children in school. Important also was the fact that the authorities in Ghana recognised the need for practical Road Safety Education materials tailored to meet the common problems and dangers faced by young Ghanaian road users. The high profile of the National Road Safety Committee (NRSC) was beneficial to the study because of its active promotion of pedestrian safety.
4 Road accident statistics
This part of the project was aimed at improving the understanding of the child pedestrian accident problem in Ghana and providing basic data needed for the teaching resource, the tutors’ training book and the Good Practice Guidelines.
National road accident data (1991, the latest available) for the study were provided by the Building and Road Research Institute (BRRI), Kumasi. In Accra, traffic police provided a sample of road accidents involving pedestrians on specially prepared accident report forms.
4.1 National pedestrian casualty data
The 1991 national road accident data showed that 761 of the 2165 reported casualties (35 per cent) were pedestrians (see Table 1). Table 1 also shows that 14 per cent of the pedestrians reported were fatally injured; 40 per cent were hospitalised. In urban areas 12 per cent of pedestrian casualties were fatally injured. These, with the village fatalities, made up 94 per cent of the pedestrian casualties killed.
In total, about twice as many male (465) as female
Table 1 Ghana: pedestrian casualties
| Severity | Fatal | Not Hospitalised | Hospitalised | Total |
|----------|-------|------------------|--------------|-------|
| **Location** | | | | |
| Urban | 82 | 320 | 304 | 706 |
| Per cent | (12) | (45) | (43) | (100)*|
| Rural | 7 | 6 | 2 | 15 |
| Per cent | (47) | (40) | (13) | (100) |
| Village | 19 | 18 | 3 | 40 |
| Per cent | (48) | (45) | (8) | (100) |
| Sample size | 108 | 344 | 309 | 761 |
| Per cent | (14) | (47) | (40) | (100) |
| Sex | | | | |
| Male | 73 | 208 | 184 | 465 |
| Per cent | (16) | (45) | (40) | (100) |
| Female | 34 | 126 | 112 | 272 |
| Per cent | (13) | (46) | (41) | (100) |
| Sample size | 107 | 334 | 296 | 737 |
| Per cent | (15) | (45) | (40) | (100) |
| Age | | | | |
| < 16 years | 34 | 126 | 89 | 249 |
| Per cent | (14) | (51) | (36) | (100) |
| 16 - 55 years | 45 | 171 | 162 | 378 |
| Per cent | (12) | (45) | (43) | (100) |
| > 55 years | 21 | 20 | 14 | 55 |
| Per cent | (38) | (36) | (25) | (100) |
| Sample size | 100 | 317 | 265 | 682 |
| Per cent | (15) | (46) | (39) | (100) |
| Location | | | | |
| Not at junction | 55 | 208 | 177 | 440 |
| Per cent | (13) | (47) | (40) | (100) |
| At junction | 34 | 80 | 76 | 190 |
| Per cent | (18) | (42) | (40) | (100) |
| Sample size | 89 | 288 | 253 | 630 |
| Per cent | (14) | (46) | (40) | (100) |
| Action | | | | |
| Crossing road | 76 | 233 | 206 | 515 |
| Per cent | (15) | (45) | (40) | (100) |
| Other action | 28 | 100 | 85 | 213 |
| Per cent | (13) | (47) | (40) | (100) |
| Sample size | 104 | 333 | 291 | 728 |
| Per cent | (14) | (46) | (40) | (100) |
* percentages are rounded to the nearest per cent.
Table 2 Ghana: pedestrian casualties, 0-16 years old
| Severity | Fatal | Not Hospitalised | Hospitalised | Total |
|----------|-------|------------------|--------------|-------|
| **Age, years** | | | | |
| 0 - 5 | 9 | 20 | 11 | 40 |
| Per cent | (23) | (50) | (28) | (100)*|
| 6 - 10 | 17 | 76 | 55 | 148 |
| Per cent | (11) | (51) | (37) | (100) |
| 11 - 15 | 8 | 30 | 23 | 61 |
| Per cent | (13) | (49) | (38) | (100) |
| 16 - 20 | 5 | 27 | 33 | 65 |
| Percent | (8) | (42) | (51) | (100) |
| Sample size | 39 | 153 | 122 | 314 |
| Percent | (12) | (49) | (39) | (100) |
* percentages are rounded to the nearest per cent.
6 - 10 year old group were fatally injured. Thirteen per cent of the 0 - 16 age group injured were less than 5 years old. Of this group, 23 and 50 per cent were fatally and seriously injured respectively.
4.2 Accra pedestrian casualty data
Table 3 shows the characteristics of the data for pedestrians less than 16 years old collected by the police. It can be seen from the Table that 84 per cent of the total pedestrians injured, were injured when crossing a road. Twenty-five per cent of all the young pedestrian casualties were injured when facing the traffic and 34 were injured within 100 metres of their home. A higher percentage (43 per cent) of young females were injured within 100 metres of their home, than were young males 26 per cent. However, a higher percentage (71 per cent) of young males were injured between 101 metres and 10 kilometres from home, than females under the age of 16 (49 per cent). See Table 3.
Table 4 shows, for a sample of 63 injured pedestrians less than 16 years old, that 59 per cent were unaccompanied at the time of the accident, 16 per cent were accompanied by an adult and 16 per cent were with one or more children under 16 years of age. Forty-six per cent of these young pedestrians were either on or within 50 metres of a pedestrian crossing facility when injured.
5 The ‘Safe Ways’ education resource
As stated in Section 2, a central aim of the study was to produce and evaluate a Road Safety Education resource for use by primary school teachers. Features of the design and content of this resource, entitled ‘Safe Ways’, are discussed below. A full copy of the resource appears as Appendix A.
5.1 Target group and educational content
The first step in the production of ‘Safe Ways’ was to select the target age group. Children of 10 and 11 years were selected because they form a significant segment of
Table 3 Accra: pedestrian (less than 16 years old) casualty action
| Action | Male | Female | Total |
|-------------------------|------|--------|-------|
| Crossing road | 30 | 24 | 54 |
| Per cent | (86) | (83) | (84)* |
| Moving along road | 2 | 1 | 3 |
| Per cent | (6) | (3) | (5) |
| Unknown | 3 | 4 | 7 |
| Per cent | (9) | (14) | (11) |
| Sample size | 35 | 29 | 64 |
| Per cent | (100)| (100) | (100) |
| Direction | Male | Female | Total |
|-------------------------|------|--------|-------|
| Facing traffic | 5 | 5 | 10 |
| Per cent | (23) | (29) | (25) |
| Back to traffic | 3 | 0 | 3 |
| Per cent | (14) | (0) | (8) |
| Unknown | 14 | 12 | 26 |
| Per cent | (64) | (71) | (67) |
| Sample size | 22 | 17 | 39 |
| Per cent | (100)| (100) | (100) |
| Approximate distance from home | Male | Female | Total |
|--------------------------------|------|--------|-------|
| < 100 m | 9 | 12 | 21 |
| Per cent | (26) | (43) | (34) |
| 101 - 400m | 11 | 7 | 18 |
| Per cent | (32) | (25) | (29) |
| 401 - 1km | 5 | 2 | 7 |
| Per cent | (15) | (7) | (11) |
| 1 - 10km | 8 | 5 | 13 |
| Per cent | (24) | (17) | (21) |
| > 10km | 1 | 2 | 3 |
| Per cent | (26) | (25) | (5) |
| Sample size | 34 | 28 | 62 |
| Per cent | (100)| (100) | (100) |
* Percentages rounded to nearest 1 per cent
Table 4 Accra: pedestrian casualties less than 16 years
| Accompanied | Number | (Per cent)* |
|---------------------------|--------|--------------|
| Pedestrian unaccompanied | 37 | (59) |
| Accompanied by person more than 16 years old | 10 | (16) |
| Accompanying a person less than 16 years old | 10 | (16) |
| Accompanied by adult and child less than 16 yrs | 4 | (6) |
| Unknown | 2 | (3) |
| Location | | |
| Accidents were on crossing facility | 11 | (17) |
| Accidents were within 50 m of crossing facility | 18 | (29) |
| No crossing facility within 50m of accident site | 34 | (54) |
| Sample size | 63 | (100) |
| Accidents occurred at: | | |
| Uncontrolled junction | 27 | (66) |
| Controlled junction | 6 | (15) |
| Other | 8 | (20) |
| Sample size | 41 | (100) |
* Percentages rounded to nearest 1 per cent
Following the selection of these road safety goals, a vital pilot phase was established to enable the development of an effective and appropriate educational programme to take place.
In the pilot study five schools were selected and teachers consulted about the concept, the problems and the practical implications of Road Safety Education. In a workshop setting, the teachers studied materials from the UK and were encouraged to give their opinions about what would be the most suitable type of Road Safety Education resource for Ghana.
Following the pilot study discussions with teachers, visits to a variety of schools within Accra and liaising with educational administrators, several important considerations emerged, affecting the creation of the resource. For example, the design of the lesson. It was found that the design of the lessons themselves had to be sensitive to the educational context within which the lessons were to be taught. Schools in the West are very different from those in Ghana. Most schools in Ghana are single storey buildings with corrugated iron roofs and shuttered windows without glass which swing out to let in the light. Very few have electricity, telephones or adequate teaching resources. Catchment areas tend to be wide and for the best private school, pupils could live 12 miles away.
Public schools operate a double shift system with pupils changing from a morning to an afternoon shift every two weeks. Classes can contain as many as 120 pupils with only one teacher per class. Almost all schools have children sharing desks.
Budgets are small and teachers generally have to pay for educational materials out of their own pockets; so it was decided that the lessons could not be based around materials that cost a lot of money. Lessons were therefore based around materials that might be at hand in the local environment, e.g. a piece of rope or some stones that are also inexpensive.
Taking into consideration all of these points and relevant information the following teaching points were selected for inclusion in the road safety resource ‘Safe Ways’:
- walking safely
- observing the road environment
- using protected crossings
- crossing where there are no protected crossings
- choosing safe routes.
The resource was designed so that each lesson builds on the previous lessons, and provides a broad experience of road safety. Lessons were designed to be presented once a week in periods of about one hour each, ensuring that learning was gradually increased. Each lesson included a list of objectives for the lesson, details on preparation, suggestions for activities both inside and outside the classroom (including practical work), and a homework section. ‘Safe Ways’ was designed so that it could be used as a stand alone resource or included as part of other curriculum subjects.
The general ethos of the ‘Safe Ways’ resource is one of active participation. Rather than teaching children sets of rules, which can be learnt by rote and are typically poorly understood by pupils, ‘Safe Ways’ attempts to teach children by involving them in the learning process and giving them real practical experience near roads.
5.2 Appearance
In addition to the educational content of the resource, other factors had to be considered. Visits to Ghana had revealed that expensive books tend to be locked in the headteacher’s office and only rarely, if ever, get used. It was important therefore, that the resource was attractive, practical and easy to use but not so attractive that it became imprisoned in school libraries. Thus, it was designed to have a coloured cover showing faces of local children. Pictures within the text were to be local scenes in black and white. ‘Safe Ways’ was deliberately designed such that it could be replaced cheaply by photocopying.
Each lesson was split into distinct sections, and these sections themselves were also split according to the nature of the activity (shown vertically up the side of the page). This allows easy reference for the teachers.
5.3 Teacher training
Using the information gained from the teachers in the pilot study a decision was made on how to distribute and disseminate the information to teachers using ‘Safe Ways’ in the future and so creating a sustainable resource. As previously discussed, one of the problems in providing Road Safety Education was the lack of knowledge of the subject amongst teachers themselves. Thus, distributing the ‘Safe Ways’ resource to teachers without proper instruction would not achieve its educational objectives. To overcome this problem, teacher training workshops were prepared.
The pilot study work had shown how successful the workshop method could be in training teachers. Teachers enjoyed the strong element of discussion, the sharing of ideas and experiencing at first hand the practical nature of the resource. Teaching children near roads was a novel idea for the teachers and was initially met with some scepticism, until they had experienced it for themselves when the scepticism turned to enthusiasm. Teachers soon realised that it was an achievable goal for their classes.
In addition to the practical element, the workshops were designed to raise awareness of road safety issues in Ghana and stressed the importance of teaching road safety to children. Workshops also gave teachers the opportunity of studying ‘Safe Ways’ in detail, described how it should be taught and provided the necessary information for teaching it. Just as with the ‘Safe Ways’ lessons, the workshop design had to be sensitive to the local environment. Workshops therefore, require no expensive electrical audiovisual equipment. The workshops consisted of four, two-hour sessions which fitted in well with their teachers’ other school commitments. Workshop sessions covered raising awareness, teaching Road Safety Education, how to use the ‘Safe Ways’ resource and details of plans for the future of the programme.
Workshop experiences and notes were later collected and used to produce ‘Teaching the Teachers’ (see Appendix B). ‘Teaching the Teachers’ is an illustrated guide providing teachers with all they require to run teacher training workshops successfully. It has details of structured sessions with large board notes to highlight major teaching points. The only assumption made is that the person using the guide has lecturing or teacher experience, preferably in health, education or social studies.
6 Evaluation of the resource
6.1 Introduction
An explicit aim of the study was to evaluate the effectiveness of the ‘Safe Ways’ resource as a learning aid. Exposure to information is an essential part of learning and there are (potentially) many sources of road safety information to which Ghanaian children may have access:
- existing Road Safety Education
- National Road Safety Committee publicity
- practice/observation over time.
The source which is of particular interest to this study is the ‘Safe Ways’ resource book. The point of the evaluation is to separate the effects of this resource on children’s knowledge from the effects of the other sources of road safety information. Ideally, the evaluation would focus on the resource’s effects on children’s behaviour, in addition
to that of knowledge. Monitoring children’s behaviour requires some form of unobtrusive observational methods. In Ghana researchers from the West are extremely conspicuous, as would be any sophisticated video technology and it was decided that unobtrusive monitoring of school children taking part in the study was not a practical proposition.
‘Before’ and ‘after’ studies were used to show changes in children’s road safety knowledge and attitude. The 12 schools taking part in the study were split into two matched (see below) groups of six schools each.
Upper primary teachers from one of the groups received training in the use of the ‘Safe Ways’ resource and taught it to their children. P5 teachers from the remaining group of schools had no training or access to the ‘Safe Ways’ resource during the course of the experiment. Matching ensured that the two groups of schools were educationally equivalent. Thus, differences in the two groups of children’s ‘before’ and ‘after’ test results were, as far as possible, associated with the exposure to the ‘Safe Ways’ educational materials and nothing else.
6.2 Study design
To demonstrate the effectiveness of the resource, it is essential that the children in the experimental group (exposed) know more after exposure than they did before. In isolation, however, this is not sufficient to conclude that the resource is successful; in the exposure period other factors (e.g. NRSC publicity) may have also had an effect, and indeed this effect could be the dominant one.
To be able to eliminate this possibility it is important to compare any increase in the experimental group to those in the control group, who have not been exposed to the resource, but have been exposed to all other sources of information. One is only able to conclude that the resource is effective if the experimental group show a significantly greater increase in knowledge than the control group.
In addition there is reason to believe that males and females have a different risk of accident involvement. It is therefore reasonable to suppose they may have different experience of Road Safety Education, even if they have the same exposure. The design was thus expanded to include sex differences.
In the language of experimental theory, the evaluation had a 2 (experimental vs control) * 2 (male vs female) repeated measures (before and after) design.
6.3 Subjects
From the 17 previously selected primary schools taking part in the research programme, five had been used in the pilot study. The remaining 12 schools took part in the ‘before’ and ‘after’ studies and were split into two groups of six (six control and six experimental), schools. Schools in each of the two groups were matched for class size, location, public/private status and pupil male-female ratios. Control and experimental school group size was determined by the need to have a pupil sample size in the region of 150 and the time available for carrying out the interviews with the children.
Using randomly selected pupils from the control and experimental schools, one-to-one interviews were carried out with 153, P5 age group (10 - 11 year old) pupils. The pupil sample represented about 20 per cent of the children available.
In total 153 children were used in the evaluation process. Details of these subjects are given in Table 5.
Of the 153 participating children, 79 were exposed to the ‘Safe Ways’ resource and 74 were not. The Table suggests that both groups were fairly closely matched, i.e. 80 per cent or more of the children interviewed walked to school, the average age was about 11 years old and on average, each child crossed about 1.5 roads on journeys to and from school.
6.4 Children’s road safety knowledge questionnaire
6.4.1 Design
An interviewer-administered questionnaire was developed specifically for the evaluation task. It was decided that this would be conducted in English by the research team; there was a concern that the use of a Ghanaian language would have removed any control the research team had over the process.
The questionnaire was designed in Ghana during the ‘pilot’ phase through a rolling set of trials over a period of approximately three weeks. Initially the team spoke with children to get a feel of the level of English and the vocabulary used. This resulted in the production of a rudimentary questionnaire that was then refined through a further set of interviews. Finally, the questionnaire was formalised and piloted on a small number of children to ensure that the questions were readily comprehended.
There were a number of factors that had to be taken into consideration in the design phase. The first was language; although the standard of English in the P5 age group is
| Table 5 Comparison between control and experimental schools |
|-------------------------------------------------------------|
| **Experimental vs Control group** |
| **Male** | **Female** | **Total** | **Male** | **Female** | **Total** |
|----------|-----------|-----------|----------|-----------|-----------|
| Sample size | 39 | 40 | 79 | 37 | 37 | 74 |
| Mean age years | 11.3 | 10.7 | 11.0 | 11.3 | 11.0 | 11.1 |
| Per cent walking to school | 79.5 | 80.0 | 79.8 | 88.9 | 1.7 | 90.3 |
| Mean number of roads crossed travelling to school | 1.4 | 1.7 | 1.6 | 1.6 | 1.3 | 1.5 |
| Mean teacher’s rating* | 6.3 | 6.8 | 6.6 | 6.1 | 6.1 | 6.1 |
* Teacher’s general assessment of children’s ability on a nine point scale (1 = ‘worst child in my class’; 9 = ‘best child in my class’).
fairly high there is a marked difference between the accents of the subjects and the interviewers. A second consideration was the level of difficulty at which the questions were set. It is clear that if both experimental and control groups attain 100 per cent in the ‘before’ trials then the questionnaire has failed in its task; similarly if both groups fail to answer any question correctly in the ‘after’ trials. A third consideration was the length of the interview. Children’s conception of time is different to that of adults, and about 15 minutes is generally considered the maximum time for a test of this type.
The questionnaire contained four areas of subject matter:
- introductory / general questions
- knowledge of dangerous behaviour
- knowledge of crossing behaviour
- knowledge of safe behaviour.
The introductory questions were designed to put the subjects at ease, and to familiarise them with the interviewers’ accents. A number of these questions used photographs to which the pupils only had to point. Other questions were designed to test vocabulary relating to road safety. The final three subject areas are those identified by Rothengatter (1981), as constituting essential road safety knowledge. Apart from in the introductory section, the questions were not split into discernable groups in the questionnaire.
6.4.2 Procedure
Children were withdrawn from the classroom individually and the questionnaire interview was conducted orally by a member of the TRL team. A second member of the team recorded responses. It had been feared that this format - two foreign adults to one child - would create an intimidating atmosphere and inhibit the willingness of the subjects to participate in the exercise. The ‘pilot’ trials had demonstrated that this was not the case.
Pupils were randomly selected from the P5 class in each school. Upon entering the room they were made to feel welcome, the task was explained, and it was made clear that the task was not a test, and that ‘don’t know’ responses were acceptable.
The interviews were conducted according to a strict protocol that dictated question wording and a number of prompts for each question. However, in exercises such as this it is not always possible to adhere exactly to a predetermined format, and inevitably small deviations occurred. There was no reason to suspect that these deviations prejudiced any of the results.
The ‘before’ interviews were held in October 1995; the ‘after’ interviews in February 1996. The intervening period allowed teachers of the experimental group to complete the five ‘Safe Ways’ lessons, but kept to a minimum the time between the end of the teaching period and the beginning of the ‘after’ interviews during which time extraneous influences might have influenced respondents’ answers to questions.
6.5 Results
As discussed in Section 6.2 a repeated measures design was used. Each subject’s ‘after’ performance was therefore compared with their ‘before’ performance. Data from questionnaires such as that used in this evaluation tend not to yield parametric data, and thus two non-parametric statistical tests were used.
Some questions have identifiable correct and incorrect answers. In such cases the proportion of subjects giving a correct answer can be calculated for each experimental condition, and the significance of this difference can be calculated using simple statistical techniques. The output from such tests is a z-score, that can be directly translated into a significance rating.
Other questions have answers that have degrees of ‘correctness’. In such cases the set of answers are ordered and given a rank in terms of their precision. The Wilcoxon matched-pairs signed-ranks test examines the net increase or decrease in precision between ‘before’ and ‘after’ conditions for each group.
At all stages of the analysis reported below, significance levels are quoted for one-tailed tests. This is justified in that there is no reason to believe that any of the factors tested will result in a decrease in knowledge over time.
Results from the introductory/general questions (Table 6), show that about 90 per cent of both the control and experimental groups identified a ‘road’ from the photographs presented to them.
Both groups showed statistically significant increases in the ‘before’ and ‘after’ surveys of children identifying a ‘footpath/pavement’. In the ‘pilot’ trials many children were not familiar with the word ‘pavement/footpath’. To help put children at ease in this early part of the interview, interviewers sometimes substituted the word ‘roadside’ for ‘pavement’.
Virtually none of the children questioned knew the word ‘kerb’ or could identify a kerb in the photographs. This is an interesting result. Later in the interview children were asked to describe how to cross a road. Nearly all replied with the ‘Kerb Drill’. This suggests that children learnt the ‘Kerb Drill’ by rote without any real understanding of its significance.
The statistically significant increase in the percentage of children exposed to the ‘Safe Ways’ resource being ‘scared’ to cross roads in the ‘after’ survey suggests that these children’s awareness to the dangers of crossing roads had been increased.
Table 6 also shows that significantly more children exposed to the ‘Safe Ways’ materials were helping younger children to ‘keep safe’ by ‘saying things to help them keep safe’ in the ‘after’ survey. There was no change in either group with children physically ‘helping younger children keep safe’.
Table 6 shows for the experimental group that except for more girls being ‘scared to cross roads’ in the after’ period, there were no significant differences between male and female replies.
Children’s replies to naming relevant things that they saw on roads and footpaths (roadside) were listed and counted. Such data do not yield ‘correct’ and ‘incorrect’
Table 6 Children’s replies to the general/introductory questions*
| Question | Experimental Before | Experimental After | Sig | Control Before | Control After | Sig |
|--------------------------------------------------------------------------|---------------------|--------------------|-------|-------------------|-----------------|-------|
| Can you point to the road in the photographs? | 89.9 | 92.3 | n.s. | 91.993.2 | n.s. | |
| Can you point to the pavement / footpath in the photographs? | 63.3 | 97.4 | p < 0.01 | 39.1 | 71.6 | p < 0.01 |
| Can you point to the kerb in the photographs? | | | | | | |
| Children in Ghana did not know the word kerb | | | | | | |
| Does crossing the road ever scare you? | 62.8 | 78.5 | p < 0.05 | 59.2 | 63.0 | n.s. |
| When you are walking with younger children do you do anything to help them keep safe? | 59.3 | 73.1 | n.s. | 71.9 | 70.6 | n.s. |
| When you are walking with younger children do you say anything to help them keep safe? | 63.0 | 86.2 | p < 0.05 | 76.7 | 71.8 | n.s. |
Males vs Females: Experimental group
| Question | Male Before | Male After | Sig | Female Before | Female After | Sig |
|--------------------------------------------------------------------------|-------------|------------|-------|---------------|--------------|-------|
| Can you point to the road in the photographs? | 92.3 | 92.3 | n.s. | 87.5 | 92.3 | n.s. |
| Can you point to the pavement / footpath in the photographs? | 76.9 | 97.4 | p < 0.01 | 50.0 | 97.4 | p < 0.01 |
| Does crossing the road ever scare you? | 65.8 | 71.8 | n.s. | 60.0 | 85.0 | p < 0.01 |
| When you are walking with younger children do you do anything to help them keep safe? | 54.5 | 62.5 | n.s. | 62.5 | 77.8 | n.s. |
| When you are walking with younger children do you say anything to help them keep safe? | 63.6 | 100 | p < 0.05 | 62.5 | 81.0 | n.s. |
* Data show per cent of respondents giving correct reply.
answers, but obviously three relevant answers is an improvement on two. The Wilcoxon test is used to analyse this data (Table 7).
Analysis of the ‘dangerous behaviour’ knowledge questions was carried out by calculating the percentage of each group giving the correct answer in the ‘before’ and ‘after’ periods. Results of the analysis are shown in Table 8.
Four of the five questions shown were to do with the children’s own behaviour near roads and it can be seen from Table 8 that there was a statistically significant improvement for the experimental group in four of these five questions. Both groups improved in knowing that it was ‘safe to walk near the road’. The one non-significant improvement in both groups was the question related to other people’s behaviour.
There was little difference between the male and female experimental groups. Table 8 shows that the boys ‘knowledge’ about safe walking and running near roads improved. For the girls, it was ‘knowledge’ about knowing why ‘it was not safe to run near roads’ that improved significantly.
For the questions shown in Table 9, children could have provided one or more answers. To allow for this, each answer was analysed separately.
It can be seen from the Table that few children in either the experimental or the control groups in the ‘before’ survey could name safe places to cross roads. In the ‘before’ survey about 60 per cent of all the children questioned mentioned ‘zebra crossings’ as a safe place to cross. ‘Lollipop stands’, ‘traffic lights’, ‘footbridges’, and ‘under supervision’, were seldom mentioned.
Table 9 shows that from the children in the experimental group there were statistically significant improvements in the number of places mentioned as safe places to cross. For the control group, the only significant improvement was for ‘crossing at traffic lights’.
Crossing roads near parked cars is dangerous for children and it was interesting that the group exposed to the ‘Safe Ways’ lessons showed a statistically significant improvement in replying to a question about this; the control group did not.
The question ‘What should you do before crossing?’ was analysed using the Wilcoxon matched-pairs signed ranks test. The response categories were arranged in order such that the best responses were given a value of 1 and the worst a value of 7 (Table 10).
Table 7 Wilcoxon test results on introductory question data
| Question | Experimental z | p | Control z | p |
|--------------------------------------------------------------------------|----------------|-------|-----------|-------|
| What things do you see on roads? | -5.77 | p < 0.01 | -0.98 | n.s. |
| What do you see on pavements? | -6.03 | p < 0.01 | -3.20 | p < 0.01 |
Male vs Female: Experimental group
| Question | Male z | p | Female z | p |
|--------------------------------------------------------------------------|--------|-------|----------|-------|
| What things do you see on roads? | -3.81 | p < 0.01 | -4.50 | p < 0.01 |
| What do you see on pavements? | -4.19 | p < 0.01 | -4.35 | p < 0.01 |
Table 8 Knowledge of dangerous behaviour*
| | Experimental vs Control group | Male vs Female: Experimental group |
|--------------------------------------|-------------------------------|-----------------------------------|
| | Experimental | Control | Male | Female |
| | Before | After | Sig | Before | After | Sig | Before | After | Sig | Before | After | Sig |
| Is it safe to play near the road? | 74.4 | 85.9 | p < 0.05 | 76.1 | 78.1 | n.s. | 74.4 | 84.6 | n.s. |
| Is it safe to walk near the road? | 83.5 | 94.9 | p < 0.05 | 84.5 | 93.2 | p < 0.05 | 82.5 | 89.7 | n.s. |
| Is it safe to run near the road? | 61.5 | 85.9 | p < 0.01 | 72.9 | 73.0 | n.s. | 69.2 | 79.5 | n.s. |
| Why is it not safe to run near the road? | 31.3 | 49.3 | p < 0.05 | 48.0 | 51.9 | n.s. | 22.2 | 51.6 | p < 0.05 |
| Do you see other people doing dangerous things near the road? | 35.0 | 46.2 | n.s. | 37.5 | 37.3 | n.s. | 35.5 | 44.4 | n.s. |
* Data show per cent of respondents giving correct reply.
Table 9 Knowledge of crossing behaviour*
| | Experimental vs Control group | Male vs Female: Experimental group |
|--------------------------------------|-------------------------------|-----------------------------------|
| | Experimental | Control | Male | Female |
| | Before | After | Sig | Before | After | Sig | Before | After | Sig | Before | After | Sig |
| Can you name a safe place to cross the road? | | | | | | | | | | | | |
| a - lollipop stands | 1.3 | 22.8 | p < 0.01 | 8.1 | 5.4 | n.s. | 0.0 | 15.0 | p < 0.01 |
| b - zebra crossings | 59.5 | 77.2 | p < 0.01 | 63.5 | 66.2 | n.s. | 50.0 | 67.5 | p < 0.05 |
| c - traffic lights | 21.5 | 51.9 | p < 0.01 | 18.9 | 31.1 | p < 0.05 | 12.5 | 45.0 | p < 0.01 |
| d – footbridges | 1.3 | 22.8 | p < 0.01 | 17.6 | 17.6 | n.s. | 2.5 | 20.0 | p < 0.01 |
| e - under supervision of policeman / city guard / other adult | 13.9 | 26.6 | p < 0.05 | 9.5 | 6.8 | n.s. | 12.5 | 0.0 | n.s. |
| Why are some roads more dangerous to cross than others? | 26.0 | 30.3 | n.s. | 30.6 | 32.9 | n.s. | 22.2 | 27.0 | n.s. |
| Where do you stand when you are trying to cross? | 25.0 | 60.0 | p < 0.01 | 40.3 | 42.9 | n.s. | 21.4 | 51.4 | p < 0.01 |
| Why do parked cars make it difficult to cross the road? | 16.9 | 34.7 | p < 0.01 | 14.3 | 17.1 | n.s. | 2.6 | 24.3 | p < 0.01 |
* Data show per cent of respondents giving correct reply.
Analysis of the six questions that children were asked about ‘safe behaviour’ are shown in Table 11. Of the six questions, the experimental group showed a significant improvement in four. The question asking ‘on what side of the road should you walk’ (children were shown a coloured photograph of a traffic-free rural road and asked which side of the road they should walk), showed no improvement in the ‘after’ period survey. Answers to this question and a question asking ‘where should you walk’ (the question was asking about footpaths/sides of the road), showed a statistically significant improvement for the control group in the ‘after’ survey (see Table 11).
Table 11 shows no clear picture for male/female differences. In the ‘after’ survey, females showed a statistically significant improvement for the question ‘where should you walk’ (see above). Similarly, females also showed a significant improvement when asked about knowing when vehicles were approaching from behind.
Table 10 What should you do before crossing?
| Experimental vs Control group | Experimental | Control |
|-------------------------------|--------------|---------|
| What should you do before crossing? | $z = -2.05$ p < 0.05 | $z = -0.75$ n.s. |
**Male vs Female: Experimental group**
| Males | Female |
|-------|--------|
| What should you do before crossing? | $z = -0.67$ n.s. | $z = -2.13$ p < 0.05 |
Males however, improved significantly when explaining reasons for walking facing the traffic. This question was related to the one asked immediately earlier.
Overall, the ‘before’ and ‘after’ comparison revealed significant gains in knowledge for the experimental group over that for the control group. Thus, it is reasonable to conclude that these knowledge gains were associated with the ‘Safe Ways’ programme.
7 Good practice guidelines
The final objective of the study was the preparation of ‘Road Safety Education in Developing Countries, Guidelines for Good Practice’. This was done to help ensure sustainability of Road Safety Education in Ghana and in assisting with transferring the Ghanaian experience to other developing countries. The Guidelines have been published separately as Overseas Road Note 17. This document is the first of its kind written for the developing world. The Guidelines illustrate the importance of Road Safety Education in developing countries and show how a country might put in place a system ensuring that primary school children receive the Road Safety Education that they deserve. The Guidelines were written for Ministries of Education, curriculum development staff, education advisors, policy makers and administrators. Lecturers in colleges of education, heads and classroom teachers would also find it useful.
The document is divided into 5 sections. The introductory chapter gives a background to Road Safety Education, why the Guidelines have been written, and a discussion on accidents and accident prevention. The next section shows how a country can develop a structure to make Road Safety Education work at a national level. It states that for progress to be made nationwide in accident prevention Road Safety has to be designed as a national goal with efficient management structures set up at national as well as at local levels. It shows in a simplified way how Road Safety Education can reach primary children by following certain steps - collecting information, creating a Road Safety committee, forming a policy and delivery structure, implementing the policy, and monitoring and evaluating the Road Safety Education. It stresses that all of this requires commitment, co-ordination and communication at all levels to reach implementation. To assist people with responsibility for children’s safety and education two organisational models are given to help with this task.
Section 3 details the 5 important points in teaching Road Safety Education. They are presented as the 5 ‘Ps’:
- begin PRE-SCHOOL
- be PRACTICAL
- follow PRINCIPLES of child development
- be PRESENTED frequently
- have a PLACE in the school timetable.
The chapter also contains detailed curriculum links with the ‘Safe Ways’ programme and the subject areas of science, English, mathematics and environment/social
Table 11 Knowledge of safe behaviour*
| Experimental vs Control group | Experimental | Control |
|-------------------------------|--------------|---------|
| | Before | After | Sig | Before | After | Sig |
| Where should you walk? | 76.7 | 87.2 | p < 0.05 | 66.7 | 85.3 | p < 0.01 |
| Do you know a safe place to play? | 84.8 | 88.5 | n.s. | 94.5 | 94.6 | n.s. |
| On which side of the road should you walk? | 38.8 | 52.2 | n.s. | 21.3 | 53.6 | p < 0.01 |
| Why should you walk on which side? | 6.3 | 21.3 | p < 0.01 | 6.7 | 11.0 | n.s. |
| How can you tell when there is a car behind you? | 54.5 | 72.4 | p < 0.05 | 56.2 | 67.1 | n.s. |
| When you are walking with your friends, how should you walk? | 44.4 | 66.7 | p < 0.01 | 56.5 | 67.6 | n.s. |
**Male vs Female: Experimental group**
| Male | Female |
|------|--------|
| | Before | After | Sig | Before | After | Sig |
| Where should you walk? | 83.8 | 87.2 | n.s. | 69.4 | 87.2 | p < 0.05 |
| Do you know a safe place to play? | 81.6 | 84.6 | n.s. | 86.8 | 92.3 | n.s. |
| On which side of the road should you walk? | 35.3 | 54.5 | n.s. | 42.4 | 50.0 | n.s. |
| Why should you walk on which side? | 6.1 | 27.0 | p < 0.05 | 6.5 | 15.8 | n.s. |
| How can you tell when there is a car behind you? | 73.7 | 86.5 | n.s. | 35.9 | 59.0 | p < 0.05 |
| When you are walking with your friends, how should you walk? | 42.9 | 75.0 | p < 0.01 | 45.9 | 59.0 | n.s. |
* Data show per cent of respondents giving correct reply.
studies. The Ghanaian curriculum is used as an example.
The document progresses to a chapter on children’s universal learning objectives with details for four different age groups. It points out that in considering children’s needs there should be a gradual progression from total protection to total independence. This involves interaction with parents/carers, teachers, and peer groups, with their importance varying at different times. Each stage builds upon and re-enforces previous learning.
The final section presents actual examples of good practice in Road Safety Education from Ghana, Nepal and Papua New Guinea with photographs and other illustrations.
8 Discussion and conclusions
Road accidents involving young pedestrians are increasingly being recognised as a major cause of death in developing countries and in the face of rapid traffic growth, considerable resources have been spent trying to contain the problem through engineering and enforcement measures. The problem, however, remains. Surveys carried out in Ghana revealed the following points:
- over a third of reported road casualties were pedestrians
- about twice as many males as females were injured and killed as pedestrians
- most pedestrian casualties were away from junctions
- the majority of pedestrians were crossing the road when injured
- over a third of pedestrian fatalities were aged less than 16 years
- most accidents to children happen to the 6 - 10 year olds.
The problem of road accidents can be addressed, in part, by providing appropriate Road Safety Education materials and teaching approaches, and by generally raising the awareness of the importance of road safety in schools among Ministries of Education, teachers, administrators and pupils.
As Road Safety Education initiatives evolve, it is important that they take account of current research findings. Traditionally, Road Safety Education has generally relied on improving children’s knowledge about traffic. It was assumed that good knowledge acquired in the classroom led to improved road behaviour. Experience and research have shown that such transference was not readily apparent. Current Road Safety Education practice concentrates on bringing about changes in children’s traffic behaviour through practising the behaviour to be learnt or modified and not just by improving what children can say or know about crossing roads. The ‘Safe Ways’ resource makes full use of these recent approaches to teaching Road Safety Education.
The evaluation phase has provided clear evidence that the ‘Safe Ways’ programme has been successful in achieving its aims. Children who had been exposed to the materials showed statistically significant improvements in all three areas of road safety knowledge (safe behaviour, dangerous behaviour and crossing behaviour). It is acknowledged that ideally the evaluation would have focused on changes in behaviour. However, unobtrusive observation of behaviour was not possible in the circumstances.
Despite our best effort, road accidents to child pedestrians in Ghana are likely to rise because of the increase of traffic and the building of new roads. Realistically, we cannot hope for a drop in the statistics because of this increase in traffic. We can however, be reasonably confident that lives will be saved and the increase in accidents mitigated through our efforts in Road Safety Education.
Monitoring the effect of a Road Safety Education project is always difficult, particularly in terms of behaviour or accidents. Even in developed countries it has not been possible to accurately and conclusively associate changes in accident rates with Road Safety Education initiatives. Generally, there are too many confounding variables which have to be considered over prolonged periods of time. In developing countries where data collection and the reporting of accidents are often weak, the task becomes even more difficult. It is important that any country interested in implementing the ‘Safe Ways’ approach is aware that an immediate reduction in accident rates is not a viable objective. However, we do know this study has shown a significant increase in the road safety knowledge and reported safe behaviour of the children who used the ‘Safe Ways’ resource.
A determined attempt has been made to make the ‘Safe Ways’ programme in Ghana sustainable. A local person (formerly of the Ghanaian Ministry of Education) has been employed to continue training primary teachers, through workshops, in Road Safety Education and in particular how to use the ‘Safe Ways’ resource with their classes. The Teacher Training materials have been designed so that these primary teachers have the skills and enthusiasm to act as catalysts within their schools. There is a strong possibility that primary teachers from outside Accra will be encouraged to attend similar workshops. This could be achieved by training more trainers to get maximum benefit from our initial work. Eventually finances to continue will have to be found from other sources.
It is hoped that the ‘Safe Ways’ material will soon be part of the Ghanaian primary curriculum, perhaps in the proposed new Environment curriculum, where it would fit well. This would further enhance the chances of Road Safety Education being taught on a continuous basis. Making Road Safety Education part of Initial Teacher Training would also be worthwhile pursuing. Some attempt at achieving this has been made by contacting the DFID Support for Teachers Education Project (STEP) team in Accra, but more work needs to be done.
‘Safe Ways’ focuses on the priority upper primary age group. Thought needs to be given to Road Safety Education for young children in Ghana. This might logically precede the ‘Safe Ways’ material, that was specifically designed for 10 and 11 year olds. Every young child in Ghana would benefit from a clearly planned Road
Safety Education Programme, that was structured, developmental and taught on a regular basis throughout a child’s primary life. Further researched Road Safety Education programmes are required to meet these needs.
Finally, we need to consider how best to transfer the experience gained in Ghana to other countries. The development and publication of good practice guidelines (Overseas Road Note 17) represents an important first step in this process. Further research is needed in other developing countries in order to enhance this experience transfer practice.
9 Acknowledgements
The work described in this Report formed part of the research programme of the Overseas Resource Centre TRL. The authors wish to acknowledge the many schools, teachers and children whose help was invaluable. The authors are particularly grateful to the Mr L Clocuh Director, Regional Education Office, Mrs P Anson-Yevu, Assistant Director, Accra Metropolis District Education Office and Mr J Amegashie, Director, National Road Safety Committee.
10 References
Downing A J and Sayer I A, 1982. *A preliminary study of children’s road - crossing knowledge in three developing countries*. TRRL Supplementary Report 771, Transport Research Laboratory, Crowthorne.
Sayer I A and Downing A J, 1996. *Pedestrian accidents and Road Safety Education in selected developing countries*. TRL PR 53, Transport Research Laboratory, Crowthorne.
Rothengatter T, 1981. *Traffic safety education for young children*. Swets and Zeitlinger B V. Lisse.
*Road Safety Education in Developing Countries*, Guidelines for Good Practice in Primary Schools. TRL Overseas Road Note 17, Transport Research Laboratory, Crowthorne (in preparation)
Abstract
Few schools in the developing world include Road Safety Education in their timetable, despite the fact that children represent a vulnerable group of road users. Two reasons for this were identified: A lack of teaching resources, and a lack of knowledge by teachers how to teach road safety and what should be taught. This report discusses the design and evaluation of a Road Safety Education resource designed for teachers of 10 and 11 year old children and the development of good practice guidelines. The central educational theme of the resource, called ‘Safe Ways’, is that children learn best by active participation. ‘Safe Ways’ includes five lessons, each covering a different aspect of road safety.
The evaluation took place in Ghana. An interviewer-administered questionnaire was used to test 10 and 11 year old children’s knowledge of three areas of pedestrian safety: Knowledge of safe behaviour, knowledge of unsafe behaviour and knowledge of crossing behaviour. The groups of children who were exposed to the resource showed a significant increase in each of these three areas, compared with a control group.
The report also includes a full copy of the ‘Safe Ways’ resource, and the Teacher Training notes which accompany it.
Related publications
*ORN17 Guidelines for good practice in primary schools (TRL Overseas Road Note 17) (in preparation)
*TRL227 Pedestrian accidents and road safety education in selected developing countries by I A Sayer and A J Downing. 1996
*SR713 Driver knowledge of road safety factors in three developing countries by I A Sayer and A J Downing. 1981
*SR646 A preliminary study of road-user behaviour in developing countries by G D Jacobs, I A Sayer and A J Downing. 1981
*SR771 A preliminary study of children’s road-crossing knowledge in three developing countries by A J Downing and I A Sayer. 1982
* For these reports, please apply to Overseas Centre, TRL, Old Wokingham Road, Crowthorne, Berks, RG45 6AU | <urn:uuid:96f661a9-7c45-4553-8759-b7806c6f8ef3> | CC-MAIN-2023-14 | https://www.gtkp.com/document/20091126-163145-9089-1691185218_improving-road-safety-education-in-developing-countries-ghana-trl-265-pdf/ | 2023-03-26T01:56:14+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945381.91/warc/CC-MAIN-20230326013652-20230326043652-00304.warc.gz | 877,988,803 | 14,200 | eng_Latn | eng_Latn | 0.975471 | eng_Latn | 0.998483 | [
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PLAN AHEAD:
This activity requires waiting overnight, so plan two days for completion
PURPOSE:
Determining the amount of sand, silt, and clay particles in a given soil sample helps you understand what type of soil you have in your garden.
MATERIALS:
• A sample of soil that likely contains sand, silt and clay (from schoolyard garden or yard)
• Clear jars with lids
• Water
• Felt tip marker
• Ruler
• Layers of Soil worksheet
PROCEDURE:
1. Fill a jar half full with soil. You can use soil from your garden or just from the ground. For an interesting comparison, take a sample from both places.
2. Add water to the jar until it is full.
3. Tightly close the jar with the lid.
4. Shake the jar until the soil and water are mixed well.
5. Allow the jar to sit undisturbed for 24 hours.
6. After the 24 hours have passed, you should see layers forming in the jar. Use a felt-tipped marker to mark the layers on the jar.
7. Identify each layer as sand, silt, or clay and write it in the chart.
8. Using a ruler, take measurements to determine the composition of the soil in percent and record it on the worksheet.
9. Complete the data and questions sections of the soil worksheet to complete this experiment and find out what kind of soil your schoolyard garden has.
Layers of Soil Worksheet
Introduction:
In science, matter is referred to as either organic or inorganic. Organic matter is of plant or animal origin. Examples of organic matter would be compost, leaves and wood chips. Inorganic matter is of mineral origin. Iron, salts, and sand are examples of inorganic matter. Soil is composed mostly of inorganic matter. This inorganic matter is classified by particle size, as can be seen in the chart below:
| Particle Size (mm) | Less than 0.002 | 0.002 to 0.06 | 0.06 to 2.0 |
|--------------------|-----------------|---------------|-------------|
| Particle Name | Clay | Silt | Sand |
When suspended in water, the particles will settle according to their size. The larger particles will settle first, and the smallest particles will settle last. In this way, the different soil components of a given sample can be separated out and measured.
Soil Data:
| Layer | Particle Type | Height of Layer | Total Height | Height of Layer ÷ Total Height x 100 = % |
|-------|---------------|-----------------|--------------|----------------------------------------|
| High | | | | |
| Mid | | | | |
| Low | | | | |
To figure percentage of particle layer height use this example:
- The height of the lowest layer is 7 inches
- The height of the entire soil sample is 10 inches
- 7 inches of 10 total inches are composed of the lowest layer
- 7/10 = .7 and .7 X 100% = 70% of soil compose by the lowest layer
Questions:
1. Which particle type made up the highest percentage of your soil sample? _______________________
2. What type of soil is in your jar? _______________________
Using the percentages you found and the soil triangle to the left, you can determine what kind of soil you have. Just find the spot in the triangle where two of your percentages line up.
For example, if you found that the soil contained 40% sand, 40% silt, and 20% clay:
1. Start along the bottom of the triangle and find the line marked “40.”
2. Follow that line up and to the left until it crosses the horizontal line marked “20.”
3. Read the name of the soil type. In this case, the soil is “loam.”
The point at which the line for 40% sand and 20% clay cross is also the point where the line for 40% silt crosses. (That line goes up and to the right.) You can find your soil type by looking at just two of your percentages. The third one will line up with the other two every time. | <urn:uuid:b3854aba-6687-4eba-a261-5d93fb628fc1> | CC-MAIN-2023-14 | https://kccg.org/wp-content/uploads/2020/04/Layers-of-Soil-V3.pdf | 2023-03-26T02:26:37+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945381.91/warc/CC-MAIN-20230326013652-20230326043652-00306.warc.gz | 395,178,939 | 880 | eng_Latn | eng_Latn | 0.998081 | eng_Latn | 0.998666 | [
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NATIONAL OPEN UNIVERSITY OF NIGERIA
SCHOOL OF EDUCATION
COURSE CODE: EDU 426
COURSE TITLE: SPECIAL EDUCATION
EDU 426: SPECIAL EDUCATION
COURSE GUIDE
COURSE DEVELOPER: Dr. Adebiyi Benedictus Adekunle
School of Special Education,
Federal College of Education (Special), Oyo.
COURSE WRITER: Dr. Adebiyi Benedictus Adekunle
School of Special Education,
Federal College of Education (Special), Oyo.
CONTENT EDITOR Prof C A Bakare
Faculty of Education
University of Ibadan
PROGRAMME LEADER: Dr Timothy James
School of Education
NOUN, LAGOS
COURSE COORDINATOR: Dr B I Ajufo
School of Education
NOUN LAGOS
INTRODUCTION
Welcome to Special Needs Education. This two credit unit course is an introductory course on Special needs education. This course will be available to all students offering education.
The course is made of which were grouped into six modules.
- Basic concept in Special Education
- Education of the Intellectually Retarded
- Education of the Hearing Impaired and Communication Disorders
- Education of the Physically and Health Impaired and Learning Disabled
- Gifted and Talented Development
- Education of the Visually impaired
THE COURSE
This course is a compulsory course. This course is mainly on the education of Special Needs individuals. The course sheds lights on what special education is all about. It draws out the nitty gritty of Special Education, including meaning, causes, historical perspective and development, characteristics and Education approaches different areas of exceptionalities.
WHAT YOU WILL LEARN IN THIS COURSE
The main aim of special needs education is to introduce its audience to basic concepts in special education with the view of developing the intellectual, moral and physical growth of an individual child.
COURSE AIM
Aims
This course is designed as an introductory course to Special Needs Education. It is to expose learners/audience to special needs children who may experience learning problems and learning difficulties as a result of disabilities or other forms of special educational needs.
The courses emphasis will be on meaning, historical perspective, causes, characteristics, identification and educational approaches to different categories of children with Special Needs. The course shed light on different categories of special needs education. Such as Education of the intellectually Retarded, Learners with communication disorders, physically and health Impaired, Gifted and Talent Development, Education of the visually Impaired, learning disabled etc.
The major goal of this course is to prepare future teachers and educators for delivery and evaluation of Education and Special Education Programme. The course will enhance better performances of both teachers and learners.
COURSE OBJECTIVES
Course Objectives
Students will be able to:
- Explain what Special Education is all about
- Identify the relationship between General Education and Special Education
- Identify the relevance of research studies in the field of Special Education
- Identify the importance of information communication Technology to Special Needs Education
• Identify different categories of Children with Intellectual Retarded and methods of educating them
• Identify causes and characteristics of Learners with hearing Impairment and Strategies of educating them.
• Distinguish between Neurological Impairment and muscular conditions
• Identify the characteristics of gifted and talented children
• Design an appropriate curriculum for the gifted and talented children
• Identify children with visual impairment in the classroom
• Identify the relevance of Rehabilitation to Special Needs Education
**COURSE MATERIALS**
Major components of the course are
1. Course Guide
2. Study Units
3. Assignment File
**STUDY UNITS**
**COURSE AIMS**
Course Guide
Course Objectives
Course Materials
**MODULE 1: BASIC CONCEPTS IN SPECIAL EDUCATION**
**Unit 1:** Overview of Special Education
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Definitions
3.2 Historical Perspective and Development
3.3 General Education and Special Education
3.4 Terminologies in Special Education
3.5 Individualized Education Programme
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Readings
Unit 2: Research In Special Needs Education
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Definitions
3.2 Special Education and Special Needs Education
3.3 Relevance of Research in Special Needs Education
3.4 Barriers to Research Activities in Special Education
3.5 Strengthening Research in Special Education
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Readings
Unit 3: Information and Communication Technology in The Education of Learners with Special Needs
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Definitions
3.2 The Internet
3.3 The Uses of ICT in Education
3.4 Categories of Children with Special Needs
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Readings
MODULE 2: EDUCATION FOR THE INTELLECTUALLY RETARDED
Unit 1: Definition, Categories And Causes Of Intellectual Retardation
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Definitions
3.2 History of Intellectual Retardation
3.3 Classification of Intellectual Retardation.
3.4 Causes of Intellectual Retardation
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Readings
Unit 2: Characteristics, Identification and Educational Method of Teaching Intellectually Retarded Children
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Characteristics of Intellectual Retardation
3.1.1 Intellectual Characteristics
3.1.2 Academic Characteristics
3.1.3 Social Characteristics
3.2 Identification of Children with Intellectual Retardation
3.3 Methods of Educating Children with Intellectual Retardation.
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Readings
MODULE 3: EDUCATION OF THE HEARING IMPAIRED AND COMMUNICATION DISORDERS
Unit 1: Definition, Causes and Classification Of Hearing Impairment
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Definition of Hearing Impairment?
3.2 Causes of Hearing Impairment
3.3 Classification of Hearing Impairment.
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Readings
Unit 2: Identification and Educational Placement of Hearing Impaired Children
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Identification and Assessment of Persons with Hearing Impairment
3.2 Educational Placement
3.3 Classroom Applications for the Hearing Impaired
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Readings
UNIT 3: LEARNERS WITH COMMUNICATION DISORDERS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Definition of Communication Disorders
3.2 Classification of Speech Disorders
3.2.1 Articulation disorders
3.2.2 Voice disorders
3.2.3 Language disorders
3.2.4 Disorder of fluency
3.3 Educational Approaches to Speech Disorders
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Readings
MODULE 4: EDUCATION OF THE PHYSICALLY AND HEALTH IMPAIRED AND LEARNING DISABLED
Unit 1: Definition, Types and Causes of Physically and Health Impaired
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Definition of Physical and Health Impairment
3.2 Causes and Types of Cerebral Palsy
3.2.1 Types of Cerebral Palsy
3.2.2 Causes of Cerebral Palsy
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Readings
Unit 2: Meaning, Causes, Identification and Educational Intervention for Children with Learning Disabilities
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Meaning of Learning Disabilities
3.2 Causes of Learning Disabilities
3.3 Identification of Learning Disabilities
3.4 Educational Intervention for Children with Learning Disabilities
4.0 Conclusion
5.0 Summary
MODULE 5: GIFTED AND TALENT DEVELOPMENT
Unit 1: Definition, Characteristics and Administration of Gifted and Talented Children
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 The Meaning of Giftedness
3.2 Definition of Giftedness
3.3 Characteristics of Gifted Students
3.4 Administrative and Educational Programmes Gifted and Talented Students
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Readings
UNIT 2: Curriculum Modification for Gifted and Talented Students
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Curriculum Modifications for Gifted and Talented Students
3.2 Content Modification
3.2.1 Abstractness
3.2.2 Complexity
3.2.3 Variety
3.2.4 Organisation and Economy
3.3 Learning Environment
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Readings
MODULE 6: EDUCATION FOR THE VISUALLY IMPAIRED
UNIT 1: Definitions, History, Causes and Prevalence
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Definition of Visual Impairment
3.2 Causes of Visual Impairment
3.3 History of Visual Impairment
3.4 Prevalence of Visual Impairment
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Readings
Unit 2: Characteristics and Educational Approaches of Visual Impairment
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Characteristics of Visual Impairment
3.2 Educational Approaches and Consideration for Visual Impairment
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Readings
Unit 3: Rehabilitation of the Visually Impaired
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Definitions
3.2 The Visually Impaired and Vocational Education
3.3 Types of Rehabilitation Programme
3.4 Community Based Rehabilitation
3.5 Persons Involved in Rehabilitation
3.6 Workshops and Employment Opportunities for the Visually Impaired in Nigeria
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
1.0 References/Further Readings
ASSIGNMENT FILE
In this file, you will find all the details of the work you must submit to your tutor for marking. The marks you obtain for these assignments will count towards the final mark you obtain for this course.
ASSESSMENT
There are two aspects of the assessment of the course. First are the Tutor-Marked Assignments and the other is a written examination. Your assignment must be submitted to your tutor for formal assessment in accordance with the stipulated deadlines. The work you submit to your tutor for assessment will account for 30% of your total course mark.
At the end of the course you will need to sit for a final written examination of two hours duration. This examination will account for 70% of your total course mark. The examination will consist of questions, which reflect the types of exercises and tutor marked problems you have previously encountered. All areas of the course will be assessed.
HOW TO GET THE MOST FROM THIS COURSE
In distance learning, the study units replace the lectures in the conventional systems. This is one of the great advantages of distance learning; you can read and work through specially designed study materials at your pace, and at a time and place that suit you best. Think of it as reading the lectured instead of listening to a lecturer. In the same way that a lecturer might set you some reading to do, the study units tell you when to read your set books or other material, and when to undertake computing practical work. Just as a lecturer might give you, in class, exercises, your study units also provide exercises for you to do at appropriate points. Each of the study units follows a common format. The first item is an introduction to the subject matter of the unit as how a particular unit is integrated with the other units and the course as a whole.
Next is a set of learning objectives. These objectives itemize what you should be able to do by the time your have completed the unit. Your should use these objective to guide your study. When you have finished the unit, you must go back and check whether you have achieved the objectives. If you make a habit of doing this you will significantly improve your chances of passing the course. Exercise are interspersed within the units and answers are given. Working through this exercise will help you to achieve the objectives of the unit and help you to prepare for the assignments and examinations.
The following is a practical strategy for working through the course.
1. Read this course guide thoroughly
2. Organize a study schedule. Refer to the ‘course content’, for more details.
3. Once you have created your own study schedule, do everything you can to stick to it. The major reason that students fail is that they get behind with their course work. If your get into difficulties with your schedule, please let your tutor know before it’s too late.
4. Turn to unit 1 and read the introduction and the objectives for the unit.
5. Work through the unit. The content of the unit itself has been arranged to provide a sequence for you to follow.
6. Review the objectives for each study unit to confirm that you have achieved them. If your feel unsure about any of the objectives, review the study materials or consult your tutor.
7. When you are confident that you have achieved a unit’s objective, you can then start on the next unit. Proceed unit by unit through the course and try to pace your study so that you keep yourself on schedule.
8. When you have submitted an assignment to your tutor for marking, do not wait for its return before starting on the next unit. Keep to your schedule. When the assignment is returned, pay particular attention to your tutor’s comments.
9. After completing the last unit, review the course and prepare yourself for final examination. Check that you have achieved the unit objectives (listed at the beginning of each unit) and the course objectives listed on this course Guide.
**SUMMARY**
Special Education is intended to provide you with sound and adequate knowledge about learners with special needs. Special Education is designed to help the exceptional children (both gifted and disabled individuals) in making the maximum use of their capabilities in order to contribute their quota to the socio-economic development of their country.
In order to achieve this, you have been exposed to: Basic concepts in Special Education. You have also been introduced to different categories of special needs children. Upon completion of this course, you will be equipped with adequate knowledge and skills for better service delivery. It expedient that you should try to apply the knowledge and skills you have acquired in this course to enhance and facilitate better job performance in your chosen career.
MODULE 1: BASIC CONCEPTS IN SPECIAL EDUCATION
Unit 1: Overview of Special Education
Unit 2: The Place of Research in Special Needs Education
Unit 3: Information and Communication Technology in the Education of Learners with Special Needs.
Unit 4: Current Issues in Special Education
UNIT 1: OVERVIEW OF SPECIAL EDUCATION
CONTENTS
8.0 Introduction
9.0 Objectives
10.0 Main Content
10.1 Definitions
10.2 Historical Perspective and Development
10.3 General Education and Special Education
10.4 Terminologies in Special Education
10.5 Individualized Education Programme
11.0 Conclusion
12.0 Summary
13.0 Tutor-Marked Assignment
14.0 References/Further Readings
1.0 INTRODUCTION
Persons with special needs are found in all societies of the world. Within and outside our different institutions of learning we find learners with special needs that require unique responses to their education. These category of children cannot benefit from the conventional classroom because they require special education and related services if they are to realize their maximum potential. These special need children may have learning or attention difficulties, intellectual retardation, behavioural problems, physical and health related problems, disordered communication, hearing impaired and visually impaired.
2.0 OBJECTIVES
At the end of this unit, you should be able to:
(a) Define special education in your own word.
(b) Recount a brief history of special education.
(c) Identify the relationship between General Education and Special Education.
(d) Distinguish area of differences and relationships between General Education and Special Education.
(e) Itemize and explain terminologies in Special Education.
3.0 MAIN CONTENT
3.1 Definitions
- Special education is that type of education that is specially designed to meet the uncommon needs of exceptional students.
- It is the education of learners with special needs in a way that addresses the learners individual differences and needs.
- Special education is the education specially designed to suit the special needs children who may experience learning problems and learning difficulties as a result of disabilities or handicaps or other forms of special educational needs (Obani 2004).
- Therefore, special education is designed to help the exceptional children (both the gifted and the disabled individuals) in making the maximum use of their capabilities in order to contribute their quota to the socio-economic development of their country.
3.2 Historical Perspectives and Development
Special education has passed through different phases. These phases or stages could be categorized as: The Pre Christian era, the Christian era and the post Christian Era.
The Pre-Christian Era: This was before the advent of Christianity. This period could be referred to as the “Dark Ages”. During this period children with Special needs were maltreated, dehumanized and
ostracized. It was largely the epoch of ignorance and superstition. It was the period when some of the handicapped were used as royal clowns, jesters or gladiator fighters to entertain the nobles among them. Further, some persons with disabilities were locked up in asylums believing they were demon possessed.
In the pre Christian era, the city/state of Sparta did not have any programme for persons with disabilities, they were either eliminated or were exposed to harsh and unfriendly weather to die at the top of mount Taygetu instalmentally.
Further, in Ancient Rome, Balbus Balaesus the Stutterer, was caged and displayed along the Appian way to amuse travellers who thought his speech was funny.
In the pre-Christian era in Nigeria, special need children were not catered for. No special education provision was made for them.
**The Christian Era:** It was the period that emphasis was laid on love and charity. Christianity laid more emphasis on love for fellow human beings. The content of love for one’s fellowman was evidenced by the words in “as much as ye had done it unto one of the least of these brethren ye have done it unto me”. During this period the inhuman treatment towards persons with disabilities began to fade.
**Post Christian Era:** The formal education of special needs children began to see the light of the day primarily from the early 1800s. Most of the originators of special education were European physicians.
The early years of special education witnessed the remarkable contributions of the likes of Jean Itard, Edward Seguin, Valentine Howe, Thomas Hopkins Gallaudet, Samuel Grialay Howe and a host of others.
In Nigeria, the formal Education of special need children dated back to 1950s when the first special school was established in Gindiri in the present Plateau State by Sudan Interior Mission. However, our people had ways of taking care of persons with special needs among them before the advent of Western education. The missionaries played vital roles in the establishment of special schools in Nigeria. For example Pacelli School for the blind was established in 1962 in Lagos by Archbishop
Taylor of the Catholic Church. The Wesley School was established by the Methodist Church in Surulere Lagos in 1958 and a host of other special schools began to spring up across the nation.
3.3 General Education and Special Education
The aim of education is to develop the intellectual, moral and physical growth of an individual child. While special education aims at dealing with children with special learning problems/difficulties and needs.
Obani (2004) states that Special Education looks beyond the ordinary methods and provision of the conventional school system in order to tackle the problems affecting the handicapped child’s ability to learn effectively. Special education is “Child Centred” and not Subject Centred”.
Though, the relationship between general education and special education became a matter of concern to policy makers and researchers in the 80s. but through 1990s reform proposal gave birth to inclusive school movement where special need learners will be educated in the class with their non disabled counterparts.
SELF ASSESSMENT EXERCISE 1
1. Can you identify differences between Special Education and General Education.
3.4 Terminologies in Special Education
Special education has its own terms registers/jargons. Some of these registers are used interchangeably.
Disability: Disability and Handicap are sometimes used interchangeably. A person is disabled if a person loses a part of his body and this does not prevent him from carrying out the functions expected of the lost part.
Handicap: A person is handicap if he/she loses part of his body and this has prevented him from carrying out the functions expected of his/her lost part.
Inclusive Education: It is a system of education designed to restructure General Education schools and classrooms to accommodate all students including learners with special needs.
3.5 Individualised Education Programme
Children have individual differences as a result of this, the rate at which individuals learn vary. This is also applicable to children with special needs. Individualized instruction is a kind of educational programme that is specifically designed to meet the individual child’s specific needs, problems, challenges and special educational needs.
Individual Educational programme must include current educational performance, instructional goals, special education and related services, age of the learners criteria and procedure for determining that the instructional objectives are being met. It is pertinent to note that for educational programme to be appropriate for each learner with disability, it must be individualized. Therefore the tools that offer appropriate education to learners with disabilities are:
- The Individualized Family Service Plan (IFSP) – for infants.
- The Individualized Education Programme (IEP) – Preschoolers through high school learners.
4.0 CONCLUSION
In this introductory unit, you have learnt about the basic concepts in Special Education. You have not only learnt about meanings and definitions of Special Education, you have learnt about the historical perspectives and development of special education. You can also distinguish between General and Special Education.
5.0 SUMMARY
In this unit, we have learnt about basic concepts in Special Education. We also discussed the definitions of Special Education. Further,
we learnt about the Historical perspective and development of Special Education. We shed light on the differences and relationship between General and Special Education. Certain concepts in Special Education were also discussed. Such concepts as Disability, Handicap, Inclusive Education and Individualized Education Programme.
6.0 TUTOR MARKED ASSIGNMENT
1. What do the concepts “disability” and “handicapped” mean.
2. Distinguish between General Education and Special Education.
7.0 REFERENCE/FURTHER READING
Obani, T.C. (2004). Handicap, Disability and Special Education. What Parents and Teachers want to know. Ibadan: Book Builders.
UNIT 2: RESEARCH IN SPECIAL NEEDS EDUCATION
CONTENTS
1.0 Introduction
2.0 Objectives
4.0 Main Content
3.1 Definitions
3.2 Special Education and Special Needs Education
3.3 Relevance of Research in Special Needs Education
3.4 Barriers to Research Activities in Special Education
3.5 Strengthening Research in Special Education
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Readings
1.0 INTRODUCTION
There is no doubt that research projects have contributed a lot to the development and progress made in special need education. There are still a lot to be done in the field of research in Nigeria; in order for special needs education to keep abreast with counterparts in developing nations of the world.
2.0 OBJECTIVES
At the end of this unit, you should be able to:
(i) Define research in your own words.
(ii) Identify the types of researches
(iii) Identify the relevance of research studies in the field of Special Education
3.0 MAIN CONTENT
3.1 Meaning & Definition
The word *Research* is made up of two syllables ‘RE’ and ‘search’. Literally, ‘RE’ means to repeat while ‘search’ means to look for something. Various scholars may define research in various ways for example Aborisade (1997) defines research as a systematic thinking strategy which involves a planned and formalized collection, analysis and interpretation of data for problem solving.
Fawole, Egbokhare, Itiola, Odejide and Olayinka (2006) agree that there can be many definitions of research. I have highlighted only three from their list of definitions.
1. Research is an endeavour to study or obtain knowledge through the use of systematic approach with the intent of clarification.
2. Research is a curiosity-driven activity that has the purpose of discovery and advancement of knowledge (Basic Research).
3. Research is a systematic investigation including research development, testing and evaluation, designed to develop or to contribute to generalisable knowledge. From the above definition one can deduce therefore, that research is systematic, it is designed to obtain knowledge and the results of a research are verifiable.
There are types and mode of research. The types of research are basic and applied. Basic, pure or academic research gives the people the opportunity of gaining new knowledge and developing new theories in a discipline while applied research is directed at an existing problem. It finds solution to practical problems in education. Research modes can be in form of collaboration, contract sponsored and consultancy. Collaborative research studies are carried out by two or more individuals or organizations.
**Contracted Research**
An industry or organisation can request an individual to carry out research project for them. It is a joint effort.
**Sponsored Research**
Grants can be given to individuals or an individual can apply for grant to carry out a research study. Sponsored research studies are either basic or strategic but the outcomes are commercially oriented.
**Consultancy**
Tapping the skills and expertise of a specialist on a particular project.
**SELF ASSESSMENT EXERCISE 2**
1. Distinguish between contracted research and sponsored research
### 3.2 Special Education and Special Needs Education
Special education and special needs education are used interchangeably. There are some individuals who can learn very fast, there are those who are slow learners. There are others who have difficulties in learning. There are others who have special learning needs that occur as a result of sensory, intellectual psychological or socio-cultural deficiency. There are others that are precocious and prodigious. All the aforementioned need special education in order to function maximally.
**What is Special Education?**
Special Education means specially designed instruction that meets the unusual needs of exceptional students. Special materials, teaching or equipment and/or facilities may be required (Hallahan and Kauffman, 2003).
Obani (2004) sees Special Education as the education that is concerned with children who have been adversely affected to a greater extent, by one or more of these factors. Special Education deals with children with special learning problems, difficulties and needs. It applies special methods and uses special equipment that takes the special problem of the children into consideration.
From the above, one can deduce that Special Education is designed to meet the needs of persons with special need. Special needs education merely entails simple modifications, adaptations, adjustments innovations
and management of the curriculum, methods and materials in addition to the other resources and practices of regular schools to fit and meet the special learning needs of those who present different forms of disabilities and learning difficulties (Obani, 2006).
3.3 Relevance of Research in Special Needs Education
Research is meant to better and improve the learning and educational standard such as in teaching, classroom administration, psychological assessment, child growth and development.
Adebiyi (1998) identifies the relevance of research in special education in the following ways. These are to:
(a) Assess the effectiveness of a programme in Special Education.
(b) Find possible effect of taking certain decision.
(c) Find solution to practical problems that have been discovered in Special Education.
(d) Evaluate the authenticity of certain concepts in Special Education.
Unarguably, research studies have contributed in no small measure to improvement and progress made in special needs education over the years. Over the years, in the education for the intellectually retarded for example, it was through research that it was realized that physiological method, play therapy etc. were adopted as effective methods of teaching the intellectually retarded.
It was also through curiosity and passionate investigation that Valentine Hauy discovered in 1771 that the blind could read and write by making use of their fingers. Not only this, it is through research efforts that dog was discovered useful in guiding the blind if well trained.
Through systematic investigations, it has been found out that the blind can study mathematics and sciences up to the university level, their disability not withstanding. It is obvious that the blind can manipulate computer and access the internet conveniently.
In the same vein, research has revealed to us that there are classes and degree of giftedness and how they can be taught. Even in our days,
through research, it has been found out that inclusive education is beneficial to children with special needs.
It is also through various research studies that nomenclature have been changed in Special Education. Also, through careful and extensive investigations novel facts are discovered about nature and manifestations in disability, leading to shift in the existing perspectives on issues in special education. This is exemplified in the changes made to the nomenclatures such as handicapped to disability, intellectually and not mentally ‘retarded’ etc.
Related to the above, Kolo (1997) believes that research improves performance and efficient practices in Special Education certain problems are solved in the education for the visually handicapped persons through research. For example, technological innovations for meeting psychological, mobility, orientation and educational needs of the visually handicapped person.
3.4 Barriers to Research Activities in Special Education
There are a lot of challenges to research activities in Special Education and those challenges are highlighted below:
Culture and Tradition
In Africa, there are a number of cultural taboos and traditions that are inimical to the success of research in Special Education. Traditions believe “as it was in the beginning, so it is and so shall it be”. Culture and tradition make things to be static and stagnant. In some cases it does not give room for flexibility.
Attitudinal Issues
There is no doubt that one’s attitude determines one’s altitude. The lackadaisical or non-challant attitude towards research activities in Special Education is also a factor. Further, in their race to catch up with the developed countries overnight many developing countries fail to understand.
- The nature of the research enterprise
• The long gestation periods of many research activities: the products we see on shelves in markets have taken years to get to the public.
• The expensive nature of research
• The speculative nature of research
• The need for continual and uninterrupted research engagement as strategy for sustainable development.
• The imperative of seeing research as a veritable strategy for sustainable development (Egbokhare, Olayinka, Taiwo, Alonge and Obono, 2006).
It is not a National Interest. Many developing nations of the world have focus and give priorities to research and as a result; researchers are encouraged and motivated. But this is not so in some countries of Africa including Nigeria.
**Personnel Constraints**
Many young researchers do not show interest in research studies. Possibly because of the cost implication of the research work. Also, because the cost of publishing in some scholarly international journals which is exorbitant and unaffordable.
**Ethical Issues**
There are ethics peculiar to various fields. Research is of no exception. Many people are in the field of research but never bother to obey the rules of the game. Data are manipulated and figures are falsified; results of researchers are not reproducible simply because, the rules of research studies have been violated.
**Inadequate Funding**
Researchers and research works are not well funded. Research studies in the field of special education are capital intensive. Equipments will be needed; tests will be adapted where necessary when it is not
available. Some of the research studies in Special Education take years before they can be completed.
**Inadequate Data**
This is a challenge to research studies in Special Education. There is no particular place that we have as a databank. For instance, the statistical number of persons with disabilities is not available in the country. There should be the urgent need for census of persons with disabilities in Nigeria.
### 3.5 Strengthening Research in Special Education
In order to put research in Special Education in the bridal place, it deserves that certain factors must be considered:
#### Research Factors
The researcher must have self conviction. He/She must know what, how and why he/she is doing what. He must have a focus. He must be skilful on how to carry out research projects.
#### Government Factor
There should be proper funding on the part of government, various foundations, philanthropists, organizations, individuals and non-government organizations.
#### Societal Factors
There should be public enlightenment on research. Some of the parents of persons with disabilities in some cases hide their disabled child at home and will not tell the truth whenever they are to fill any questionnaire. Through seminars, workshops and conferences society can be delivered from the demon of culture and tradition in respect of barriers to research studies.
#### Documentation Factors
There should be proper and adequate documentation of research works. Workshops should be organized on how to keep document and various records.
4.0 CONCLUSION
In this unit, we have learnt about various scholarly definitions of research. We also learnt about types and mode of research studies. We discussed the relevance of research work to special needs education. Further, we itemized various challenges and constraints to research activities in special education.
5.0 SUMMARY
We have learnt about various definitions of research. Research could be defined as a systematic thinking strategy which involves a planned and formalized collection, analysis and interpretation of Data for problem solving.
6.0 TUTOR MARKED ASSIGNMENT
1. Define Research in your own word.
2. Of what benefit is research to Special Needs Education?
7.0 REFERENCES/FURTHER READINGS
Aborisade, F. (1997). Research Methods: A Student Handbook. Lagos: Multifirm Limited.
Adebiyi, B.A. (1998). Research and Education of the Visually Handicapped in a Declining Economy: An Overview of Nigerian Perspective. Journal of Special Education 8(1).
Fawole, I., Egbokhare, F.O., Itiola, O.A., Odejide, A.I. and Olayinka, A.I. (2006). Definition, Spectrum and Types of Research. In A.I. Olayinka, V.O. Taiwo, A. Raji Oyelade and I.P. Farai (eds). Methodology of Basic and Applied Research (2nd Edition). Ibadan: The Postgraduate School.
Hallaham and Kauffman (2003). Exceptional Learners. *Introduction to Special Education*. New York: Ally and Bacon.
Kolo, I.A. (1997). Synopsis of Current Research Trends in Special Education and Guidelines of Proposal Writing. *A Workshop Paper presented at Federal College of Education (Special) Oyo*. 16th July, 1997.
Obani, T.C. (2004). Handicap, Disability and Special Education. What Parents and Teachers want to know. Ibadan: Book Builders.
Obani, T.C. (2006). Special Education and Special Educational Needs. In T.C. Obani (Eds) Teaching Pupils with Special Educational Needs in the Regular UBE Classroom. Ibadan: Book Builders.
UNIT 3: INFORMATION AND COMMUNICATION TECHNOLOGY IN THE EDUCATION OF LEARNERS WITH SPECIAL NEEDS
CONTENTS
1.0 Introduction
3.0 Objectives
3.0 Main Content
3.1 Definitions
3.2 The Internet
3.3 The Uses of ICT in Education
3.4 Categories of Children with Special Needs
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Readings
1.0 INTRODUCTION
Technological revolution has transformed many aspects of our life, including how we communicate, how we spend our free time and especially how we work. As the life and work place demands have changed as a result of this technological revolution, so have conceptions of the successful adults and the relevant educational experiences they should encounter while attending school (Siddiqui, 2004).
Due to advancement in technology, teaching and learning process have taken a new dimension now. The situation has changed from old order of textbook consultation by teachers for onward delivery in the classroom. Through technology, both teachers and students alike can now interact with the internet to update their knowledge on any issue in different disciplines.
2.0 OBJECTIVES
At the end of this unit, you should be able to:
(a) Define Information Communication Technology
(b) Identify the relevance of Information Communication Technology to Special Needs Education.
3.0 MAIN CONTENTS
3.1 Definition
Information technology is a term that encompasses the notion of the application of technology to information handling which include: generation, organization, storage, retrieval and dissemination of information (Maduagwu and Ajobiewe, 2006). Information Communication Technology (ICT) involves telephones, cables, television, satellite communication, computers internet and G.S.M. The use of information communication technology cuts across all disciplines and for all segments of the society (either the young or the old, male or female).
Information Technology (IT) was defined by the Information and Technology Association of American (ITTA) as “the study, design, development, implementation, support or management of computer-based information systems, particularly software applications and computer hardware”. It deals with the use of electronic computers and computer software to convert, store, protect, process, transmit and retrieved information securely.
UNESCO (2002) defined ICT as the range of technologies that are applied in the process of collecting, storing, editing, retrieving and transfer of information in various forms. The definition implies that in an effective teaching and learning, relevant information will go a long way in the achievement of stated goals and objectives. One dominant aspect of Information Communication Technology (ICT) which has revolutionized the world is the INTERNET.
3.2 The Internet
The internet is a world wide “network or wireless” that allows people to communicate and interact with one another regardless of physical proximity. The internet was initially created to help foster communication among government sponsored researches. In the last few decades, it grew steadily to include educational institutions, government agencies, commercial organisations and international organisations. It is undergoing a phenomenal growth with connections increasing faster than any other network ever created. The internet has made it possible for the world to become a global village connecting people from different geographical locations (Ogundele, 2008).
3.3 The uses of ICT in Education.
ICT is a generic term referring to technologies which are used for collection, storing, editing and passing an information in various forms (SER, 1997). Effective educational research cannot take place without passing of relevant information through the teacher to the learners and vice versa. A personal computer is the best known example of the use of ICT in Education, but the term multimedida is also being frequently used. Multimedia can be interpreted as a combination of data carriers, for example video CD-ROM, Floppy disc and internet and software in which the possibility for an interactive approach is offered (Smeets, 1996).
ICT can be used in education in the following ways as highlighted by SER, 1997; and Pilot, 1998):
1. **ICT as an object.** This refers to learning about ICT. Mostly organized in a specific course. What is being learnt depends on the type of education and level of the students. Education prepare students for the use of ICT in education, future occupation and social life.
2. **ICT as an Assisting Tool:** ICT is used as a tool for example while making assignment, collecting data and documentation,
communicating and conducting research. Typically, ICT is used independently from the subject matter.
3. **ICT as a Reference to ICT Medium for Teaching and Learning:**
This is as a tool for teaching and learning itself, the medium through which teacher can teach and learners can learn. It appears in many different forms, such as drill and practice exercises in simulations and educational networks.
4. **ICT as a Tool for Organization and Management in Schools:**
The main thrust of the use of ICT in this paper focuses on the Special Needs Education. This is the education that is specially designed to meet the needs of persons with one form of handicapping condition or another and the gifted and talented individuals. Obaje (2007) sees special education as an area within the framework of general education that provides teachers with the training for special needs children who cannot benefit from regular classroom setting. Special needs education is also seen as “the education that is given in the regular classroom teachers sometimes with the collaboration of specially trained teacher to all children regardless of their physical, sensory and psychological differences.”
**SELF ASSESSMENT EXERCISE 3**
1. Highlight the relevance of ICT to Special Needs Education.
### 3.4 Categories of Children with Special Needs
Categories of children with special needs include the following:
- Children with learning disabilities
- Children with intellectual retardation
- Children with behavior disorders
- Children with hearing impairment
- Children with visual impairment
- Children with physical impairment
- Children with communication disorders. Modern communication and children with Special Needs.
Modern communication technology has introduced a lot of devices like computers, satellites, film slides, fax, video-disc, cellular etc. which have been noted to facilitate the teaching-learning processes of children with special needs. Computers are tools for teachers and students.
They can be used for creation of individualized and collaborative instruction and can manage and generate instructional research and administrative data. Computers are now used by everybody irrespective of individual disposition. Children with special needs can use computers to have access to various subject areas (Stephen Black Hurst and Magliocca, 1988).
**The Gifted and the Creatively Talented**
The computer is a learning, productivity and simulation tool which the gifted and talented can use for explanatory work to control their learning environment and performance. Learning programme is on creative activity; they can do simulation games and science experiments. The “slides tape show” reported by Frith and Reynolds (1993) provided creative activities for them to select a topic for show, write the scripts, develop graphics, make the slides, develop audio music at the beginning and at the end of the presentation and finally integrate the slide with the audio component to ensure the presentation of the show. For the group also, the computer has been used to facilitate independent study.
**Children with Specific Learning Difficulties**
Some children with learning disabilities have specific learning difficulties in reading, writing, spelling or listening while others may have difficulty in calculation, reasoning or some form of perceptual problems. Usually some deviant behaviours like impulsivity, hyperactivity, distractivity, etc. are exhibited. The only common educational
characteristics is that they show a discrepancy between their potential to learn and their actual performance of attainment.
Computer for children with learning difficulties is reinforcement and can provide recreational and vocational opportunities. With this group, computer has been used in designing programmes to avoid learning problems. Tape recorded materials have been used to address specific deficit. Caption films have been utilized in teaching this category of special needs children. Computer has also been used to teach complex skills through computer assisted instruction and simulation (Carnine, 1989).
**Children with Behaviour Disorders**
There are children with behavior disorders. They have problems of attention span, retention deficits and lack of motivation. For these category of children, computer can meet their needs in terms of:
- Reduction of distraction and irrelevant stimuli
- Prompts and cues
- Instruction in small manageable steps
- Specification and repetition of task directions.
- Practice for over-learning
- Immediate and frequent reinforcement
- Feedback in a non threatening manner.
These children have also being taught how to operate the micro computers from picture prompts (Frank, 1988) thus facilitating instruction. Improved communication skills have been noted through taped-words treatment.
**Children with Hearing Impairment**
For children with hearing impairment, a wider world of communication has been opened to them through the use of telecommunication devices which allow them to receive messages through videotaped presentations. The speech synthesizer that permits children with hearing impairment to see in prints what others are communicating to them. Messages are displayed on the screen for them to see and read. Deaf Net is another computer-based telecommunication network that leads to expand the deaf potential for social interaction with them and the hearing persons of the world. This system is like an electronic post office with the private mail boxes into which messages are saved until collected by the owner.
**Children with Visual Impairment**
Hallahan and Kauffman (1988) noted that in recent years a minor explosion in communication has resulted in electronic devices for use in the teaching-learning process of children with visual impairment. For example, the optacon converts print materials to a tactile image. It can be adapted to read a computer screen, an electronic calculator or a typewriter. The Kurswell reading machine converts prints into speech when material is placed face down on a scanner, the individual hears the material being “read” by an electronic voice, at a level as fast as human speech. The speech plus calculator or talking calculator displays information visually and speaks. It performs basic operations such as addition, subtraction, multiplication and division as well as computer square roots and percentages. Computer has also been used to increase the level of interaction between children with visual impairment and the sighted world (Oshon, 1983). Computer with low vision and devices assist mobility of this category of special needs people. Computer with synthetic speech (Duxbury word processor) help in pronouncing texts for them. The computer can tell children with visual impairment about other information displayed on the screen. These children can also use the electronic communication system (network) vis-à-vis braille, to send information to one another in braille. Closed Circuit Television. Computer helps to display
typed information in large letters. These children can also use the computer to change the background of the text in different contrasting colours.
**Children with Physical Impairment**
Many of such children do have birth in injuries, illness or accidents that affect their range of motion, physical strength co-ordination, communication and interaction with instructional materials (MC Cormic and Haring, 1986). The physical problem of these children interfere with their ability to participate fully in classroom instructional programmes (Step Black Hurst and Maglloca, 1986). Computer can break these barriers imposed by physical impairment. For example, children with cerebral palsy can use keyboard (with holes) to access the curriculum. Mainstreamed special needs children with paralysis, amputees, etc. may use a rubber tipped. Stick to operate a keyboard. Those who are unable to use a mouth stick or headwind may operate switches with different parts of their bodies over which they have control. Computer has been used to improve communication skills in children with cerebral palsy (Gall Loke, Jones, Isantis Vogel and White, 1989).
**Children with Communication Disorders**
These are children who experience difficulties in their communication skills, which exert significant impact on their daily lives. Some of these speech and language disorders include: stuttering, delayed speech, articulation disorders, voice disorder and aphasia. Head pointer attached to a computer can be useful to them. Speech synthesizer provides children with communication disorder access to social and economic integration.
**Children with Intellectual Retardation**
Children with intellectual retardation are a group of special needs children with very low intelligence that is below the average and they tend to have maladaptive behavior. There are three groups of children
with intellectual retardation (the educable, the trainable and the totally dependent). The use of computer for any of these groups vary according to their needs. Generally, computers are used to enhance the education of the intellectually retarded children in the following ways:
- Reduction of distraction and irrelevant stimuli
- Specification and repetition of task directions, presentation of prompts and cues
- Presentation of small segment and meaningful instruction (task analysis)
All summary of all the uses of computer with appropriate programming has been suggested to include the following:
- Provides a multisensory approach to learning
- Used to teach a wide range of subjects
- Gives a variety of reinforcement
- Provides continuous encouragement.
- Facilitates active participation in the learning process.
- Used with diverse students populations.
- Provides direct individualized interactive instruction.
- Allows a student to learn at his own rate.
- Remembers student responses
- Provides instant feedback
- Provides remediation, development or enrichment, depending on the need of the learners.
- Provides repetition; drill and practice in a meaningful manner.
- Provides diagnostic and prescriptive information to the teacher used as an ideal management and retrieval system for students records assessment scores, students objectives and IEPs;
- Frees the teacher from hours of repetitions paper and pencil activities (Handford and Bloanc, 1981; 54).
4.0 CONCLUSION
In this unit, we have learnt that with the advent of information and communication Technology life has been made easier to live and duties easier to perform. This is not so for the able individuals alone, the disabled are also part of the beneficiaries. Thus, this paper has x-rayed the various ways by which ICT is beneficial to both the positively exceptional individuals (the gifted and talented) and other persons with special needs who are having one kind of handicapping condition or another.
5.0 SUMMARY
In this unit, we learnt about information technology as the study, design, development, implementation, support or management of computer based information systems, particularly software application and computer hardware. We also learnt about the uses of ICT in Education and Special Needs Education.
6.0 TUTOR MARKED ASSIGNMENT
1. What is Information Technology
2. Of what benefit is Information Communication Technology to the Education of Children with Special Needs.
7.0 REFERENCES/FURTHER READINGS
Carmine, D. (1989). Teaching Complex Content to Learning Disabled Student. The Role of Technology. *Exceptional Children* 55, 524 – 533.
Frank, A.R. (1988) Operating Micro Computers from Picture Prompts. *Teaching Exceptional Children* 12(2), 52 – 54.
Frith, G.H. and Reynolds, F. (1993). Slide Tape Shows: A creative Activity for Gifted Students. *Teaching Exceptional Children* 22, 54 – 55.
Gall, D; Icke, N. Jones, J. Isantis, L. Vogel, K. and White, L. (1989). School University: IBM Partnership Children Develop Common Skills. *Teaching Exceptional Children* 22(1), 54 – 55.
Hallahan, D.P. and Kauffman, J.M. (1988). *Exceptional Children*. Englewood Cliffs, NJ Prentice Hall.
Hanaford, A. and Shane, E. (1985). Micro Computers Powerful Learning Tools with Proper Programming. *Teaching Exceptional Children*. 14(2) 54 – 57.
Maduagwu, D.K. and Ajobiewe, T. (2006). Information and Communication Technology (ICTs) in Libraries: An Employment Avenue for People with Special Needs in B.A. Adebiyi (Ed.) *Employment of Persons with Disabilities*. Ibadan: Radiance Publication.
McCormic and McCormic, (1986). Technological Application for Children with Special Needs in Mc. Cormic and Haring (Eds). *Exceptional Children and Youth*. Columbus: Charks E. Merril
Ogundele, A.A. (2008). Enhancing the Teaching of Biology to Hearing Impaired Students through the use of Information Communication Technology in *The Exceptional Child*, 10(1) 179 – 186.
Olson, M.E. (1983). A Study of the Explanatory Behaviour of Legally Blind and Sighted Pre-scholars. *Exceptional Children* 48, 321 – 363.
Pilot, A. (1998). De Student also Junior Meduweker. Utrecht. IVLOS, University of Utrecht.
SER (1997). KTEN Arbeid Advices Informative – encommunication Technologies Enabled. Den Haagi SER social Economics Chc – Read.
Siddiqui, M.H. (2004). Technology in Teacher Education. APH Publishing Corporation, Darya Ganj. New Delhi.
Smeets, E.F.L. (1996). Multimedia OP School Nigemegen Wetenschappen, UbbegenTondem Felix
Stephens, T.M. and Black, A.E. and Magliocca (1988). Using Micro Computers with Mainstreamed Students in Stephens Blackhurst and
Magliocca (Eds.) *Teaching Mainstreamed Students*. Oxford: Peramon
UNESCO (2002). *Information and Communication in Education. A curriculum for schools and programmes for Teachers development*. Paris: UNESCO.
Uyanwa, C.N. (2008). Facilitating Instruction of Special Needs Education through Communication Technology. In *The Exceptional Child. The Journal of the National Council for Exceptional Children* 10(1).
UNIT 4: CURRENT ISSUES IN SPECIAL EDUCATION
CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Special Education and Reform Issues
3.2 The Nomenclature Issue
3.3 Disability Classification
3.4 Classroom Environment
3.5 Special Education Teachers
3.6 Funding Issues
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Readings
1.0 INTRODUCTION
The adage "there are two sides to every story" applies to special education. In the early years of special education, there was one clearly defined goal - an appropriate education for students with disabilities. Parents, professionals, and students with disabilities rallied together to attain this right. Having secured this goal, the allies splintered into numerous advocacy groups, each fighting for different issues in special education. Issues such as school reform, full inclusion, standards assessment, and disability classification can be viewed not only from at least two perspectives, but from many variations or degrees of each.
2.0 OBJECTIVES
At the end of this unit, you should be able to:
a. Differentiate between Special Education and the Regular form of Education
b. List the different categories Persons with Special Needs
c. State the different type of programmes available to persons with Special Needs.
3.0 MAIN CONTENT
3.1 Special Education and Reform Issues
School reform has been a burning issue since the early 1980s, but special education was not often included in discussions of reform until about the turn of the twentieth century. In the early years of the twenty-first century, the following are the issues involved:
3.1.1 Full inclusion
In full inclusion, all students - regardless of disability, health needs, academic ability, service needs, and, often, preference of parent or student - are educated full-time in a general education class in their neighborhood school (the school they would attend had they no disability). In this model, the child receives special education support services in the general education classroom. Full inclusion requires either a team-teaching approach or consultation of the regular classroom teacher with a special educator. In team teaching, a classroom will have both a general education teacher and a special education teacher equally sharing the responsibility to teach the whole class. In consultation, a special education teacher works with many general education teachers, meeting with them and answering questions as needed or on a regular schedule.
Proponents of full inclusion believe that pulling a child out of the classroom to provide special education services or placing the child in a self-contained classroom or special school is inherently unfair and inferior and, therefore, not just. They also argue that both the students with disabilities and their peers benefit from full inclusion, an argument that often places greater emphasis on social interaction than academic achievement.
3.1.2 Full continuum of placements
Proponents of a full continuum of alternative placements, noted that since 1975 the law has mandated a continuum of placements including placement: (1) full-time in a general education classroom; (2) part time in a special education resource room; (3) fulltime in a special education self-contained classroom; (4) in a separate special education school; (5) at a residential facility; and (6) in the hospital. They agree that full-time placement in general education is appropriate for some students, but not for every student with disabilities. Proponents also argued that in accordance with the education policy, each student should be assessed and placed individually. Many students with disabilities commonly need a more structured and clearly defined environment, either academically or behaviorally, than a general education classroom can provide. Also, students with severe emotional or behavioral disabilities can infringe on other students' education in a general education classroom by either monopolizing a teacher's attention or by placing peers and teachers in physical danger. While believing that students should be educated in the least restrictive environment with nondisabled peers to the maximum extent appropriate, proponents of the continuum also believes that it is immoral and illegal to place every student in the exact same placement regardless of individual needs.
1. Identify different reform issues that have taken place in Special Education.
3.2 The Nomenclature Issue
Controversies surrounding labels and categories of disabilities are a major concern to parents and professionals. One issue is whether students should be labeled at all. Proponents of labels such as *learning disabled*, *deaf*, or *autistic* are of the opinion that these labels provide a common ground for professionals, researchers, and parents to discuss practices and share knowledge about particular disabilities. Labels help teachers and administrators prepare for and provide a student with an appropriate education. Schools can better manage their budgets if they can explain what they normally do with the funds already provided for them and why they still need more funds.
Opponents of labels argue that labels permanently stigmatize the student. They believe that teachers and administrators lower their expectations of a labeled student, creating a vicious cycle in which the student is given fewer and fewer challenges and falls further behind what is expected of the child. An extension of the labeling issue is categorical versus non-categorical labeling. Categorical labeling specifies a disability based on categories in the national policy of education. Non-categorical labeling tags a student as disabled or developmentally delayed without specifying the precise disability. Non-descriptive labels can provide educators and parents additional time to observe and evaluate the child before making a decision on disability type. Though this can help avoid mislabeling, the benefits of categorical labeling are lost.
3.3 Disability Classifications
Some disabilities can be measured and defined objectively, and thus are easily identifiable. If a child is classified as blind, there is usually agreement about what blindness means and whether the child qualifies for special education or other services. However, many disabilities are not easy to identify and label. Judgemental categories such as learning disability, intellectual disabilities, emotional disturbance, autism, and giftedness require professional judgement and subjective analysis. Severe and multiple disabilities, though often easier to identify, also create controversies because judgement is required to distinguish the level of disability (mild, moderate, or severe).
3.3.1 Learning disability: The majority of students categorically labeled have learning disabilities (LD). This is ironic because LD is one of the most difficult disabilities to define. Some individuals believe that LD is simply a social construct for those students who have not had adequate instruction. Another concern is that the policy’s definition of LD describes what LD is not, rather than what it is, leaving localities with the task of finding an appropriate definition for it. Most people define LD using a discrepancy between the student's actual achievement and the student's presumed ability or IQ. The problem is that not all localities use the same discrepancy standard or the same tests to measure achievement and ability and discrepancy scores have inherent limitations.
3.3.2 Intellectual Disabilities: Intellectual Disabilities (ID) is identified by below average intellectual ability and poor adaptive behavior that is pervasive in all areas of life. Intellectual ability and adaptive behavior can both be ambiguous, as different tests yield different intelligence quotients and assessment of adaptive behavior requires subjective judgment. A disproportionately large number of children from minority populations and low socioeconomic status are identified as having intellectual disabilities, giving rise to the argument that identification of intellectual disabilities is biased (too many African-American and Latino students and too many
poor students are identified, but too few children of Asian descent are identified).
3.3.3 Emotional disturbance: Emotional disturbance refers to severe and protracted difficulties in relationships with other people. Controversies abound regarding who should be included in the category of emotional disturbance (ED). The policy of education excludes from ED students who are socially maladjusted but not emotionally disturbed, but it does not define social maladjustment. Confounding the problem is another clause describing ED as "an inability to build or maintain satisfactory relationships with peers and teachers," which can be interpreted to mean social maladjustment. Thus the language of the law seems self-contradictory. Another issue in ED is disagreement on the actual number of students with this disorder. Many estimates based on prevalence studies range from 6 to 25 percent of the student population, but less that 1 percent of the school population has been identified as having ED for special education purposes.
3.3.4 Autism: Autism is a pervasive developmental disability affecting approximately one in 500 children. Its onset is noted before the age of three years. Professionals find it hard to agree on a definition. One of the main controversies in definition involves the closely related syndromes of Asperger's and Pervasive Developmental Disorder (PDD). There is great confusion and disagreement as to whether these are separate disabilities or different levels of severity of autism. Causes as well as the best treatments are also disputed for each.
3.3.5 Attention deficit disorder and attention deficit hyperactivity disorder Attention deficit disorder (ADD) and attention deficit hyperactivity disorder (ADHD) have always been controversial. One reason for this is that the characteristics of ADD/ADHD, including careless mistakes on school work, forgetting daily activities, fidgeting with hands or feet, or talking excessively, can describe an average child. What makes a diagnosis of ADD/ADHD difficult is determining whether these
characteristics are beyond normal for the student's age and have become a disability. In fact, some professionals argue that ADD/ADHD does not exist and that the label is used haphazardly on students who simply exhibit inappropriate behavior and a lack of discipline. Furthermore, IDEA does not acknowledge ADD/ADHD as a separate category but includes it under "other health impaired" (OHI). There is also a growing concern that too many children are being medicated for ADD/ADHD.
3.3.6 Gifted and Talented: Gifted and talented are the opposite of disabilities, but some, if not all, of the same issues discussed previously apply (e.g., stigma of identification, judgment in assessment). Opponents of special programs for gifted and talented students argue that separating them from their non gifted classmates is elitist and that *all* students should be exposed to a superior, highly challenging education. A disproportionately high number of Caucasian and Asian students are identified as gifted, while a disproportionately low number of African-American and Hispanic students are found eligible for gifted programs. Proponents of special education for gifted students believe that these students need a special curriculum. Gifted students who are asked to work below their ability level or tutor their less gifted peers become bored and lose motivation. Identifying gifted students is also difficult because there is not one universally accepted definition, nor is gifted a category acknowledged under the law. The decision to provide gifted education and to determine what qualifies a student as gifted is often a local responsibility.
3.3.7 Severe and multiple disabilities: Compared to other conditions, there is less uncertainty in the identification of students with severe and multiple disabilities (SMD). Increased numbers of children identified as having SMD, however, is a fairly new trend in special education. Advances in medicine and technology are helping more children than ever before survive serious medical emergencies and severe injuries. This increase has spurred changes in special education and has placed new demands on
personnel and the physical environment. These children often need assistive and medical technology in the classroom, as well as personnel knowledgeable about this equipment. Some of these students need continuous support from a classroom assistant, especially when included in general education.
3.4 Classroom Environment
Three trends in special education have especially significant influence on the classroom environment, they are: (1) early intervention and prevention, (2) technology, and (3) transition plans.
1. **Early intervention and prevention.** Early intervention and prevention of disabilities are not new ideas, but they have experienced increasing emphasis. Schools are realizing that early intervention and prevention not only benefit children in the long run but save money as well by reducing the later need for costly services. Two significant issues are the appropriate role for the family of the child and whether the intervention should be child-centered or teacher-directed. In addition, obstacles to early intervention and prevention are still being addressed.
2. **Technology.** Technology permeates our society with increasing intensity and reaches into classrooms. It helps students overcome limitations previously placed on them by a disability. Computer programs allow keyboarding and navigation of the Internet by eye movements. Cochlear implants allow deaf students to hear, and new prosthetics (artificial body parts) provide greater mobility and participation in education and society.
3. **Transition.** This is transition from one school setting to another or from school to work. Firstly, there must be transition-planning conferences for children exiting early intervention programs, the second is a statement of needed services for the transition from high school to higher education or work in the Individualized
Education Plan (IEP) for students age fourteen or older. Other forms of transition planning, such as from middle school to high school or from a self-contained or restrictive environment to a less restrictive environment, are also becoming common.
3.5 Special Education Teachers
There is a critical teacher shortage in special education in all areas of licensure. Reasons include a shortage of people going through teacher training programs in special education and entering the field, and alarmingly high exit rates for special education teachers. For example, statistics from 1993 - 1994 shows that the total demand for special education teachers was 335,000, yet there were only 18,250 special education degree graduates, covering a mere 5.4 percent of the demand. Because of this gross need, alternative licensure programs have evolved: army personnel are being trained for a second career in teaching and drastically intensified and accelerated summer programs are replacing four-year licensure programs. While these programs can help place more teachers in the classroom, some professionals question the quality of both the teacher education programs and the newly licensed teachers. Also, some districts fill special education positions with teachers having either no prior education experience or with only general education experience and provide provisional or conditional licensure to these newly hired teachers. Due to these difficulties, teacher retention has also become a critical issue.
Debate also exists over categorical or non-categorical licensure. Proponents of categorical licensure argue that each disability category is substantially different from others and that teachers should be highly specialized in that area. Proponents of non-categorical licensure argue that teachers should be prepared to teach all children and should have the expertise to address differing abilities and disabilities.
A closely related issue is a trend in higher education to merge the special education teacher program into the general education program, doing away with special education altogether. The arguments for and against this teacher education structure are similar to those for categorical versus non-categorical licensure.
3.6 Funding Issues
Funding issues and controversies facing all areas of education, including special education. Because special education requires services above those specified in the general education curriculum, additional funding is critical. In 1975, the federal government acknowledged the need for additional funding of programmes of persons with Special needs and promised to supplement it by 40 percent of the excess costs incurred in implementing the act's mandates. Unfortunately, the federal government has never come close to fulfilling this promise. Over the years, however, there has been a greater effort to provide these funds to the states.
Other issues persist at the local level. One common controversy stems from a belief that because the law requires special education services, these programs are funded first, utilizing the money that would otherwise be spent on general education. Another disputed issue is program consolidation - the blending of categorical programs such as special education, English as a second language, or other separately funded programs. Proponents believe that by pooling resources, all children can benefit and can be educated more effectively. Opponents of program consolidation believe it will diminish both the rights of children in these programs as well as the quality of special services provided.
Other issues persist at the local level. One common controversy stems from a belief that because the law requires special education services, these programs are funded first, utilizing the money that would otherwise be spent on general education. Another disputed issue is
program consolidation - the blending of categorical programs such as special education, English as a second language, or other separately funded programs. Proponents believe that by pooling resources, all children can benefit and can be educated more effectively. Opponents of program consolidation believe it will diminish both the rights of children in these programs as well as the quality of special services provided.
4.0 CONCLUSION
In this unit, we have highlighted various issues and controversies in Special Needs Education. These controversies and issues, although the most widespread and disputed issues facing special education, represent only a small fraction of the numerous issues permeating special education today. School reform, labeling and classification, inclusion, teacher shortage, and special education funding can often be seen in the headlines of newspapers nationwide. Even though every story has two sides, more work is needed to ensure that every student's story will have a happy ending.
5.0 SUMMARY
In this unit, we have learnt about various issues and reforms that have taken place in Special Education. Reforms such as full Inclusion, full continuum placement, nomenclature issues and finding issues.
6.0 TUTOR MARKED ASSIGNMENT
1. Mention different categories of persons with Special Needs and Discuss briefly two (2) of these categories.
2. What are the various Educational Programmes for Persons with Special Needs.
7.0 REFERENCES/FURTHER READINGS
Bateman, Barbara D., and Linden, Mary A. (1998). *Better IEPs: How to Develop Legally Correct and Educationally Useful Programs*, 3rd edition. Longmont, CO: Sopris West.
Crockett, Jean B., and Kauffman, James M. (1999). *The Least Restrictive Environment: Its Origins and Interpretations in Special Education*. Mahwah, NJ: Erlbaum.
Gersten, Russell; Schiller, Ellen P.; and Vaughn, Sharon,(2000). *Contemporary Special Education Research: Syntheses of the Knowledge Base on Critical Instructional Issues*.
Goodlad and Thomas C. Lovitt. Columbus, OH: Merrill/Macmillan.
Hallahan, Daniel P., and Kauffman, James M. (2000). *Exceptional Learners: Introduction to Special Education*, 8th edition. Boston: Allyn and Bacon.
Hallahan, Daniel P.; Kauffman, James M.; and Lloyd, John W. (1999). *Introduction to Learning Disabilities*, 2nd edition. Boston: Allyn and Bacon.
Kauffman, James M. (1999). "Commentary: Today's Special Education and Its Messages for Tomorrow." *The Journal of Special Education* 32:244 - 254.
Kauffman, James M., and Hallahan, Daniel P. (1993). "Toward a Comprehensive Delivery System for Special Education." In *Integrating General and Special Education*, (ed) John I.
Lloyd, John W.; Kameenui, Edward J.; and Chard, David,(1997). *Issues in Educating Students with Disabilities*. Mahwah, NJ: Erlbaum.
National Policy of Education (1981), Federal Government of Nigeria
Ysseldyke, James E.; Algozzine, Bob; and Thurlow, Martha L.(2000). *Critical Issues in Special Education*, 3rd edition. Boston: Houghton Mifflin.
1.0 INTRODUCTION
Persons with intellectual Retardation or Cognitive disabilities are found in any society of the world. Individuals with intellectual retardation and those who teach or take care of them must learn all the essential skills needed or required to improve the living standard of the retarded.
It is paramount to know that the group of persons with disabilities belong to different families, they also have friends and siblings. Different societies of the world find it difficult to understand them, hence, they are called different names. In Great Britain for instance, they are referred to as Mentally Retarded or intellectually retarded while in the Nigerian Society, persons with intellectual retarded have names or labels other than the ones given by their parents. For instance, the Yoruba called
them “Dindirin” while the Ibo call them “Onye Iberibe” and the Hausa refer to them as “Dolo” or “Wawa”.
2.0 OBJECTIVES
At the end of this unit you should be able to:
(a) Discuss the definitions of Intellectual Retardation.
(b) Explain the degree of severity and outcome of intellectual Retardation.
(c) Identify different categories of children with Intellectual Retardation
(d) Mention the possible causes of Intellectual Retardation.
3.0 MAIN CONTENTS
3.1 Definitions
There are various definitions of mental or intellectual retardation.
Mental retardation is a generalized disorder characterized by sub-average cognitive functioning and deficit in two or more adaptive behavior with onset before the age of 18. (AAMR 2002).
In a related definition The American Association of Mental Deficiency defines Mental Retardation thus “A significantly sub-Average general intellectual functioning that originates during the developmental period and is associated with impairment in adaptive behavior (Grossman 1973).
However, many professionals prefer the 2002 AAMR definition because it is more encompassing and detailed. The 2002 AAMR definition opines that one must be cautious in the use of I.Q scores, stresses concepts of adaptive behavior and systems of supports. The definition of AAMR has three (3) major components.
- Intellectual functioning
- Adaptive behavior
- Systems of support.
Intellectual Functioning: It means that the individual has been evaluated with instrument or test that has capacity to measure traits of intelligence
in it entirely but the individual with intellectual retardation has significantly sub average intellectual functioning.
**Adaptive Behaviour:** This is simply the ability to cope with one’s environment. It is a behavior everyone uses to function in daily life. Persons with mental retardation and others with one disability may have difficulties in this area because they do not have the skills needed in specific situation.
**System of Support:** This deals with social intelligence. The ability to interpret social behavior of other people and to interact with them. Persons with intellectual disabilities require support in every area, especially the profoundly and severely mentally retarded.
**SELF ASSESSMENT EXERCISE 5**
1. Can you identify the key factors in the definition of the Intellectually Retarded
### 3.2 History of Intellectual Retardation
Persons with Intellectual Retardation have been neglected in most societies of the world. The history of the intellectually retarded dated back before the birth of Christ. Data (2006) avers the Greeks in 1552 B.C. and the Romans in 449 B.C. were among the first to recognize people officially as mentally retarded. Attitude of people towards the mentally retarded in the early societies were harsh and in-human. The beginning of 19th century brought dramatic turning point in life of the mentally retarded. The first attempt to educate an individual with mental retardation was recorded. In 1798, three hunters discovered a 12 years old boy in the woods of Aveyron in France. The boy was later Christianed Victor, the wild boy of Aveyron, Victor was a profound mentally retarded, unsocialised and had no language. Victor was also thought to be uneducated and unteachable. As providence would have it. He was brought to Jean Hard an experienced physician. Jean Itard tried to educate Victor but he was unsuccessful though there were little improvement. Later Edward Seguin continued with the work of his master Jean Itard. Edward later established the Pennsylvania training school. Samuel Gridley Howe
founded residential school in United State i.e. the Massachusetts School for the Idiot and Feeble Minded Youth.
3.3 Classification of Intellectual Retardation
In classifying intellectually retarded children, certain factors such as the degree of retardation, clinical symptoms, educational purpose, and historical beliefs, and causes are taken into consideration. Intellectually retarded children are classified in different perspectives. These are traditional, degree, educational, and clinical.
| TRADITIONAL CLASSIFICATION | CLASSIFICATION ACCORDING TO DEGREE | EDUCATIONAL CLASSIFICATION |
|----------------------------|-----------------------------------|---------------------------|
| Moron, I.Q 50-85 | Mild | Educable Mentally |
| Imbecile I.Q 25-50 | Moderate | Trainable Mentally |
| Idiot – I.Q. 0-25 | Severe/Profound | Totally dependent |
The following are the clinical classification of intellectually retarded.
- Cretinism
- Down syndrome
- Hydrocephaly
- Microcephaly
- Cri du chat
3.4 Causes of Intellectual Retardation
Today, researchers in the field of special education have revealed that intellectual retardation is caused by many factors. Many of the causes are known but others remain mysteries that cannot be explained.
The causes of intellectual retardation can be categorized according to the time at which the cause occurs.
These are as follows:
- Pre-natal (before birth)
- Perinatal (during birth)
- Post-natal (after birth)
The prenatal causes can also be grouped into:
(b) **Chromosomal Disorders**: These are genetic causes of intellectual retardation. There are some genetic syndromes that can cause intellectual retardation such as Down syndrome, William syndrome, fragile X syndrome and Prader Willi Syndrome.
(c) **Errors of Metabolism (inborn)**: The child will not be able to metabolise basic substances in the body as a result of inherited deference’s in enzymes such as aminocid vitamins, Carbohydrate etc. Also, Phenylketonuria is an hereditary factor that results in inability of a person to metabolise phenylalaline which builds up certain toxic in the body that can result in brain damage.
(d) Developmental disorders of Brain formation. These are: (i) Hydrocephalus (ii) Microcephalus.
*Hydrocephalus*: is a condition characterized by the enlargement of head because of too much pressure of the cerebrospinal fluid.
*Microcephalus*: This is a condition causing development of a small, conical shaped head.
(e) **Environmental Factor**: Myriads of environmental factors can affect a woman during pregnancy and the foetus she is carrying. Such factors are:
- Maternal malnutrition
- Drinking alcohol during pregnancy
- Exposure of pregnancy to excessive radiation
- Maternal rubella.
**Peri-Natal Cause (During Birth)**
The following are peri-natal cause
- The use of forceps
- Insufficient oxygen
**POST NATAL CAUSES**
The post natal causes of intellectual retardation can be categorized into two (2).
✓ Biological post natal causes
✓ Psycho social post natal causes
Biological post natal causes include infections, diseases, malnutrition while psychosocial post natal cause include poor environmental circumstances (unassimilated environment).
4.0 CONCLUSION
In this unit, you have learnt about Intellectually Retarded Children. You learnt about various definitions of intellectual retardation. You did not only learn about classification of intellectually retarded children.
5.0 SUMMARY
In this unit, we have learnt about who the mentally or intellectually retarded are. We considered various definitions especially the one given by the American Association of Mental Retardation (2002). We also discussed the classification and causes of Intellectually Retarded Children.
6.0 TUTOR MARKED ASSIGNMENT
a. Give two definitions of Intellectual retardation and explain them.
b. What are the possible causes of intellectual retardation?
7.0 REFERENCES/FURTHER READINGS
American Association on Mental Retardation (2002). *Mental Retardation: Definition, Classification and Systems of Support* (10th Ed.) Washington, D.C.: AAMR.
Obani, T.C. (2004). Handicap, Disability and Special Education. What Parents and Teachers want to know. Ibadan: Book Builders.
UNIT 2: CHARACTERISTICS, IDENTIFICATION AND EDUCATIONAL METHOD OF TEACHING INTELLECTUALLY RETARDED CHILDREN
CONTENTS
7.0 Introduction
8.0 Objectives
9.0 Main Content
9.1 Characteristics of Intellectual Retardation
9.1.1 Intellectual Characteristics
9.1.2 Academic Characteristics
9.1.3 Social Characteristics
9.2 Identification of Children with Intellectual Retardation
9.3 Methods of Educating Children with Intellectual Retardation.
10.0 Conclusion
11.0 Summary
12.0 Tutor-Marked Assignment
7.0 References/Further Readings
1.0 INTRODUCTION
People have different behavior and character. Intellectually retarded persons are likely to experience deficits in attention, memory, language development, self regulation, social and emotional development. We note that persons with intellectual retardation are candidates for a variety of social problems. For instance, they find it very difficult to keep friends because they cannot start up a conversation.
2.0 OBJECTIVES:
At the end of this unit you should be able to:
(b) Educate people on how to prevent the condition.
(c) Identify the different characteristics of an Intellectually Retarded Children.
(d) List various methods of training and education of the intellectually retarded children.
3.0 MAIN CONTENT
3.1 Characteristics of Intellectually Retarded Children
Intellectually retarded children exhibit certain Behavioural Characteristic. These have been grouped into intellectual, and social.
3.1.1 Intellectual Characteristics
Intellectual characteristics exhibited by learners with intellectual retardation are:
- Impaired cognition: the memory and learning capabilities are deficit. They find it difficult to grasp abstraction.
- Find it different to perform simple tasks.
- Find it difficult to store, retrieve and transfer ideas.
- Insensitive to environmental cues.
- Inability to use abstraction in solution of problems.
- Inability to generalize their experiences to other situations.
- They cannot learn any of the school subject such as reading, arithmetic, handwriting frequently without repetition.
3.1.2 Academic Characteristics
- Individual with intellectual retardation learns very little on their own from objects, events and situations.
- They fail consistently and are made to remain in a class for a long period of time without appreciable improvement.
- They lack confidence in themselves.
- Find it difficult to learn school subjects such as Arithmetic, writing and reading.
3.1.3 Social Characteristics
- Find it difficult to participate in group activities because of interpersonal relationships that exist in group activities.
- They are followers rather than leaders.
- They have low frustration to tolerance as a result of repeated features. This affects their social interactions.
- They exhibit poor language skills. Inability to understand directions and find it difficult to express themselves.
3.2 Identification of Children with Intellectual Retardation
It is better to identify children with intellectual retardation early in life especially during the pre-school years because they are not developing speech language or motor skills at the same rate as their classmates without disabilities. The defining of children with intellectual retardation will assist classroom teachers in identifying them before appropriate referral is made. The following characteristics may fall under three headings.
(a) Problems with cognition
(b) Problems with adaptation behavior
(c) Need for supports to sustain.
**SELF ASSESSMENT EXERCISE 6**
1. What method will you employ to identify Intellectual Retarded children in the classroom settings.
### 3.3 Methods of Educating Children with Intellectual Retardation
Various methods can be used in educating children with intellectual retardation. These methods are highlighted below:
- **Physiological Method**: It lays emphasis on the development of imperfect sense organs supplements by academic and occupational training. This method was developed in the mid-nineteenth century by Edward Seguin. He used series of exercises to provide proficiency in audition, vision, touch, and taste.
- **Permissiveness Method**: This was developed by Maria Montessori. The use of toys is permitted to teach the intellectually retarded. She advocated individual method and that the principle of permissiveness should be encouraged.
- **Project Method**: This method utilizes many manual activities and correlates academic subject matter with workshop crafts and home economics. This method was propounded by John Duncan.
✓ **Picture Exchange Communication System (PECs):** You use pictures to depict all activities.
✓ **Baby Sign:** Through this method the teacher pronounces a word and he/she demonstrates it for the learners e.g. sleep.
✓ **Playway Method:** Through dancing. You encourage them to learn in a relax atmosphere.
✓ **Systematic Instruction:** It involves instructional prompts, consequences for performance and transfer of stimulus control.
**Water-Down Approach**
This method emphasizes learning from simple to complex. The teaching should be water down so that individuals with intellectual retardation would learn.
**Distinctive Methodology**
Distinctive methodology was propounded by Alfred Stranss in 1940s. It is prototype of individual instruction or individualized programme. This method will assist the intellectually retarded children to learn.
**Adima Approach**
Adima worked with the mentally retarded children in Nigeria. He drew His source from philosophy of Nigeria Education. He was of the opinion that the intellectually retarded should have separate curriculum from the normal or traditional curriculum. This is what ADIMA approach stands for:
A – Adaptation: The traditional curriculum should be adapted to the needs of mentally retarded children.
D – Demonstration: The actual teaching of mentally retarded should rely heavily on demonstration.
I – Instruction: The demonstration should be based upon instructional materials related to the content of the curriculum.
Further, “Token Principle” is essential in special education. Reward instances of generalization from one skill to another.
Present facts and concepts in sequence that is from simple to complex. Intellectually retarded learners should be given training skills in verbal expression, cognitive skills, self-help skills, social skills and vocational skills.
**Mental Age:** Mental age of the child should be given serious consideration. Further, in teaching children with intellectual retardation certain things should be noted:
(a) Learning materials should be concretized, meaningful and relevant
(b) The use of repetition is essential
(c) Reinforcement of learning through using a variety of sense modalities – visual, vocal auditory and touch.
### 4.0 CONCLUSION
In this unit, you have learnt about the characteristics of children with intellectual retardation. We have also discussed methods of identifying them added to the above, we highlighted strategies and methods of educating them in a classroom setting.
### 5.0 SUMMARY
In this unit, we have learnt about the mentally retarded children. We also highlighted different characteristics being exhibited by children with intellectual retardation. These characteristics are intellectual, academic and social. We also learnt about methods of identifying them and the mode of educating them.
### 6.0 TUTOR MARKED ASSIGNMENT
(a) Itemise and explain various characteristics of children with intellectual retardation.
(b) How do we educate children with intellectual retardation.
### 7.0 REFERENCES/FURTHER READINGS
American Association on Mental Retardation (2002). *Mental Retardation: Definition, Classification and Systems of Support* (10th Ed.) Washington, D.C.: AAMR.
Grossman, H. (1973). *Manual on Terminology Classification in Mental Retardation*. Washington, D.C.: AAMD.
1.0 INTRODUCTION
The ability to hear and turn sounds into meaning is an assumption of life to many living souls. It is an ability we often take for granted. The organ of hearing is one of marvelous gifts of God. The ear is very important because it is one fundamental way we learn about the thoughts, ideas and feelings of others by listening to them. Hearing impairment are full or partial decrease in the ability to detect or identify sounds. The term has been variously defined by several authorities, researchers and scholars of reputes in the field of medicine, audiology and education.
2.0 OBJECTIVES
At the end of these units, you should be able to:
(1) Give your own definition of deafness;
(2) List and explain the major causes of hearing loss;
(3) Mention signs and symptoms of hearing impairment;
3.0 MAIN CONTENT
3.1 Definition of Hearing Impairment?
Scholars have defined hearing impairment in various ways. We are going to examine these definitions.
Abang (1992) described hearing impairment as disability ranging from mild to profound condition and classified it into the following groups:
(a) those with slight hearing loss;
(b) those with mild hearing loss;
(c) those with moderate hearing loss;
(d) those with severe hearing loss;
(e) those with profound hearing loss.
In a similar vein, World Health Organization WHO (2005) defined hearing impairment as complete or partial loss of ability to hear from one or both ears.
The term hearing impairment is a generic term that is made up of two distinct classes based entirely on the severity of the impairment. These two classes or group, are the hard of hearing and deafness.
Therefore, hearing impairment is a hearing loss, whether permanent or fluctuating that adversely affects a child’s educational performance.
**Hard of Hearing:** These are individuals in whom sense of hearing through defective is functional with or without a hearing aid. They are also referred to as individuals with partial hearing loss (Mba 1995).
**Deafness:** Children who cannot hear sounds at all or above certain intensity are grouped as being deaf. A deaf person can be described as one whose hearing is disabled to an extent that his understanding of speech through ear alone with or without the use of a hearing aid.
3.2 Causes of Hearing Impairment
Like other disabilities, causes of hearing impairment may fall under three stages of life such as pre natal- (before birth), peri natal (during birth), and post natal (after birth).
The peri-natal stage is from the time of conception to delivery. This stage is a very crucial stage in the life of the foetus most especially the first three months (trimester). Anything that affects the mother at this stage is likely to have direct impact on the foetus. Some of the conditions that could lead to hearing impairment at this stage are as follows:
- Heredity
- Rhesus incompatibility factor
- Unprescribed drugs taken by the mother during pregnancy
- Lack of proper antenatal care
- Malnutrition
**Heredity:** This is a situation where traits of hearing impairment or deafness is transmitted from parents or grandparents to the children. There are many hereditary diseases and syndromes that can lead to hearing impairment such as otosclerosis. When it runs in the family from generation, the hearing loss or impairment usually follows as a pattern called autosomal dominant. When both parents do not have a hearing loss but carry a gene that causes its, this is called autosomal recessive and the implication is that at least one child out of four will have hearing impairment.
**RH Factor:** This is also known as blood in compatibility. It is a situation whereby RH positive mixes with RH negative. In other words, if a mother with Rh negative conceives of a foetus with RH positive, the mother develops antibodies against the foetus causing anoxia in the bloodstream. This result in breakdown of the foetal blood stream leading to such birth defects as deafness, intellectual retardation or cerebral palsy.
**Maternal Diseases:** There is no doubt that certain diseases could attack expectant mother which may place the foetus at risk by being born with
profound deafness. Some of these include, Rubella, Cytomegalovirus influenza, syphilis and whooping cough.
**Unprescribed Drugs Taken by the Mother during Pregnancy:** Drug abuse or drug misuse during pregnancy can act as catalyst to successful delivery of the new born baby. Examples of such drugs that are dangerous during pregnancy are: Chloroquine, Quinine, tetracycline etc.
**Insensitive to Anti-natal Care by the Expectant Mother:** During pregnancy an expectant mother is expected to register in a certified clinic and attend ante-natal clinic where adequate facilities and care are available. Some women exhibit lackadaisical attitude towards this.
This nonchalant attitude may expose themselves and the unborn baby/child to unwanted risk that could be prevented if adequate care and counseling had been given to them.
**Malnutrition:** During pregnancy the foetus in the womb depends solely on the mother therefore it is expedient for the pregnant mother to feed on balanced diet. A malnourished mother is likely to give birth to a malnourished child who will be at the risk of impairment.
**Peri-Natal Causes**
This is the period from the outset of labour till the arrival of the baby. This stage is very delicate and some of the things that could lead to hearing impairment at this stage are:
- Prolong labour.
- Anoxia insufficient of supply of oxygen.
- Misuse of forceps.
**Post Natal Causes (After birth)**
The post natal causes of Hearing impairment are:
- **Infection/Diseases:** There are certain infections on diseases that can attack the child after birth. Such diseases such as chicken pox, measles can affect the child if they are prolonged and untreated.
- **Age Related Hearing Loss:** Also known as presbyacusis is the natural decline in hearing that many people experience as they get older. This is partly due to loss of ear cells in the cochlea.
**Acoustic trauma:** Injury caused by loud noise can damage hair cells thereby resulting in hearing loss.
**Drugs:** Certain drugs, such as some powerful antibiotics, antimalarial drugs can cause permanent hearing loss.
**Head Injury:** Direct head injury, particularly trauma severe enough to cause unconsciousness, can cause inner ear loss.
**SELF ASSESSMENT EXERCISE 7**
1. Compare the characteristics of a normal hearing person to that of a hearing impaired student.
### 3.3 Classification and Educational Placement of Children with Hearing Impairment
Various attempts have been made to classify deafness. Mykleburst in Alade (2005) classified deafness according to the following major factors. Deafness can be classified according to degree of deafness.
(1) **The Deaf:** These are those in whom the sense of hearing is non-functional for the ordinary purpose of life. This group has total loss of hearing.
(2) **The Hard of Hearing:** These are those in whom sense of hearing though defective is functional with or without hearing aids. This group has partial hearing loss.
**Age of Onset of Deafness**
The basis of classification are as follows:
(1) **Acquired Deafness:** This is also known as adventitious deafness. It refers to deafness that occurred later in life, when language and speech skills have been fully developed. The individual is born with normal hearing, but later becomes non-functional through illness or accident.
(2) **Congenital Deafness:** The congenitally deaf are those who are born deaf. The individual has never heard any meaningful sound nor acquired speech and language speech at all.
(3) **Pre-lingual Deafness:** This is a deafness present at birth or occurring early in life at an age prior to speech development and language acquisition.
(4) **Sensori-neural Deafness:** This includes hearing loss that results from accident diseases affecting the normal functioning of the Inner ear.
**Conductive Deafness:** Conductive hearing loss is described as a loss resulting from defects of the conductive pathways of the ear i.e. the external and the middle ear with normal inner ear.
**Central Deafness:** This includes all hearing loss. Which results from lack of normal functioning of the auditory pathways leading from the inner ear to the interpretive areas of the brain.
Jerger (1980) and Okuoyibo (2006) audiologically classified hearing impairment according to level of hearing loss in decibets (dB) using audiometer thus:
- Normal hearing - 0dB - 20dB
- Mild/moderate loss - 21dB - 60dB
- Severe loss - 61dB - 80dB
- Profound loss - 81dB - 100dB.
A child with profound hearing loss automatically falls into the group earlier referred to as the deaf.
**4.0 CONCLUSION**
In this unit, we learnt about what hearing impairment is all about, we also discussed various types and causes of hearing impairment. Light was also shed on classification of persons with hearing impairment.
**5.0 SUMMARY**
The organ of hearing is one of the marvelous gifts of God. The term hearing impairment has been variously defined by several authors and researchers. Hearing impairment includes deafness, hard of hearing, various causes and classification of hearing impairment were highlighted and discussed.
**6.0 TUTOR MARKED QUESTIONS**
1. Give your own definition of Deafness.
2. What are the possible causes of Hearing Impairment?
3. List and Explain the Signs and Symptoms of Hearing Impairment
7.0 REFERENCES/ FURTHER READINGS
Abang, T.B. (1992). Handbook of Special Education for Special Educator in Developing Countries. Jos: Andex Press.
Alade, E.B. (2005). Hearing Impairment in Onwuchekwa, J.A. Comprehensive Textbook of Special Education. Agbo Areo Publications.
Jerger, J. (1980). Research Priorities in Auditory Science: The Audiologists’ View Ann otol/Rhino
1.0 INTRODUCTION
Hearing is one of the “distance senses” that provides us information from outside our bodies. When Hearing is limited, our ability to communicate with others will be limited. We have many hearing impaired learners in our schools. In order to teach the deaf child, the teachers should possess certain qualities and skills in the education of learners with hearing impairment.
2.0 OBJECTIVES
At the end of this unit, you should be able to:
(i) Identify and manage a hearing impaired child in a classroom setting.
(ii) List the major types of assistive technology designed for persons with hearing impairments;
(iii) Itemize classroom applications for the hearing impaired.
3.0 MAIN CONTENT
3.1 Identification and Assessment of Persons with Hearing Impairment
Early identification of deafness is very crucial in working with the hearing impaired. Informal identification centres mostly around observation by teachers, parents and others around the child. The following signs have been suggested to be noted among children (Webster 1986).
- The child complains of earache, fullness of visible discharge;
- The child may be educationally weak;
- The child shows signs of speech problem;
- The child may always ask for repetition of statement.
Hearing identify a child with any or some of these traits. It is advisable to refer such to an audiologist for audio logical assessment.
3.2 Educational Placement
The ideal placement for the child with hearing impairment is the regular school where they will be educated alongside with their counterparts. This is a form of integration. Today we talk of inclusion which is the highest form of integration. Though we have the closed type of schooling system called segregation. In segregation, the hearing impaired are educated in separate schools specially prepared for the deaf alone.
Apart from the above, we have methods of educating the Hearing Impaired:
1. **Oral Approach**: This involves the teaching and using of speech exclusively for persons with Hearing Impairment.
2. **Bilingual – Bicultural Approach**: This method involves the teaching of American Sign Language (ASL) as their first language and written English as their second language.
3. **Total Communication**: This method combines oral speech and manual communication. This method allows the child to
communicate through whatever mode is easiest and most effective.
4. **Manual Approach:** This method consists of the use of finger spelling and signs in communicating with the hearing impaired. This method does not allow the use of speech.
**SELF ASSESSMENT EXERCISE 8**
1. Distinguish between Oral Approach and Manual Approach in teaching the Hearing Impaired.
### 3.3 Classroom Applications for the Hearing Impaired
- Seat learners with Hearing impairment where they can see everyone who may be speaking.
- Provide ample lighting particularly on instructional visual aids.
- Be sensitive to classroom noise and seek to reduce it.
- Employ the use of maps, globes charts to demonstrate Basic concepts.
- Use familiar concepts and concrete objects as much as possible.
- When speaking, do not be too fast so that the learner can gain from you through lip reading.
- Keep your hand from your face when speaking.
- Use sign or fingerspelling or promote speech reading when giving instruction.
- Do not back the student when addressing them. Also, avoid writing on the chalkboard while talking.
Added to the above, learners with hearing impairment may benefit a lot from the following:
- Assistive Technological Devices
- Computer Assisted Instruction (CAI)
- Speech digitizers and synthesizers.
- Talk communication devices for the deaf.
- Amplification devices (hearing aids)
- The internet
4.0 CONCLUSION
In this unit, you have learnt about ways of identifying and assessing the hearing impaired children and how best we can place them educationally.
5.0 SUMMARY
In this unit, we have learnt about who the hearing impaired children are? We also shed light on the strategies and methods of identifying them and we have also discussed how they can benefit educationally in a classroom setting.
6.0 TUTOR MARKED ASSIGNMENT
1. How can the hearing impaired children benefit from ICT?
2. Of what relevance is assistive technological devices to the education of hearing impaired.
7.0 REFERENCES/FURTHER READINGS
Abang, T.B. (1992). Handbook of Special Education for Special Educator in Developing Countries. Jos: Andex Press.
Alade, E.B. (2005). Hearing Impairment in Onwuchekwa, J.A. Comprehensive Textbook of Special Education. Agbo Areo Publications.
Davis, H. & Silverman, R. (1970). Hearing and Deafness. New York: HoH Rinehart and Winston.
Ijadunola, G.T.A. (1991); Prevention and Care of Deafness. Ibadan: N.P.C. Educational
Jerger, J. (1980). Research Priorities in Auditory Science: The Audiologists’ View Ann otol/Rhino
Mba, P.O. (1995); Fundamental of Special Education and Vocational Rehabilitation. Ibadan: Codat Publications.
Moores, D.F. (1982); Deafness and Child Development. Berkley: University of California Press, 97
Okuoyibo, J.M. (2006). The Hearing Impaired Children in Regular School. In Obani, T.C. (Ed.) *Teaching Pupils with Special Educational Needs in the Regular UBE Classroom*. Ibadan: Book Builders.
Okuoyibo, J.M., Oyewumi, A.M & Adediran, D.A. (2007). Hearing Impairment in Okuoyibo, J.M. (Ed.) *An Introduction to the Education of Children with Special Needs*.
Owolawi, W.O. (1998). The Effect of Noise induced Hearing Loss on Airport workers in Lagos State. Ph.D Thesis University of Ibadan.
Ronald, L.S. & Michael, A.N. (2007). Introduction to Audiologic Rehabilitation. U.S.A.: Pearson.
Schneider, E. (2002); Early Education for Hearing Impaired in School. *Journal of Human Ecology* 22:2:90.
WHO (2005); Deafness and Hearing Impairment: email@example.com
UNIT 3: LEARNERS WITH COMMUNICATION DISORDERS
CONTENTS
4.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Definition of Communication Disorders
3.2 Classification of Speech Disorders
3.2.1 Articulation disorders
3.2.2 Voice disorders
3.2.3 Language disorders
3.2.4 Disorder of fluency
3.3 Educational Approaches to Speech Disorders
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Readings
1.0 INTRODUCTION
Communication is as old as man. Language is the foundation for all learning. We use language to express our thoughts, needs, observation and interact with friends and family. For most people learning to communicate effectively it comes naturally while some have challenges in communication. There is no doubt that our society places high value on oral communication.
5.0 OBJECTIVES
At the end of this unit, you will be able to:
(a) Describe “speech impairment” and “language impairments”.
(b) Mention characteristics of language impairment.
(c) Identify the possible causes of language impairment
6.0 MAIN CONTENTS
6.1 Definitions
Communication disorder is an impairment in the ability to use speech or language to communicate. It is pertinent to understand the concept of communication before one can have a clear understanding, at least two people are involved in communication process: a sender and a receiver. There must also be a message, the sender has a thought or idea which is interpreted into a code the receiver can understand. Therefore communication occurs only when the receiver can correctly decode the message of the sender: if the receiver cannot decode correctly the message from the sender, it then means that communication is unsuccessful.
Communication requires the receiver to use the eyes, the ears or even the tactile (touch) sense (as do those who use Braille) to convey the message to the Brain where it is understood. Therefore, communication is the process of exchanging knowledge, ideas, opinions and feelings through the use of verbal or non-verbal (e.g., a gesture) language (Smith, 2007).
Speech disorders are abnormal speech that is unintelligible, unpleasant or interferes with communication. A person may have speech impairment if he/she has problems or difficulties with the following areas: Articulations, fluency and voice.
Speech Disorders
These are impairments in the production and use of oral language. Speech disorder can have an effect on how a person interacts with others in different settings. Speech disorders include disabilities in making speech sounds, producing speech with normal flow and producing voice.
3.2 Classification of Speech Disorder
Speech disorders can be classified according to several criteria. But the major classification of speech disorders could be in the following order.
- Articulation disorders
- Voice disorders
- Language disorders
- Disorder of fluency
3.2.1 Articulation Disorders
This is abnormal production of speech sounds. It exists when the process of producing speech sound is flaired and as a result of this, the speech should will be incorrect. Articulation problems may result in the omissions additions substitutions or distortions of certain speech sounds. Therefore a child may say “dood” girl instead of “good” girl. Articulation problem has been found to constitute the largest proportion of speech disorder. The words that are mispronounced may be initial, middle, or final words or letters. Missing, substituted, added or poorly pronounced word/sound may make a speaker difficult to understand.
Causes of Articulation Problems
Okuoyibo and Makinde (2004) opined that the causes of articulatory disorders can be divided into two:
(a) The Physical malformation of articulators e.g the mouth, the lips or palette (cleft palette), the jaws or teeth. Any abnormality in the formation of the above structures could lead to articulation disorder.
(b) Functional causes: This refers to disorders that occur in the presence of normal articulators. A good example is faulty learning of poor speech model.
3.2.2 Voice Disorder
This is an abnormal spoken language production, characterized by unusually pitch, loudness or quality of sounds. An individual is said to have voice problem if such individuals speak with a voice that differs in pitch loudness or quality from the voices of others of the same age and sex in their cultural group.
**Pitch:** This is an aspect of voice. Its perceived high or low sound quality.
**Loudness:** Intensity can be used to describe loudness. Voice can be described as either being too loud or too soft.
**Causes of Voice Disorders**
Voice disorders may occur as a result of the following:
(a) The way the voice is being used
(b) Undue abuse of the voice by screaming, shouting, straining.
(c) Cold
(d) Imitation
(e) Hearing Impairment
(f) Brain damage – stroke
### 3.2.3 Language Disorders
Language is the complex system we use to communicate our thoughts and feelings to others. A person that has language impairment will have breakdown in one of the three aspects of language. These are:
- Form
- Content - / Phonology
**Form:** This is the rule of language including phonology, morphology and syntax.
**Phonology:** Rule within the language governing combination of sounds.
**Phonological Awareness:** This is understanding, identifying and applying sound – symbols relationships (letter sounds rhyming). Aphasia is a major form of language disorder. It is the partial or complete loss of the ability to speak or to comprehend spoken words due to injury or disease.
**Causes of Language Disorder**
The causes of language disorders are:
(i) Brain damage
(ii) Hearing Impairment
(iii) Genetic Causes
(iv) Environmental factor (unstimulating environment)
**Characteristics of Language Disorders**
- Cannot create rhymes
- Is unable to follow oral direction
- He/She has inadequate vocabulary
- Has difficulty in expressing personal needs
- Exhibit poor concept formation
- Cannot break words into syllables
- Has poor voice quality such as distracting pitch
### 3.2.3 Fluency Problems
Speech is supposed to flow sequentially and uninterrupted. But when speech sounds begin to be jerky, not smooth according to time sequence, we can then talk of speech disorder of time. Fluency disorders or dysfluencies usually involve hesitations and repetition of parts of words that interrupt the flow of speech: stutter and cluttering are fluency problems. Stuttering is the lack of fluency in an individual’s speech pattern often characterized by hesitation or repetition of sounds on words. We should note that stuttering can be learnt. It can be hereditary.
### 3.3 Educational Approaches
In order to enrich classroom environment and help learners to develop better language skills, certain strategies should be put in place. The following methods can be employed.
(a) Instructional supports
(b) Explicit language instructions
(c) Language sensitive environment
### 7.0 CONCLUSION
In this unit, we learnt about what communication is all about. We were exposed to classification of speech disorders, such as articulation disorders, voice disorders and language disorders. Not only this, possible causes of all these disorders were identified.
8.0 SUMMARY
In this unit, we have learnt about various definitions of communication. Communication disorder is an impairment in the ability to use speech or language to communicate. Various causes and characteristics of communication disorders were identified. Method of educating children with communication disorders were also discussed.
9.0 TUTOR MARKED ASSIGNMENT
1. What is Speech Impairment
2. List and Explain two characteristic of language impairment.
3. What are the causes of communication disorders in Children.
10.0 REFERENCES/FURTHER READINGS
Okuoyibo, J.M. and Makinde, A.O. (2004). Speech Disorders. In J.M. Okuoyibo (Ed.) *An Introduction to the Education of Children with Special Needs*. Ibadan: Emola-Jay Communication
Smith, D.D. (2007). *Introduction to Special Education: Making a Difference*. Boston: Pearson Education Incorporation.
MODULE 4: EDUCATION OF THE PHYSICALLY AND HEALTH IMPAIRED AND LEARNING DISABLED
Unit 1: Definition, Types and Causes of Physically and Health Impaired.
Unit 2: Meaning, Causes, Identification and Educational Intervention for Children with Learning Disabilities
UNIT 1: DEFINITION, TYPES AND CAUSES OF PHYSICALLY AND HEALTH IMPAIRED
CONTENT
3.0 Introduction
4.0 Objectives
3.0 Main Content
3.1 Definition of Physical and Health Impairment
3.2 Causes and Types of Cerebral Palsy
3.2.1 Types of Cerebral Palsy
3.2.2 Causes of Cerebral Palsy
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Readings
1.0 INTRODUCTION
Children and adults with physical or health disabilities live in our midst. They are part and parcel of our societies. Physical disabilities and Health Impairment may be congenital or acquired later in life.
2.0 OBJECTIVES
At the end of this unit, you should be able to:
(a) Define Physical and Health Impairment
(b) Distinguish between Neurological Impairment and muscular condition.
(c) Identify chronic and infectious diseases.
3.0 MAIN CONTENT
3.1 Definition
Physical disability is a condition that interferes with individual’s ability to use his body. Most of these conditions affect the nervous, muscular or skeletal system and in most cases they have mild, moderate or severe impact on mobility and motor skills. Health impairment, on the other hand is a condition that involves the internal organs and the blood and which requires ongoing medical attention (Kirk Gallagher and Anastaswooo, 1997).
Physical impairment can be divided into two (2)
(i) Neurological Impairments and
(ii) Muscular/Skeletal condition
Neurological impairment are:
- Cerebral palsy
- Multiple sclerosis
- Muscular dystrophy
- Polio
- Seizure
- Spinal Cord disorders
Muscular/Skeletal Conditions:
- Limb deficiencies
- Juvenile Arthritis
- Skeletal Disorders
Cerebral Palsy: This is not a disease. It is an incurable condition caused by brain injury resulting from damage associated with lack of oxygenated blood to the brain, some children with cerebral palsy show only one indication of brain damage such as motor disorder, others may exhibit combinations of symptoms. Although cerebral palsy may be incurable, advancement in medicine and rehabilitation technologies shows that long term intensive physical therapy in combination with surgical procedure bring improvement.
3.2 Causes and Types of Cerebral Palsy
The following can be possible causes of cerebral palsy; material infections, diseases, toxic substances, excessive exposure to x-ray during pregnancy. The use of forceps, high fever, hypoxia, cerebral bleeding, oxygen deprivation, direct trauma to the brain.
3.2.1 Types
Cerebral palsy can be classified thus:
(a) Hemiplegia: it involves one half of the body (right or left)
(b) Diplegia: legs are involved more than arms.
(c) Quadriplegic: all four limbs are involved
(d) Paraplegia: only one leg is involved.
Other problems associated with cerebral palsy are spasticity characterized by stiffness or tenseness of muscles and inaccurate voluntary movement.
**Multiple Sclerosis:** It is a chronic disease common in adults that causes the myelin covering the nerve fibers of the brain and spinal cord to degenerate, impeding the transmission of electrical signals from the brain to other parts of the body.
**Muscular Dystrophy:** Though very rare, is a disease that weakens and then destroys the affected individual muscles.
**Seizures:** The most common type of neurological impairment in children is Epilepsy. It is a condition of recurrent convulsion caused by abnormal brain electrical activity. People with epilepsy have recurrent seizure.
**SELF ASSESSMENT EXERCISE 9**
1. Distinguish between Neurological Impairment and Muscular Condition
3.2.2 Causes
Seizures can be caused by any kind of damage to the brain. Insufficient oxygen (hypoxia), low blood sugar (hypoglycemia), infections, and physical trauma.
**Spina bifida:** Spina bifida is a neural tube defect or abnormality of the spinal column as a result of an embryonic developmental failure. It is a
congenital impairment which results in the outward protrusion of the meninges which cover the spinal cord (Ladipo, 2006).
**Poliomyelitis:** It is caused by a viral infection. If the virus successfully destroys the cells of the spinal cord, it results in paralysis of the muscles of the lower limbs. Different symptoms may occur in form of fever, painful muscle spasm and the inability to move the limbs that are affected.
Muscular/Skeletal condition are very common in children. This manifests itself in limb deficiencies, juvenile arthritis and robotics. Limb deficiencies involve missing or non functioning arms or legs resulting in mobility problems while Juvenile arthritis is a profound and painful muscular condition seen in children using of high-tech devices to perform motor skills is called “robotics”.
Health disabilities can be grouped into 2. These are:
(i) Chronic illnesses.
(ii) Infections diseases.
The chronic diseases we refer to here are Asthma, Cysties fibrosis, Diabetes, Congenital heart defects, Tuberculosis (TB), Childhood Cancer, Blood disorders.
The infectious diseases are HIV and AIDS, Hepatitis B,
It is worthy to note that disability is no respecter of any race or age. However, it can be prevented if the following are adhere to.
(a) Good Hygiene
(b) Good pre-natal education
(c) Avoidance of Injuries
(d) Universal Immunization program.
### 4.0 CONCLUSION
In this units, we have learnt about who physical or health disabled children are. We have also discussed that these individual require considerable flexibility, accommodation and adjustment to both learning and physical environment. We discussed that physical impairment are classified into Neuromotor and muscular impairments while Health disabilities is classified into chronic illnesses and infectious diseases.
5.0 SUMMARY
In this unit, we have learnt about physical and health related problems. Physical impairment are divided into 2; Neurological impairment and muscular conditions. Health disabilities can be grouped into 2. Chronic and infectious diseases.
6.0 TUTOR MARKED ASSIGNMENT
1. Who are the children with physical or health impairment?
2. How are physical or health disabilities classified?
7.0 REFERENCES/FURTHER READINGS
Ladipo, S.O. (2006). The Physically Handicapped in Regular schools. In Obani T.C. (Ed.). Teaching Pupils with Special Educational Needs in Regular UBE Classroom. Ibadan: Bookbuilders.
Kirk, S.A., J.J. Gallagher and N.J. Anastasiow (1997). Educating Exceptional Children. 8th Ed. Houghton Mifflin Co., Boston.
UNIT 2: MEANING, CAUSES, IDENTIFICATION AND EDUCATIONAL INTERVENTION FOR CHILDREN WITH LEARNING DISABILITIES
1.1 Introduction
2.0 Objectives
3.0 Main Content
3.1 Meaning of Learning Disabilities
3.2 Causes of Learning Disabilities
3.3 Identification of Learning Disabilities
3.4 Educational Intervention for Children with Learning Disabilities
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Readings
1.0 INTRODUCTION
The child with learning disability has strengths in many areas but weaknesses in some core attributed that lead to underachievement. The learning disability is unexpected because of the above average or average intelligence as the weaknesses lead to difficulties with achievement and adaptive functions, but not all areas of adaptations (Netcher, Morris and Lyon, 2006).
2.0 OBJECTIVES
At the end of this unit, you should be able to:
(i) Define the term learning disabilities
(ii) Mention educational interventions for children with learning disabilities
(iii) List 5 characteristics and 4 causes of learning disabilities
3.0 MAIN CONTENT
3.1 Meaning of Learning Disabilities
Learning disabilities are disorders that affect the ability of an individual to process, analyse and store information. The individual with learning disabilities exhibit discrepancy between potential and achievement. Learning disability is sometimes referred to as learning disorder, learning difficulty or learning difference. People with learning disabilities possess average or above average intelligence, yet they encounter difficulties in learning. They have an innate potential to learn if they receive early intervention. Learning disabilities could be mild, moderate or severe; people with the difficulty have different strengths and weaknesses, and they can be found in almost all classrooms. Nothing physical depicts a learning disability, and most people with the disorder are not discovered until they get to school where they experience persistent failure. It should be noted that learning disability is not the same thing as intellectual disability.
The Individuals with Disabilities Education Act (2004) defined learning disability as a disorder in one or more of the basic psychological processes involved in understanding or using language spoken or written, that may manifest itself in an imperfect ability, to listen, think, speak, read, write, spell or to do mathematical calculations, including such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia.
Smith (2004) described learning disability as a discrepancy between what the child ought to be able to learn and what the child can actually learn.
3.2 Causes of Learning Disabilities
Nobody is really sure of the causes of learning disabilities, the causes as at now are largely based on hunches and assumptions. The suspected causes of learning disabilities as posited by Siegal (2009) are
genetics, a minimal brain injury, neurological problems, biochemical reaction and psychological issues. Some of the suspected factors that could cause the disorder according to Smith (2004), Kirk and Gallagher (1989) are minimal brain injury, inadequate instruction, hereditary factors, structural brain differences, drug abuse and malnutrition.
3.3 Identification/Characteristics of Children with Learning Disabilities
Messina and Messina (2004) enumerated some signs that can be used to identify pre-school children with learning disabilities. According to them such children
- Speak later than most children
- Have pronunciation problems
- Have slow vocabulary growth and are unable to find the right word.
- Lack interest in story telling
- Have difficulty rhyming words
- Have trouble learning numbers, alphabets, days of the week, colours and shapes.
- Exhibit poor memory for routines
- Are extremely restless and easily distracted.
- Have difficulty sitting still
- Show lack of persistence at tasks
- Have trouble interacting with peers
- Have difficulty following directions or routines.
- Are slow to develop fine motor skills
- Have trouble learning self help skills e.g. (tying shoelaces)
- Are clumsy
• Show reluctance to draw or trace
• Have trouble reading from left to right.
Experience and observation also show that Nigerian children with learning disabilities exhibit the traits listed below
• Poor memory
• Poor spelling
• Poor handwriting
• Poor reader
• Grips writing materials too tightly or too loosely
• Avoid reading aloud
• Unable to form simple and correct sentences
• Unable to comprehend read passages
• Uses vocabulary that is below age
• Poor mathematical/Arithmetic concept/ may not be able to tell the time
• Poor art work
• Avoidance of tasks considered difficult
• Fails to submit classwork and assignment for marking
• Hyperactivity (in some)
• Hypoactivity (in some)
• Inability to read the mood of others
• Easily distracted
• Inability to transfer knowledge
• Gives excuses
• Aggression
• Feign illness
• Truancy
• Inferiority complex
For high school and adults with learning disabilities, Messina and Messina (2004) noted that they exhibit the following traits:
• Continue to spell incorrectly, frequently spell the same word differently in a simple piece of writing
• Avoid reading and writing tasks
• Trouble summarizing
• Trouble with open ended questions on tests
• Weak grasp of information
• Foreign language problems
• Poor written expressions
• Mental fatigue
• Weak memory skills
• Difficulty adjusting to new setting
• Work slowly
• Poor grasp of abstract concepts
• Either pays too little attention to details or focuses on them for too long.
• Misreads information
That an individual exhibits one or some of these traits that can be used to identify learning disabilities does not or may not signify that the individual has learning disabilities. If several or some of these traits are persistent over a considerable length of time, learning disabilities is present.
3.4 Educational Intervention for Children with Learning Disabilities
Educational interventions for children with learning disabilities can be very tasking. Educational interventions are diverse because of the individual differences exhibited by those affected. In a class where there are twenty pupils with learning disabilities, the teacher may need to plan twenty different programmes. These children may exhibit different problems in reading, writing, spelling, arithmetic etc, and what works for one child may not work for another. To buttress the above view, Steele (2005) stated that curricular and instructional decisions based on the individual child make the teaching learning disabilities. Irrespective of the educational intervention planned for children with learning disabilities, Individualized Educational Programme (IEP) is essential. IEP is a one on one programme that ensures that each child’s unique needs are met. Educational intervention needs a multidisciplinary approach, it must be early and it must be intensive in nature. Children with learning disabilities must be included, although when IEP is needed the teacher should create time to render the needed services, when instructions are generalized, these children sometimes do not benefit. The multidisciplinary approach needed by children with learning disabilities involves special educators, regular teachers and professionals that are related to the field of Special Education.
The teachers of these children must be qualified and the use of rote learning must be discouraged. Children with learning disabilities will gain little or nothing in an overcrowded class because of the additional support that they need. Parents should be involved in whatever interventions to
be planned, parents involvement is necessary so that they can continue at home from where the teacher stops at school. Relevant instructional materials should be used to teach children with learning disabilities. Creative arts should also be employed to reach all concepts, because it boosts their memory and makes learning easier.
Specific intervention strategies are not discussed here because these interventions most of the time are specific to the individual child. An example of a tool that can however be used to make learning meaningful for children with learning disabilities is the computer. The computer is a versatile instrument that can enhance the learning ability of these children. For example children who have writing problems should be encouraged to use the computer to do their work, magnetic letters can be used to teach reading while computer games can be used to teach most, if not all subjects to these children.
In some cases children can be required to answer questions orally during tests and examinations, so as not to deprive them of education. Teachers should be aware of the learning modality of each child and fashion out their lessons so that it can take care of such modalities. Teachers of children with learning disabilities should be patient, they also need to be abreast of information as they unfold where these children are concerned. When teachers are not qualified, uninterested and impatient, children with learning disabilities will not benefit within the classroom setting they become frustrated and may drop out of schools.
4.0 CONCLUSION
In this unit, you have learnt about meaning and definition of learning disabilities. You have also learnt about the likely causes of learning disabled children. Light was also shed on educational approaches. You have learnt about the characteristics of learning disabled children.
5.0 SUMMARY
In this unit, we have learnt about the definition of learning disabilities as disorders that affect the ability of an individual to process, analyse and store information. We further discussed about the characteristics of learning disabled children such as having difficulty sitting still, have pronunciation problems; have difficulty rhyming words. We also learnt about educational interventions for children with learning disabilities.
6.0 TUTOR MARKED ASSIGNMENTS
1. What are the different types of learning disabilities?
2. What are the Educational programme available for children with learning disabilities?
7.0 REFERENCES/FURTHER READINGS
Fletcher, J.M. Morris, R.D & Lyon, G.R. (2006). Classification and Definition of Learning Disabilities. An Integrative Perspective. In Sawnson, H.L., Harris, K.R. & Graham, S. (Eds.) Handbook of Learning Disabilities. New York: The Guilford Press.
Individuals with Disabilities Education Act. (2004). Evaluation and Eligibility for Specific Learning Disabilities. U.S.A. Department of Education.
Kirk, S.A. & Gallagher, J.I. (1989). Educating Exceptional Children. New york. Houghton Mifflin.
Messina, J.J. & Messina, C.M. 1999 – 2004. Learning Disabilities. Retrieved 10th July from coping.org
Siegal, L.M. 2009. Nolo’s IEP Guide: Learning Disabilities. U.S.A. Delta Printing Solutions Inc.
Smith, C.R. 2004: Learning Disabilities: The Interaction of Students and their Environments. New York: Pearson Education Inc.
Steele, M.M. 2005: Teaching Students with Learning Disabilities: Constructivism or Behaviourism? Current Issues in Education. On line 8(10) http://cle.asu.edu/vol 8/no 10. Retrieved 23rd July 2011.
MODULE 5: GIFTED AND TALENT DEVELOPMENT,
UNIT 1: Definition, Characteristics and Administration of Gifted and Talented Children.
UNIT 2: Curriculum Modification for Gifted and Talented Students
UNIT 1: DEFINITION, CHARACTERISTICS AND ADMINISTRATION OF GIFTED AND TALENTED CHILDREN
3.0 Introduction
4.0 Objectives
3.0 Main Content
3.1 The Meaning of Giftedness
3.2 Definition of Giftedness
3.3 Characteristics of Gifted Students
3.4 Administrative and Educational Programmes Gifted and Talented Students
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Readings
1.0 INTRODUCTION
Gifted and Talented individuals are found in every society of the world. In ancient Greece for instance, in the days of Plato to be precise, these groups of children are categorized thus:
(a) Children of Gold;
(b) Children of Silver and
(c) Children of Bronze.
When one looks critically at various events on the globe, one will be marveled at the brains behind diverse inventions in various fields of human endeavour. Therefore, one can tag these superior and extra
ordinary events to be the products of the persons we called the prodigious, the precocious and the gifted.
2.0 OBJECTIVES
At the end of this unit you should be able to:
(1) Define the term Gifted and Talent;
(2) List common characteristics of giftedness;
3.0 MAIN CONTENT
3.1 The Meaning of Giftedness
Key Points
- Many definitions of giftedness have been proposed. They vary according to whether they are conservative or liberal; are single or multi-dimensional; and focus on potential or performance.
- Part of the reason for the variation in definitions is that their advocates are searching for one ‘true’ definition when manifestations of giftedness will differ across time and cultures.
- Thus, it is unlikely that a single definition of giftedness will receive unanimous endorsement.
Nevertheless, the breadth of definitions can contribute to a comprehensive view of giftedness and suggest avenues for future research.
3.2 Definition of Giftedness
As Davis and Rimm (1998:17) observe: ‘Defining gifted and talented is both an important and complicated matter: Our definition has implications for whom we identify as being gifted, and for our programming or curricular decisions. The resulting label we apply to children can have both positive and negative effects on their self-esteem, self-expectations and family and peer relationships.’ (Danis and Rimm 1998).
Yet the literature on giftedness yields some contradictory definitions. This lack of clarity means that the concept of giftedness is
difficult to defend because it is ‘defined too loosely while being measured too restrictively’ Gagne (95:104). This is perhaps inevitable because the skills that are regarded as most valuable will differ across time and between societies (McApine 1996). Therefore our definition must be sensitive to and will depend on these contexts (Borland 1990).
Reflective on the diversity of definitions, McAlpine (1996) points out that definitions differ according to whether they are conservative or liberal, are single or multi-dimensional, and focus on potential or performance.
Conservative versus liberal. Conservative definition tends to restrict the areas included in the gifted category or how many people will be regarded as gifted (Renzulli 1986) – say, the top 5% on a given ability measure. These definitions use a single criterion, such as high intelligence (as measured by an IQ test), to define giftedness. Liberal definitions, in contrast, observe that there are no discernible differences in productivity between the top 3-5% and the 10-15% who fall just below that IQ level and so include up to 15-20% of the population in the gifted category (Reid & Renzulli 1982; Renzulli 1982).
Single-versus multi-dimensional. Some definitions focus on achievements within the academic domain only, while others include achievements in a number of domains. The more dimensions a definition embrace, the more liberal the definition is likely to be. The push for an inclusive definition reflects a valid desire to avoid excluding individuals who truly are gifted. At the same time there is a recognition that, although the notion of giftedness needs to be broadened, it cannot become so broad that everyone is regarded as gifted – that, exceptional – as exceptionality would then be the norm (Runco 1993).
Potential versus Performance. Some definitions require evidence of ability, others include under achieving children within the gifted category, despite the fact that they are not demonstrating remarkable abilities in everyday situations.
Ultimately, as Sternberg and Davidson (1986:3) observe: ‘Giftedness is something we invent, not something we discover; it is what
one society or another wants it to be’. We construct the category of ‘giftedness’ statistically by choosing where to place the demarcation between ‘giftedness’ and average abilities. This decision is entirely arbitrary (Birch 1984), and probably has as much to do with how many resources are available for addressing advanced learners as it has to do with any characteristic that distinguish gifted from average learners. In other words, our definition is political as well as psychological (Sapon-Shevin 1994). Therefore, we must temper our judgements about children’s abilities and needs with an awareness of the limitations of the constructs and tools that guide our practice.
3.3 Characteristics of Gifted Students
Being gifted in America today is not necessarily a positive experience. Gifted students and their parents experience a lot of rejection from an educational system in which conformity is valued and most kids are expected to work along with the group without resistance or complaint. I have long wondered why we can spend considerable time and effort teaching students to appreciate diversity in ethnic and cultural terms, but we don’t extend that mindset to differences in learning ability. I’ve never met a gifted kid who asked to be born that way. It just happens. We need to consider giftedness as simply another difference and make gifted kids as welcome in our classrooms as any other students.
There are already so many definitions for giftedness that I hesitate to offer another. However, in terms of classroom teaching, I define gifted students as “those who have ability in one or more learning areas that exceeds grade/age level expectations by two years or more”. By this definition, the regular curriculum can’t possibly provide the challenge these students need to continually move forward in their learning.
In recent years, some fascinating new insights into giftedness have emerged from the work of Polish psychiatrist and psychologist Kazimierz Dabrowski (1902-1980). When Dabrowski studied a group of gifted children and youth, he found that they displayed what he called ‘over
excitabilities”. They perceived all kinds of stimuli more intensely than others: they were super-sensitive to everything in their environment and felt the joys and sorrows of life more extremely than other children. (Today, over excitability – OE – is considered a maker of giftedness, one of the many things to look for when identifying a gifted child). Dabrowski believed that OE may lead to a series of “positive disintegrations”, a developmental crisis, during which the individual rejects the status quo and questions everything. When things go well, this process continues and the person emerges as an autonomous, authentic human being with carefully thought-out values and beliefs. When they don’t, the person may get stuck in antisocial behaviour, disharmony, and despair. Dabrowski’s theories help us to understand why living with the teaching gifted kids can be such an incredible challenge.
People often ask me for a “short list” of the characteristics gifted children have which make identification easier. I believe that any student who possesses most or all of the following five characteristics is probably gifted.
1. Learns new material faster, and at an earlier age, than age peers.
2. Remembers what has been learned forever, making review unnecessary.
3. Is able to deal with concepts that are too complex and abstract for age peers.
4. Has a passionate interest in one or more topics, and would spend all available time learning more about that topic if he or she could.
5. Does not need to watch the teacher to hear what is being said; can operate on multiple brain channels simultaneously and process more than one task at a time.
Other characteristics are described throughout this chapter. To be gifted, one does not have to possess all these characteristics. However, when you observe students consistently exhibiting many of these
behaviors, the possibility that they are gifted is very strong. Trust your own observations more than the “evidence” of mediocre standardized test scores or poor grades. Listen respectfully to parents whose descriptions of their children at home match some of the information presented here. Sometimes, gifted kids choose to not appear gifted at school while continuing to demonstrate gifted characteristics at home.
It’s rare to find a child who is “gifted across the board”. Most gifted kids are more likely to be gifted in one or two specific areas and average or even below average in others. For example, many highly verbal youngsters appear deficient in bodily kinesthetic abilities, especially in Gym or physical education classes. I say “appear” because their physical abilities may be developmentally appropriate to their age but seem glaringly different from their intellectual abilities. Children who show evidence of giftedness in one or two areas are as eligible for compacting and differentiation opportunities as those who are gifted in many or all areas.
Before we get into characteristics, I want to reassure you that you will probably never need all of this information. Chances are, you won’t be asked to formally identify gifted students; they often identify themselves by showing their readiness for compacting and differentiation. The characteristics are included here in case you want and need guidelines for recognizing gifted behaviors. You may choose to share this information with the parents of gifted students in your classroom.
**SELF ASSESSMENT EXERCISE 10**
1. Mention the main difference between Gifted and Talented Development
### 3.4 Administrative and Educational Programmes for Gifted and Talented Students:
The administration of a gifted programme is crucial to the success of their programme. Infact, the success of any educational programme for the gifted depends on it. According to some scholars, there are three
main administrative provisions for the gifted. They are ability grouping, acceleration and enrichment (Clark 1983; Adesokan, 1990).
Ability grouping allows some students to be separated from the regular students. The selection is done through the level of measured intelligence. Thus, ability grouping can be done in the form of special classes or schools with special groups meeting prior to or after school. There are also the pull out programmes during school hours in which gifted students could be separated for a given period of time before returning to the regular programme. A good example of such practice is that of the special school programme for the gifted in Nigeria, called Suleja Academy in Minna, Niger State.
Ortion (1980) observed that the longer the gifted are allowed to be in special programmes, the greater will be their gains. This observation is valid for the mathematicians studied by Bloom (1982). Bloom who attributed their success to the opportunities of special programmes which enhanced the exploration of topics of their interest to greater depths as well as gave them the opportunities of developing their own techniques in solving problems in such areas.
The following are several forms of ability grouping as recorded by Clark (1983) and Adesokan (1990).
(a) **Regular Classroom and Regular Classroom with Clusters:**
In this setting, the gifted are grouped with non-gifted in a regular classroom. It is the most inappropriate organization for the gifted owing to the reliance on group instruction and or rigid curriculum. The instruction provides the same experience for everyone. Whitemore (1986) commented on this as follows: “It seems likely that future research could prove that the regular classroom is the most restrictive environment for the gifted, child”. This is due to the conventionalized nature of the curriculum. Gifted and talented students need a flexible and dynamic curriculum in order to function properly.
(b) **Regular Classroom with Pull Out**
Here, the regular students are grouped with the gifted students, but they have an opportunity to mix with other gifted students for a part of
the day. They also have access to resource room, a special class, field trip; seminar and other unique learning arrangements. The disadvantage of this setting is that the gifted students are made to do the regular work for the period they were absent. The pull out time is also inadequate in meeting all their learning needs. Moreover, the regular teachers sometimes resent the interruption of their classes by the pull out programmes.
(c) **Regular Classroom with Clusters and Pull Out:**
The gifted students are grouped with the regular students and there are more opportunities for interaction with other gifted peers. Consequently, there is a better follow through with the gifted programme. The quality of the programme depends on the regular teachers and the pull out teachers. In this setting, the gifted students are also made to do the regular curriculum for the period they were away.
(d) **Individualized Classroom:**
In this milieu, individual and flexible small group instruction “assessment” is used in determining the curriculum and materials for each student. The classroom is decentralized and given access to many different types of learning. In most cases, such classes are usually upgraded with students from different age levels and learning centers often found in the same classrooms. The disadvantages are that gifted students are usually isolated with no one to share their ideas with if they are few. This setting also requires the services of specially trained competent teachers in order to avoid the problem of being unstructured.
(e) **Individual Classroom with Cluster:**
Here, students have access to many types of learning; there are also other gifted learners whom they can share their ideas with. The setting is also flexible with small group instructions. It requires the services of a competent teacher otherwise it would be unstructured and disorganized.
(f) **Individual Classroom with Clusters and Pull Out:**
It has the advantage of individual flexible small group instruction, with assessment being used to determine the curriculum and materials of
each student. There is access to many types of learning experiences. More resources are available to both students obliged to do the work of the regular curriculum as in the case of the pull out classroom.
(g) **Special Class with Some Integrated Classes:**
The design is by subject area, with the advantages of moving into integrated classes for subjects that stress talents. The gifted students in this milieu have the opportunity of appreciating other talents. This is very useful to the moderately gifted individuals. The setting requires services of specially trained teachers in order to avoid disorganization.
(h) **Special Class:**
The environment in his setting is highly conducive for the learning styles of the gifted as it is specially designed to suit their learning needs. There is the added advantage of their being challenged to their full potential in all areas owing to the flexibility of the environment.
(i) **Special School:**
This is mostly used for the highly gifted and talented. As such, the services of specially trained teachers are of utmost importance. The environment is conducive for the stimulation of the potentialities of the gifted. The only disadvantage is that the gifted students are isolated, allowed to integrate with their regular peers. Moreover, this sort of setting could lead to maladjustment later in life, since, the gifted would eventually work with the regular students who form the majority in the society. An example of such a school in Nigeria is the Suleja Academy, where we have the concentration of identified gifted students as a special school.
(j) **Special Group:**
Gifted students can experience this as an adjunct programme after school or during summer. The students’ experiences range from special interest group or classes with single subject content to an open varied approach. There are disadvantages if used as a total gifted programme as there are no provisions for special learning needs or interests of the individual students. Moreover, the programme lacks continuity. It is however, adequate if used as an enrichment in a regular setting.
Therefore, ability grouping may provide a partial answer to the learning needs of gifted students: Other modifications have to be made in order for the programme to succeed, at all levels of educational settings. Also, since there are individual differences among this category of children, individualized instructions are to be adopted in their education. Thus, there should be encouragement of all areas of intellectual functioning. On the other hand, total segregation should be avoided and the services of specially trained teachers should be secured. Consequently, parents and teachers should communicate with each other as their cooperation is critical to the success of the programme.
4.0 CONCLUSION
In this unit, you have learnt the meaning and characteristics of the gifted and the talented individuals. You have learnt various definitions of gifted and talented. You have learnt about their characteristics and various Educational programmes.
5.0 SUMMARY
In this unit, we have learnt that gifted and talented is both an important and complicated matter. Our definition has implications for whom we identify as being gifted. We also discussed the characteristics of gifted student such as (i) learns new materials faster, and at an earlier age than age peers (ii) Remember what has been learnt forever, making review unnecessary etc. we also discussed administrative and educational programmes that the gifted and talented children can benefit from.
6.0 TUTOR MARKED ASSIGNMENT
1. What are two approaches to education of the gifted children: Explain them.
2. List and Explain four characteristics of the gifted and the talented individuals.
7.0 REFERENCES/FURTHER READINGS
Bloom, B. (1982). The Role of Gifts and Markers in the Development of Talent, *Exceptional Children*, 48(6), 510 – 522.
Gallagher, J.J. & Gallagher, S. (1994). Teaching the Gifted Child (4th Ed.), 16, 206 – 217.
Maker, C.J. (1982). Curriculum Development for the Gifted. Austin, TX PRO.ED
Maker, C.J. (1982). Teaching Models in Education of the Gifted. Rockville, MD: Aspen.
Olanchak; B & Renzulli, J. (1991). The Effectiveness of the Schoolwide Enrichment Model on Selected aspects of elementary school change. *Gifted Child Quarterly*, 33, 36 – 46.
Renzulli, J.S. (1982). What makes a Problem Real: Stalking the illusive meaning of qualitative differences in gifted education. *Gifted child Quarterly*, 26, 147 – 156.
Renzulli, J. & Reis, S. (1986). The Enrichment triad/revolving door model: A Schoolwide plan for development of creative productivity. In J. Renzulli (Ed.). *Systems and Models for developing programs for the gifted and talented*. Mansfield Center, CT: Creative Learning Press.
Renzulli, J.S. & Reis, S.L. (1991). The Revolving Door Identification Model. Mansfield Centre, C.T. Creative Learning Press.
Renzulli, J.S. (1994). Schools for Talent Development: A Practice Plan for Total School Improvement, Reston, V.A.; Council for Exceptional Children, 48, 12 – 33.
Renzulli, J; Smith, T; White, G; Callahan, B. & Hartman, F. (1994). The revolving door identification model. Mansfield Center, C.T. Creative Learning Press.
Sternberg, R. (1986). Identifying the Gifted through IQ: Why a little bit of knowledge is a dangerous thing. *Roeper Review*, 8(3), 143 – 147.
UNIT 2: CURRICULUM MODIFICATION FOR GIFTED AND TALENTED STUDENTS
3.0 Introduction
4.0 Objectives
3.0 Main Content
3.1 Curriculum Modifications for Gifted and Talented Students
3.2 Content Modification
3.2.1 Abstractness
3.2.2 Complexity
3.2.3 Variety
3.2.4 Organisation and Economy
3.3 Learning Environment
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Readings
1.0 INTRODUCTION
The appropriate school curriculum for the gifted is qualitatively different from the programme for the non-gifted students (Maker, 1993). According to her, the implication is that, the basic curriculum must be examined and changes or modifications made, so that appropriate curriculum could be provided for the gifted.
2.0 OBJECTIVES
At the end of the unit, you should be able to:
(i) Design an appropriate curriculum for the Gifted and Talented Children.
(ii) You also highlight the kind of environment that can enrich education of the gifted and talented.
3.0 MAIN CONTENT
3.1 Curriculum Modifications for Gifted and Talented Students
Gallagher (1994), also stated that the basic curriculum for the gifted can be modified in content, process and learning environment. (i.e. the physical and psychological environment). While Renzulli (1991) added the product elements (the end products expected of children as a result of the processes used) as a dimension that must be considered.
3.2 Content Modification
The content of the curriculum consists of the ideas, concepts, descriptive information, and facts that are presented to the student. It can assume a variety of forms and can differ in its degree of abstractness, complexity, the way it is organized, and the subject areas covered.
**Abstractness:** The major focus of discussion, presentations, reading materials and lectures in a gifted programme should be abstract concepts and generalizations – ideas that have a wide range of applicability or that transfer both within and across disciplines or fields of study. Concrete information and factual data are intended as illustrations or examples of the abstract ideas rather than as the major focus.
**Complexity:** Visually abstract ideas are also complex, but abstract ideas vary in their degree of complexity. The abstract ideas presented to gifted students need to be as complex as possible. The complexity of an abstract idea can be determined by examining the number and complexity of concepts and the number and diversity of the disciplines or traditional content areas that must be understood or integrated to comprehend the ideas.
**Variety:** In the past year, variety has been the definition of enrichment and in many programmes has been the only content modification made for gifted students. The concept of variety suggests that in a gifted programme, ideas and content areas not taught in the regular curriculum should be taught.
**Organisation and Economy**
Since knowledge in most areas is increasing and changing more rapidly than ever before, and since gifted students have a limited amount
of time to spend in school and in the programme, every learning experience must be the most valuable that can be offered. To achieve economy, content must be organized to facilitate transfer of learning, memory, and understanding of abstract concepts and generalizations. According to Bruner (1983) these results can be achieved if the content is organized around the key concepts or abstract ideas to be taught rather than arranged in some other fashion.
**Study of People**
Gifted students are likely to become the scholars, leaders and creative, productive individuals of the future. They also enjoy reading biographies and autobiographies. For these reasons, along with their potential for learning to deal with their own talents and possible success, gifted students used to study creative and productive individuals. An analysis of problems these individuals faced should be included, along with the way they handle their problems, their personal traits, their career or professional characteristics, and their social interactions.
**The Study of Methods**
Gifted students should study the methods of inquiry – the investigative techniques – used by scholars in different disciplines. They need practice in using these methods and they should learn a variety of techniques. Such studies can contribute to a better understanding of the content area and enhance the independence of the students.
**Process Modification**
The process aspect of the curriculum involved the way new materials is presented, the activities in which the students engage, and the questions that are asked. Process includes teaching methods and the thinking skills or process developed in the students.
**Higher Levels of Thinking:**
The methods used in gifted programme should stress the use rather than acquisition of information. Since gifted students can rapidly and
almost effortlessly acquire information, they should be expected to apply it in new situations, use it to develop new products.
**Open – Endedness:**
Questions and activities for gifted students should include a greater percentage of open-ended indicators that there is no predetermined right answer and that the questions or activities are provocative in that they stimulate more thoughts, permits and one child, and contributes to the development of students centered interaction pattern.
**Discovery**
The activities designed for gifted students should include a greater percentage of situations in which the students use their inductive reasoning process to discover patterns, ideas and underlying principles. Such guided discovery has several advantages for these children:
1. It increases their interest through involvement in learning;
2. It builds on their natural curiosity, their desire to figure out the ‘how and why of things’ (Renzulli, Smith White, Callahan, and Hartman, 1994), and their desire to organize and bring structure to things; and
3. It increases their self-confidence and independence in learning by showing that they are capable of figuring things out for themselves.
**Evidence of Reasoning**
Another important process modification for use with gifted students is to ask them to express not only their conclusions but also the reasoning that led them to these conclusions. This aspect of teaching is especially important when using a discovery approach, developing higher levels of thinking, and asking open-ended questions. Using this strategy, students learn different reasoning process from other students, and they are encouraged to evaluate both the process and products of others’ thinking. It also provides a vehicle for the teacher to assess the student’s level of thinking.
**Freedom of Choice**
Whenever possible, gifted students should be given the freedom to choose what to investigate and how to study their interest and excitement
in learning will be increased by such techniques. However, not all gifted students are independent learners, so they may need assistance in making and executing their choices.
**Group interaction activities and simulations:**
Structured activities and simulation games, should be a regular part of the curriculum for the gifted students to enable them to develop their social and leadership skills. These activities should include following a set of rules interacting with a small group of students, peer evaluation and self analysis or critique. Both peer evaluation and self analysis will be more effective if the activity has been video-taped or audiotaped.
**Pacing and Variety**
The final two process modifications serve mainly as facilitators of the success of other changes. Pacing refers to how rapidly new materials is presented to the students. Variety simply suggests that the teacher use various methods to maintain the interest of the children and to accommodate the different learning styles of the students.
**Product Modification**
Products are the ‘ends’ of instruction. They can be tangible or intangible, sophisticated or unsophisticated. Sophisticated products involve detailed, original work, while unsophisticated ones involve paraphrasing or copying. Products can include reports, stories, plays, dances, ideas, speeches, pictures and illustrations. The products expected from gifted students should resemble the products developed by professionals in the discipline being studied (Renzulli, 1994). These professional products will differ from typical students product in the following ways:
- **Real Problems:** The products developed by gifted students should address problems that are real to them. Students can be allowed to choose a specific area of concern within a certain field of study and to design an investigation around the area.
- **Real Audiences:** The products developed by gifted students should be addressed to real audiences, such as the scientific community, the city council or a government agency. These
students should not be developing products that are only seen or heard by the teacher. If real audiences are not available, other students can make up a stimulated audience.
- **Transformation:** Gifted students’ products should represent transformations of existing information or data rather than being mere summaries of other people’s conclusions. Original research, original artwork, and other such products should include the collection and analysis of raw data. If students have used their higher levels of thinking, they must produce a product that is a true transformation.
- **Evaluation:** Often students’ products are only directed toward and evaluated by the teacher. The products of professionals are evaluated by the audiences for whom they were intended. Products of gifted students should be evaluated by appropriate audiences, including simulated audiences of peers. Students should also be encouraged and required to complete an extensive self-evaluation of their own products.
**SELF ASSESSMENT EXERCISE 11**
1. How can you enrich curriculum for the Gifted and Talented Children.
### 3.3 Learning Environment
According to Maker (1982) learning environment refers to the physical and psychological climate of the school and classroom. The learning environment appropriate for the gifted students is not too different from that of other students. There are many dimensions of learning environments that are important, and different individuals have different preferences for certain aspects (for example, amount of noise, light or presence of colour). All environment modifications presented in this section were chosen because they met the following three conditions:
1. They are preferred by the gifted as a group
2. They are necessary for implementing the content, process and product modifications advocated; and
3. They build on the characteristics of gifted students.
(a) **Student-Centered versus Teacher-Centered:**
Environments for gifted students should include a focus on the students’ ideas and interest rather than on those of the teacher. There should be a high degree of emphasis on students discussions rather than on teacher talk, a pattern of interaction should seldom have the teacher as a central figure or focus.
(b) **Independence versus Dependence**
This dimension of the environment refers to the degree of tolerance for an encouragement of student initiative. The focus is on having students solve all the problems rather than having the teacher solve all the problems, including those related to classroom management.
(c) **Open versus Closed**
This aspect of the environment refers to the extent to which restriction affect the student and goes beyond academic into non academic areas. The physical environment needs to be open to permit new people, materials and things to enter. The same is true of the psychological environment. It must permit new ideas exploratory discussions, and the freedom to change directions to meet new situations.
(d) **Accepting versus Judging:**
There are three major elements of this dimension:
(i) Attempting to understand students ideas;
(ii) The timing of value judgments; and
(iii) Evaluation rather than judgment.
Before teachers can assess student idea, they must accept and understand those ideas, that is, they must attend or listen actively, accept the ideas, and then request clarification, elaboration and extensions of the ideas before challenging them.
(e) **Complex versus Simple**
As a dimension of classroom climate, complex versus simplicity refers to both the physical and the psychological environment. A complex physical environment, which is necessary for the gifted, includes a variety
of materials, references, and books; a balance of hard and soft elements; and a variety of colours. A complex psychological environment which is also necessary for gifted students includes challenging tasks, complex ideas, and sophisticated methods.
(f) High Mobility versus Low Mobility
This dimension of the environment refers to the amount of movement allowed and encouraged. To permit gifted students to develop professional products, allow movement in and out of the classroom and access to different environments, materials and equipment.
Complex Environment
A complex physical environment as observed by Maker (1982) required a variety of materials, references and books, a balance of hard and soft elements and variety of colours and challenging tasks. Secondly, high mobility should be encouraged, which include movement in and outside the classroom. The appropriateness of any educational programme for the gifted should be evaluated on how well these modifications the gifted are provided for by the curriculum.
Clark (1993) in support of an appropriate curriculum for the gifted opined that gifted programmes should extend beyond fact-gathering to provide opportunities for gifted students in the curriculum so as to find their areas of interest and abilities. Except students experience the problem of those efforts chosen areas of interest and through personal efforts developed real solution that affects others in these areas, we do not have a separate programme for such learners that are designated as gifted. Therefore, the gifted curriculum should reflect the learning needs of the students which should be based on assessment of their characteristics as well as other learning styles.
4.0 CONCLUSION
In this unit, we learnt about the appropriate school curriculum that is of benefits to the gifted and talented students. We also discussed about content modification of the curriculum.
5.0 SUMMARY
We have learnt that the education of students with special gift or talents should be based on three characteristics (i) Curriculum designed to accommodate advanced cognitive skills (ii) Instructional strategies that is consistent with learning styles (iii) group of instructions. These curriculum should incorporate enrichment, acceleration as educational approaches.
6.0 TUTOR MARKED ASSIGNMENT
1. What are two approaches to education of the Gifted and How do they differ from one another?
2. Design an appropriate curriculum for Gifted Children at JSS level.
7.0 REFERENCES/FURTHER READINGS
Gallagher, J.J. & Gallagher, S. (1994). Teaching the Gifted Child (4th Ed.), 16, 206 – 217.
Maker, C.J. (1982). Curriculum Development for the Gifted. Austin, TX PRO.ED
Maker, C.J. (1982). Teaching Models in Education of the Gifted. Rockville, MD: Aspen.
Renzulli, J.S. (1994). Schools for Talent Development: A Practice Plan for Total School Improvement, Reston, V.A.; Council for Exceptional Children, 48, 12 – 33.
1.0 INTRODUCTION
Persons with visual impairment are found virtually in all societies of the world. Record confirm the outstanding works of some distinguished blind individual. Personalities such as Homer, the Greek poet who in the 8th century B.C. composed the odyssey and the illiad. It was in the 18th century that the visually impaired began to experience an appreciable integration into the society. Personalities such as Nicholas Saunderson a blind man rose to the pick of his career as a professor of mathematics and a host of others.
2.0 OBJECTIVES
At the end of this unit, you should be able to:
(i) Define visual impairment
(ii) Mention at least 5 causes of visual impairment and explain them.
(iii) Write brief history of visual impairment in relation to Nigeria
(iv) Classify the history of visual impairment into three stages
(v) Rate prevalence of visual impairment in Nigeria in comparison with some other countries like USA
3.0 MAIN CONTENT
3.1 Definition of Visual Impairment
Visual impairment has been viewed by various people based on their perceptions, disciplines and the effects it imposes on them. Millais (2010) saw it as the condition of lack or reduction in visual perception due to physiological or neurological factors. Eniola (2008) categorized persons with visual impairments as those with total blindness, those with low vision and those who are partially sighted. However, the term “Visual Impairment” is now generally accepted as referring to people within the visual range of no sight at all to useful but defective vision, rather than the more strictly categorical terms of “blind”, “low vision” or “partially sighted” (Nkangwung, 2010).
Total blindness is the inability to discriminate light from dark, or the total inability to see. Total blindness is otherwise known as legal blindness, and has visual acuity of 20/200 or less in the better eye after the best possible correction with glasses (Heward, 2004).
Low vision is a severe visual impairment with minimal visual function after correction. It can be increased through the use of optical aids and environmental modifications (Corn & Ryser, 1989). Students with low vision learn from vision and other sense. Functional vision will depend on factors such as lighting, size of print or objects, and distance. Low vision is characterized by visual acuity of 20/200 to 70/200 (Snellen) or 6/18 to 6/60 in the better eye after the best possible correction or a field of vision between 20 to 30 degrees (WHO, 1992).
Individual with partial sightedness would be able to use the sight to move about, but may not be able to use it for academic task. The category is based on the simultaneous consideration of the three aspects of vision namely; visual acuity, field of vision and visual functioning. In a broad sense, visual defects into loss of clear vision, central vision or peripheral vision. All these loosens are considered by measuring visual acuity, field of vision and level of visual functioning.
Visual acuity refers to the ability of the eye to see details. The visual acuity for distance is measured as the maximum distance at which a person can see a certain object, divided by the maximum distance at which a person with normal eyesight can see the same object. Thus a visual acuity of 6/60 means that the person examined can see, at a distance of 6 meters, the object which a person with normal eyesight would be able to see at 60 meters. If vision is so impaired that to see the biggest E of the E-chart, the person has to come within 6 meters or even nearer, he is considered blind. The simplest method of testing visual acuity is to see whether the person can count fingers at a distance of six meters (6 Mts).
Field of vision refers to the extent which both eyes can easily see in front. The normal field of vision is 180 degrees in front of eye. It is determined by the Confrontation Test in which mapping is done on a chart having concentric circles marked upon it. The simplest method of testing is to bring snapping finger from the side of the ear to the front, move it up and down, and mark the position where the person can see the finger.
Visual functioning relates to the condition of the eye. It is determined by the experience, motivation, needs and expectation of each individual in relation to whatever visual capacity is available to satisfy curiosity and accomplishment of activities for personal satisfaction. The visual functioning refers to the degree to which/ability of a person to use vision for all daily activities.
3.2 Causes of Visual Impairment
Visual impairment is a condition that is found in every corner of the globe, and which causes vary from place to place. It can affect a person at any particular age or stage in one’s lifetime. The causes of visual impairment may be right from developmental stages in the womb before birth, a condition called prenatal causes. It could be at birth (perinatal) as well as later in life (Post natal condition). Examples of causes of visual impairment would therefore be discussed under three stages mentioned:
**Pre-Natal Causes.** This may be as a result of hereditary factors which may affect the cornea, lens, retina, optic nerve and other muscles or organs of sight. It could also be as a result of infections or diseases from pregnant mother. Such diseases include syphilis or gonorrhea, german measles (rubella) malformation or dislocation of the lens or any of the refractive media and muscles of the eye during developmental stages of the foetus could lead to visual impairment. Also important is the diet of the mother during pregnancy, if a pregnant mother is malnourished, smoking or abusing drugs, it could lead to visual impairment in the newborn baby.
**Peri-Natal Causes:** These are causes of visual impairment during birth. They include the wrong use of forceps during delivery, delay or prolonged labour, veneral diseases of mother could affect the child’s eye as he/she is passing out of the mothers canal.
**Post – Natal Causes:** These are things that result into visual impairment in a child after birth. They include hormonal imbalance, infectious diseases such as small pox, chicken pox, scarlet fever, trachoma, epilepsy, onchocerciasis (river blindness), measles, cataract, glaucoma, strabismus, retinitis pigmentosa among others (Olukotun, 2003). Accident and injuries involving the organs of sight can also results in visual impairment.
Apart from diseases, physiological and pathological causes, the Nigerian traditional culture believes in different causes of visual impairment, for instance, havoc from evil spirit and witches, prolonged
gaze at nakedness of an opposite sex, punishment for past sins committed by parents, anger of the gods and the violation of traditional norms (Osinuga, Adebiyi and Ajobiewe; 2004). Traditional or cultural causes according to Osinuga et al have no scientific proof.
**SELF ASSESSMENT EXERCISE 12**
1. Identify possible causes of Visual Impairment in children.
### 3.3 History of Visual Impairment
Since the prehistoric age of man’s existence, conditions of disabilities have been with man. One of these conditions include visual impairment. Like other categories of disabilities, visual impairment has inspired various treatments based on perceptions of the people. These treatments range from negative to positive across the ages. Although the condition of visual impairments was perceived differently by people at different phases of history, however the nature of the condition remains the same. This realization has called for the need to deal proactively with the condition through formal education. This earlier conviction led to the widespread establishment of special institutions, some of which cater for the needs of persons with visual impairments. Some of these found their ways to missionaries in earnest in the 1940’s.
However, the possibility of educating them looks more of mirage than reality. Obani (2004) avers that some cultures still view people with disabilities and handicaps as having been cursed. In a developing country like Nigeria, where the literacy level is around the halfway mark, there are still widespread primitive and superstitions beliefs about handicaps. To him, people with disabilities are very likely to be wrongly perceived and therefore treated. It is essential at this point to shed light on the historical progression of education of persons with visual impairment from the earliest time to the present under the following stages in Nigeria.
- The Pre-Missionary Stage
- The Missionary Stage
The Pre-Missionary Stage
The Pre-Missionary stage dates back as far as the advent of the missionaries in Nigeria. The actual missionary impact on education in Nigeria dates back to 1840. Before this time, the blind were mistreated by most primitive societies in the world then. The Western Education was not concerned with Special Education in Nigeria until a century later.
The Missionary Stage (1940 – 1970)
After the 2nd World-War there was a dramatic turn around in the education for persons with visual impairment. Their story changed; the first school for the blind was established in Gindiri by Sudan Interor Mission in 1953. Also, in 1962, Pacelli School for the Blind was established by the Catholic Mission under Archbishop Taylor. The nation began to witness the birth of many special schools for the blind. Even though during this period, education system witnessed various educational ordinances but all were silent on Special Education.
The Post Missionary Stage (1970 to date)
The missionaries played major role in the establishment of special schools and in the growth of Special Education in Nigeria. Nigeria government started to involve in the education of persons with disabilities as from 1970. Zindif (1997) opines that complete involvement in the education of the disabled by government did not take place until the 1970s when the then Head of States, Major General Yakubu Gowon declared government’s interest in the education of the disabled. He directed that all the state Ministries of Education must establish Units for Special Education so as to strengthen the existing schools. Today, elements of Special Education are being taught in our Colleges of Education and some Universities’ Faculty of Education. A lot of improvements are being made in Special Education especially in the education of persons with visual impairment (Adebiyi, 2007).
3.4 Prevalence of Visual Impairment
Throughout the world, approximately 314 million people live with visual impairment. Out of which, 45 million are totally blind. However, this aggregate did not mirror individual country’s statistics on prevalence. For instance, of this summation, 87% live in developing countries (WHO, 2010). This disparity between the global south and north are not unrelated to barriers to eye care which are consistent across most demographic groups. On the other hand, the differences in prevalence of blindness between the different countries in Africa and Asia could be due to differences in the causes of blindness, access to eye care services, or differences in life expectancy. Therefore, the quality of the few local eye care services, financial barriers and a widespread lack of eye care knowledge present major challenges for eye care provision, and readily predetermine each country’s prevalence level of visual impairments.
For example, while the United States of America recorded 3.3 million adults of age 40 and above are having one visual impairment or the other, a developing country such as Nigeria recorded 4.25 million adults of the same age as its prevalence level of visual impairment (Kyari, Murthy, Gudlavalletti, Sivsubramaniam, Gilbert, Abdull, Entekume and Foster, 2009). The WHO global data on blindness for 2002 categorized Nigeria along with a group of other countries in the region as having an estimated prevalence of blindness of 9% among those aged 50 years and 1% for the population of all ages. In particular, the rate of blindness in Nigeria is consistently high in all Nigerian states with 10.2% in Delta State as the least and 26.3% in Yobe State as the highest.
Aside the different level of economic growth as a probable factor, age is also a leading factor in some country’s prevalence level of visual impairment. For instance, a Unite States report established that rapid increase in visual impairment is not unconnected with the aging process of the population. In Nigeria, the magnitude of blindness among adults aged 40 years and for all ages was estimated. Based on survey findings, it
is estimated that 1.13 million individuals aged 40 years are currently blind in Nigeria. The North West, being the zone with the largest population, harbours the largest number of adults with blindness in Nigeria (28.6%). It was also established that 2.7 million adults aged 40 years had moderate visual impairment and an additional 0.4 million adults had severe visual impairment. Thus, a total of 4.25 million adults aged 40 years in Nigeria suffer moderate or severe visual impairment or blindness. Though, there is a high frequency of risk among women, the recent findings did not establish age as a major predicator in the prevalence of visual impairment in Nigeria (Kyari, et al, 2009).
The following are the prevalence rates of the common visual impairments in Nigeria as identified by the Nigeria National Blindness and Visual Impairment Survey 2005 – 2007.
- Cataract: The prevalence of cataract blindness was 1.8% (95% CI: 1.57 – 2.05)
- Glaucoma: 16.7% (prevalence 0.7%; 95% CI: 0.6 – 0.9)
- Corneal Scarring: from all causes was responsible for 7.9% of blindness 84% of blindness was due to avoidable causes.
- Uncorrected refractive errors were the commonest causes of mild and moderate visual impairment (77.9% and 57.1% respectively) being responsible for visual impairment in 2.46 million adults in Nigeria (i.e acuity of <6/12 – 6/60)
- “Operable” Cataract (i.e. visual acuity of <6/60) affects 400,000 people and glaucoma has caused blindness in a further 150,000 adults.
The prognosis on the prevalence of visual impairment in relation to the major causes of visual impairment by the next decade was not encouraging. According to Nigeria National Blindness and Visual Impairment Survey 2005 – 2007, by the year 2020 the number of adults with operable cataract will increase by 43% to 600,000 assuming that the
incidence of severe visual impairment and blindness due to cataract and cataract surgical coverage remain unchanged over the next 12 years.
4.0 CONCLUSION
In this unit, you have learnt about who the visually impaired persons are. You have also learnt about different categories of and degrees of visual impairment. You have been exposed to possible causes and symptoms of visual impairment.
5.0 SUMMARY
In this unit, we have learnt and defined visual impairment as people within the visual range of no sight at all to useful but defective vision rather than the more strictly categorical terms of “blind” “low vision” or “partially sighted”. We also discussed brief History of Education of learners with visual impairment. The prevalence of visual impairment was discussed. By now you should be able to identify various causes of visual impairment as before, during and after birth.
6.0 TUTOR MARKED ASSIGNMENT
1. What is Visual Impairment?
2. Name and Explain three (3) aspects of vision
3. List five (5) causes of visual impairment and Explain them.
7.0 REFERENCES/FURTHER READINGS
Adebiyi, B.A. (2004). Special Education (A Historical Survey). Footprints Journal of COEASU.
Adebiyi, B.A. (2007). Visually Impaired Education: Yesterday, Today and Tomorrow. Essays in Education Volume 22, Fall 2007.
Ajaja, A.A. (2006). Self Employment of Persons with Disabilities in Adebiyi, B.A. (Ed.) Employment of Persons with Disability. A Publication of National Resource Centre for the Disabled.
Fatima Kyari, Murthy, V.S. Gudlavalleti, Selvaraj Sivsubramaniam, Clare E. Gilbert, Mohammed M. abdull, Gabriel Entekume and Allen Foster (2009). Prevalence of Blindness and Visual Impairment in Nigeria: The National Blindness and Visual Impairment Survey Investigative Opthalmology & Visual Science, May, 2009, Vol. 5, No. 5.
Heward, L.W. (2004). Exceptional Children: An Introduction to Special Education 7th Ed. Ohio: Merril Prentice hall
Obani, T.O. (2004). Handicap, Disability and Special Education. What Parents and Teachers want to know.
Olukotun, J.O. (2003). Teaching Children with Blindness and Visual Impairment: A Basic Text. Ibadan: Codat publications.
Scholl, G. (Ed.) (1986). Foundations of Education for Blind and Visually Handicapped Children and Youth. American Printing House for the Blind. Louisville, KY 40206
The Free Dictionary (2011). Definition of Visual Impairment. Retrieved from http://thefreedictionary.com/Visual+Impairment”>VisualImpairment</a>
Zindif (1997). Special Education in Africa. Botswana: Tasalls Publishing
2.0 INTRODUCTION
Students who are blind differ from those who have low vision. They also have individual differences. We should remember that no one set of characteristics fits all. For example, learners with low vision read print and can access the general education curriculum alongside their peers without disabilities.
In order to enhance effective teaching for the visually impaired, the visually impaired learners must be given training skills in listening, Braille etc. The teacher should understand the child’s visual functioning. Also develops a predictable and understandable system for initial communication.
3.0 OBJECTIVES
At the end of this unit, you should be able to:
(i) State the characteristics of visual impairment in relation to type of visual loss, severity, age of onset and environmental experiences.
(ii) Enumerate the educational approaches and considerations for learners with Visual Impairment.
(iii) Mention the components of Unique Curriculum
4.0 MAIN CONTENT
3.1 Characteristics of Visual Impairment
Visual impairments have characteristics some of which impose certain constraints on the individual’s developmental tasks. However, the degree of this constraint depends on the type of visual loss, severity, age of onset, intellectual ability and environmental experiences. The lack of vision or reduced vision may result in delays or limitations in motor, cognitive and social development. Without visual input, an infant may not be motivated to reach and move toward interesting objects in the environment. As soon as the infant with a visual impairment finds it exciting to hear sound, he or she will begin to reach and move toward the objects in the environment that make sound. This does not occur until several months later, since hearing sounds does not motivate toward objects as soon as seeing objects does.
Cognitively, the child who has a visual impairment cannot perceive objects in the environment beyond his or her grasp, including those that are too large or too small or are moving. While use of other sense enables the child to obtain information about the environment, a cognitive limitation does exist in the range and variety of experiences.
Socially, a child with a visual impairment is limited in interaction with the environment. The child cannot see the facial expressions of parents, teachers and peers; cannot model social behaviours through imitation; and sometimes is unaware of the presence of others unless a sound is made. While touch provides direct information, it is often socially unacceptable. The older child is limited in the ability to orient to environmental cues and travel freely.
SELF ASSESSMENT EXERCISE 13
1. Can you identify signs and symptoms of visual impairment.
3.2 Educational Approaches and Considerations
It is the current practice, especially in developed countries, that students with visual impairments are being mainstreamed successfully into regular classes for many years in spite of their condition. They receive instruction from specially trained teachers in the additional skills necessary to increase independence. The Unique curriculum (otherwise called curriculum plus) for students who are blind includes reading and writing through the use of Braille, Typewriting, Listening skills, Personal-Social and Daily Living Skills, Orientation and Mobility, career education, and instruction in the use of special aids and equipment. In addition to these areas, students with low vision and visual limitations may need instruction in the efficient use of vision and in the use of optical aids, assistive technology and alternative learning materials.
However, since educational services for children with visual impairment vary according to individual needs. Residential schools, or regular classroom (inclusive settings) with special assistance may be an appropriate educational approach for individual students. Based on the characteristics of learners with visual impairment, the educational approaches and considerations should reflect the essence of Individualized Educational Plan (IEP), which advocate that individuals should be allowed to progress at their own rate, through equal accessibility to instruction without the barrier of disability (Scholl, 1986).
Considering the peculiarity of this group, intervention approaches by both parent and teacher should focus on active participation of the child in all activities. Because children with visual impairment may not be able to learn by watching what is going on around them, they must learn “by doing” and interacting with their environment. Interventions should focus on the development of contingency awareness and the intrinsic motivation and rive of the very young infant and the development of the physical skills that are necessary for the child to move out and explore. Children with visual impairments should be given the opportunities to
participate in all the activities that they encounter. If a child cannot participate independently, explore ways that he can be assisted through the activity, allowing him to participate and complete the tasks appropriate to his level of development.
Also, there is the need to concretize concepts as much as possible, since the learner’s condition implies minimal or zero response to visual stimuli. At all times the teacher should make as explicit auditory inputs as possible, even for the low vision children. For a totally blind child or a child who cannot see enough to imitate, the teacher may need to move the child through an activity to demonstrate what he wants the child to do. When demonstrating a new skill, it is easier to be behind the child so that the teacher’s body is in the same orientation as the child’s. Following the demonstration, the child should be allowed to practice the concept too.
**Braille:** Braille is a system of communication that is written in raised dots and perceived through the tactual sense (sense of touch). It is made up of elements called Braille cells. The Braille system was introduced in the nineteenth century in France by Louis Braille. We have the literary Braille code, the Nemeth Code and a Unified Braille Code.
**Slate and Stylus:** It is a method of writing in Braille in which the paper is held in a slate while a stylus is pressed through openings to make indentation in the paper.
**Listening Skills:** Listening skills play an unparalleled role in the life of children with visual impairment. Listening gives opportunities for reaching the visually handicapped certain concepts like the sounds of wild animals, trucks and even the flood of traffic. Listening skills assist the visually impaired in mobility and orientation. It is essential therefore, that proper education should be given to children with visual impairment on this.
**Mobility and Orientation:** Ability to move gracefully and knowing one’s environment is important. In order for children with visual
impairment to be mobile he/she should be giving training in mobility and orientation. This include the use of long cane, guide dogs, human guide.
**Technological Aids**
A lot of technological devices are arculable for the visually impaired individual to learn one of such device is Kurzweil 1000, others are computer system (Use of JAWS) softwares.
**5.0 CONCLUSION**
In this unit, you have learnt about various characteristics of the visually impaired persons. You have also learnt about different signs and symptoms. You have learnt about how to educate them and what it takes to educate them.
**6.0 SUMMARY**
Students with visual impairment exhibit certain characteristics. Cognitively, the child who has a visual impairment cannot perceive objects in his/her environment. Mobility and orientation is equally very important in education of the visually impaired.
**6.0 TUTOR MARKED ASSIGNMENT**
2. State the characteristics of visual impairment in relation to types of visual loss, severity, age of onset, and environmental experiences.
**7.0 REFERENCES/FURTHER READINGS**
Heward, L.W. (2004). *Exceptional Children: An Introduction to Special Education* 7th Ed. Ohio: Merril Prentice hall
Obani, T.O. (2004). *Handicap, Disability and Special Education. What Parents and Teachers want to know.*
Olukotun, J.O. (2003). *Teaching Children with Blindness and Visual Impairment: A Basic Text.* Ibadan: Codat publications.
UNIT 3: REHABILITATION OF THE VISUALLY IMPAIRED
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Definitions
3.2 The Visually Impaired and Vocational Education
3.3 Types of Rehabilitation Programme
3.4 Community Based Rehabilitation
3.5 Persons Involved in Rehabilitation
3.6 Workshops and Employment Opportunities for the Visually Impaired in Nigeria
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Readings
1.0 INTRODUCTION
The visually impaired are often marginalized in Nigeria just like any minority group. This marginalization may arise from prejudices, stereotyping attitudes of people towards them and socio-economic deprivation. People with special educational needs have hitherto lived their lives so to speak watching from sidelines while medical professionals, educationists, social workers and scientists actually run their lives.
It is a fact that persons with special need have access to socio economic rights as others but in reality they are denied access to existing social services and economic support. Most individual with special need are denied access to adequate information that could improve their socio-economic conditions. Therefore, in order to improve the living standards of individuals with visual impairment, vocational rehabilitation is
necessary. Rehabilitation of learners with visual impairment is an avenue of making them to be self-actualized.
2.0 OBJECTIVES
At the end of this unit, you should be able to:
(a) Define Rehabilitation in your own words
(b) Mention and explain what is meant by Community Based Rehabilitation (CBR).
(c) Itemize challenges facing rehabilitation of the visually impaired in Nigeria.
5.0 MAIN CONTENT
5.1 Definition
Rehabilitation is a practical aspect of Special Education that assists in restoration of handicapped persons to the maximum usefulness of which is capable physically, mentally and vocationally.
However, the visually impaired are persons with any limitation for normal visual functioning that occur as a result of visual disorder. This includes the partially sighted, the blind and individuals with low visions. Various authors have defined rehabilitation in different ways, especially from professional point of view. Eni-Olorunda (2001) quoting World Health Organization (WHO) committee (1981) defines rehabilitation as all measures to reduce the impact of disabling and handicapping conditions and to enable the special need and challenged individual to achieve social integration. Therefore, vocational rehabilitation involves bringing a person with special needs back to near normal life, as much as possible through a vocation.
3.2 The Visually Impaired and Vocational Education
The human eye plays a vital role in anything we do. Generally, the thinking in most quarters is that if any suffer sight loss, one has become useless. To such a person, life is assumed to be meaningless. But in the field of Special Education this presumption is not valid. This is perhaps why Obani (2003) declares that “there are no handicapped persons, only that persons that are made handicapped by poor perception, negative attitude and the reluctance of society to adjust and accommodate people with special needs.
3.3 Types of Rehabilitation Programmes
Rehabilitation programmes for children with special needs can be classified as follow.
3.3.1 Psychological Rehabilitation
By the time a child is declared medically blind, automatically there are bound to be reaction and counter reaction from parents and the immediate family. Guilt feelings may ensue from the parents. This situation if not well managed can lead to separation or divorce. It is essential therefore for the parents to understand themselves. The parents need to be educated and counseled on the education of learners with visual impairment.
3.3.2 Medical Rehabilitation
This involves a team of medical personnel. It also includes all medical attention and services rendered to the blind after being identified and certified as having problems with sight. The doctors refer such patients to experienced ophthalmologists for proper diagnoses. After all diagnosis had been completed and there is no improvement then the ophthalmologist has the right to certify an individual blind.
3.3.3 Educational Rehabilitation
After the medical aspect of rehabilitation has failed to correct the sight of the child by an ophthalmologist, an appropriate educational programme should be in place so that the child will not be a liability in life. An ideal educational programme for the blind should first be in the nursery school where they are exposed to learning and other daily living activities such as dressing, toileting, brushing of teeth, bathing, washing, eating etiquette. After the nursery school, the child is exposed to primary school education. Secondary school education is the next, here provisions are made for remedial and supportive services for the blind child in the resource room of that institution to complement the work of the classroom teacher.
Of course, the blind child who performs excellently in his/her academic work in the secondary school has the opportunity of proceeding to the tertiary institution. Such blind students may gain admission to the University, Polytechnic, College of Education, etc.
**SELF ASSESSMENT EXERCISE**
1. Identify different types of rehabilitation for persons with special needs.
### 3.4 Community Based Rehabilitation (CBR)
This is a concept that assists the visually impaired, for example, to be rehabilitated in their environment. Community Based Rehabilitation can be defined as “a concept that involves the entire community whereby the resources of that community are used to improve the living standard of the disabled and the handicapped persons themselves including their families. It is also a way of integrating persons with disabilities into their communities.”
### 3.5 Persons involved in Rehabilitation
The following are principal agents in rehabilitation of the visually impaired.
(a) Rehabilitation Teachers
The Rehabilitation teacher counsels the blind and his parents in respect of adjustment to blindness. He/she also guides the blind to learn necessary skills in a particular centre.
(b) Rehabilitation Counsellor
The role of a counselor in rehabilitation centre cannot be overemphasized. Counselor assists children with special need to overcome the problems and adjustment to the new situation. Olukotun (2003) avers that parents of children with special need in the society face a lot of psychological, social, economic and emotional problems because of the conditions of their disabled children.
3.6 Workshops and Employment Opportunities for the Visually Impaired in Nigeria
There are different kinds of workshops available for persons with visual impairment. These are as follows shelter workshop. This type of workshop is tailored towards the employment of blind individuals who are not capable of competing with the sighted. The purpose of the workshop is to provide them with some sort of income. Actually, shelter workshop is an avenue for blind persons of low intelligence.
Training Workshop: This kind of workshop assists and trains blind individual; it also prepares them for a job.
Production Workshop: This exposes the blind persons to various types of vocations. This is a way of empowering them. It will assist them to hold key positions in firms or in industry. They can be given training to the poultry keeping, footmats, flower vases, cane and mosaic materials.
The blind can also benefit from different skill professions such teaching, music, law, Agriculture, Administration etc. also from semi skilled professions, telephone operators, typists, stenographers etc.
4.0 CONCLUSION
In this unit, you have been exposed to meaning of rehabilitation. We also discussed types of rehabilitation. Light was shed on the agents of rehabilitation and how the visually impaired can benefit from rehabilitation through different workshops.
5.0 SUMMARY
Rehabilitation is a practical aspect of Special Education that assists in restoration of handicapped persons to the maximum usefulness of which is capable physically and vocationally. We also discussed types of rehabilitation such as psychological, medical, educational and community based rehabilitation.
6.0 TUTOR MARKED ASSIGNMENT
1. What is Rehabilitation?
2. List 3 types of rehabilitation and explain 2 of them
3. In what ways can the visually impaired benefit from rehabilitation.
7.0 REFERENCES/FURTHER READINGS
Eniolorunda, T.J. (2001). Community-Based Rehabilitation (CBR) and Mentally Retarded Child: Challenges of the Present Political Dispensation in Nigeria. In J.A. Ademokoya (Ed.). *Exceptional Nigerians in the New Political Dispensation*. Ibadan: Options Books.
Obani, T.C. (2003). *Empowerment of People with Special Educator’s Perspective*. A Publication of the School of Vocational and Technical Education, Federal College of Education (Special), Oyo.
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